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Unit 2 Topic 4 Chapter 6: Tectonic landscapes Teaching and learning ideas Resources Session 1: Volcanoes and earthquakes Starter: Talk about the locations of earthquakes and volcanoes. Discuss why earthquakes and volcanoes are found in many of the same places. Teaching points: Review the Objectives for this section. Begin by asking the question – where do volcanoes and earthquakes occur in the world? Look at Figure 1 showing the world distribution of earthquakes. Discuss the pattern shown. Stress the importance of the ring of earthquakes around the Pacific Ocean. Highlight some of the other features of the pattern of earthquakes – the line down the middle of the Atlantic Ocean, and the line from the Mediterranean through to the Middle East and India. Now focus on the distribution of volcanoes in Figure 2. Again discuss the patterns shown on the map – very similar to the pattern of earthquakes. Discuss that there are some places that have earthquakes but no volcanoes, e.g. in Central Asia, and some areas with volcanoes but no earthquakes, e.g. Hawaii. SB p. 100 Objectives, SB p. 100 Figure 1, SB p. 100 Figure 2, SB p. 100 Plenary: Recap main areas with both volcanoes and earthquakes. Skills Builder 1 <F>, SB p. 101 Homework: Complete Skills Builder 1. Skills: Basic, geographical enquiry, cartographic. Session 2: Why volcanoes and earthquakes occur where they do Key terms: Ring of fire. SB Glossary Starter: Show a diagram through the Earth’s crust. Discuss the direction of convection currents and how they affect the surface above them. Teaching points: Explain the theory of tectonic plates which make up the Earth’s surface. The plates are huge slabs of rock which float on a molten, hot rock called magma. This is the mantle which lies below the surface of the Earth. The plates move because of convection currents in the mantle. Use Figure 3 to illustrate convection currents in the mantle. Some plates are moving towards each other (collision); others are moving away from each other. Use Activity 1 to help reinforce the concept of crustal movement. Earthquakes and volcanoes occur at the places where plates meet. Discuss the three types of plates – some are made mainly of low density material and are 25–100km thick. These are Continental Crust. An example is the Eurasian Plate. Other plates are thinner only 5–10km thick and made of denser material. These are Oceanic Crust. An example is the Pacific Plate. Thirdly, there are some plates which are a mixture of both continental and oceanic crust such as the Africa Plate. Figure 4 shows how the plates fit together. SB pp. 101–102 Plenary: Recap how plates move. Complete Extension activity 1, Q1 and Q2. Extension activity 1, Q1 and Q2 <Su>, TG Homework: Read pp. 101–102 and make notes on where earthquakes and volcanoes are found in relation to plates. SB pp. 101–102 Figure 3, SB p. 101 Activity 1 <H>, SB p. 102 Figure 4, SB p. 101 Skills: Basic, geographical enquiry, cartographic. Key terms: Magma, mantle, convection currents. © Pearson Education Ltd 2009 SB Glossary Edexcel GCSE Geography A Geographical Foundations Unit 2 Topic 4 Teaching and learning ideas Resources Session 3: Plate boundaries Starter: Discuss homework from previous session. Talk about how plates move and the different types of plate margins. Teaching points: Discuss the three types of plate boundaries Convergent boundaries occur where two plates are moving together (see Figure 5). When two continental plates meet the result is a collision boundary. As these plates are made of low density rock, the plates are pushed upwards, and this leads to earthquakes. Also this causes the gradual formation of a range of fold mountains. There are no volcanoes here. An example is the Himalayan Mountains and the earthquake in Pakistan in 2005. When an oceanic plate converges with a continental plate, as in Figure 6, subduction takes place. The denser oceanic plate is dragged down (subducted) under the less dense continental plate. This forms a deep ocean trench. The edge of the oceanic plate melts in the mantle and the molten rock is forced up through cracks in the rock to form volcanoes. These can be very violent eruptions. The continental crust is lifted up to form fold mountains. The west coast of South America is a good example of this. Here the oceanic Nazca Plate is moving east and colliding with the South American Plate. SB p. 102 Figure 5, SB p. 102 Figure 6, SB