At the end of this unit
most pupils will: describe the distribution patterns of earthquakes and volcanic activity and identify their link with the earth's 'active zones'; describe the physical and human effects of volcanic eruptions and begin to explain their different impacts in MEDCs and LEDCs; describe the reasons for the level of devastation of some earthquakes and how people try to minimise their effects; begin to explain why people choose to live in these zones; suggest suitable geographical questions and use a range of geographical skills to help them investigate earthquakes and volcanoes; use primary and secondary sources of evidence and communicate their findings using appropriate vocabulary
some pupils will not have made so much progress and will: describe and compare the location of some earthquakes and volcanic activity and recognise that they coincide with the earth's 'active zones'; describe some of the effects of volcanic eruptions and compare and offer explanations as to why their impacts in MEDCs and LEDCs may be different; understand that some earthquakes are more devastating than others and offer some reasons why people choose to live in these zones; use skills and sources of evidence to respond to a range of geographical questions about earthquakes and volcanoes, and begin to use appropriate vocabulary to communicate their findings
some pupils will have progressed further and will: describe and begin to explain the distribution patterns of earthquakes and volcanic activity and their relationship with the earth's 'active zones'; describe and begin to explain the physical and human effects of volcanic eruptions and why their impact differs in MEDCs and LEDCs; offer explanations as to why people choose to live in these zones; suggest relevant geographical questions and select and use appropriate skills and ways of presenting information; select information and sources of evidence in their investigations of earthquakes and volcanoes and present their findings both graphically and in writing
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