broader debate that exists about the through the island nature and role of magma plumes. chain of Hawaii and remnant seamount chains to help explain hot spots and their relationship to plate movement. Some students may be able to research more detailed academic articles to explore the more recent debate in the literature. Weeks 3–4 Volcanic hazards – Specification content Subject specific Learning outcomes Suggested learning Resources skills activities (including ref to development differentiation and extension activities) The nature of Use of key subject Understand that most volcanic activity Opportunity for students to Range of websites and online vulcanicity and its specific and is associated with tectonic research the distribution of resources covering the nature relation to plate technical processes and occurs along plate volcanic events and annotate a of volcanic hazards: tectonics: forms of terminology. boundaries. base map of the Earth volcanic hazard: accordingly (may have been Opportunities to Describe the distribution of volcanic nuées ardentes, done above). develop skills such activity as being mainly associated with: lava flows, as drawing, ocean ridges and sea floor Mapping activity completed in mudflows, labelling and spreading previous lesson students to – pyroclastic and ash annotating destructive plate boundaries and ensure their maps are fallout, gases/acid diagrams. subduction zones accurate, detailed and rain, tephra. Spatial rift valleys complete. Online research distribution, relating to an eruption in intraplate vulcanicity hot – into volcanic Students to use magnitude, Auckland New Zealand hazards. Understand that the nature of volcanic textbooks/online resources to frequency, regularity events and volcanic features are the research the nature of different and predictability of Construct a range result of a combination of factors, types of magma and produce a hazard events. of graphs and use including: classification table to help Impacts: linking to further information statistical skills. type of plate boundary compare each type. primary/secondary, different features – constructive, destructive or environmental, Ensure students have on intraplate social, economic, the key ideas around
broader debate that exists about the nature and role of magma plumes. through the island chain of Hawaii and remnant seamount chains to help explain hot spots and their relationship to plate movement. Some students may be able to research more detailed academic articles to explore the more recent debate in the literature. Weeks 3–4 – Volcanic hazards Specification content Subject specific skills development Learning outcomes Suggested learning activities (including ref to differentiation and extension activities) Resources The nature of vulcanicity and its relation to plate tectonics: forms of volcanic hazard: nuées ardentes, lava flows, mudflows, pyroclastic and ash fallout, gases/acid rain, tephra. Spatial distribution, magnitude, frequency, regularity and predictability of hazard events. Impacts: primary/secondary, environmental, social, economic, Use of key subject specific and technical terminology. Opportunities to develop skills such as drawing, labelling and annotating diagrams. Online research into volcanic hazards. Construct a range of graphs and use statistical skills. Understand that most volcanic activity is associated with tectonic processes and occurs along plate boundaries. Describe the distribution of volcanic activity as being mainly associated with: ocean ridges and sea floor spreading destructive plate boundaries and subduction zones rift valleys intraplate vulcanicity – hot Understand that the nature of volcanic events and volcanic features are the result of a combination of factors, including: type of plate boundary – constructive, destructive or intraplate Opportunity for students to research the distribution of volcanic events and annotate a base map of the Earth accordingly (may have been done above). Mapping activity completed in previous lesson – students to ensure their maps are accurate, detailed and complete. Students to use textbooks/online resources to research the nature of different types of magma and produce a classification table to help compare each type. Ensure students have on the key ideas around Range of websites and online resources covering the nature of volcanic hazards: relating to an eruption in Auckland New Zealand linking to further information different features
AQA-70361-SOW-PG-H.DOCX