explain the causes of the event explain and assess the impacts of the event explain, assess and justify the response to the event including the factors – affecting this response. Use of key subject Students to understand that much Opportunity for students to British Geological Survey Week 5-6 Seismic hazards specific and technical seismic activity is associated with research the distribution of terminology. plate tectonic processes and occurs seismic activity and annotate from National Geographic The nature of seismicity along plate boundaries. a base map of the Earth and its relation to plate Opportunities to accordingly (may have been tectonics: forms of develop skills such as Students to be able to describe the done above). seismic hazard: drawing, labelling distribution of seismic activity as earthquakes, and annotating being mainly associated with: Mapping activity completed shockwaves, tsunamis, diagrams. destructive plate in previous lesson students – More , with diagrams liquefaction, landslides. boundaries and to ensure maps are – Online research into Spatial distribution, subduction zones accurate, detailed and seismic hazards. randomness, magnitude, conservative plate complete. Construct a range of frequency, regularity, margins/transform faults. Students discuss factors Computer animation offollowing an graphs and use predictability of hazard Students should understand that affecting the nature of an earthquake in California statistical skills. events. the nature of seismic events and earthquake including type of Developing extended Impacts: resulting hazards is the result of a plate boundary, nature of writing skills. primary/secondary; combination of factors, including: plate movement and focus environmental, social, type of plate boundary depth. Shortfrom National Geographic – Using atlas maps. economic, political. Short constructive, destructive Opportunity for students to Producing annotated and long-term responses; or conservative research the different scales maps. risk management nature and rate of used to measure the designed to reduce the movement Practicing exam style magnitude or of seismic impacts of the hazard depth of focus. questions, including events including Richter through preparedness, some interesting blogs, with great images the use of peer Ensure students understand what is Scale, Mercalli Scale and mitigation, prevention and illustrative examples assessment. by distribution’, Moment Magnitude Scale. ‘spatial and adaptation. and frequency’ in Conducting ‘magnitude Ensure students have notes relation to seismic events. independent and on the key ideas around Reinforce previous map work group research tasks. magnitude and frequency of locating seismic activity and the
explain the causes of the event explain and assess the impacts of the event explain, assess and justify the response to the event – including the factors affecting this response. Week 5-6 Seismic hazards The nature of seismicity and its relation to plate tectonics: forms of seismic hazard: earthquakes, shockwaves, tsunamis, liquefaction, landslides. Spatial distribution, randomness, magnitude, frequency, regularity, predictability of hazard events. Impacts: primary/secondary; environmental, social, economic, political. Short and long-term responses; risk management designed to reduce the impacts of the hazard through preparedness, mitigation, prevention and adaptation. Use of key subject specific and technical terminology. Opportunities to develop skills such as drawing, labelling and annotating diagrams. Online research into seismic hazards. Construct a range of graphs and use statistical skills. Developing extended writing skills. Using atlas maps. Producing annotated maps. Practicing exam style questions, including the use of peer assessment. Conducting independent and group research tasks. Students to understand that much seismic activity is associated with plate tectonic processes and occurs along plate boundaries. Students to be able to describe the distribution of seismic activity as being mainly associated with: destructive plate boundaries – and subduction zones conservative plate margins/transform faults. Students should understand that the nature of seismic events and resulting hazards is the result of a combination of factors, including: type of plate boundary – constructive, destructive or conservative nature and rate of movement depth of focus. Ensure students understand what is by ‘spatial distribution’, ‘magnitude and frequency’ in relation to seismic events. Reinforce previous map work locating seismic activity and the Opportunity for students to research the distribution of seismic activity and annotate a base map of the Earth accordingly (may have been done above). Mapping activity completed in previous lesson – students to ensure maps are accurate, detailed and complete. Students discuss factors affecting the nature of an earthquake including type of plate boundary, nature of plate movement and focus depth. Opportunity for students to research the different scales used to measure the magnitude or of seismic events including Richter Scale, Mercalli Scale and Moment Magnitude Scale. Ensure students have notes on the key ideas around magnitude and frequency of British Geological Survey from National Geographic More , with diagrams Computer animation offollowing an earthquake in California Shortfrom National Geographic some interesting blogs, with great images and illustrative examples
AQA-7037-SOW-PG-H.DOCX