| Key Objectives |
Content |
Skills |
Key terms |
| Natural Hazards |
| Distribution of natural hazards and risk
- What is a natural hazard?
- Describe the distribution of natural hazards.
- Explain/suggest factors affecting risk?
- Explain why people chose to make themselves vulnerable.
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- Definition of…
- Natural hazards
- Tectonic hazards
- Atmospheric hazards
- Geomorphological hazards
- Biological hazards
- Global distribution of the above hazards.
- Factors affecting risk:
- Global warming
- Deforestation
- Urbanisation
- Living in more marginal areas
- Wealth
- Reasons why people chose to make themselves vulnerable.
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- Concept mapping – using photos / satellite images / newspaper headlines / graphs etc to categorise (tectonic/atmospheric etc) and locate a range of global natural hazards.
- Use map to describe distribution.
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- Hazard
- Risk
- Tectonic
- Atmospheric
- Geomorphological
- Biological
- Global warming
- Deforestation
- Urbanisation
- Distribution
- Wealth
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| Tectonic hazards |
| Formation of volcanoes and earthquakes at plate margins.
- Outline/state what a tectonic plate is.
- Contrast/compare the differences between oceanic and continental crust.
- Describe the distribution of volcanoes/earthquakes.
- Explain what causes tectonic plates to move.
- Explain the formation of… at plate margins.
- Explain the physical processes occurring at…
- Earthquakes/volcanoes occur on plate margins. Do you agree? Explain your answer.
- Explain what hotspots are / What is a hotspot?
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- Characteristics of the lithosphere – oceanic vs continental – density/ age / rock
- Reasons for plate movement – convection currents and ridge push / slab pull.
- Global distribution of volcanoes/earthquakes.
- Formation of volcanoes/earthquakes at constructive, conservative and destructive.
- Constructive: Reason – slab pull/ridge push/convection
- Fractures in new plate lead to small earthquakes
- Rift Valley – plate margin on land.
- Conservative: San Andreas e.g.
- Destructive: Earthquake – Plates fracture. Volcano example – linear belts of volcanoes
- Differences between shield/composite volcanoes – linked into plate margin locations.
- Basic understanding of a hotspot.
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- Satellite image of destructive plate margin – identify continental and oceanic plates. Draw the plate boundary onto the image.
- Explain formation – logical sequences full of key terms.
- Use map to describe distribution.
- Sketch diagram of plate margins and annotate.
- Annotate photo of San Andreas fault.
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- Tectonic plate
- Mantle/ asthenosphere
- Crust/ Lithosphere
- Oceanic
- Continental
- Constructive
- Conservative
- Destructive
- Margin
- Hotspot
- Earthquakes
- Shield volcano
- Composite volcano
- Fracture
- Ridge push
- Slab pull
- Convection current
- Friction
- Pressure
- Subduction
- Melting
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| Effects and response to an earthquake in an economically advanced country.
- Identify/state/ describe the…
- Social/economic/environmental
- primary and/or secondary effects of an earthquake in an economically advanced country.
- The economic effects of the earthquake were most severe. Justify this statement.
- Identify/state/ describe the… immediate/long term responses to an earthquake in an economically advanced country.
- Justify why both immediate and long term response is necessary.
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- Case study: L’Aquila, Italy / Kobe, Japan / Christchurch, New Zealand.
- Define primary and secondary effects.
- Categorise (social/economic/ environmental) the key case study specific primary and secondary effects.
- Identify the key case study specific immediate and long term response.
- Reasons why both immediate and long term response are necessary.
- COULD HAVE A HAZARD EFFECTS WALL – MOST SEVERE TO LEAST THAT IS ONGOING THROUGH THIS TOPIC.
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- Sketch and annotate photos of damage.
- Describe the effects/response – make clear and logical links and using specific facts and figures.
- Justify – using evidence to support reasons.
