The KING’S Medium Term Plan – Geography

Year 11 Senior Programme – Learning Cycle One

Module Restless Earth

Building on

Prior Learning

Students will be continuing to cover the content of the AQA A GCSE Geography specification which they have been studying

throughout the course of Year 9 and 10. Students have now covered all of the human modules needed for their GCSE

examination and this learning cycle will continue to focus on the physical geography modules. Alongside learning the new

content, pupils will be working on improving their exam technique through answering sample exam question as well as

improving their geographical skills, and where appropriate, tackling contemporary and complex Geographical concepts by

forming opinions based on evidence.

Each week during this learning cycle, the pupils will complete a short knowledge based quiz. The quiz is designed to help

pupils embed key contextual knowledge (including case study information) that they will need to remember for their GCSE

examination. The knowledge based questions will cover a variety of content studied in year 10 as well as the current content

to ensure that prior knowledge is not lost.

Overarching

Subject

Challenging

question

Will the Earth ever stop moving?

Lines of

Enquiry

Week 1: Plate Margins

Week 2: Unique landforms and their uses

Week 3: Volcanoes and supervolcanoes

Week 4&5: Earthquakes and Tsunamis

Week 6: Revision & assessments

Week 7: Gap Teaching

Exam Board

Links:

Topic

Progress

Statements

Eight ‘Key Ideas’ for this module have been created to guide students through the learning process.

1. The Earth’s crust is unstable, especially at plate margins 2. Unique landforms occur at plate margins 3. People use these landforms as a resource and adapt to the conditions within them 4. Volcanoes are hazards resulting from tectonic activity. Their primary and secondary effects are positive as

well as negative. Responses change in the aftermath of an eruption 5. Supervolcanoes are on a much bigger scale than other volcanoes and an eruption could have global

consequences. 6. Earthquakes occur at constructive, destructive and conservative margins 7. The effects of earthquakes and responses to them differ due to contrasts in levels of wealth 8. Tsunamis are a specific secondary effect and can have devastating effects in coastal areas

Week 1

3 hours of

lessons plus 1

hour of

homework

each week

Stage 1: Global distribution tectonic plates Hypothesis: “The earth’s surface is equally split into a series of tectonic plates”

Exam Specification: “Distribution of plates; contrasts between continental and oceanic plates”

KGP Success Criteria

LO: By the end of the lesson students will be able to identify the features of continental and oceanic plates and locate the regions that they are more likely to be affected by tectonic hazards Students working towards GP3 should be able to: To identify the features of oceanic and continental plates Students working towards GP4-5 should be able to: describe the differences between oceanic and continental plates, commenting on their location around the world Students working towards GP6-8 should be able to: Compare the locations of different tectonic hazards using knowledge of tectonic plates

Stage 2: Constructive, destructive and conservative plate margins

Stage 2 “All three types of plate margin create volcanoes AND earthquakes”

Exam Specification: “Destructive, constructive and conservative plate margins”

KGP Success Criteria

LO: By the end of the lessons students will be able to describe the movement of the three different plate boundaries explain their role in the formation of tectonic hazards Students working towards GP3 should be able to: To describe the direction of movement of the three types of plate margins Students working towards GP4-5 should be able to: Explain how each type of plate margin creates tectonic hazards Students working towards GP6-8 should be able to: Compare and contrast the characteristics of destructive, constructive and conservation plate margins and be able to locate them on a world map

Home learning:

Exam Question:

Higher: Describe the characteristics of oceanic crust (3 marks). Using the insert (a map showing the world distribution of volcanoes), describe the world distribution of volcanoes (3 marks). (AQA JUNE 2015) Foundation: Questions 1a, 1bi, 1bii (from AQA JUNE 2015 paper) – based on distribution of the worlds volcanoes and features of continental crusts

Week 2

3 1hr lessons

plus 1hr

homework

Stage 1: Global distribution of fold mountains and ocean trenches Hypothesis: “Fold mountains and ocean trenches are always found together”

Exam Specification: “Location and formation of fold mountains and ocean trenches”

