Stratford School Academy Schemes of Work GEOG: RESTLESS EARTH
|
|
- Hubert Hubbard
- 5 years ago
- Views:
Transcription
1 Case studies Drawing maps, graphs and diagrams. Stratford School Academy Year 10 Restless Earth Geography: YEAR 10 Restless Earth Number of weeks Content of the unit Assumed prior learning (tested at the beginning of the unit) 8 The Earth and its layers Plate Margins Landforms at Plate Margins Fold Mountains Uses of Fold Mountains Case Study: The Andes Super volcanoes Impacts and Effects of Eruptions Case Study: Montserrat Causes of Earthquakes Effects and Impacts of Earthquakes Case Study: Chile and Haiti Causes, Impacts and Effects of Tsunamis Case Study: The Boxing Day Tsunami KS3 knowledge of unit on tectonic plates and movements. Assessment points and tasks Mid Unit Week 4 Exam questions modelled on past GSCE papers End of Unit Test Week 7 Exam questions modelled on past GSCE exam papers Exam question practise and feedback incorporated into every lesson Written feedback points Lesson 9 and Lesson 13, in line with assessment points Week 4 and week 8, books should be marked. Learning Outcomes (tested at the end and related to subject competences) I can add labels to sketches I can draw diagrams to explain a sequence I can plot data on to maps. I can add detailed annotations to sketches I can complete a graph using data given to me. I choose appropriate labels, keys and titles for my maps and graphs I can draw graphs accurately with data provided I can select which data to present on a map or chart I can choose appropriate types of graph / map to display my data I can identify and explain anomolous results I can evaluate data collection and presentation methods. I can suggest improvements to the data collection / presentation methods used. I can identify and give facts about an event or place I can identify and describe an issue facing a place I can apply a case study to describe causes, impacts and responses I can apply a case study to explain causes, impacts and responses I can explain how management can reduce the impacts of a problem / challenge. I can explain different opinions towards an event or process. I can explain the justification for a particular management strategy. I can evaluate different opinions towards an event or process. I can evaluate the impacts of a process or event for different stakeholders. I can evaluate the sustainability of management choices and provide further suggestions. Page 1 of 13
2 Lesson Clear learning intentions Clear success criteria Hook Presentation of content Guided practice Independent practice (homework) Closure 1 What is the Inside of the Earth Like? E/F - Identify and describe key features of the earth s structure. D/C - Label and describe the inside of the earth. B+ - Explain the link between plates, earthquakes and volcanoes. Teacher explains structure of the course how many units, how they will be assessed, which topics will be studied, when etc Picture of erupting volcano, geographical questioning. Recap of previous knowledge about the layers of the Earth and any other knowledge of tectonic processes. Diagram of Earth s layers Keyword bank YouTube clip Close passage worksheet Video clip outlining the layers of the Earth. Students to complete diagram and labels. Differentiated questioning. Feedback to class Keyword match up. Students to write in their keyword glossary Define the two types of crust. Create a table comparing the continental and oceanic crust (page 9) Draw and label a diagram showing how convection currents work (page 9). Write a definition for convection currents in own words. Feedback to class. Exam Practise Explain how the tectonic plates move (4 marks) Close passage: What do we mean by plate tectonics? Less able includes a word bank. Page 2 of 13
3 2 Where are the edges of the Earth s crust located and what happens there? E/F - Define tectonic plate, name some tectonic plates and label them on a map. D/C - Describe the location of the tectonic plate boundaries and the direction the plates are moving in. B+ - Link the movement of tectonic plates to the distribution of earthquakes and volcanoes. Four pictures and differentiated questions Variations on how are these four objects related? Keyword match up exercise Blank world map YouTube clip Keyword and definition match up. Self-marking. Stretch Activity Draw a diagram to show all the ways tectonic plates could move in relation to one another Diagram displaying Pangea. Class discussion How has the Earth s crust changed over time? Watch clip showing the last 300 billion years and how tectonic plates have moved. On a blank world map, draw in the lines of the 8 major tectonic plates. Label with name of plate and direction plate is moving. Exam Practise Explain the location of the world s volcanoes (4 marks) Post It Notes - Two things you have learned today. One thing you would still like to know. Volcanoes of the World Class discussion do students notice anything about the location of volcanoes around the world? (If they don t make the link themselves, ask them to compare their map they have drawn the tectonic plate lines on with the map of the location of volcanoes. Can also direct them to page 13 of the textbook) Differentiated questions for students to answer. Class feedback. Exam question Discuss with students how to answer the question. Show the answers and ask students what mark they would award it. Need to justify why based on the mark scheme. Page 3 of 13
4 3 How are the different types of volcanoes formed? F/E - Know the difference between destructive and constructive plate boundaries. D/C - Describe how a constructive volcano and a destructive volcano are formed, using a diagram. B+ - Explain how different types of volcanoes are formed using process vocabulary and geographical key words. Constructive Destructive What do these two words make you think of? What is happening to the Earth s crust at each boundary? Further questioning How is new crust made? How is crust destroyed? How is rock turned into mantle? Differentiated worksheets Homework sheet Discuss homework question. Students to peer mark and give WWW and EBI. Draw diagram of constructive plate boundary and label. Remind students that all diagrams in Geography need titles and labels. Students to self-mark and correct work if needed. Write paragraph explaining how constructive margins are formed. Differentiation SEN: print close passage, give word bank G&T: Put into own words. Self-mark and correct if needed. Homework sheet Past exam question Write one sentence to explain what is happened in each diagram. (3 marks) True or False Use red and green sheets in back of student planners Draw destructive plate boundary diagram and label. Self-mark and correct if needed. Write paragraph explaining how destructive plate boundaries are formed. Self-mark and correct if needed. Differentiation SEN: print close passage, give word bank G&T: Put into own words. Self-mark and correct if needed. Read page 10 and 11. Create a table summarising each plate boundary and landforms that occur there. Page 4 of 13