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- Economically advanced
- Primary
- Secondary
- Effects
- Social
- Economic
- Environmental
- Immediate
- Long term
- Response
- Aid
- Rebuilding
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| Effects and response to an earthquake in a Lower Income Country OR Newly Emerging Economy.
- Identify/state/ describe the…
- Social/economic/environmental
- primary and/or secondary effects of an earthquake in a LIC/NEE.
- Using the photo, annotate the effects of the earthquake.
- The social effects of the earthquake were most severe. Justify this statement.
- Identify/state/ describe the… immediate/long term responses to an earthquake in an economically advanced country.
- Justify why both immediate and long term response is necessary.
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- Case study: Nepal / Haiti.
- Define primary and secondary effects.
- Categorise (social/economic/ environmental) the key case study specific primary and secondary effects.
- Identify the key case study specific immediate and long term response.
- Reasons why both immediate and long term response are necessary.
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- Use sources to explain/justify why… e.g. tents are close to airport / high % of buildings collapsed.
- Sketch and annotate using photos.
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- Lower Income Country
- Newly Emerging Economy
- Primary
- Secondary
- Effects
- Social
- Economic
- Environmental
- Immediate
- Long term
- Aid
- Rebuilding
- Response
- Contamination
- Disease
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| How do earthquake effects and responses vary between two areas of contrasting wealth?
- Calculate the difference in magnitude/cost/aid.
- Explain why the effects of earthquakes differ.
- Suggest why the death toll in Country A was greater than Country B.
- Explain why response to earthquakes differs.
- Earthquakes are more devastating in LIC’s than developed countries. Do you agree? Justify…
- Earthquakes don’t kill people. Buildings do. Use evidence to support this statement.
- Using 2 named examples, evaluate the effectiveness of the immediate and long term responses to a tectonic hazard in two countries of contrasting levels of wealth.
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- Recap key effects and response from the 2 earthquakes.
- Identify the key differences between earthquake effects/responses.
- Reasons why the effects differ.
- Depth of focus
- Population density
- Building density
- Distance from epicentre
- Different magnitude
- Medical facilities
- Time of day/week/year
- Building regulations
- Secondary effects
- Different wealth
- Reasons why response differs.
- Wealth / resources
- Education / training
- Corruption
- Infrastructure quality
- Reasons need linking to the different economic advancement of the 2 countries and their ability to prepare and respond to earthquakes.
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- Richter Scale is logarithmic: Calculate the difference in earthquake magnitude.
- Use tables/photos etc to describe and explain differences in effects and response.
- Make links and use evidence to justify opinions/evaluate effectiveness.
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- Economically advanced
- Lower Income Country
- Newly Emerging Economy
- Primary
- Secondary
- Effects
- Social
- Economic
- Environmental
- Immediate
- Long term
- Response
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| 6. Why do people live in hazardous areas and how is the risk reduced.
- Explain the benefits of living near to tectonic hazards. / Explain why people live in hazardous areas.
- Describe how earthquake resistant buildings / the government / individuals can reduce risk.
- Predicting tectonic hazards is a waste of time. To what extent do you agree?
- Discuss which of the 3P’s is most useful to reduce the risks of a tectonic hazard.
- Suggest what is happening in photo… (monitoring techniques).
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- Reasons for people living in hazardous areas:
- Geothermal energy
- Farming
- Mining
- Tourism
- Family, friends and feelings
- The 3P’s: Earthquakes
- Monitoring and prediction: Seismology / patterns / GPS tracking of EQ / animals.
- Protection: EQ proof buildings – mitigation.
- Planning: Retrofitting / drills / training / supply stores.
- The 3P’s: Volcanoes
- Monitoring and prediction: Satellites / seismometers / heat sensors / gas trapping / water temp.
- Protection: Reinforced roofs
- Planning: Evacuation / hazard maps / education.
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- Inference using photo.
- Explain how… detail using key terms / evidence / making links.
