Download The KING`S Medium Term Plan – Geography

The KING’S Medium Term Plan – Geography
Y7 Semester 1 Learning Programme
Module 1
Title
Challenging
Question
Geography
Restless Earth
What have been the major events that have shaped our history?
Subject
Challenging
Question
How have we moved from the formation of our planet to living in areas of risk?
Big Picture
The CQ provides a rationale to the next seven weeks of learning in Geography. Why?
The first geography module for Year 7 students explores how the structure of the Earth and movement of tectonic plates
can create a range of geographical landforms and hazards. Students begin by examining the Earth’s structure, developing
and extending their understanding of convection currents and tectonic plates. They investigate how the movement of these
plates helps to explain the global distribution of volcanoes and earthquakes, developing key geographical skills in mapping,
research and analysis. During the second half of the module, students research and analyse a number of case studies
based around the causes, effects and responses to earthquakes and volcanoes. The final week of the module considers
why many populations continue to live in ‘danger zones’ despite the known risk, and allows students to predict what may
happen in the future in such locations.
Week 1: Why is geography and the study of the earth important?
Week 2: How does ‘continental drift’ explain the formation of the major continents?
Lines of
Enquiry:
Week 3: What are the causes, effects and responses to earthquakes and volcanic eruptions?
Week 4: How are Tsunamis formed? What precautions can we take against them?
Week 5: Why do people continue to live in danger zones?
Week 6: Revision & Assessment
Week 7: Gap teaching – from assessment analysis.
By the end of the semester, students will be able to:
Progress
Objectives
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Recall the differences between Physical and Human Geography
Identify three main eras in the geological creation of the Earth
Define the structure of the Earth
Describe and explain the formation of tectonic plate boundaries
Explain the formation of geographical landforms at tectonic plate boundaries.
Compare and contrast the primary and secondary impacts of earthquakes and volcanoes.
Analyse the responses to a recent natural disaster.
Examine long and short term effects of the tsunami on people, the economy and the environment
Assess the sustainability of populations continuing to live in ‘danger zones’.
Assessment in week 7 will be against these objectives
Week 1
LOE: Why do geographers study the Earth?
(2 hours classlearning + 1
Lesson 1: Introduction to Geography
Hypothesis: There is no difference between physical and human geography
hour home
learning)
Progress Objectives:
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Identify the purpose of Geography
Describe the differences between Physical and Human geography
Evaluate how different areas of geography enhance our understanding of the world
Approve/Disprove the hypothesis
Lesson 2: Continents and Oceans
Hypothesis: There are 7 continents
Progress Objectives:
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Week 2
(2 hours classlearning + 1
hour home
learning)
Identify names of the different continents and oceans of the world
Be able to name and locate these continents on a world map
To identify the main locations of parts of a world map (tropics, equator etc.)
LOE: How does ‘continental drift’ explain the formation of the major continents?
Lesson 3: Birth of the Earth
Hypothesis: The Earth was formed 3 billion years ago (“The Earth is the same now as it was when it was first created”)
Progress Objectives:
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Identify a range of geological periods
Describe environmental conditions in three main eras
Analyse reasons for changes between geological periods
Approve/Disprove the hypothesis
REACH:
REACH students will utilise the ‘level ladder’ handout and work towards level 6+ criteria. They will be expected to explain
their own views in addition to key and interesting facts. REACH students will be expected to research the latest information
to suggest possible solutions and/or alternative hypotheses. They should describe and note sources of information and
whether it is reliable. They should be using key terms and providing your own opinions at all times.
Home learning
Students will select one of the five big mass extinction events. They will use a range of media resources to produce a
poster on one of the several ‘Mass Extinction Theories’. Students will be asked to select two mass extinction theory (such
as asteroid impacts, climate change, volcanoes) and discuss its impact on a geological period. This work will form part of a
class display.
Lesson 4&5: Why do continental plates move?
Hypothesis: Continental drift caused the break-up of Pangea
Progress Objectives:
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Label a cross section of the earth
Describe how the earth’s crust moves
Explain the concept of continental drift and link to physical features
Evaluate public perception of Wegner’s Theory
Learning Objective: To understand the structure of the earth and formation of plate boundaries.
