Are tropical storm systems the most threatening natural hazard facing the future of the UK?

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1 The KING S Medium Term Plan Geography Year 9 Senior Programme Learning Cycle Five Module Weather Hazards Building on Prior Learning Overarching Subject Challenging question Students are beginning to cover content outlined in the new AQA A GCSE Geography specification. Throughout LC1-5 students are introduced to key themes across all physical and human topics. The aim of this year is to allow students to gain an overview of each topic at foundation stage, and focus on students improving their Geographical skills, and where appropriate, tackling contemporary and complex Geographical concepts by forming opinions based on evidence. Each topic will be taught in more detail in year 10&11 where exam technique will be introduced and focussed on. Are tropical storm systems the most threatening natural hazard facing the future of the UK? Lines of Enquiry Week 1: Do global atmospheric circulation help to determine patterns of weather and climate? Week 2: Do tropical storm systems develop as a result of specific physical conditions? Week 3&4: To what extent do tropical storms have a significant impact on people and the environment? Week 5: How is the UK affected by weather hazards? Week 6: Revision & assessments Week 7: Gap Teaching

2 Exam Board Links: Topic Progress Statements Five Key Ideas for this module have been created to guide students through the learning process. The specific specification content is listed in italics beneath the key ideas. 1. Global atmospheric circulation model: Pressure belts and surface winds Describe the causes of tropical storms locating and describing global pressure belts and surface wind patterns. Explaining how these led to the formation of tropical storms 2&3. The global distribution of tropical storms: Causes Describe the global distribution of tropical storms (hurricanes, cyclones and typhoons) linking its formation to general atmospheric circulation. Explaining how climate change may affect the frequency and intensity of tropical storms 4. The impacts of weather hazards on people and the environment Describe the primary and secondary effects of tropical storms as well as the immediate and long-term responses. Students must use a case study example. Evaluation of how effective PPP can limit the effects of weather hazards. 5. How the UK is affected by weather hazards Describe the different weather hazards that we are at risk of in the UK and using an example, evaluate the causes, effects and responses to a UK storm event Assessment in week 6 will be against the above objectives. GAP teaching will be informed by analysis of assessments in week 7. Week 1 3 hours of lessons plus 1 hour of homework each week LOE: Global atmospheric circulation model: Pressure belts and surface winds Stage 1: Global distribution of weather hazards Hypothesis: All weather hazards can be found in the same locations LO: By the end of the lesson students will be able to identify the different types of weather hazards and locate the regions that they are more likely to affect

3 Students working towards GP2 should be able to: To identify the different types of weather hazards Students working towards GP3&4 should be able to: describe the differences between weather hazards, commenting on their location around the world Students working towards GP5-6 should be able to: Compare the locations of several different types of weather hazards Stage 2: Pressure belts Stage 2 Hypothesis: Surface winds only travel from areas of high pressure to areas of low pressure LO: By the end of the lesson students will be able to describe what a pressure belt is, and identify the location of these pressure belts Students working towards GP2 should be able to: To describe what a pressure belt is Students working towards GP3&4 should be able to: describe the location of pressure belts across the world Students working towards GP5-6 should be able to: Evaluate the importance of pressure belts in the formation of weather hazards Stage 3: Surface winds Stage 3 Hadley Cells and Ferrel Cells all contain ascending warm, moist air and descending, dry air LO: By the end of the lesson students will be able to describe what surface winds are, and explain their role in the formation of weather hazards