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- Benefits
- Social
- Economic
- Environmental
- Geothermal
- Fertile
- Prediction
- Monitoring
- Protection
- Mitigation
- Planning
- Retrofitting
- Drills
- Satellites
- Seismometers
- GPS
- Evacuation
- Hazard maps
- Education
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| Assessment / decision making? |
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| Weather Hazards |
| 7. Global atmospheric circulation and global weather and climate patterns.
- What is a convection cell?
- Explain how the global atmospheric system affects the weather and climate in the tropics / subtropics / temperate areas.
- Describe normal weather conditions at a high/low pressure belt.
- Describe what is meant by an arid climate.
- Explain why arid climates can be found in polar and subtropical areas.
- Explain the role the Hadley Cell plays in affecting weather and climate.
- What is a jet stream?
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- The link between insolation and pressure at the poles/equator.
- The role the earth’s rotation plays in creating more than one convection cell and on wind direction.
- The weather and climate conditions in tropical, sub-tropical, temperate and polar areas.
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- Describe location of weather types / jet stream on convection cell diagram.
- Explain formation/why convection cells occur – logical sequences full of key terms.
- Annotate diagrams of convection cells.
- Use climate/ecosystems map to explain the global circulation system.
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- Atmospheric circulation
- Insolation /solar energy
- Concentration
- Poles
- Equator / tropics
- Subtropics
- Temperate
- Latitude
- Convection cells
- Jet stream
- Wind
- Low pressure
- High pressure
- Weather
- Climate
- Arid
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| 8. Global distribution of tropical storms
- What is a tropical storm?
- Describe the global distribution of tropical storms / describe the locations most vulnerable to tropical storms.
- Explain the distribution of tropical storms.
- Explain the conditions needed for tropical storms to form.
- Explain tropical storms are only found in the tropics.
- Explain why tropical storms don’t form on the equator.
- Describe the structure/features of a TS.
- Explain the formation of tropical storms.
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- Definition of tropical storms and their regional names.
- Global distribution of tropical storms.
- Reasons why tropical storms form in the tropics BUT NOT at the equator.
- High insolation
- High sea temperatures – heat supply
- Over water – moisture supply
- Reason why tropical storms spin
- Tropical storm structure/cross section diagram.
- Full formation of tropical storms.
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- Explain formation/why TS occur – logical sequences full of key terms.
- Description + give reasons using map source (distribution).
- Accurately label diagram.
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- Tropical storm
- Cyclone
- Hurricane
- Typhoon
- Tropics
- Insolation
- 27°C sea surface temp
- Wind shear
- Moisture
- Coriolis Effect
- Low pressure
- Condensation
- Cumulonimbus clouds
- Prevailing wind
- Eye
- Spin
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| 9. Tropical storms and climate change
- Using the source, suggest how the distribution/frequency/intensity of tropical storms could change if this trend (temp increase) continues.
- Explain how climate change may make the impact of tropical storms worse.
- Explain why the link between climate change and tropical storms is uncertain.
- Climate change is increasing the impact of tropical storms. Discuss the validity of this statement.
- Explain why it is wrong to say the number of storms is increasing (graph with %).
- Explain what is unusual about Hurricane Catarina.
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- Identify the key changes/trends in tropical storm frequency and intensity.
- Make links/look for correlations between these changes and temperature changes.
- Explain the links/changes:
- Warmer atmosphere
- Thermal expansion – storm surge more damaging.
- Warmer SSTs + a greater area with SSTs over 27°C.
- Identify uncertainties – wind speed monitoring is only recently accurate / other factors involved in cost increases.
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- Plot line graphs for:
- Temp increases
- Frequency increases
- Intensity increases
- Cost increases
- Describe trends/patterns – make links between the graphs.
- Explain why a line graph is better than a bar chart.
- Plot scatter graph to show correlation between magnitude and cost. Explain the trend / anomalies etc.
