Engage with earthquakes and individuals research remotely sensed shockwaves one/two. This information is The Geological Society satellite data. ground shaking shared within their group and information on ground rupture possibly with the class as a Secondary hazards (impacts) whole. Opportunity to produce a soil liquefaction short report/wall landslides/avalanches display/electronic presentation Dara O’Briain’s Science Club: tsunamis etc. fires Paired/small groups discussion effects on people and the how can the impacts of – built environment. seismic hazards be (Students should also understand categorized? Students to try and the almost randomness associated Earthquake Country Alliance think of examples of each. with some seismic hazards.) information and resources about Continuation of discussion Understand that seismic hazards above to ask what is meant by can be categorised (possible short and long-term responses? opportunity to discuss the In pairs, students to think of Article about usefulness of classification in examples of each. geography). Categories to include: Opportunity for a group primary/secondary discussion and mind-mapping environmental, social, Geological Society activity. Ask students to discuss economic, political. the following terms in relation to Understand that responses to Resources for specific case managing seismic hazards, and seismic hazards can be studies will depend on those to suggest examples of each: categorised as and chosen by the individual ‘short preparation student/school. mitigation Appreciate that risk management is prevention designed to reduce the impacts of adaptation. seismic hazards via: Students to be clear preparation instructions and guidance about mitigation creating a detailed case study of prevention one recent seismic event. adaptation. Students could be encouraged Understand one recent seismic to be creative in the method (to be chosen by individual used to present their findings students/schools). Students must but as a guide it should include be able to: the information listed in previous column.
Engage with remotely sensed satellite data. earthquakes shockwaves ground shaking ground rupture Secondary hazards (impacts) soil liquefaction landslides/avalanches tsunamis fires effects on people and the built environment. (Students should also understand the almost randomness associated with some seismic hazards.) Understand that seismic hazards can be categorised (possible opportunity to discuss the usefulness of classification in geography). Categories to include: primary/secondary environmental, social, economic, political. Understand that responses to seismic hazards can be categorised as ‘short and Appreciate that risk management is designed to reduce the impacts of seismic hazards via: preparation mitigation prevention adaptation. Understand one recent seismic (to be chosen by individual students/schools). Students must be able to: and individuals research one/two. This information is shared within their group and possibly with the class as a whole. Opportunity to produce a short report/wall display/electronic presentation etc. Paired/small groups discussion – how can the impacts of seismic hazards be categorized? Students to try and think of examples of each. Continuation of discussion above to ask what is meant by short and long-term responses? In pairs, students to think of examples of each. Opportunity for a group discussion and mind-mapping activity. Ask students to discuss the following terms in relation to managing seismic hazards, and to suggest examples of each: preparation mitigation prevention adaptation. Students to be clear instructions and guidance about creating a detailed case study of one recent seismic event. Students could be encouraged to be creative in the method used to present their findings but as a guide it should include the information listed in previous column. The Geological Society information on Dara O’Briain’s Science Club: Earthquake Country Alliance information and resources about Article about Geological Society Resources for specific case studies will depend on those chosen by the individual student/school.
AQA-70361-SOW-PG-H.DOCX