5 4 What are the different types of crust and how does this affect the landforms created? F/E - Know the 2 types of crust and 4 differences between the 2 types. D/C - Know the names of 3 types of plate boundary and say what type of crust is involved at each and which direction it is moving. B/A - Describe the characteristics of landforms created at plate boundaries. A* - Explain how the type of plate boundary affects the characteristics of the landforms there. Picture of gas and ash clouds coming out of the sea geographical questioning Different crust types sheet Direction of plate movement sheet Recap differences in continental and oceanic crusts, plate boundaries and direction they move Exam question and scaffolded response. Students complete close passage to get a 4 mark answer. Can use textbook. Differentiation Word bank for SEN Students self-mark and correct if needed. View fold mountain, shield and composite volcanoes. What do they have in common? At what plate boundaries do they occur? Read page and summarise information into a table that shows characteristics and landforms at each type of plate boundary. Stretch Activity for G&T Look at completed table. Questioning Which boundary causes the most damage? Which boundary is the safest? Homework sheet several past exam questions Can you? Get a show of hands for who can answer each question, starting at red. Choose one student at random to answer, keep going until the question is answered completely and perfectly. Exam question practise. Look at exemplar answers once students have written their own. Choose 2-3 students to read their answer and others to critique. What mark? Why? What could they add to improve their work? No hands classroom. Page 5 of 13
6 5 What are fold mountains and how are they formed? F/E - Identify where fold mountains are located. D/C - Describe how fold mountains are formed and complete a labelled diagram. B+ - Explain how fold mountains are formed using process vocabulary and key geographical words. Exam Question Where are fold mountains located? Share 2 answers, choose a student to give a mark, WWW and an EBI verbally Oxford textbook Table worksheet Watch video clip explaining how fold mountains form. Complete past exam question, writing one sentence to explain what is happening in the diagram. Choose students to read out answers, put on slide so students can correct and mark their work. Stretch Activity Case Study Himalayas Students to use textbook to build a case study for uses of fold mountains. Activity is colour coded to show students what they need to do to achieve each grade. Fill out table. For next lesson Research one super volcano eruption. How was the earth affected? True or false? Series of questions, use red and green planner pages Exam Question practise How would you answer this question? What information is needed? What is the command word asking you for? Look at answer. What mark would they award? Justify. How can it be improved? Page 6 of 13
7 6 What is a super volcano? F/E - Know what a super volcano is and describe its characteristics and location D/C - Describe the potential impact of a super volcano eruption. B+ - Compare and contrast the impact of super volcanoes compared to ordinary volcanoes Investigative skills using key geographical terminology asking and answering questions about a specific picture Differentiated worksheet for Sen students Watch clip showing the characteristics of the Yellowstone caldera. Students to write a definition of a super volcano. Exam practise Look at a picture showing the worlds known locations of super volcanoes. Where are super volcanoes located in the world? Stretch Activity Compare to plate boundaries Use textbook to add more words to the keyword mat. Check understanding of each. Can students explain using their own words? Keep asking until it is perfect. Homework A look at Yellowstone national Park. Diagram and questions. 3, 2, 1 3 effects of a super volcano eruption, 2 facts about Yellowstone, 1 thing they found interesting Draw and label diagram showing the characteristics of the Yellowstone caldera. Check they understand what is meant by characteristics. Write a paragraph explaining how the caldera was formed as well as specific data about it. Differentiation print to give to SEN students a s a gap fill G&T students to write in their own words. Can use textbook for reference if needed. Page 7 of 13
8 How are super volcanoes different to other volcanoes? Create side by side lists. Students can use textbooks for reference. Diagram of the effects and impacts of a super volcano eruption. Shows two different eruptions millions of years apart. If Yellowstone was to erupt now, how would the world be affected? 7 What were the effects of the Montserrat eruption? F/E - Identify effects of a volcanic eruption. D/C - Categorise effects (primary, secondary, social, economic, environmental) B+ - Describe effects in detail using a case study. Exam Questions What is pyroclastic flow? What is a primary and secondary effect of a volcanic eruption? Video clip Keyword mat Linking statements worksheet Add the lessons keywords to their keyword mat. Questioning to ensure understanding of each word. Clip showing the eruption and impacts of it. Students to create a case study file of the eruption and effects of the Montserrat eruption. Write effects they can see in the clip. Revise for mid unit test Look at sample answer. Students to mark, need to be able to justify. Look back over their own answer and attempt to improve. Need to categorise these effects into primary and secondary. Add these definitions to keyword mat. They also need to classify each as either social, economic or environmental. Go over what each means, choose student to provide an example for each. Add specific detail and data using page of the textbook. Include a table to show the immediate and long term responses to the disaster. Page 8 of 13