- Explain the difference between number of an % of Cat 4/5 storms.
- Calculate changes/% changes.
- Inference – what is unusual about Hurricane Catarina – using sources.
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- Distribution
- Frequency
- Intensity / magnitude
- Climate change
- Sea surface temp
- Correlation
- Thermal expansion
- Storm surge
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| 10. Effects and response to a tropical storm
- Describe/Outline how tropical storms are measured.
- Describe the scale used to measure tropical storms.
- Using source (map) describe and explain the path and strength changes of Hurricane Katrina.
- Name primary/secondary effects.
- Using a named case study, describe the effects of a tropical storm on people and the environment.
- Describe the immediate and long term response to a named tropical storm.
- Use sources to discuss the success of response to the storm.
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- Outline the Saffir-Simpson Scale and how tropical storms are measured on it.
- Case study: Hurricane Katrina / Typhoon Haiyan.
- Identify key primary and secondary (social/economic/env) effects.
- Primary:
- Wind damage
- Flooding damage from rainfall/storm surge
- Secondary:
- Oil leaks
- Water contamination- disease
- Looting
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- Using co-ordinates, plot and map the path of the storm.
- Plot wind speed changes on line graph. – Why better than bar.
- Describe the effects/response – make clear and logical links and using specific facts and figures.
- Infer success of response using sources to support opinion.
- Describe/explain using map – key/compass/scale/info etc.
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- Saffir-Simpson Scale
- Effects
- Primary
- Secondary
- Social
- Economic
- Environmental
- Response
- Immediate
- Long term
- Rebuilding
- Evacuation
- Aid
- Torrential rainfall
- Storm surge
- Wind speed
- Landslides
- Contamination
- Disease
- Looting
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| 11. Reducing the effects of tropical storms
- Explain how monitoring and prediction, protection and planning can reduce the effects of tropical storms.
- Using Figure__: On 17 August, all the people living on the coast of Texas should have been evacuated. Do you agree with this statement? Give reasons for your decision.
- To what extent can LICs/NEEs plan/prepare/protect for tropical storms.
- To what extent can tropical storms be predicted/accurately forecasted?
- Suggest why forecasting/planning/protection may not be useful.
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- Identify key monitoring techniques: Satellites/aircraft.
- The 3 Ps:
- Prediction (forecasting): Using monitoring to forecast. National Hurricane Centre/NOAA – Lead to evacuation.
- Protection (mitigation): Hurricane straps / storm shutters / emergency generators / tie down outdoor objects / trim or remove nearby trees / storm shelters
- Planning: Supply kits / full fuel tank / knowing evacuation route / storing loose objects / family planning.
- Reasons why the above may not be successful.
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- Forecasting source work: Describe the forecast / how long is it predicted to take / where is it predicted to make landfall / how accurate are the predictions?
- Explain how… detail using key terms / evidence / making links.
- Discuss the extent to which: 2 sides, well explained using links and supported with evidence.
- Source leading to opinion to justification using key terms / evidence / links.
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- Monitoring
- Satellites
- Aircraft
- Prediction
- Forecasting
- Protection
- Mitigation
- Planning
- Evacuation
- Storm shutters
- Hurricane straps
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| UK extreme weather |
| 12. Weather hazards in the UK
- State the differences between weather and climate.
- Identify key weather hazards that effect the UK.
- Identify and explain the secondary hazards that can be triggered by storms/droughts/snowfall.
- Suggest possible causes of flooding in the UK.
- Describe/ outline the effects of a storm/heat wave/drought/extreme cold/flooding in the UK.
- Explain why UK weather is so variable.
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- Definitions of weather and climate.
- Reasons why the UK weather is so variable – link back to atmospheric circulation.
- Identify some extreme weather events around the UK.
- Outline the causes of these events:
- Source location of weather
- Key details about what happened.
- Describe / outline the key effects of the events on farming, transport, communities, businesses.
