Section 1: What do we already know about earthquakes and volcanoes?
Children:
- classify and link information
- display existing knowledge about earthquakes and volcanoes
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Section 2: Where do earthquakes and volcanoes occur?
Children:
- plot accurately, using a key, and describe the locations of earthquake and volcanic activity
- identify the components and characteristics of good 'description'
- identify and describe global patterns using appropriate vocabulary, and identify links between earthquakes, volcanoes and 'active zones'
- write a well-structured geographical description using specialist vocabulary appropriately
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Section 3: What are volcanoes?
Children:
- define and spell 'key' vocabulary correctly to identify the characteristics of volcanoes
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Section 4: What happens when a volcano erupts? Do volcanic eruptions have the same impact in different places?
Children:
- read information texts with understanding
- describe the physical and human effects of volcanic eruptions
- describe and explain differences experienced by LEDCs and MEDCs when eruptions occur
- produce a brochure which presents information clearly in a variety of ways, with accurately written text that is appropriate for display
- identify ways of managing environments in 'active zones' (higher-attaining pupils)
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Section 5: What happens in an earthquake?
Children:
- describe what happens when plates in the 'active zones' move and what it might feel like to be there
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Section 6: How can language be used to evoke emotion?
Children:
- identify how text may convey feelings
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Section 7: What happened in the 1995 Kobe earthquake in Japan?
Children:
- describe the nature and effects of the Kobe earthquake and explain why it was so devastating
- describe how the Japanese people responded to the disaster and the plans to improve responses next time
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Section 8: How can people try to minimise the effects of earthquakes?
Children:
- describe a range of strategies used in different parts of the world to minimise the impact of earthquakes
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Section 9: Why do people choose to live in active zones?
Children:
- identify and compare global distribution patterns of population and active zones
- identify factors influencing people's decisions about where to live
- clarify and develop their own values and attitudes about issues
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Section 10: What is the role of aid agencies in LEDCs?
Children:
identify how people's lives and environment in one place are affected by actions in another
describe what aid agencies do in response to earthquake disasters in different parts of the world
explain how places are interdependent in the global community (global citizenship)
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