sea floor spreading (possibly an annotated map to locate the paleomagnetism). different kinds of plate margins. Understand that the movement of tectonic plates gives rise to different Q&A/discussion to ask plate margins: students what kinds of destructive processes they would expect constructive to find at each type of margin, conservative. and why, including seismicity and vulcanicity. Describe and explain the characteristic processes associated with each type of Students to add a tracing plate margin, including: overlay to map of plate seismicity boundaries to indicate the vulcanicity. distribution of earthquakes and volcanoes. Opportunity to Whilst learning about each type of plate assess learning with exam boundary students should also style questions to explain the understand the range of landforms that nature of plates, plate are associated with each type of plate boundaries, plate movement boundary, including: and associated processes. young fold mountains rift valleys Opportunity for small group ridges research task. Each student deep sea trenches given one landform associated island arcs with a different type of plate volcanoes. margin to research. The group then produces a Understand that movement of magma display/report/electronic within the mantle is not as simple as presentation/set of revision some easier/older texts may suggest notes etc. that describes the and that, although still valid and distribution of, describes the relevant, earlier ideas of simple characteristics of and explains convection cells are only part of the the formation of the range of explanation. Understand the theory and landforms listed. proposed role of magma plumes. It may suffice to focus on the idea of Hot Spots Opportunity to direct students as proposed by J T Wilson in the 1960s to short articles to research the or more able students may wish to idea of magma plumes and engage with the more recent and spots’. Students could ‘hot illustrate this with detailed annotated
sea floor spreading (possibly paleomagnetism). Understand that the movement of tectonic plates gives rise to different plate margins: destructive constructive conservative. Describe and explain the characteristic processes associated with each type of plate margin, including: seismicity vulcanicity. Whilst learning about each type of plate boundary students should also understand the range of landforms that are associated with each type of plate boundary, including: young fold mountains rift valleys ridges deep sea trenches island arcs volcanoes. Understand that movement of magma within the mantle is not as simple as some easier/older texts may suggest and that, although still valid and relevant, earlier ideas of simple convection cells are only part of the explanation. Understand the theory and proposed role of magma plumes. It may suffice to focus on the idea of Hot Spots as proposed by J T Wilson in the 1960s or more able students may wish to engage with the more recent and an annotated map to locate the different kinds of plate margins. Q&A/discussion to ask students what kinds of processes they would expect to find at each type of margin, and why, including seismicity and vulcanicity. Students to add a tracing overlay to map of plate boundaries to indicate the distribution of earthquakes and volcanoes. Opportunity to assess learning with exam style questions to explain the nature of plates, plate boundaries, plate movement and associated processes. Opportunity for small group research task. Each student given one landform associated with a different type of plate margin to research. The group then produces a display/report/electronic presentation/set of revision notes etc. that describes the distribution of, describes the characteristics of and explains the formation of the range of landforms listed. Opportunity to direct students to short articles to research the idea of magma plumes and ‘hot spots’. Students could illustrate this with detailed annotated
AQA-70361-SOW-PG-H.DOCX