Geography at key stage 3 (Year 7)

Unit 2: The restless earth - earthquakes and volcanoes
Section 6: How can language be used to evoke emotion?

Objectives

Children should learn:

to use poetry/text to explore how victims of earthquakes might feel

Activities		Outcomes
		Children:
Read a poem, eg 'After the Earthquake' by Angela Topping, or text, eg 'Tomorrow is a great word' by Janeen Brian (see Resources section). Ask pupils to reflect in silence on the impact of the earthquake on its victims. How would they feel? Ask them to use coloured markers to identify, on an extract of the text, words and phrases which involve feelings and then to add notes to show how the effect was achieved.		identify how text may convey feelings

Points to note

Pupils could reflect on the impact of an earthquake on people, contributing to pupils' spiritual development.
Language for learning: pupils could use highlighting and note making as appropriate on different texts.
English: use of poems/stories links with work in English.

Sections in this unit

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This unit is divided into sections. Each section contains a sequence of activities with related objectives and outcomes. You can view this unit by moving through the sections or print/download the whole unit.


	1. What do we already know about earthquakes and volcanoes?
	2. Where do earthquakes and volcanoes occur?
	3. What are volcanoes?
	4. What happens when a volcano erupts? Do volcanic eruptions have the same impact in different places?
	5. What happens in an earthquake?
	6. How can language be used to evoke emotion?
	7. What happened in the 1995 Kobe earthquake in Japan?
	8. How can people try to minimise the effects of earthquakes?
	9. Why do people choose to live in active zones?
	10. What is the role of aid agencies in LEDCs?

Geography at key stage 3 (Year 7)

Objectives

Activities

Outcomes

Points to note

Sections in this unit