KGP Success Criteria

LO: By the end of the lesson students will be able to describe the global distribution of fold mountains and ocean trenches and explain their formation Students working towards GP3 should be able to: To describe the location of fold mountains and ocean trenches Students working towards GP4-5 should be able to: explain the formation of fold mountains and ocean trenches link between tropical storms and atmospheric circulation Students working towards GP6-8 should be able to: Explain the link between fold mountains and ocean trenches

Stage 2: The uses of fold mountains Stage 2: “Fold mountains create more advantages than disadvantages” Exam Specification: “A case study of one range of fold mountains. The ways in which they are used – farming, hydroelectric power, mining, tourism and how people adapt to limited communications, steep relief and poor soils”

KGP Success Criteria LO: By the end of the lesson students will be able to describe how fold mountains can be used for profit, using a case study Students working towards GP3 should be able to: describe how the uses of fold mountains Students working towards GP4-5 should be able to: Explain how the Andes mountains are used by humans Students working towards GP6-8 should be able to: Evaluate whether the benefits of using the Andes mountains outweighs the limitations

Stage 3: Characteristics of different types of volcanoes

Stage 3 “Shield volcanoes are more explosive than composite volcanoes”

Exam Specification: “Formation of composite and shield volcanoes”

KGP Success Criteria

LO: By the end of the lesson students will be able to explain the difference between composite and shield volcanoes Students working towards GP3 should be able to: To describe the features of composite and shield volcanoes Students working towards GP4-5 should be able to: Explain how the frequency and strength of eruptions changes between composite and shield volcanoes Students working towards GP6-8 should be able to: Demonstrate the differences between shield and composite volcanos using previous eruption data

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

Stage 1: Causes, effects and responses to volcanic eruptions

Stage 1: “The positive effects of volcanic eruptions outweigh the negative effects”

Exam Specification: “A case study of a volcanic eruption – its cause, primary and secondary effects; positive and

negative impacts; immediate and long-term responses.”

KGP Success Criteria

LO: By the end of the lesson students will be able to give examples of primary and secondary effects of volcanic eruptions and explain the immediate and long-term responses to eruptions Students working towards GP3 should be able to: describe a range of primary and secondary effects of volcanic eruptions (using a named example) Students working towards GP4-5 should be able to: Explain how different primary and secondary effects have an impact on people and the environment and explain the immediate and long-term responses (of a named example) Students working towards GP6-8 should be able to: Evaluate the impact of primary and secondary effects socially, economically and environmentally and analyse the effectiveness of immediate and long-term responses (using a named example)

Stage 2: Monitoring and predicting volcanic eruptions Stage 2: “It is always possible to evacuate prior to volcanic eruptions”

Exam Specification: “Monitoring and predicting volcanic eruptions”

KGP Success Criteria

LO: By the end of the lesson students will be able to explain how volcanic eruptions can be predicted

Students working towards GP3 should be able to: Describe a range of ways that volcanoes around the world are monitored Students working towards GP4-5 should be able to: Explain how monitoring volcanoes can help predict volcanic eruptions Students working towards GP6-8 should be able to: Evaluate the effectiveness of technology in monitoring and predicting volcanic eruptions

Home learning:

Exam Question: Higher (GP 6-8): Use a case study to discuss the immediate and long-term responses to a volcanic eruption (8 marks) (AQA JUNE 2015) Foundation (GP 4-5): Describe the positive and negative impacts of volcanic activity (6 marks) (AQA JUNE 2015)

Week 4

3 1hr lessons

plus 1hr

homework

Stage 1: Super-volcanoes

Stage 1: “Super-volcanoes could end the world”

Exam Specification: “The characteristics of a supervolcano and the likely effects of an eruption”

KGP Success Criteria

LO: By the end of the lesson students will be able to explain the consequences of a supervolcano eruption

Students working towards GP 3 should be able to: To describe the characteristics of a supervolcano Students working towards GP4-5 should be able to: Explain the features of a supervolcano and explain the consequences of an eruption

Students working towards GP 6-8 should be able to: Compare and contrast the characteristics and effects of a normal volcanic eruption and a supervolcano eruption

Stage 2: Earthquakes

Stage 2: “The Mercali scale is more effective at measuring earthquakes than the Richter scale”

Exam Specification: “Location and cause of earthquakes. Features of earthquakes – epicentre, focus, shock waves

and the measurement of earthquakes using the Richter and Mercali Scales”

