What will I be learning about in Geography this year? Autumn term: Natural Hazards •Exploring the structure of the earth, plate tectonics and different scales and locations of natural disasters (earthquakes, volcanoes, tsunamis). Winter term: Human Hazards •Exploring human hazards in different environments (pollution in Antarctica, distribution of major world diseases and looking at the differences between rich and poor countries.) •You will decide whether globalisation is becoming a hazard or not. Spring term: Population and Development •Exploring how the world is populated looking at population patterns, differences between rich and poor countries and how this is changing. Summer term: Consumption •Ever thought about where all your stuff comes from or how many people are involved in the making of the products we consume every day? This unit explores the answers to these questions. This unit will help you decide how fair global trade is.
Please stick a copy of this into your books
Learning Focus: What is a natural hazard? Learning Outcomes What: Recognise what a natural hazard is How: Create a mind map and research different hazards Why: To understand how natural hazards affect peoples’ lives
What natural hazards have you heard about, seen or read about?
Create a mind map to show all of the natural hazards you can think of. You have 5 minutes! http://www.youtube.com/watch? v=zAPQTWhHv7U
Extension: Share your ideas with a partner and add to your diagram.
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An alien has just landed on earth and wants you to tell him what a natural hazard is. • Think about what you already know about natural hazards and write a definition for the alien. • Look at a partners definition and write one between you that you agree on. •You can write this onto your mind maps or below them- you decide.
Something created and caused by nature that brings harm to human beings. Humans cannot stop a natural hazard from happening.
In your groups each take a different article to read. • 1. Summarise what you have learnt from the article in your section of the diagram. Think about: a. What has happened? b. Where has it happened? c. How has it affected people? • 2. Share what you have learnt with the rest of your group so that you have heard all the information.
As you watch the clip think about; a. What has happened? b. Where has it happened in the world? c. How has it affected people? http://search.bbc.co.uk/search? go=toolbar&uri=http%3A%2F %2Fwww.bbc.co.uk%2Fnewsround %2F&scope=newsround&q=irene
What have you learnt from your research?
• As a group decide on the 5 most important things you have learnt about hazards. Write them onto your mind maps.
“ A volcano erupts on a small isolated island where no one lives�. Is this still a natural hazard?
The alien is now very confused about your definitions from the start of the lesson. In your groups decide on 3-5 ways to decide when a natural event turns into a natural hazard. e.g. the event kills 10 people.
Go back to the definitions that you wrote at the start of the lesson.
After learning more about hazards, now write a new definition to show how you have progressed during this lesson.