p. 102 Plenary: Consider the third type of convergence – when two oceanic plates meet (see Figure 7). There are volcanoes which form islands like Hawaii, but no fold mountains. Figure 7, SB p. 102 Homework: Complete Extension activity 1, Q3. Extension activity 1, Q3 <Su>, TG Session 4: Divergent plate boundaries Skills: Basic, geographical enquiry. Key terms: Fold mountain range, subduction, convergent plate boundaries. SB Glossary Starter: Discuss homework from previous session, especially Extension activity 1, Q3. Check understanding by having students complete Activity 2 on subduction. Extension activity 1, Q3 <Su>, TG Activity 2 <F>, SB p. 103 Teaching points: Discuss what happens when two oceanic plates move away from each other, e.g. in the mid-Atlantic area (see Figure 8). Discuss the fact that as plates move apart, the crust is stretched and cracks appear. Magma enters the cracks and rises to form volcanic islands, such as Iceland. When two continental plates move apart the same happens, and a rift valley with volcanoes form, as in East Africa. Play Class interactive 1 on tectonic landscapes. Use this and Extension activity 3 to clarify key terms with the students. SB p. 103 Figure 8, SB p. 103 Class interactive 1, AT Extension activity 1, Q3 <Su>, TG Plenary: Recap what happens at divergent plate boundaries and the resulting landforms. Homework: Complete Activity 3. Activity 3 <H>, SB p. 103 Skills: Basic, geographical enquiry, ICT. Key terms: Divergent plate boundaries. © Pearson Education Ltd 2009 SB Glossary Edexcel GCSE Geography A Geographical Foundations Unit 2 Topic 4 Session 5: Conservative plate boundaries Teaching and learning ideas Resources Starter: Recap divergent plate boundaries from previous homework. Discuss how to build up excellent answers, see ResultsPlus Build Better Answers. Then discuss conservative plate boundaries. ResultsPlus <H>, SB p. 104 Teaching points: In conservative plate boundaries, two plates simply slide past each other. There is no rising magma and no subduction, so there are no volcanoes. Use Figure 9 to illustrate. Have students complete Activity 4. Stress builds up in the crust before the plates move, and this can lead to earthquakes. The best example is in North America along the west coast. Here the Pacific Plate is sliding past the North American Plate. There have been some big earthquakes here, notably on the San Andreas Fault in California. In 1989 there was a big earthquake in San Francisco which damaged a lot of buildings. Discuss hot spots such as in the Hawaiian Islands in the Pacific. Here the crust is thin, so magma rises to form volcanoes which build up to form islands. Answer Extension activity 1, Q5 to revise hotspots. SB p. 103 Figure 9, SB p. 103 Activity 4 <F>, SB p. 103 SB p. 104 Extension activity 1, Q5 <St>, TG Plenary: Recap features of conservative plate boundaries. Homework: Answer Extension activity 1, Q7. Extension activity 1, Q7 <St>, TG Skills: Basic, geographical enquiry. Key terms: Conservative plate boundaries, hot spots. SB Glossary Session 6: Plate tectonics – recap Starter: Recap three main types of plate boundaries and the link to earthquakes and volcanoes. Teaching points: Read the Case study extension activity on the Indo-Australian Plate. Discuss the extent of the plate and its link to the Eurasian Plate. Here the Indo-Australian Plate is colliding with the Eurasian Plate, and this has led to the formation of the Himalayas – major fold mountains. The Plate may be splitting into two parts as a result of this collision. It may split into the Australian Plate and Indian Plate. SB pp. 102–103 Case study extension activity <H>, TG Plenary: Complete the Case study extension activity. Case study extension activity <H>, TG Homework: Read and make notes on pp. 104 and 105. Skills: Basic, geographical enquiry. Key terms: Conservative plate boundaries, hot spots, divergent plate boundaries, fold mountain range, subduction, magma, mantle, convection currents. © Pearson Education Ltd 2009 SB Glossary Edexcel GCSE Geography A Geographical Foundations Unit 2 Topic 4 Teaching and learning ideas Resources Session 7: Earthquakes Starter: Show images of the aftermath of earthquakes in the past – San Francisco in 1989 and Kobe in 2004. Discuss the nature of the damage done to homes, roads, railways, water and gas lines in just a few seconds. Teaching points: Discuss the Richter Scale for measuring the strength of an earthquake. The point about the