4 Students working towards GP2 should be able to: To describe where we find Hadley cells and list the features of them Students working towards GP3&4 should be able to: Explain the characteristics of Hadley and Ferrel cells Students working towards GP5-6 should be able to: Compare and contrast the location and characteristics of Hadley and Ferrel cells, linking it to the type Home learning: Research the Coriolis force 1. Definition relating to surface winds 2. How it affects winds in the northern and southern hemisphere 3. How it affects strongly blowing winds compared to winds travelling much slower 4. Diagram to show how it words (can be hand drawn) Week 2 3 1hr lessons plus 1hr homework LOE: The global distribution of tropical storms: Causes Stage 1: Global distribution of tropical storms Hypothesis: Tropical storms form as a direct result of atmospheric circulation LO: By the end of the lesson students will be able to describe the relationship between tropical storms and general atmospheric circulation Students working towards GP2 should be able to: To describe the location of tropical storms Students working towards GP3&4 should be able to: explain the link between tropical storms and atmospheric circulation Students working towards GP5-6 should be able to: Evaluate the role of general atmospheric circulation in the formation of tropical storms

5 Stage 2: Causes of tropical storms Stage 2: Water is the most important factor in the formation of tropical storms LO: By the end of the lesson students will be able to describe how changes in atmospheric water and temperature can lead to the formation of tropical storms Students working towards GP2 should be able to: describe how tropical storms are created Students working towards GP3&4 should be able to: Describe how changes in water and temperature lead to the formation of tropical storms Students working towards GP5-6 should be able to: Evaluate the role of water vapour in the atmosphere and temperatures work together to cause the formation of tropical storms. Stage 3: The future of tropical storm systems Stage 3 Climate change will have no impact on the frequency and intensity of tropical storm systems LO: By the end of the lesson students will be able to explain how climate change could have an impact on the intensity and distribution of tropical storm systems. Students working towards GP2 should be able to: To describe how the intensity of tropical storms will differ due to climate change

6 Students working towards GP3&4 should be able to: Explain how storm intensity and frequency is expected to change due to climate change. Students working towards GP5-6 should be able to: Discuss the extent to which climate change may affect the intensity and frequency of tropical storm events. Home learning: Knowledge organiser revision for mid-term test next week (assessed lesson 3 of week 3) Week 3 3 1hr lessons plus 1hr homework LOE: The coast is shaped by a number of physical processes Stage 1: The primary and secondary effects of tropical storms. Stage 1: Primary effects cause more damage than secondary effects LO: By the end of the lesson students will be able to give examples of primary and secondary effects of tropical storms commenting on the severity of the impacts caused. Students working towards GP2 should be able to: list different primary and secondary effects of tropical storms Students working towards GP3&4 should be able to: Explain how different primary and secondary effects have an impact on people and the environment Students working towards GP5-6 should be able to: Evaluate the impact of primary and secondary effects socially, economically and environmentally. Numeracy focus create comparative bar chart to show the cost damage of tropical storms in HIC s and LIC s Stage 2: Hurricane Katrina causes & effects

7 Stage 2: The impacts of Hurricane Katrina were made worse by human actions LO: By the end of the lesson students will be able to explain the causes and effects of Hurricane Katrina Students working towards GP2 should be able to: To describe the causes and list the different impacts of Hurricane Katrina on the USA Students working towards GP3&4 should be able to: Explain the causes and evaluate the different impacts of Hurricane Katrina on the USA Students working towards GP5-6 should be able to: Discuss the social, economic and environmental impacts of Hurricane Katrina on the USA Stage 3: Mid-term review Stage 3: I can accurately explain the distribution and causes of tropical storm systems LO: By the end of the lesson students will be able to evaluate the responses to Hurricane Katrina Students working towards ALL GP s should be able to: To recap the causes and effects of tropical storm systems across the world Home learning: Research task: Causes, effects and responses to storm Desmond UK (to be used in lesson 2 of week 5)