9 Model linked statements and explain how important it is to do this to move from level 1 or 2 answer to a level 3. Activity sheet where students need to match the effect with its explanation Exam Question Practise - Choose one volcanic eruption you have studied. Explain the effects of the volcanic eruption. (8 marks). Discuss how to answer the question. Students to answer question in their book. Differentiation keyword bank to include in answer for SEN 8 What Do I Need To Know For My Mid-Unit Test? F/E - List information in exam answers D/C - Explain information in some detail in response to exam questions B+ - Understand what the question is asking me and use in depth case studies and examples to explain the answer. Create flashcards to revise keywords, processes and structure of the Earth Flash cards Revision Guides Discuss and complete a series of past exam questions in order to revise for the mid unit test. Revise for the test Discussion of how the test would be set out and remind student to complete past papers online. 9 Mid Unit Test Test paper Students to complete test paper in half an hour to model GCSE paper Page 9 of 13
10 10 How are earthquakes formed? F/E - Describe where earthquakes occur and define Conservative margin. Know what the Richter and Mercalli Scales are. D/C - Outline how earthquakes are formed using process vocabulary. Describe the differences between the Richter and Mercalli Scales. B+ - Use key words (focus, epicentre, seismic waves) in my answer. A* - Evaluate the utility of the Richter and Mercalli scales, and the way they measure earthquakes Picture of the where earthquakes occur around the world. Exam question: How are earthquakes distributed around the world? (4 marks) Oxford textbook Video clip Powerpoint Keyword mat Differentiated worksheet Go over how plates move at constructive and deconstructive margins. How else can the plates move in relation to one another? Draw a diagram of how plates move at a conservative margin. Watch the video clip and answer the questions, Two stretch questions. Can also use the textbook for this. Use page 20 of the textbook to draw a diagram of an earthquake within the crust. Add definitions of the keywords to the keyword mat. Stretch questions. Exam Question practise Discuss how to answer the question. What will get marks? What is unnecessary? Students to answer question. Differentiation SEN can have close passage, more able students to have word bank or not. Research the world s strongest earthquake and create a factfile on it. What have I learnt? What progress have I made? What else do I want to know? Copy definitions into keyword mat for Richter Scale and Mercalli Scale/ Answer questions. Stretch questions. Page 10 of 13
11 11 How Do Different Countries Cope After Earthquakes? F/E - Identify the effects of earthquakes D/C - Categorise effects and give some detail B - Explain further consequences of earthquakes Create an acrostic poem using geographical terminology Earthquakes Using the information in the, create fact files comparing an earthquake in Chile (MEDC) and in Haiti (LEDC). Need to be able to compare both effects and responses and be able to say how being a MEDC or LEDC affects these things. Explain the effects of an earthquake or volcano you have studied. Use a case study in your answer. (8 marks) Post it notes Something I ve learned, something I don t understand A-A* - Use detailed case study facts in my answer Exam question practise - How does the depth of the earthquake s focus, and the location of its epicentre, help to explain some of the effects seen in Chile and Haiti? (4 marks) Using case studies of earthquakes you have studied in MEDC s and LEDC s, compare and describe the responses to these earthquakes (6 marks) Using examples of earthquakes, explain why some cause more destruction and death than others (6 marks) Can use the textbook if needed Students to peer mark using the mark scheme provided Page 11 of 13
12 12 What is a Tsunami? F/E - Know what a Tsunami is. D/C - Describe the effects of a Tsunami B+ - Explain the cause of a Tsunami Mark homework question: Explain the effects of an earthquake or volcano you have studied. Use a case study in your answer. Oxford textbook SEN differentiation scaffold for report, diagrams of tsunami forming Watch clips showing the tsunami devastation. Students should make notes about the effects of tsunami that they can see. Feedback after the clip to ensure that all students have covered all the effects. Ask them to label either as immediate or secondary effects. Two diagrams showing how a tsunami is formed and how the wave changes as it approaches land. Students should darw both into their books. Make sure they include the title and labels. Differentiation Give students diagram and get them to copy the labels onto it. Exam Practise Outline how a tsunami happens (4 marks) Describe the effects of one Tsunami you have studied. (8 Marks) Explain how people could reduce the effects of tsunamis in the future. (8 marks) Give one fact for Immediate effects Tsunami features/ Plate tectonics Secondary effects Immediate response Long term response Write a paragraph explaining in their own words how a tsunami is formed. Differentiation SEN: Give students a close passage or can read a paragraph and try to put it in their own words. Can use the textbook if needed. Using the textbook and what they have seen in the clip, students produce a seismologists report about the tsunami that hit on Boxing Day. Differentiation Provide SEN with scaffold to answer the questions Give students the answer to a question what question do they think it is answering? Page 12 of 13
13 13 End of Unit Assessment Prep 14 End of Unit Assessment 15 End of Unit Assessment run through BTEOTL I will: Know how to answer those questions I find hardest. BTEOTL I will: Know my weaknesses for future revision Smith proformas prioritise your skills and subject knowledge. PLC up on the board. Pupils to note down strengths and weaknesses. Dependent on group Model answers Groups to select resources to help with skill/knowledge revision. Run through model answers with class. Class to annotate papers. Revise for end of unit assessment Prep for your therapy Tell me something you know now that you didn t know before. Sharing what are our biggest weaknesses? Page 13 of 13
GCSE Geography Assessment Workbook The Restless Earth
GCSE Geography Assessment Workbook The Restless Earth Name: Contents Page Aims and Objectives page 3 Command Terms Glossary page 4-5 Marksheet page 6-8 Section 1: One & Two mark questions page 9-12 Section
More informationGFS Geography Medium Term Plan Year 7 SUMMER
Context: This unit investigates the processes that cause the Earth s plates to move and the landforms that result. It then investigates the interaction between people and these potentially hazardous environments.