Richter Scale is that it measures the amount of energy released. View the Richter Scale table. Answer Extension activity 1, Q4 to revise this. The strength of the earthquake is measured by a seismograph – a sensitive instrument which measures movements in the Earth’s crust. The other main method of measuring earthquakes is the Mercalli Scale. This is simply a measure of the effects of a quake based on the damage done. Review the Mercalli Scale table. The typical effects shown in the Mercalli scale demonstrate how the damage increases rapidly with the growing strength of the earthquake. Use ResultsPlus Watch out! to note the differences between the two scales. SB pp. 104–105 Table, SB p. 104 Extension activity 1, Q4 <St>, TG Table, SB p. 105 ResultsPlus, SB p.105 Plenary: Recap two main approaches to measuring earthquakes. Homework: Answer Skills Builder 2. Skills Builder 2 <H>, SB p. 104 Session 8: Earthquakes Skills: Basic. Key terms: Richter scale, Mercalli scale. SB Glossary Starter: Recap homework from previous session – look at Skills Builder 2 on location of earthquakes in USA. Skills Builder 2 <H>, SB p. 104 Teaching points: Recap measuring the power of earthquakes using the Richter scale and the effects on people of the Mercalli Scale. Review the tables. Discuss the importance of the focus of an earthquake – the point deep in the Earth’s crust where the earthquake begins. Identify this on Figure 11. Discuss the epicentre – the point on the surface directly above the focus. Have students work in pairs to complete Extension activity 1, Q6 to identify these features. As the shock waves move away from the focus, the rocks absorb some of the energy so there is less damage further away from the centre of the earthquake. Have students work in pairs to complete Activity 5, listing the ten most powerful recorded earthquakes. SB pp. 104–106 Tables, SB p. 104, 105 Figure 11, SB p. 106 Extension activity 1, Q6 <St>, TG Activity 5 <F>, SB p. 105 Plenary: Recap focus, epicentre of earthquakes. Homework: Complete Skills Builder 3. Skills Builder 3 <H>, SB p. 106 Skills: Basic, geographical enquiry, cartographic. Key terms: Focus, epicentre. © Pearson Education Ltd 2009 SB Glossary Edexcel GCSE Geography A Geographical Foundations Unit 2 Topic 4 Teaching and learning ideas Resources Session 9: Living in the volcanic and earthquake areas Starter: Recap homework from previous session – Skills Builder 3 of earthquakes in 2007. Check answers. Teaching points: Review the Objectives for this section. Discuss why so many people in different parts of the world choose to live in areas that may be vulnerable to earthquakes or volcanoes. Reasons will vary depending on different parts of the world. For example, people live in California because of well-paid jobs there. It is also an area with attractive landscape and a pleasant climate. In addition, California has beaches good for surfing, it has many areas with high living standards and high quality services such as health and education. In the case of places affected by volcanoes, such as Iceland and Italy, the volcanoes attract tourists, and this provides lots of jobs in hotels and restaurants. People know the risks but are willing to take them. Volcanoes also provide very fertile soils in places like Sicily and the Philippines. There may be little local alternative to working the fertile soils. Discuss how good quality examination answers will show an awareness of all of the factors. Use ResultsPlus Exam Tip. SB p. 107 Objectives, SB p. 107 ResultsPlus, SB p. 107 Plenary: Recap reasons for people choosing to live in areas subject to volcanoes and earthquakes. Homework: Answer Extension activity 2, Q1 – reasons for living in dangerous areas. Extension activity 2, Q1 <Su> TG Skills: Basic, geographical enquiry. Key terms: Focus, epicentre, pyroclastic flows. SB Glossary Session 10: The Kobe earthquake Starter: Recap reasons why people choose to live in areas vulnerable to earthquakes. Teaching points: Locate Kobe, Japan, on world map. Play video of Kobe earthquake. After seeing the video, ask students to make notes on main effects of the earthquake on people, roads, other services such as power and water, houses, offices and other buildings, the speed of the rescue and the problems faced by the rescue forces. Discuss each of the points listed above with the whole group. Discuss why people choose to go on living in Kobe despite the earthquake risk – well paid jobs in an area with