Lesson 1 - Global Atmospheric Circulation
First you need to download the Hazardous Earth workbook.
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Don't forget to regularly revise over the content from this topic. Your teacher will set you assignments on Seneca for this. If you can't find the assignment, check here for the Seneca Tasks. |
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Have a look at the knowledge organiser for this topic to help condense your understanding. Use the PLC to check on how well you understand what we are learning during this topic. |
Starter:
READ over the instructions for each task you are do complete for Lesson 1. This will help you to focus on the information you will need as you go through the independent research links, videos and tasks. Note: To show your work each lesson you could - 1) Complete the Word Document provided and upload completed work to ClassCharts or email to your teacher. 2) You can print off the pdf file, complete the tasks, take pictures or scan your work and upload to ClassCharts or email the work to your teacher. 3) If you are really stuck, you can simply complete the tasks on a sheet of paper and send your completed work to ClassCharts or email your teacher. |
Main task 1:
Read pages 8-13 in the Kerboodle Textbook. If you are unable to access Kerboodle from home, use this page from BBC Bitesize (pages 1 and 2). Using what you now know, label the lines of latitude on the diagram in your workbook. Main task 2: In your own words, write a short paragraph to explain the Earth’s heat budget (differential heating). Use this video and the diagrams in the workbook to help. Stuck? If it will help you to answer, you can show your understanding by drawing your own diagram and referring to it in your response. Main task 3: Watch this video and create a diagram showing what happens to air movement and weather during high and low pressure. Start with the 2 arrows in your workbook. Challenge - look out of your window now – explain which type of air pressure you think we are experiencing. What evidence have you got to support your point? Main task 4: Watch this video that explains the global atmospheric circulation model. Use your knowledge to fill in the table in your workbook to show the differences between the three atmospheric cells. Now, ‘Explain how the atmospheric circulation model distributes heat around the world.’ Use the space provided in your workbook. |
Main task 5:
Watch this video explaining the importance of ocean currents to the global heat circulation. Explain how oceans also help to circulate heat around the world. Plenary: Using your understanding from today’s lesson, annotate (label) the map in the workbook to show how tropical deserts and areas of high tropical rainfall have been formed. Stuck? Look at the diagram on the bottom of the page to help support your understanding. |
Lesson 2 - Evidence of Past Climate Change
Starter:
Read over all the instructions provided for the lesson to ensure you have access to all of the resources you will need during the lesson. Main task 1: Read pages 16-19 from the Kerboodle Textbook. If you are stuck, you can use BBC Bitesize (Revision pages 1 and 2). Next, read the passage in the workbook (see the blue lined textbox near the top of the page) and then, in your workbook summarise what we mean by natural climate change. |
Main task 2:
Look at the graph in the workbook, which shows the link between CO2 concentrations in the atmosphere, global surface temperatures and global sea levels. This has stacked 3 different graphs together to show a pattern. Describe the key trends/patterns you can see over time. Remember to use BETA (beginning, end, trend, anomalies) to help format your answer. Stuck? Use this starter sentence to get yourself going... 'From the graph, it is clear that...' Main task 3: Watch this video about the evidence for natural climate change. In the workbook, fill in the table to help explain what you now know about those 3 pieces of evidence. Which of these three pieces of evidence do you think provides us with the most accurate/useful information about past climate? Justify your choice in the space provided in the workbook. |
Lesson 3 - Causes and impacts of Current Climate Change
Starter:
Read pages 20-23 from the Kerboodle Textbook. If you are stuck and can’t use this resource, please use this BBC Bitesize page instead (pages 3 and 4). |
Main task 1:
In your workbook, spot the difference between natural and enhanced greenhouse effects - label these differences off of the diagram provided. Next, use the diagram and your knowledge from the reading to explain how the natural process of the greenhouse effect can be made worse by humans. Main task 2: Using the greenhouse effect diagram and additional information from this website, draw a diagram to show: 1) Where short wave radiation comes from. 2) Where longwave radiation goes. 3) What the greenhouse gases are doing to the longwave radiation. 4) The final impact of this, for Earth. Main task 3: Watch this video. Now, using your knowledge from the video and your reading, fill in the table in the workbook to show the major greenhouse gases, their amounts and where they come from. Challenge - Can you suggest which greenhouse gas emission we should be most concerned about? |
Task 4:
Look at the figure in the workbook comparing emissions levels for countries at different levels of development. Explain why people in the developing world produce only a small amount of greenhouse gases. Task 5: Using your knowledge from the reading and the evidence from figure 4 in the workbook, describe the predicted changes to global surface temperature for options a, b, and c. Plenary: Complete the mindmap provided, suggesting what the possible impacts of future climate change could be. Challenge - can you point to evidence today that proves that some of these predictions are coming true? |
Lesson 4 - How do Tropical Cyclones Form?
Starter:
Read pages 24-27 in the Kerboodle textbook. If you cannot access the Kerboodle text, use this BBC Bitesize pages instead (pages 1, 2 and 3 are relevant). Main task 1: Use the map provided to describe the distribution of tropical cyclones. Stuck? Look at the Remember... detail provided at the side of the map to help guide your description. |
Main task 2:
Watch these two videos (1 and 2) and read back through the formation of a cyclone from either the Kerboodle pages or the BBC Bitesize pages. Create a step by step drawing below for each part of the process. This should help you recall it, as it needs to be in formation order! Main task 3: Watch this video and analyse the diagrams of tropical cyclones provided in the reading in Kerboodle or BBC Bitesize. Then draw your own cyclone with at least 4 key features to it in the space provided in your workbook. |
Main task 4:
What are the different methods for measuring and classifying tropical cyclones? Answer this in your workbook. Challenge – can use research to find out what the differences in impacts are between the different Categories of Hurricane using the Saffir-Simpson scale? Plenary: Complete the mindmap at the bottom of this page in your workbook to describe the different hazardous impacts of tropical cyclones. Challenge – will climate change make any of these impacts worse? |
Lesson 5 - Why do tropical cyclones sometimes have different impacts depending on where they occur?