KGP Success Criteria

LO: By the end of the lesson students will be able to explain the formation of earthquakes using key geographical terminology and discuss how earthquakes are measured

Students working towards GP3 should be able to: To identify and describe the following key terms; epicentre, focus, shock waves, Richter scale, Mercali scale Students working towards GP4-5 should be able to: Explain in detail how earthquakes are caused, using the key terms epicentre, focus and shock waves and show knowledge of the Richter and Mercali Scales Students working towards GP6-8 should be able to: Evaluate the effectiveness of the Richter and Mercali scales in measuring earthquakes

Stage 3: Effects and responses to earthquakes in LEDC’s

Stage 3 “Money is the main contributing factor to the devastation caused by earthquakes in LEDC’s” Exam Specification: “A case study of an earthquake in a rich part of the world and one from a poorer area – their specific causes; primary and secondary effects; immediate and long-term responses. Contrasts in effects and responses will be clear”

KGP Success Criteria: LO: By the end of the lesson students will be able to describe the causes, effects and responses to a named MEDC earthquake Students working towards GP3 should be able to: Describe the effects and responses to an earthquake (using a named LEDC example) Students working towards GP4-5 should be able to: Explain the social, economic and environmental effects of an earthquake and categorise the responses into immediate and long-term (using a named LEDC example) Students working towards GP6-8 should be able to: Evaluate the social, economic and environmental effects of a named LEDC earthquake and analyse the immediate and long-term responses

Home learning: Given each week, due in one week later

Read through the information provided and create a fact file about an earthquake in an MEDC. Success Criteria:

● Location (continent, country, within the country, nearest towns / cities) ● Causes – including measurement on Richter / Mercali scale ● Effects – primary and secondary – economic, social and environmental ● Responses – short-term and long-term

Week 5

3 1hr lessons

plus 1hr

homework

Stage 1: Prediction, preparation and planning

Stage 1 “Prediction, preparation and planning always successfully reduces death tolls in earthquakes” Exam Specification: “The need to predict, prepare and protect” KGP Success Criteria:

Students working towards GP3 should be able to: define prediction, preparation and planning – giving a brief description of how each works Students working towards GP4-5 should be able to: Explain the importance of PPP in reducing the effects of earthquakes

Students working towards GP6-8 should be able to: Evaluate the importance of PPP in reducing the effects of earthquakes as a way of managing tectonic hazards in a sustainable way

Stage 2: Causes, effects and responses to tsunamis

Stage 2: “The 2004 Boxing Day Tsunami could have been prevented”

Exam Specification: “A case study of a tsunami – its causes, effects and responses”

KGP Success Criteria:

Students working towards GP3 should be able to: Describe the causes, effects and responses of the Boxing Day tsunami Students working towards GP4-5 should be able to: Describe the causes and explain the different social, economic and environmental effects of the Boxing Day Tsunami Students working towards GP6-8 should be able to: Comment on ways in which the effects of the Boxing Day tsunami could have been lessened

Home learning:

Revision for end of learning cycle assessment.

Week 6 Revision and Assessment Week

During the first two lessons of this week, students will identify areas where they need to target their revision to improve understanding, enhance their skills and ensure a complete and thorough understanding of content. Students will work, both individually and in learning teams, to complete exam questions and to create a range of revision tools which can be used both now, and when students complete their final revision before the exam in Year 11.

Lesson 3 will comprise of a written assessment based on a series of examination questions from a range of specimen papers and past examination papers.

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 not part of the timed schedule but is vitally important if students are to achieve their potential at GCSE. Revision (in addition to work they are set as part of home learning) is expected of GCSE pupils throughout the GCSE course. Due to the high volume content at GCSE, topics can only be covered once over the course and therefore it is vital that students are continually revising topics they have already covered in class.

It is recommended that pupils purchase a CGP GCSE Geography AQA A Specification revision guide.

Useful revision websites:

http://www.coolgeography.co.uk/GCSE/AQA%20GCSE.htm http://www.geographyrocks.co.uk/gcse-revision.html http://www.s-cool.co.uk/gcse/geography http://www.acegeography.com/aqa-a-gcse.html http://www.bbc.co.uk/schools/gcsebitesize/geography/