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- Sketch and locate info onto a map of the UK.
- Links back to prior knowledge: Linking national-global scales – reasons for UK weather.
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- Weather
- Climate
- United Kingdom
- Primary
- Secondary
- Flooding
- Drought
- Heatwave
- Storms
- Polar front jet Stream
- Polar and Ferrell Cells
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| 13. Causes of an extreme weather event in the UK
- Using a named example, explain the causes of an extreme weather event.
- Suggest why the UK suffers from… hazards
- Using diagram/map, explain why some places were worse affected than others.
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- Focus needs to be on flooding: Could use Boscastle for flash flooding / Cumbria, 2009, Somerset Levels 2014 or York 2015 for heavy rainfall.
- Reasons for the flooding:
- Physical: Rainfall event / ground moisture content / steep slopes.
- Rivers not dredged / urban impermeable surfaces / poor farming techniques / deforestation.
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- Weather chart (fronts etc) – what does it show. Why could there be problems for UK / which area of the UK?
- Cholopleth map for rainfall levels – describe the pattern/explain.
- Rainfall calculations: Totals over time / differences etc.
- Sketch diagram of the area.
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- Causes
- Flooding
- Rainfall
- Soil/ground moisture
- Water table
- Chloropleth
- Relief
- Impermeable
- Farming
- Deforestation
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| 14. Effect/Impacts of an extreme weather event in the UK
- Using a named example, describe the impacts of the event on people and the environment.
- Using a named example, to what extent were the economic effects more significant than the social effects?
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- Focus needs to be on flooding: Could use Boscastle for flash flooding / Cumbria, 2009, Somerset Levels 2014 or York 2015 for heavy rainfall. SAME CASE STUDY AS PREVIOUS LESSON.
- Impacts: Key social, economic, environmental effects.
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- Describe the effects/response – make clear and logical links and using specific facts and figures.
- Justify why economic/social effects were more significant.
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- Effects/Impacts
- Social
- Economic
- Environmental
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| 15. Response/reducing the effects of an extreme weather event in the UK
- Explain how top down/bottom up approaches can reduce the impact of extreme weather in the UK.
- Explain how the risk of extreme weather in the UK can be managed/ reduced.
- Discuss whether there are limits to reducing the risk of extreme weather in the UK.
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- Focus needs to be on flooding: Could use Boscastle for flash flooding / Cumbria, 2009, Somerset Levels 2014 or York 2015 for heavy rainfall. SAME CASE STUDY AS PREVIOUS LESSON.
- Top down approaches: New defences / more effective forecasting leading to preparation and warnings / more effective support to rebuild businesses and homes.
- Bottom up: Education / use of social media / future proof homes.
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- Explain how… detail using key terms / evidence / making links.
- Discuss the extent to which: 2 sides, well explained using links and supported with evidence.
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| 16. Are extreme weather events on the rise in the UK?
- Describe the trend/pattern…
- Climate change is increasing rainfall in the UK. To what extent do you agree with this statement?
- Explain/suggest how climate change could lead to changes in rainfall.
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- FOCUS NEEDS TO REMAIN ON FLOODING.
- Graphical evidence regarding rainfall in the UK.
- Identify any patterns/trends.
- Argument between rise due to climate change vs cyclical due to other factors (Atlantic temperatures / jet stream changes etc).
- Reasons why rainfall could be changed by increasing temperatures.
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- Describe/explain graphs trends.
- Discuss the extent to which climate change is changing UK rainfall patterns / responsible for more extreme weather – use sources to support.
- Explain how climate change could change rainfall.
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- Climate change
- Cyclical
- Atlantic
- Jet stream
- Rainfall
- Precipitation
- Evaporation
- Rivers
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| Climate Change |
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| 17. Evidence of climate change
- Describe the quaternary period / temperature changes during the quaternary period.
- What is a glacial/interglacial?
