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Key Stage 2 unit: volcanoes and earthquakes Key Stage 2 POS from National Curriculum England: Describe and understand key aspects of physical geography including volcanoes and earthquakes. Key concepts: Place, space, physical processes, human-environmental interaction. Key concepts – may help focus planning and review Focus statement for the unit: Through studying individual examples, pupils investigate what happens during an earthquake and volcanic eruption and some of the associated landforms. They learn about the effects of these events on people. They learn simple explanations for these tectonic events through basic understanding of the structure of the Earth. By investigating the location and distribution of these features they add to their developing framework of world knowledge and develop their skills in using atlases/online mapping. This is one way to describe your purposes for the unit or… Pupils will show evidence of these aspects of achievement: Contextual knowledge the global distribution of earthquakes and volcanoes locational knowledge of specific eruptions or earthquakes. … adapt the three aspects of achievement Understanding the structure of the Earth and the movement of tectonic plates the relationship between earthquakes, volcanoes and plate movements what happens in a volcanic eruption and earthquake, and the landforms created the impact of an earthquake and/or volcanic eruption on people, and what they can do to respond. Procedures and skills atlas skills to locate and describe distributions of volcanoes and earthquakes. Key Questions, for example: Key questions help keep an enquiry focus – one way to form objectives What is the structure of the Earth? What and where are the Earth’s plates? What happens when they move? What happens during a volcanic eruption or earthquake? Where do earthquakes and volcanoes occur? Why? What causes them? How do earthquakes and volcanoes affect people? How can people prepare for them? Remember – these sections are optional – choose which are useful. geography.org.uk/2014NC A chance to include some challenging/ intriguing questions A more formal way to set objectives, helping to fix expectations Unit objectives, for example: Know the location of [the examples of volcanoes and earthquakes studied] Know that the Earth has a molten core and a crust that moves Know that volcanoes and earthquakes are most common in particular parts of the world Understand that most earthquakes and volcanoes are caused by movements of plates Know what happens during a volcanic eruption or earthquake and some of the landforms they cause Understand why volcanoes and earthquakes are dangerous, and what people can do to reduce the risk Be able to use a range of country and thematic maps in atlases or online to investigate the location and distribution of volcanoes and earthquakes. Criteria for this unit, informed by the expectations Pitch, for example, I can: for age 11 describe the structure of the Earth and why the crust moves describe some features of volcanoes and earthquakes and explain how they are caused describe where volcanoes and earthquakes happen, and explain why they happen there describe the effects of a volcanic eruption or earthquake and what people did as a result use maps, globes and atlases to describe where some volcanoes and earthquakes are found. Alternatives: ‘I will be able to…’ ‘Pupils …’ ‘I know, I understand’ You can use these to devise a mark scheme, support self-assessment Assessment opportunities. For example: Can share with pupils You could sample assessed work e.g. from three pupils to build up your portfolio Ongoing: informal/formative through AfL Week 3: matching keywords/definitions test Week 7: group display – annotated world map showing research into volcanic landforms Week 10: structured news report into a recent/historic earthquake, with peer/self assessment, assessed using a mark scheme based on the criteria for the unit. Remember – this is the menu, not the set meal, though you probably need to identify objectives, criteria and assessment opportunities. Choose/adapt what is useful. geography.org.uk/2014NC