Starter:
Read the two case studies from BBC Bitesize (Typhoon Haiyan and Hurricane Sandy) and watch these videos (1 and 2) to support your understanding. Main Task 1: Using the table provided in your workbook, compare the different case studies in terms of their location, impacts and responses to the events. |
Main task 2:
Now, read pages 30-33 from the Kerboodle textbook. The information across the 4 pages explores the different methods that developing and developed countries can use to prepare for and reduce the impacts of tropical cyclones. Main task 3: Fill in the table at the bottom of the workbook page to describe three methods (at least one developing and one developed – the third is your own choice from across the 4 pages you have read) and evaluate how effective you think each is in protecting a location from the impacts of tropical cyclones. |
Plenary:
Click on this link to test your knowledge of EQ1 and EQ2. |
Lesson 6 - Structure of the Earth
Download the EQ3 workbook first -->
Starter:
Read pages 34-35 from your Kerboodle Textbook. If you can’t access this, please read over this page from bitesize (revision page 1). Main Task 1: Now, using what you have learnt, label the details of the structure of the earth onto the diagram provided in the workbook. |
Main task 2:
Watch this video to help guide your understanding of the difference between oceanic and continental crust. In the space provided in the workbook, explain the difference between continental and oceanic crust. Main task 3: Read the passage in your workbook, and then, below, summarise how convection currents work making sure you use diagrams to support your answer. You can also use this video to support you with your diagrams (first part of the video will help you the most). |
Plenary:
Answer this exam question: Other than the mantle, explain the properties of two of earth’s internal layers (4 marks) |
Lesson 7 - Investigating Plate Boundaries
Starter:
Read pages 38-39 from your Kerboodle Textbook. If you can’t access this, please read over this page from bitesize (revision page 2 and 3). |
Main task 1:
Looking over the map on page 39 from the Kerboodle textbook, label the tectonic plates and complete the details from the missing key. Main task 2: Complete the sentences in the workbook to show how divergent, convergent and conservative (transform) plate boundaries are different from one another. Main task 3: Watch this video and use page 40 from the Kerboodle textbook to help fill in the table provided to compare the different plate boundaries. Main task 4: Which type of plate boundary do you think is the most dangerous. Explain why in the space provided in the workbook. |
Plenary:
Why aren't the Hawaiian Islands found on a plate boundary? Use this video to help understand and then explain in the space provided in the workbook. |
Lesson 8 - Volcanoes and Earthquakes
Starter:
Watch this video first. |
Main task 1:
Answer the questions in your workbook about the video detail. Main task 2: Using the diagrams and information in your workbook, complete the table with the correct information to compare composite and shield volcanoes. Main task 3: Read over the information provided about Earthquakes in your workbook. Highlight the key terms from the reading. Now, using the table of information below the reading, create a series of images to illustrate the different types of damage at each level of the Richter Scale. Main task 4: Watch this video and then use your understanding to label the diagram provided in your workbook. Challenge - What human influences have an impact on the number of deaths that result from an earthquake. Main task 5: Watch this Ted Ed video about Tsunamis. Use this knowledge to explain the difference between normal waves and tsunami waves. |
Plenary:
Gimme 5! Give me 5 quick facts you have learnt during this lesson. |
Lesson 9 - Developed and Developing World Volcanoes
Main task 1:
Next, as a reminder of prior learning, correctly match the number to the label in the diagram provided to show the structure of a volcano. Main task 2: Circle the words beneath the diagram that you think are volcanic HAZARDS (one example is shown) Main task 3: Define the following key terms - Primary effects Secondary effects Main task 4: Case study 1 details Highlight/circle on the map of the world the location of the Mt Sakurajima eruption - if you are unsure, check this website for further detail. Next to each of the impacts shown in the diagram in the workbook, place a + or a _ to show if it is a positive or negative impact of the eruption. On the next page, highlight the methods of prediction on the diagram provided in one colour and those methods for protection in another colour. Prediction methods give people advance warning a volcano will erupt, protection methods stop people from being exposed to hazards from a volcano. Main task 5: Case study 2 details Highlight/circle on the map of the world the location of the Mt Nyiragongo eruption. Sort the impacts in the workbook into social, economic and environmental (you can highlight, code or label). |
Plenary:
Exam question practice Assess the importance of the primary and secondary impacts of either earthquakes or volcanoes in an emerging or developing country (8 marks). Read over the examiner comments before you respond to the question provided. |
End of Topic Assessment
Starter:
Make sure you have reviewed the entire topic using Seneca Learning and that you have checked your understanding against the PLC (at the top of the page) before you attempt the assessment. Download the exam paper here. |
Main task 1:
READ through all of the questions first, ensuring you are using the CRaFT technique to annotate on each question before you attempt a response. See an example of CRaFT below: |
Plenary:
COMPLETE the assessment and send to your teacher once finished. When your teacher provides you with feedback, ACTION the task provided from the feedback sheet. |