- Contrast the Holocene and Pleistocene epochs.
- Describe how scientists can collect evidence for past climate change.
- Some sceptics say that we cannot accurately say the climate is warming. To what extent do you agree?
- Explain why people argue that some evidence for climate change is better than others.
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- Identify evidence for past quaternary climate change.
- Proxy data: Tree rings / fossils / pollen / ice cores / ocean sediments.
- Recent data: Temperature / sea level rise / ice loss.
- Discuss the different levels of accuracy and how this could impact results/graphs.
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- Description of diagrams/graphs of past data.
- Discuss the accuracy of proxy vs recent data collection and the impact on results and conclusions.
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- Quaternary
- Glacial/interglacial
- Holocene/Pleistocene
- Proxy data
- Ice cores
- Oxygen isotopes
- Ocean sediments
- Organisms (diatoms)
- Tree rings
- Pollen data
- Sea level
- Ice loss
- Satellites
- Weather balloons
- Ocean buoys
- Radar
- Weather stations
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| 18. Causes of climate change
- Using the map, describe the location of sulphur dioxide following the eruption of…
- Use diagram to explain how volcanic eruptions can lead to climate change.
- Describe the relationship between carbon dioxide and temperature.
- Describe the human/natural causes of climate change.
- Describe/Explain how humans/natural phenomenon can lead to changes in climate.
- Humans are to blame for climate change. To what extent do you think this is true?
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- Identify the natural causes of climate change: Solar output / orbital changes / volcanic activity.
- Identify the human causes of climate change: The enhanced greenhouse effect – fossil fuel burning / agriculture / deforestation.
- Graphs: Can temperature patterns be solely explained using human/natural causes?
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- Describe the relationship between temp and CO2.
- Use maps/diagrams to explain climate change.
- Explain how… detail using key terms / evidence / making links. – humans/natural changes.
- Discuss the extent to which humans are changing climate.
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- Solar output
- Sunspots
- Radiometers
- Orbital changes – Milankovitch cycles
- Volcanic activity
- Greenhouse effect
- Carbon dioxide
- Fossil fuels
- Agriculture
- Deforestation
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| 19. Effects of climate change
- Describe the pattern of predicted warming. Explain how this could impact on the potential consequences around the world.
- Outline some effects of climate change.
- Describe the global effects/impacts of climate change.
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- Map predicted temperature changes and discuss the consequences of this.
- Map key social, economic and environmental effects of climate change around the world, both observed and predicted.
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- Describe patterns using map.
- Use pattern to justify uneven global effects.
- Describe the effects– make clear and logical links and using specific facts and figures.
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- Effects
- Social
- Economic
- Environmental
- Global
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| 20. Managing climate change
- What is mitigation/adaptation?
- What is a carbon sink?
- Explain how climate change can be managed using mitigation/adaptation.
- Explain how…(strategy) can help to manage climate change.
- Explain why both mitigation and adaptation are needed to manage climate change. / To what extent will mitigation/adaptation manage…?
- International agreements are critical in the challenge to reduce global carbon emissions. Use evidence to support this statement.
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- Details of each strategy including costs and benefits.:
- Mitigation: Alternative energy production / carbon capture / reforestation / international agreements.
- Adaptation: Agricultural changes / managing water supply / reducing sea level risk
- Reasons why both are needed.
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- Explain how… detail using key terms / evidence / making links.
- Explain why… Reasons explain in detail using links and supported using evidence
- Explain the message in the cartoon
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- Mitigation
- Carbon sink
- Carbon capture
- Impermeable
- Solar energy
- Wind energy
- Reforestation
- International agreements
- Kyoto / Paris,2015
- Adaptation
- Agriculture
- GM
- Irrigation
- Retrofit-aerators
- Desalinisation
- Biodiesel
- Coastal defences
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Ryedale School is a partner in and co-ordinator for the Yorkshire Teaching School Alliance.