More informationDescribe the layers of the Earth Understand what plates are and how they move
Lesson links Lesson 1 layers of the earth and plate boundaries Lesson 2 How and why a volcano erupts Lesson 3 The impacts of a volcanic eruption Mt St Helen s (learning Milestone) Lesson 4 How an earthquake
More informationThe reference for this Study is Pearson Science 9 Chapter 9.
Year 9 Science STUDY GUIDE: Unit Dynamic Earth Here is a summary of the knowledge areas and learning activities you will undertake during this Focus Study. The Study commences on Tuesday, 3 rd November
More informationEarth s Plates, Part 1: What Are They, Where Are They and What Do They Do?
Earth s Plates, Part 1: What Are They, Where Are They and What Do They Do? A scientist named Alfred Wegener believed that, at one time, all of the continents were one landmass. Although he had no real
More informationAim: To be able to describe and explain techniques used to predict or reduce the impacts of volcanic eruptions in NAMED locations.
C/W Qu: Can we predict volcanoes? 18/10/12 Aim: To be able to describe and explain techniques used to predict or reduce the impacts of volcanic eruptions in NAMED locations. Starter: Read and correct the
More informationSubject: Geography Scheme of Work: B1 to B6 Mastery tiles. Term: Autumn/Spring/Summer
Subject: Geography Scheme of Work: B1 to B6 Mastery tiles Term: Autumn/Spring/Summer Topic / Unit(s) Overview / Context Introduction to geography. An introduction to geography including basic map skills
More informationMr. Petersen EARTH SCIENCE LESSON th Grade
Teacher Prep Materials and stuff needed: Cutout Glue Sticks or Rice Glue PowerPoint Plate Tectonics Set up the students for taking notes. Model for the students using the camera projector. Use the Prentice
More informationName: 6 th Grade Plate Tectonics Journal Learning standards: E.SE.06.51 - Explain plate tectonic movement and how the lithospheric plates move centimeters each year. E.SE.06.52 - Demonstrate how major
More informationSession 3. Journey to the Earth s Interior
Session 3. Journey to the Earth s Interior The theory of plate tectonics represents a unifying set of ideas that have great power in explaining and predicting major geologic events. In this session, we
More informationNORTH VISTA SECONDARY SCHOOL HUMANITIES DEPARTMENT SECONDARY 3 EXPRESS HUMANITIES (GEOGRAPHY) 2272/02 CONTENT OUTLINE Term 1
NORTH VISTA SECONDARY SCHOOL HUMANITIES DEPARTMENT SECONDARY 3 EXPRESS HUMANITIES (GEOGRAPHY) 2272/02 CONTENT OUTLINE 2019 Term 1 Week Learning Outcomes Skills to be covered Assignment Test Project 1-2
More informationYear 11 Geography GCSE Assessment Booklet Section A: The challenge of natural hazards
Year 11 Geography GCSE Assessment Booklet Section A: The challenge of natural hazards Question Mark & Grade 9 1 Explain why the majority of earthquakes and volcanoes occur at plate margins (6 marks) Choose
More informationWelcome to GCSE Geography. Where will it take us today?
Welcome to GCSE Geography Where will it take us today? Topic 1.2: global hazards 1.2a: What processes occur @ plate boundaries aiii) How the movement of tectonic plates causes earthquakes 09/12/2018 Let
More informationWelcome to GCSE Geography. Where will it take us today?
Welcome to GCSE Geography Where will it take us today? Topic 1.2: global hazards 1.2a: What processes occur @ plate boundaries aiii) How the movement of tectonic plates causes volcanoes 06/12/2018 Think
More informationThanks. You Might Also Like. I look forward helping you focus your instruction and save time prepping.
Thanks Connect Thank you for downloading my product. I truly appreciate your support and look forward to hearing your feedback. You can connect with me and find many free activities and strategies over
More informationRisky world. What is risk? Is our local area a risky place? To understand what is meant by risky places
Lesson 1: Is our local area a risky place? Place - geographical imaginations, physical and human characteristics of real places. Space spatial patterns and distributionsd Scale making links between scales
More informationSubject: Geography Unit 1: The Earth
Subject: Geography Unit 1: The Earth Learning outcomes Activities Resources Thinking Skills Language of Learning The earth s relief and its different forms such as mountains, valleys, plains. The parts
More informationSUBJECT: YEAR: Half Term:
Geography 9 1 Introduction to Population and population distribution begin to explain the pattern of population distribution. describe and explain the pattern of population distribution at a range of scales.
More informationEdexcel GCSE Geography B Scheme of Work. Component 1, Topic 1: Hazardous Earth
Edexcel GCSE Geography B Scheme of Work Component 1, Topic 1: Hazardous Earth Introduction Edexcel GCSE Geography B Investigating Geographical Issues offers an issues-based approach to the content and
More informationKS3 Geography Course Cranbrook Education Campus E Jacobs. Weather & Climate
KS3 Course Structure @ Cranbrook Education Campus E Jacobs Term Year 7 Term 1 What is Term 2 Term 3 Sustainability Weather & Climate Rainforests Coasts Term Year 8 Term 1 Restless Earth Term 2 Term 3 Population,
More informationNAME: DATE: Geography: The Earth. Geography The Earth
Geography The Earth It is not necessary to carry out all the activities contained in this unit. Please see Teachers Notes for explanations, additional activities, and tips and suggestions. Theme The Earth
More informationWelcome to GCSE Geography. Where will it take us today?
Welcome to GCSE Geography Where will it take us today? Topic 1.2: global hazards 1.2a: What processes occur @ plate boundaries aii) Let s investigate.4 plate boundaries and hot spots 31/10/2018 Let s get
More informationUNIT 1: EARTH FORCES EARTH FORCES. If you think this planet we live on is a safe, solid lump of rock it s time to think again!
