Geography at key stage 3    (Year 7)

• Ask pupils to brainstorm a response to the enquiry question. Classify pupil responses by grouping/linking, eg volcanic eruption or earthquake, cause/effect, named case study. Ask pupils what criteria they used for classification.

• Ask the pupils to research earthquake and volcano locations using the internet (provide appropriate websites on screen) and/or CD-ROMs. Plot the locations on a world outline map using an atlas - consider how to distinguish between earthquakes and volcanoes in the key. Ask them to add to the map the numbers of lives lost.
• Discuss the meaning of the word 'describe' with the class, then create a vocabulary bank describing the patterns shown on the map. Ask pupils to use the word bank to write a description of the world distribution of earthquakes and volcanoes. Lower-attaining pupils may benefit from the support of a report writing frame. Using pupils' written outcomes, consider the characteristics of 'good' geographical description.
• Carry out a 'maps from memory' activity. Show a map of the distribution of the world's major plates - named. Provide pupils with world outline maps and ask them to work in groups to 'build up' a map showing the distribution of the 'active zones' and named tectonic plates.
• Discuss with the pupils the pattern of earthquakes and volcanoes and whether there are relationships with the world map showing the 'active zones'. What does this suggest?

• Arrange for pupils to watch video footage of volcanoes and volcanic activity. Ask them to create 'wordscapes' from selected 'stills' using nouns and adjectives (the pause button allows wordscapes to be constructed on a sketched outline from a television 'still'). Discuss the geographical vocabulary used and identify key words for pupils to define and learn.

• Divide the class in two. Ask one half to carry out an investigation into a volcanic eruption in an LEDC, and the other half an investigation into a volcanic eruption in an MEDC, eg MEDC includes Mt Etna or Mt St Helens and LEDC includes Mt Pinatubo or Nevada del Ruiz. Ask them to produce a brochure to inform visitors to the volcanic region about the latest eruption. The brochure should include various features, eg a map showing the location of the volcano within the country, an annotated map of the region locating features of the eruption, a 'storyboard' to show the sequence of events including physical and human causes and effects, eg amount of warning, evacuation of people, loss of possessions. To help them with the construction of the 'storyboard', suggest they create a vocabulary bank and include specific facts, figures and place names. Lower-attaining pupils may need more support, eg a planning framework with boxes indicating the components of the storyboard into which they draft their information - one box should contain key vocabulary.
• Ask pupils to refer back to the first map they drew which shows the number of lives lost. Ask them what they notice - whether there is a link between the number of deaths and the state of development and to suggest why.
• Discuss with the class the causes and effects of eruptions in LEDCs and MEDCs and use their responses to build up a diagram of the similarities and differences on the board. Ask them to describe and explain the differences identified.
• Ask higher-attaining pupils how the area they studied might plan for future eruptions.

• Demonstrate earthquake activity using two sheets of rough sandpaper, a wooden block and an elastic band. Cover the block with one piece of sandpaper, attach the elastic band to one end and place the block on the second piece of sandpaper. Pull the elastic band and observe what happens as the tension increases. Ask pupils to choose appropriate words to describe what happens. Discuss with them the adjectives which might describe the sensation of experiencing an actual earthquake.

• 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.

• Arrange for the class to watch video footage (with commentary) of the 1995 Kobe earthquake. Ask them to make notes of important points of information. Then ask pupils to produce a series of maps for BBC2's Newsnight on the day of the earthquake, showing the location of Japan, Kobe and the area affected.
• Organise pupils to carry out Task 1: 'The Kobe earthquake' from Optional tests and tasks for geography (SCAA, 1996) in groups of three or four.
• Ask each group to write and present a script for a five-minute report for Newsnight entitled 'Why did so many die in the Kobe earthquake?'. This is to be broadcast one month after the event. The maps produced for the original programme should be annotated with updated and additional information not available at the time of the earthquake. Eye-catching graphics showing relevant statistics should illustrate the report.

• Ask pupils to research one 'case study' about how people have attempted to reduce the effects of earthquakes, eg earthquake 'drill' in Japan. Ask them to present their information using a location map, writing and annotated diagrams.
• Help pupils to plot the case study locations on a world map on a display board. Discuss with the pupils questions like Can the 'strategies' be classified and, if so, how? Are the case studies from more or less developed countries ... and why? Ask pupils to generate their own enquiry questions for discussion, eg Is the information needed to answer these questions available? What further research is needed? How might this be carried out?

• Provide pupils with a large world map showing population distribution (with a key) and a world map showing active zones. Ask them to label the map, eg 'very dense population in an active zone', 'fairly dense population in an active zone'. Ask them to stick these on appropriate locations on the world population map.
• Provide a further set of labels giving 'positive' and 'negative' factors for living in specific locations, eg 'Ash and lava from earlier eruptions of Mount Pinatubo had provided a deep and fertile soil, ideal for rice growing'; 'In 1985 Nevada del Ruiz in Colombia erupted. This caused the ice and snow on the volcano to melt and created a mudflow that hit the town of Armero, killing 21,000 of the 22,000 inhabitants'. Ask pupils to use an atlas to stick these labels in the correct locations on the world map. Ask them to colour the 'positive factors' in one colour and the 'negative factors' in another colour. Encourage discussion if statements are ambiguous.
• Ask pupils to use this information to consider their own and others' values and attitudes about living in active zones.

• Discuss with pupils the role of aid agencies when disaster strikes. Ask them to investigate the role played by such agencies in a recent earthquake disaster, eg Colombia, January 1999. Widen this to include the part played by MEDCs in such work, using a teacher-prepared internet enquiry, eg Which aid agencies provided support for the emergency? What types of aid were provided? How successful was the work of the aid agencies and why? How do different organisations raise funds. These websites may be useful:
  • www.oneworld.org/
  • www.oxfam.org.uk/
  • www.christian-aid.org.uk/
  • www.dfid.gov.uk/
  • www.ifrc.org/news