high living standards. AT Video and video notes, AT Plenary: Summarise key impacts of the earthquake on people and the environment. Homework: Write brief summary notes of Kobe earthquake’s causes and effects. Skills: Basic, ICT. Key terms: Disaster response. © Pearson Education Ltd 2009 SB Glossary Edexcel GCSE Geography A Geographical Foundations Unit 2 Topic 4 Session 12: The Bam earthquake Session 11: Case Study Montserrat volcanic eruption 1995 Teaching and learning ideas Resources Starter: Discuss what happens when a volcano erupts – depends on the nature of the volcano. Some erupt with great force and make a lot of noise and create a lot of damage to people and the environment. Locate Montserrat in the Caribbean area on a world map. Teaching points: Montserrat is located on a convergent plate boundary. As the two plates meet, the oceanic plate is subducted below the continental plate. This results in earthquakes and hot magma, which rises in volcanoes. Study Figure 12 to see the layout of the island. Between 1995 and 1997, a volcano in the Soufriere Hills erupted. It sent out huge quantities of ash, lava, and high speed clouds made up of hot gases and rock fragments. Discuss the effects of the eruption. Use Extension activity 2, Q2 to support this. Discuss the human response to the volcanic eruption of 1995. Discuss how far this would reassure you if you were to move to live on the island now. Refer to Figure 14 (ash-covered houses). Have students complete Skills Builder 4 on potential hazards from the eruption of a volcano in Long Valley, USA SB pp. 108–109 Plenary: Recap effects of the Montserrat eruption. Go over the Quick notes. Quick notes, SB p. 109 Homework: Read pp. 108–109 and make notes on them. Complete Activity 6. Activity 6 <F and H>, SB p. 109 Figure 12, SB p. 108 Extension activity 2, Q2 <Su>, TG Figure 14, SB p.108 Skills Builder 4 <H>, SB p. 108 Skills: Basic, geographical enquiry, cartographic. Key terms: Pyroclastic flow. SB Glossary Starter: Recap on homework from previous session – in terms of effects of the Bam earthquake 2003. SB p. 109 Teaching points: Locate Bam, Iran, on a map (Figure 15) and where it is relative to tectonic plates (Figure 4). Discuss the 2003 earthquake in Bam, Iran. Discuss the statistics of the quake – 6.5 on Richter scale, focus 8 km deep. Fault in the area means earthquakes are quite common – four quakes between 1980 and 1998. Stresses are caused by Arabian Plate moving north into Eurasian Plate. Converging at 3 cm per year. Discuss the fact that this earthquake was very destructive – killed 25,000 people, 50,000 injured, 100,000 people homeless, 25,000 people treated for trauma, two hospitals collapsed (Figure 16), damage to roads, electricity and telephone lines. Discuss reasons why this was so devastating – people were in bed and homes collapsed on to them. Use Extension activity 2, Q3 to support this. Discuss impact on environment – cracks, landslides, rock falls, collapsed irrigation channels, lack of water for irrigation so date and palms died. SB pp. 109–111 Figure 15, SB p. 109 Figure 4, SB p. 101 Plenary: Complete Activity 7 on Mercalli scale. Review the Quick notes on Bam. Activity 7 <F>, SB p. 110 Quick notes, SB p. 111 Homework: Complete Extension activity 2, Q4 Extension activity 2, Q4 <St>, TG Figure 16, SB p. 110 Extension activity 2, Q3 <Su>, TG Skills: Basic, cartographic. Key terms: Disaster response. © Pearson Education Ltd 2009 SB Glossary Edexcel GCSE Geography A Geographical Foundations Unit 2 Topic 4 Session 13: Earthquakes and volcanoes Teaching and learning ideas Resources Starter: Recap homework activity on the Bam area of Iran. Recap main features of the earthquake – especially the reasons for the high casualty rate. Refer to the Quick notes. Quick notes, SB p. 111 Teaching points: Discuss the human response to the Bam earthquake. 