Learning Activities: Students will begin by labelling a cross section of the earth’s structure and explaining its formation. They
examine how the crust of the earth moves and the formation of plates using the concept of continental drift and Pangea,
watching a short video clip about Wegner’s theory of plate tectonics. They produce an accurate plate map of the world
identifying the direction plates move in and the location of boundaries.
Week 3
LOE: What are the causes, effects and responses to earthquakes and volcanic eruptions?
(2 hours classlearning + 1
hour homelearning)
Lesson 6: Tectonic Plate Boundaries
Hypothesis: A destructive plate boundary is formed when two plates move apart. “Volcanoes form at all types of plate
boundaries”
Progress Objectives:
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Identify the different types of plate boundary
Describe the features at each plate boundary
Explain how physical landforms are created at plate boundaries
Home learning
Students investigate why Wegener’s theory of continental drift was initially dismissed by the world of science. Firstly they
describe what his theory was, before explaining what evidence there is today to support his theory.
Lesson 7: Earthquakes – Cause, effects and responses
Hypothesis: Earthquakes occur at constructive plate margins
Progress Objectives:
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Identify the causes of earthquakes
Describe the distribution of earthquakes across the world
Explain the primary and secondary hazards resulting from an earthquake
Discuss earthquake proofing measures
Approve/Disprove the hypothesis
Learning Activities: To begin, students will discuss how and why earthquakes take place. Students will focus on a recent
earthquake to produce a case study, and focus learning on a specific example. They identify a range of primary and
secondary effects earthquakes and categorise them. Finally, they discuss earthquake proofing measures.
Lesson 8: Volcanoes – Cause, effects and responses
Hypothesis: The primary threat from a volcanic eruption is lava flows
Progress Objectives:
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Describe how volcanoes form
Explain the primary and secondary hazards of a volcanic eruption
Analyse human and environmental effects of a volcanic eruption
Evaluate the effectiveness of ‘predictive’ measures
Learning Activities: Students focus on the Icelandic volcanic eruption of 2010 to examine the causes and effects of volcanic
eruptions on people, the environment and the economy. They use geographical enquiry skills to complete a mystery,
categorise information into causes, effects (primary and secondary) and locational evidence. They then produce an
extended piece of writing to answer the mystery question, before finishing by evaluating the effectiveness of different
‘predictive’ measures.
Home learning
Students will research and investigate the Yellowstone supervolcano - : http://www.twig-world.com/film/yellowstonesupervolcano-1113/
REACH:
REACH students will utilise the ‘level ladder’ handout and work towards level 6+ criteria. They will be expected to explain
their own views in addition to key and interesting facts. REACH students will be expected to research the latest information
to suggest possible solutions and/or alternative hypotheses. They should describe and note sources of information and
whether it is reliable. They should be using key terms and providing your own opinions at all times.
Week 4
LOE: How are Tsunamis formed? What precautions can we take against them?
(2 hours classlearning + 1
hour homelearning)
Lesson 9: Tsunamis – Causes, effects and responses
Hypothesis: A Tsunami wave increases in speed and height as it approaches land.
Progress Objectives:
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Understand how a tsunami occurs
Describe the impacts of a tsunami
Explain factors that increase the vulnerability of populations to a tsunami
Evaluate the effectiveness of Tsunami management methods
Learning activities:. Students begin by identifying causes of a tsunami, linking to previous learning during the semester.
They investigate factors that increase the vulnerability of populations to a tsunami, using key human and physical
geography themes to assess the vulnerability of the Indian Ocean region. Finally, they categorise the effects of a tsunami
and consider the effectiveness of tsunami management methods.
Lesson 10: Japan 2011 Tsunami Case Study.
Hypothesis: The economic costs of the 2011 Japan Tsunami were greater than the social costs
Progress Objectives:
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Identify the cause of the tsunami
Categorise the social, economic and environmental costs of the disaster
Evaluate the work of another group member and feedback
Analyse responses to the tsunami
Learning activities: Students will examine the 2011 Japan Tsunami which resulted from the earthquake they studied in
lesson 7. They start by listing primary and secondary impacts of the tsunami, before completing a marketplace activity
where they select relevant information and peer teach members of their group.
Home learning
One of the biggest changes following the Boxing Day tsunami was the development of a warning system for the Indian
Ocean region. Students will research tsunami warning systems and evaluate their effectiveness
http://www.youtube.com/watch?v=vv9Cm6z5ULs
REACH:
REACH students will utilise the ‘level ladder’ handout and work towards level 6+ criteria. They will be expected to explain
their own views in addition to key and interesting facts. REACH students will be expected to research the latest information
to suggest possible solutions and/or alternative hypotheses. They should describe and note sources of information and
whether it is reliable. They should be using key terms and providing your own opinions at all times.
