economic, political. Short Developing extended Students to understand the causes used to develop a class Information on and long-term responses; writing skills. of wildfires, including: debate about the relative risk management natural agency importance of each. atlas maps. Causes of wildfires designed to reduce the human agency . Students discuss factors Producing annotated impacts of the hazard Students should be able to affecting the nature of maps. through preparedness, describe, explain and assess the hazards posed by wildfires. mitigation, prevention Practicing exam style specific nature of impacts of Opportunity for a group and adaptation. questions, including wildfires. Earth Unplugged research task: each group to the use of peer Impact and human Students to understand wildfire research hazards posed by assessment. responses as evidenced SciShow hazards can be categorised wildfires and individuals by a recent wild fire Conducting (possible opportunity to discuss the research one/two. This event. independent and Environmental impacts of forest usefulness of classification in information is shared within group research tasks. geography). Categories to include: their group and possibly with primary/secondary the class as a whole. Making links within, environmental, social, Opportunity to produce a across and beyond economic, political. short report/wall this area of the display/electronic specification. Students to understand that Social and economic impacts of wildfires: presentation etc. responses to wildfire hazards can Engage with be categorised as and Paired/small group discussion ‘short remotely sensed how can the impacts of – satellite data. Wildfires and health: wildfire hazards be Students to appreciate that risk Information on research into categorized? Students to try management is designed to reduce and think of examples of the impacts of wildfire hazards via: each. preparation mitigation Continuation of discussion Managing wildfires: prevention to ask what is meant by adaptation. short and long-term responses? In pairs students Students to develop a detailed to think of examples of each. understanding of ONE recent wildfire event (to be chosen by Opportunity for a group individual students/centres). discussion and mind-mapping Preventing wildfires: Students must be able to: activity. Ask students to describe the spatial and discuss the following terms in temporal setting of the relation to managing wildfire wildfire
economic, political. Short and long-term responses; risk management designed to reduce the impacts of the hazard through preparedness, mitigation, prevention and adaptation. Impact and human responses as evidenced by a recent wild fire event. Developing extended writing skills. atlas maps. Producing annotated maps. Practicing exam style questions, including the use of peer assessment. Conducting independent and group research tasks. Making links within, across and beyond this area of the specification. Engage with remotely sensed satellite data. Students to understand the causes of wildfires, including: natural agency human agency . Students should be able to describe, explain and assess the specific nature of impacts of wildfires. Students to understand wildfire hazards can be categorised (possible opportunity to discuss the usefulness of classification in geography). Categories to include: primary/secondary environmental, social, economic, political. Students to understand that responses to wildfire hazards can be categorised as ‘short and Students to appreciate that risk management is designed to reduce the impacts of wildfire hazards via: preparation mitigation prevention adaptation. Students to develop a detailed understanding of ONE recent wildfire event (to be chosen by individual students/centres). Students must be able to: describe the spatial and temporal setting of the wildfire used to develop a class debate about the relative importance of each. Students discuss factors affecting the nature of hazards posed by wildfires. Opportunity for a group research task: each group to research hazards posed by wildfires 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 group discussion – how can the impacts of wildfire hazards be categorized? Students to try and think of examples of each. Continuation of discussion 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 wildfire Information on Causes of wildfires Earth Unplugged SciShow Environmental impacts of forest Social and economic impacts of wildfires: Wildfires and health: Information on research into Managing wildfires: Preventing wildfires:
AQA-7037-SOW-PG-H.DOCX