UNIT 1: EARTH FORCES EARTH FORCES If you think this planet we live on is a safe, solid lump of rock it s time to think again! UNIT 1: EARTH FORCES EARTH FORCES Having investigated processes which form
More informationYear 8 Level: 5-8 GEOGRAPHY Time: 1:30min
Year 8 Level: 5-8 GEOGRAPHY Time: 1:30min Name: Class: Answer all questions in the space provided. 1. Label the diagram below using the following words; (4) mantle, crust, outer core, inner core 2. Write
More informationUse this checklist for revision. Combine with textbook, revision websites and revision guide.
Paper 1: Tectonics Use this checklist for revision. Combine with textbook, revision websites and revision guide. Lesson Title Spec Point Keywords Case Studies/Key skills Practiced Exam Questions Revised?
More informationThe continents are in constant! movement! Earth Science!
The continents are in constant movement Earth Science Transitional Science 10 Note and Activity Package for Chapter 12 Note: If you lose this package it is your responsibility to print out a new copy from
More informationIdentifying the causes and effects of earthquakes
Science 3 Physical Earth and Space Life LESSON 57 Identifying the causes and effects of earthquakes Lesson Preparation Program Materials Child s Booklet E Exploring the Earth s Structure (pp. 12 13) Optional:
More informationEarth Science Ch. 5.1 Ch. 5 Vocabulary List Lesson 1: Earth s Moving Plates
Earth Science Ch. 5.1 Ch. 5 Vocabulary List Lesson 1: Earth s Moving Plates Name # Teacher + 22 Use your textbook s glossary & index to help you define the following words. (2 points each) & Sketch (optional)
More informationNATIONAL SPORTS SCHOOL ST BENEDICT COLLEGE
NATIONAL SPORTS SCHOOL ST BENEDICT COLLEGE Mark HALF-YEARLY EXAMINATION 2013/14 FORM 2 GEOGRAPHY (Levels 8 7 6 5) TIME: 1h 30 min Name: Class: Answer ALL the questions. 1. TRUE or FALSE? Put a in the correct
More informationEarth s Plates, Part 2: Movement
In this activity, you will create a model of the earth s surface, using graham crackers and pieces of Styrofoam to represent the earth s plates. Next, you will begin to investigate some of the interactions
More informationLAB 7. Lab 7. Formation of Geologic Features: How Can We Explain the Growth of the Hawaiian Archipelago Over the Past 100 Million Years?
LAB 7 Lab Handout Lab 7. Formation of Geologic Features: How Can We Explain the Growth of the Hawaiian Archipelago Over the Past 100 Million Years? Introduction Scientists use the theory of plate tectonics
More informationResearching Earth's Moving Crust
Chapter 3 The Changing Earth Chapter Science Investigation Researching Earth's Moving Crust Find Out Do this activity to see what evidence exists today of plate movement or volcanic eruptions. newspapers,
More informationName Hour. Environmental Science Semester 2 Study Guide. Plate Tectonics. 1. Explain sea floor spreading.
Name Hour Environmental Science Semester 2 Study Guide Plate Tectonics 1. Explain sea floor spreading. 2. Describe Wegener s idea of continental drift. 3. List 5 pieces of evidence to support the idea
More informationPHILIP MORANT SCHOOL AND COLLEGE. Catastrophe. Autumn term homework 1H
PHILIP MORANT SCHOOL AND COLLEGE Catastrophe Autumn term homework 1H Unit: Catastrophe Homework tasks 1. Self- Assessment - What do I already know? 2. LAT - "Explaining the Rock cycle" Level 2-5 + Level
More informationNAME: DATE: Geography: The Earth. Geography. The Earth
Geography The Earth It is not necessary to carry out all the activities contained in this unit. Please see Teachers Notes for explanations, additional activities, and tips and suggestions. Theme All students:
More informationTO GO TO ANY OF THE PAGES LISTED BELOW, CLICK ON ITS TITLE
TO GO TO ANY OF THE PAGES LISTED BELOW, CLICK ON ITS TITLE CHAPTER 6 Plate Tectonics 1 6-1 What is continental drift? 2 6-2 Why is the seafloor spreading? 3 6-3 What evidence supports seafloor spreading?
More informationScience Skills Station
Science Skills Station Objective 1. Model the motion of tectonic plates at plate boundaries. 2. Compare and contrast convergent, divergent and transform plate boundaries. 3. Compare and contrast a convergent
More informationCollision and transform Boundaries
Collision and transform Boundaries I. The collision boundary Sometimes when two plates move together they are both continental rather than one being continental and one being oceanic as at the destructive
More informationWhat is a natural hazard?
What is a natural hazard? Give me a definition not examples These words might help you A natural hazard is a naturally occurring event that might have a negative effect on people or the environment. Location
More informationPhysical Geology Lab. Teacher Check (show your screen to your teacher) Part ONE: Dynamic Earth. Continents Over Time.