92,000 tents and 200,000 blankets were supplied to help keep people warm. Other aid in the form of 56,000 items of clothing, 51,000 oil heaters and 400,000 ready meals, plus bread, rice, sugar and other food was supplied. Later a 250-bed emergency hospital was set up by Norwegian and Finnish Red Cross workers. Local people felt aid was slow to arrive, that there was corruption amongst local officials over its distribution and there was no fresh drinking water for a month. Decision was taken to rebuild. It took six months to draw up a plan and locals were angry at the delay. New houses are being built to resist earthquakes. Recap Extension activity 2, Q4 to summarise. Play Class interactive 2 to review surviving of an earthquake. Discuss main points. SB p. 111 Extension activity 2, Q4 <St>, TG Class interactive 2, AT Plenary: Recap human response to the earthquake. Homework: Complete Activity 8 – based on local persons description of the earthquake Activity 8 <F>, SB p. 111 Session 14: Preventing and predicting earthquakes and volcanic eruptions Skills: Basic, geographical enquiry. Key terms: Focus, epicentre, pyroclastic flows. SB Glossary Starter: Recap main effects of earthquakes and volcanic eruptions. Discuss what makes an effective answer to How people responded in the short term and in the long term. Use the information set out in ResultsPlus Exam Question Report. ResultsPlus, SB p. 111 Teaching points: Discuss ways to predict quakes – animal behaviour, electrical discharges and minor tremors. Reinforce with Extension activity 2, Q7. Discuss prevention through education, building design and planning regulations. Discuss drilling in San Francisco in 2008 and use this and other information to complete Activity 10. Comment that it is not always possible to predict earthquakes. Review the ResultsPlus Exam Tip. Discuss the design of earthquake-resistant buildings, such as the Transamerica Pyramid (Figure 19). Ask students to complete Activity 9 in groups. Ask students to answer Extension activity 2, Q8 to reinforce the key points. Show how students answered questions about damage limitation of earthquakes to varying effect. Review the information in ResultsPlus Exam Question Report. Discuss predicting volcanic eruptions by GPS, gas sampling, geothermal monitoring, seismic monitoring and historical records. Discuss methods to prevent lava flows – by spraying lava with water, using concrete barriers, setting off explosives and digging ditches. Review the ResultsPlus Watch Out! feature. SB pp. 111–113 Extension activity 2, Q7 <St>, TG Activity 10 <F>, SB p. 113 ResultsPlus, SB p. 112 Figure 19, SB p. 112 Activity 9 <H>, SB p. 113 Extension activity 2, Q8 <St> TG ResultsPlus, SB p. 113 ResultsPlus, SB p. 112 Plenary: Recap main ways to predict and prevent earthquakes and volcanic eruptions. Homework: Answer Extension activity 2, Q5 and 6. Extension activity 2, Q5 and 6 <St> TG Skills: Basic, geographical enquiry, ICT. Key terms: Focus, epicentre, pyroclastic flows. © Pearson Education Ltd 2009 SB Glossary Edexcel GCSE Geography A Geographical Foundations Unit 2 Topic 4 Teaching and learning ideas Resources Getting started: Students recall the areas they have studied and complete individual checklist for revision to identify areas of strength and weakness. Debrief through whole-class question and answer session. Revision Development: Revisit chapter and highlight key terms and case studies/examples that will require further focus. Students could work in pairs/groups to organise/summarise their notes under headings. Give students Revision Summary sheets to kick-start revision. Exam questions practice: Students should revisit the ResultPlus Build Better Answers feature. Students should revisit the ResultPlus Exam Question Reports questions in the chapter and the ResultsPlus Maximise your marks at the end of the chapter in Exam zone. Students should revisit the ResultsPlus Exam Tips throughout the chapter. Students should revisit the ResultsPlus Watch Out! features throughout the chapter. Students should complete the multiple-choice questions on Active Teach. Whole-class discussion of Edexcel Sample Assessment Materials and mark schemes. Practice answers needed in line with the mark scheme. Set students end-of-unit test. Peer or self assess using the mark scheme. Follow link to ResultsPlus interactives on Active Teach. Skills practice: Students should revisit the skills builder exercises throughout the chapter. Supplement skills coverage with Chapter 1. Key terms: Students revisit key terms highlighted in text and refer to the Glossary. Students complete the key terms practice at the end of the chapter in Exam zone. © Pearson Education Ltd 2009 SB p. 114 SB p. 100–113 Revision summary, AT ResultsPlus, SB pp. 104 ResultsPlus, SB pp. 111, 113 ResultsPlus, SB pp. 107, 112 ResultsPlus, SB pp. 105, 112 AT www.edexcel.com ResultsPlus interactives, AT Skills Builder, SB pp. 101, 104, 107, 111, 112, 113 Skills planning matrix, TG pp. 12–15 SB Glossary Key terms practice, SB p.114 Edexcel GCSE Geography A Geographical Foundations