8 Week 4 3 1hr lessons plus 1hr homework Stage 1: Hurricane Katrina Immediate and long term responses Stage 1: The US government responded well to the effects of Hurricane Katrina LO: By the end of the lesson students will be able to evaluate the responses to Hurricane Katrina Students working towards GP2 should be able to: To list the different immediate and long term responses to Hurricane Katrina Students working towards GP3&4 should be able to: Explain in detail the different immediate and long term responses to Hurricane Katrina Students working towards GP5-6 should be able to: Evaluate the different immediate and long term responses to Hurricane Katrina Stage 2: How prediction, protection and planning (PPP) can reduce the effects of tropical storms Stage 2 Prediction, preparation and planning are more effective at reducing the effects of tropical storms : LO: By the end of the lesson students will be able to define the meaning of prediction, preparation and planning and determine its importance when explaining how best to reduce the effects of tropical storms Students working towards GP2 should be able to: define prediction, preparation and planning giving a brief description of how each works Students working towards GP3&4 should be able to: Explain the importance of PPP in reducing the effects of tropical storms

9 Students working towards GP5-6 should be able to: Evaluate the importance of PPP in reducing the effects of tropical storms as a way of managing weather hazards in a sustainable way Stage 3: How prediction, protection and planning (PPP) can reduce the effects of tropical storms Stage 2 Prediction, preparation and planning are more effective at reducing the effects of tropical storms : LO: By the end of the lesson students will be able to define the meaning of prediction, preparation and planning and determine its importance when explaining how best to reduce the effects of tropical storms Students working towards GP2 should be able to: define prediction, preparation and planning giving a brief description of how each works Students working towards GP3&4 should be able to: Explain the importance of PPP in reducing the effects of tropical storms Students working towards GP5-6 should be able to: Evaluate the importance of PPP in reducing the effects of tropical storms as a way of managing weather hazards in a sustainable way Home learning: Given each week, due in one week later Image analysis exam-based question (REACH marked Week 5) Week 5 3 1hr lessons plus 1hr homework LOE: Why are the Maldives disappearing? Stage 1: UK weather hazards Stage 1 The UK is not affected by weather hazards

10 : Students working towards GP2 should be able to: identify the different types of weather hazards experienced in the UK Students working towards GP3&4 should be able to: Explain how weather hazards affect the UK Students working towards GP5-6 should be able to: Comment on the reasons why the UK experiences some types of weather hazards more than others Stage 2: Causes and effects of Storm Desmond (UK ) Stage 2: Storm Desmond was one of the UK s most deadly storms of recent years : Students working towards GP2 should be able to: list the causes of Storm Desmond and locate the affected area of the UK Students working towards GP3&4 should be able to: Describe the causes and explain the different social, economic and environmental causes of Storm Desmond Students working towards GP5-6 should be able to: Describe the causes and analyse the different social, economic and environmental causes of Storm Desmond. Numeracy focus create/analyse storm hydrographs to show the response of the River Cocker to storm Desmond Stage 3: Responses to Storm Desmond (UK ) Stage 3: The UK needs to invest in more management of coastal areas at risk of weather hazards : Students working towards GP2 should be able to: Give examples of the ways that the government and local authority responded to Storm Desmond

11 Students working towards GP3&4 should be able to: Explain the ways that the government and local authority have responded to the effects of Storm Desmond, commenting on the ways that the management could be improved in the future Students working towards GP5-6 should be able to: Evaluate the ways that the government and local authority have responded to the effects of Storm Desmond, commenting on the ways that the management could be improved in the future Home learning: Revision for end of learning cycle assessment. Week 6 Revision and Assessment Week Gap Analysis Reinforcement Gap Reinforcement This end of module time will be allocated to re-teaching any gaps discovered in each individuals knowledge as a result of the assessment process. The whole class will address any common misconceptions which have been highlighted through the assessment analysis but students will also be given time to work with the teacher individually or in small groups to address any areas of the content where they feel they need additional help. Extended Learning (This is not part of the timed schedule but is seen as additional support) Extended learning is expected in a variety of forms. During home learning, pupils may be asked to use the following sites to complete quick quizzes, research and analysis tasks, GCSE style questions and more open ended tasks. It is expected that students will develop an up-to-date awareness of current geographical issues, and if opportunities arise, on-going events or topics may be substituted in lessons or home learning tasks to ensure content is of the most relevant nature for students

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