Physical Geology Lab Name Hour Part ONE: Dynamic Earth Earth s Structure Name the Layer: The only liquid layer Only a few miles thick (under oceans) Mostly solid iron and nickel Made of hot, semi-solid
More informationSCIENCE. Natural Disasters ARTHUR P. SCHALICK HIGH SCHOOL CURRICULUM PITTSGROVE TOWNSHIP SCHOOL DISTRICT PITTSGROVE, NJ
SCIENCE Natural Disasters ARTHUR P. SCHALICK HIGH SCHOOL CURRICULUM PITTSGROVE TOWNSHIP SCHOOL DISTRICT PITTSGROVE, NJ 2013 PITTSGROVE BOARD OF EDUCATION Melissa Conover Cheryl Berwick William H. Rumpp
More informationGEOGRAPHY. Smestow School. Mathematics
GEOGRAPHY Smestow School Mathematics Parents Guide 2016-2017 AIMS The Geography curriculum taught at Smestow aims to enable ALL students to have a balanced geographical education. The work will give them
More informationChapter 4. The Earth s Surface: Shaping the crust
Chapter 4 The Earth s Surface: Shaping the crust Learning outcomes In this chapter you will learn: That the earth is made up of layers Why the earth is shaped as it is What plates are and how they move
More informationYear 10 Track:3 GEOGRAPHY OPTION Time: 1:30min
Year 10 Track:3 GEOGRAPHY OPTION Time: 1:30min Name: Class: Answer all questions in the space provided. Section A: Plate Tectonics, Earthquakes and Volcanoes 1. Answer the following questions referring
More informationTeaching Experiment Planning
Shannon Carpenter TE 804, Spring 2002 Mark Olson February 17, 2002 Teaching Experiment Planning My experiment will be centered on the idea that by providing opportunities for success and allowing students
More informationFor the linear specification first teaching 2012 REVISION WORKBOOK THE REVISE AQA SERIES
REVISE AQA GCSE Geography A For the linear specification first teaching 2012 AQA REVISION WORKBOOK Series Consultant: Harry Smith Author: Rob Bircher THE REVISE AQA SERIES Available in print or online
More informationRead & Learn Earthquakes & Faults
Read Earthquakes & Faults Read the provided article. Use the information in the reading to answer the questions on the task cards on your answer sheet. Make sure your answers are in the correct spot on
More informationDynamic Planet. Student Name. Teacher
Dynamic Planet Student Name Teacher The Dynamic Planet 1. What makes our planet dynamic? 2. Draw the Earth and its systems: 3. What makes up the four systems of our Earth? Geosphere: Hydrosphere: Atmosphere:
More informationST NICHOLAS COLLEGE RABAT SECONDARY. Name: Class: Register Number:
ST NICHOLAS COLLEGE RABAT SECONDARY HALF YEARLY EXAMINATIONS Mark February 2016 Year 8 GEOGRAPHY TIME: 1 h 30 min Name: Class: Register Number: Answer all questions 1)In the space below draw the earth
More informationVolcano Lesson Plan. 1) Teach students basic vocabulary words related to volcanos. 4) Teach students each part of the demonstration represents
Volcano Lesson Plan Objective Students will understand the following: 1) Teach students basic vocabulary words related to volcanos. 2) Teach students the structures of a volcano 3) Demonstrate a volcanic
More informationWrite It! Station Directions
Write It! Station Directions It is recommended that you have completed at least two of the following stations before working at this station. -Read It! -Explore It! -Watch It! -Research It! Answer each
More information4 Deforming the Earth s Crust
CHAPTER 7 4 Deforming the Earth s Crust SECTION Plate Tectonics BEFORE YOU READ After you read this section, you should be able to answer these questions: What happens when rock is placed under stress?
More informationGeneral Oceanography Geology 105 Expedition 8 Plate Boundaries Beneath the Sea Complete by Thursday at 11:00 PM
General Oceanography Geology 105 Expedition 8 Plate Boundaries Beneath the Sea Complete by Thursday at 11:00 PM Name Expedition Objectives Learn about the types of plate boundaries and their key characteristics
More informationKNES Geography Course Outline. Year 9
KNES Geography Course Outline Year Geography is the study of Earth s landscapes, peoples, places and environments. It is, quite simply, about the world in which we live. Geography is unique in bridging
More informationUnit: 4 Plate Tectonics LT 4.1 Earth s Interior: I can draw and interpret models of the interior of the earth.
Unit: 4 Plate Tectonics LT 4.1 Earth s Interior: I can draw and interpret models of the interior of the earth. 1. Can you draw the 3-layer model and the 5-layer model of the Earth? #1 Yes I can: 2. Can
More informationTectonic Processes and Hazards Enquiry Question 1: Why are some locations more at risk from tectonic hazards?
Tectonic Processes and Hazards Enquiry Question 1: Why are some locations more at risk from tectonic hazards? Key words Basalt Andesite Rhyolite Benioff Zone Subduction zone Crustal fracturing Definition
More informationMrs. Wash Science Lesson Plans February 4-15
Mrs. Wash Science Lesson Plans February 4-15 6th Grade -FORCES SHAPING EARTH (CHAPTER 10) Monday February 4 Purpose- I can chart the transformation of Magma to Lava Students will Create a Volcanic Mountain
More informationEarth s Dynamic Surface
Earth s Dynamic Surface Shaping Earth s Surface What do you think? Read the two statements below and decide whether you agree or disagree with them. Place an A in the Before column if you agree with the
More informationHow do Volcanoes change the Earth s surface?
