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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