Week 5
LOE: Why do people continue to live in danger zones?
(2 hours classlearning + 1
hour homelearning)
Lesson 11: Japan Tsunami Decision Making Exercise
Hypothesis: After a natural disaster, aid should be sent directly to the people affected.
Progress Objectives:
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Describe the events that took place during the Japan Tsunami
Explain how you would spend the budget offering reasons for your plan
Evaluate the work of another group member and feedback
Analyse long and short term effects of the tsunami on people, the economy and the environment
Approve/Disprove the hypothesis
Learning activities: Students complete a decision making exercise based on the aid response to the Japan Tsunami of
2011. Students work in teams to form a plan to evaluate available options, decide where money should be spent and justify
their ideas. They consider the long and short term effects on people, the economy and the environment. Finally, they
exchange plans with different groups and provide peer assessment on ideas and justifications.
Lesson 12: Living in hazard zones
Hypothesis: Over 500 million people live on or around volcanic hazard zones
Progress Objectives:
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Recall key ‘hazard zones’ across the world and populations living there
Describe the advantages of living in areas at risk from volcanic eruptions
Explain why people continue to live in hazard zones despite known risks
Approve/Disprove the hypothesis
Learning Activities: Students will consider why people continue to live in hazard zones despite known risks. They will
research populations living in key hazard areas, including the Pacific Ring of Fire and the San Andreas Fault. Students
examine the benefits of living in volcanic zones, evaluating against known risks. They finish by staring to produce a ‘volcano
brochure’, to persuade and educate people about living in such zones, which will be completed for homework.
Home learning
Completion of volcano brochure
REACH:
REACH students will utilise the ‘level ladder’ handout and work towards level 6+ criteria. They will be expected to explain
their own views in addition to key and interesting facts. REACH students will be expected to research the latest information
to suggest possible solutions and/or alternative hypotheses. They should describe and note sources of information and
whether it is reliable. They should be using key terms and providing your own opinions at all times.
Week 6
LOE: Revision and Assessment
(2 hours classlearning + 1
hour homelearning)
Lesson 13: Revision
Students will complete a series of revision exercises and peer teaching activities to prepare for the end of module
assessment next lesson.
Assessment arrangements
Pupils will be assessed by a series of questions on all content covered throughout the unit. Homework and class
work will also be taken into account and a National Curriculum level will be given at the end of the unit.
Gap Analysis Reinforcement
Gap
Reinforcement
(2 hours classlearning + 1
hour homelearning)
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
Extended Learning
(This is not part
of the ‘timed’
schedule but is
seen as
additional
support)
Formation of the Earth:
http://www.bbc.co.uk/science/earth/earth_timeline/earth_formed
http://www.bbc.co.uk/science/earth/earth_timeline
http://www.universetoday.com/58177/earth-formation/
http://www.bbc.co.uk/nature/history_of_the_earth
Continental Drift:
http://www.bbc.co.uk/schools/gcsebitesize/geography/platetectonics/
http://www.s-cool.co.uk/gcse/geography/tectonics.html
http://www.geography.learnontheinternet.co.uk/topics/platetec.html
http://news.bbc.co.uk/1/hi/in_depth/asia_pacific/2008/china_quake/default.stm
http://news.bbc.co.uk/1/hi/sci/tech/3687700.stm
http://www.icelandtouristboard.com/
http://news.bbc.co.uk/1/hi/sci/tech/3982273.stm
www.thingvellir.is/eglish/maps
http://news.bbc.co.uk/1/hi/world/europe/7986727.stm
Natural Disasters:
http://www.statistics.gov.uk
http://news.bbc.co.uk/1/hi/in_depth/world/2004/asia_quake_disaster/default.stm
http://www.geographyteachingtoday.org.uk/images/activities/hazard02.html
http://www.youtube.com/watch?v=9pVTrnxCZaQ&mode=related&search
http://www.whitehouse.gov/news/releases/2005/09/images/20050902-8_p090205kj-0307jpg-515h.html
http://news.yahoo.com/fc/US/Hurricane_Katrina