How do Volcanoes change the Earth s surface? Volcanoes In the Earth s mantle, there are pockets of hot, liquid-like rocks and gases called magma. As heat and pressure builds up in these pockets (chambers)
More informationPlate Tectonics Scavenger Hunt
Plate Tectonics Scavenger Hunt Directions: GO TO TEACHER WEBPAGE FOR LINKS TO WEBSITES! Read each page from the websites very carefully and use the information given to complete the scavenger hunt. SITE:
More informationScience and Technology sample unit: What Should I Wear? Booragul Public School
Science and Technology sample unit: What Should I Wear? Early Stage 1 Term 3 Duration: 10 weeks Booragul Public School Unit context Students investigate ways daily and seasonal changes in our environment
More informationMaterials needed: ISNs (students & teacher), document camera, self-reflection pages, corrected tests
Science April 6-10 L.HE.05.11 Explain that the traits of an individual are influenced by both the environment and the genetics of the individual. L.HE.05.12 Distinguish between inherited and acquired traits.
More informationYour web browser (Safari 7) is out of date. For more security, comfort and. the best experience on this site: Update your browser Ignore
Your web browser (Safari 7) is out of date. For more security, comfort and lesson the best experience on this site: Update your browser Ignore Political Borders Why are the borders of countries located
More informationGrade Six: Earthquakes/Volcanoes Lesson 6.2: Fault Formations
Lesson Concept Link Time Grade Six: Earthquakes/Volcanoes Lesson 6.2: Fault Formations Forces in the Earth (tension, compression, shearing) cause stress at plate boundaries. Lesson 6.2 builds on the earthquake
More informationSouthington Public Schools Curriculum Map Subject: Science Grade: 6
Southington Public Schools Curriculum Map Subject: Science Grade: 6 UNIT TITLE #1 Heat Energy / Weather # 2 Solar System #3 Energy in the Earth s System #4 Erosion #5 Water: Human Impact TIMELINE Sept.
More informationForces that Shape the Land. Plate Tectonics
Forces that Shape the Land Plate Tectonics Directions: This packet goes along with my plate tectonics powerpoint. After viewing the powerpoint, students are to complete this activity sheet. 1. Start by
More informationBalancing Chemical Equations
Lesson Created by: Lauryn Atwood Length of lesson: 1 week Description of the class: Heterogeneous Name of course: Chemistry Grade level: 10-12 Honors or regular: Regular Balancing Chemical Equations Source
More informationGEOLOGIST S NOTEBOOK DIGGING THROUGH EARTH. Pre-Test/Anticipation Guide
1 Name Pre-Test/Anticipation Guide Directions: Circle the best answer to the following questions before viewing the program. Don't worry; you may not know all of the answers. The answers will be reviewed
More information11. Moving Plates 11/28/2016
11. Moving Plates 11/28/2016 EQOD : What causes the surface of the Earth to Change? Initial Thoughts: In a Level 0 Silence Voice, take 5 minutes to answer the question. If you still have time, update your
More informationEarthquakes & Volcanoes
Earthquakes & Volcanoes Geology - the study of solid Earth, the rocks of which it is composed, and the processes by which they change geo = Earth; ology = study of Earth s Layers Plate Tectonics - the
More informationST NICHOLAS COLLEGE RABAT SECONDARY. Name: Class: Register Number:
ST NICHOLAS COLLEGE RABAT SECONDARY HALF YEARLY EXAMINATIONS Mark February 2017 Year 8 GEOGRAPHY TIME: 1 h 30 min Name: Class: Register Number: Answer all questions 1) Write True or False near each sentence.
More informationScience 2015 Earth Science. Study Guide
Adult Basic Education Level II Science Science 2015 Earth Science Study Guide Resources: Discovering Science 7 Level II Science Courses Science 2011 Life Science Science 2012 Physical Science Science 2013
More informationLesson 14: Plate Tectonics II
Standards Addressed Lesson 14: Plate Tectonics II Overview Lesson 14 builds on the previous lesson on plate tectonics in which students learned about Earth s layers and plates. This lesson presents specific
More informationLESSON PLAN OUTLINE JMU Elementary Education Program
LESSON PLAN OUTLINE JMU Elementary Education Program A. INTRODUCTION TO PHASES OF THE MOON B. CONTEXT OF LESSON AND UNWRAPPING OF THE STANDARD Cover unknown vocabulary: - Phases of the moon - First quarter
More informationWhat is the theory of plate tectonics? Lesson 1 Lesson 2 Lesson 3
Name Plate Tectonics What is the theory of plate tectonics? Date Before You Read Before you read the chapter, think about what you know about plate tectonics Record your thoughts in the first column Pair
More informationPLATE TECTONICS Science with Mr. Gluckin 11/14/2012
Please do the Audio Setup Wizard! PLATE TECTONICS Science with Mr. Gluckin 11/14/2012 Please get a piece of paper & something to write with. Questions Ohio Content Standard Earth and Space Sciences E Describe
More informationGEOS 2900 Sample Instructor Notes
3.3.1 THE HISTORY OF THE EARTH GEOS 2900 Sample Instructor Notes Things to do before class begins: 1. Place the following daily agenda on the board: a. Announcements b. Go over Activity 3.2.2 (Absolute
More informationGeography (General) Teaching Objectives and Learning Outcomes
Geography (General) Teaching Objectives and Directorate for Quality and Standards in Education Curriculum Management and elearning Department Malta 2012 FORM 2 Geography (General) Unit code and title Objective
More informationEarthquakes and Volcanoes
Name Earthquakes and Volcanoes What causes earthquakes and volcanic eruptions? Before You Read Before you read the chapter, think about what you know about earthquakes and volcanoes. In the first column,
More informationTopics. Nuclear waste storage, risk analysis, evidence and tradeoffs, Groundwater, aquifer, aquitard. literacy
UNIT OVERVIEW GEOLOGICAL PROCESSES Listed below is a summary of the activities in this unit. Note that the total teaching time is listed as 26 32 periods of approximately 45 50 minutes (approximately 6
More informationThis Course. Course Standards. Course Questions:
Teacher: Kilday Date: Sept. 2014-June 2015 This Course The 7 th GRADE SCIENCE Course Organizer Is about learning skills to observe, answer questions, and solve problems like a scientist and to learn what
More informationSlip Sliding Along. Materials Per Group (groups of 4)
Slip Sliding Along Lesson Concept Link California has a strike-slip fault (San Andreas) on the transform boundary between the Pacific and North American Plate. Lesson 6.4 deepened understanding of types
More informationNew A-Level Physical Geography
Half Term 1 3.1 Physical Geography: 3.1.5 Hazards: Plate Tectonics This optional section of our specification focuses on the lithosphere and the atmosphere, which intermittently but regularly present natural
More informationYou Might Also Like. Thanks. Connect
Thanks Thank you for downloading my product. I truly appreciate your support and look forward to hearing your feedback. You can connect with me and find many free activities and strategies over at my blog
More informationEarth s Changing Surface
Earth s Changing Surface Earthquakes and Volcanoes Key Concepts What causes earthquakes? What causes volcanoes to form? How do earthquakes and volcanoes change Earth s surface? What do you think? Read
More informationUC Irvine FOCUS! 5 E Lesson Plan Title: Marble Isotope Lab Grade Level and Course: 8 th Grade Physical Science and 9-12 High School Chemistry
UC Irvine FOCUS! 5 E Lesson Plan Title: Marble Isotope Lab Grade Level and Course: 8 th Grade Physical Science and 9-12 High School Chemistry Materials: Red, blue and yellow marbles (25 each) Instructional
More informationLesson Plans. Year 9 Science Chapter 7. Plate Tectonics
Lesson Plans Year 9 Science Chapter 7 Plate Tectonics Some general points about the following lesson plans: The lesson plans outline only one way of sequencing the learning material in this chapter of
More informationGRADE 5: Physical processes 4. UNIT 5P.4 5 hours. Magnetic forces. Resources. About this unit. Previous learning. Expectations
GRADE 5: Physical processes 4 Magnetic forces UNIT 5P.4 5 hours About this unit This unit is the fourth of five units on physical processes for Grade 5. The unit is designed to guide your planning and
More informationBack to the Big Question
5.1 Understand the 5.4 Question Explore Learning Set 5 Back to the Big Question What processes within Earth cause geologic activity? You now know a lot about patterns of volcanoes in your region and around
More informationA mantle B magma C core D crust
CHANGING LANDFORMS Book Quiz Directions: Read each question and choose the best answer. 1. Which of the following are examples of landforms? A mountains and canyons B cliffs and sand dunes C volcanoes
More informationShenandoah University. (PowerPoint) LESSON PLAN *
Shenandoah University (PowerPoint) LESSON PLAN * NAME DATE 10/28/04 TIME REQUIRED 90 minutes SUBJECT Algebra I GRADE 6-9 OBJECTIVES AND PURPOSE (for each objective, show connection to SOL for your subject
More informationWhat type of map is this?
What type of map is this? This? What type of map is this? This? How about this? And this? INTERNAL FORCES THAT SHAPE THE EARTH Chp. 2 Section 3 Learning goal: Explain plate tectonics and the effects they
More informationHurricane Dennis menaces U.S. coast
www.breaking News English.com Ready-to-use ESL / EFL Lessons Hurricane Dennis menaces U.S. coast URL: http://www.breakingnewsenglish.com/0507/050711-dennis-e.html Today s contents The Article 2 Warm-ups
More informationLab Report: Plate Tectonics Data: Submit the Convergent Plate Boundary Data Page. (6 points)
Name: Earth Science Date: Lab Report: Plate Tectonics Data: Submit the Convergent Plate Boundary Data Page. (6 points) Conclusion: 1. The diagram below shows both a spreading zone and a subduction zone
More information1. Double-click the ArcMap icon on your computer s desktop. 2. When the ArcMap start-up dialog box appears, click An existing map and click OK.
Module 2, Lesson 1 The earth moves In this activity, you will observe worldwide patterns of seismic activity (earthquakes) and volcanic activity (volcanoes). You will analyze the relationships of those
More informationIncreasingly technological
QU: How can tectonic events be managed? AIM: To explain the approaches to tectonic hazard prediction, monitoring and event modification. Hazard Modification, Mitigation and Adaption Modify the loss Modify
More informationNAME: DATE: Leaving Certificate GEOGRAPHY: Maps and aerial photographs. Maps and Aerial Photographs
NAME: DATE: Leaving Certificate Geography Maps and Aerial Photographs Please see Teachers Notes for explanations, additional activities, and tips and suggestions. Learning Support Vocabulary, key terms
More informationPrior Skills: For this activity, you will need to know how to turn on and off layers; query layers use the zoom tool, and use the ID tool.
Student Lesson Lesson Title: Plate Tectonics and Landforms Designers: Jane Benjamin and Lynn Songer Lesson Summary: Students will explore relationship between plate movement and the occurrence of earthquake
More informationWeather Extremes in Canada: Understanding the Sources and Dangers of Weather
Weather Extremes in Canada: Understanding the Sources and Dangers of Weather Lesson Overview This lesson will focus on the extremes of weather and how they affect Canada. Important meteorological factors
More informationTectonic Forces Simulation: Earthquakes Activity One
Tectonic Forces Simulation: Earthquakes Activity One Introduction If you marked all the earthquakes from the past century on a world map, you'd notice that most tend to occur along certain lines around
More information