IB Geography Option D - Geophysical Hazards Lessons 1and2

Description

This lesson, using interactive videos, tasks sheets, diagrams, article web links and written content will focus on an inquiry into the characteristics of earthquakes including the depth of focus, epicentre and wave types. Students will be able to identify and describe the causes of earthquakes by varying types of plate margin movement and human triggers - including dam building, resource extraction; and be able to explain associated secondary hazards such as tsunamis landslides, liquefaction, transverse faults.

Learning Goal

To know the characteristics of earthquakes and the physical and human triggers that cause them

Language Conducted

English

Requirement

Computer/laptop access to internet

Home Work

Create 100 word summary of the secondary hazards that can take place as a result of earthquakes

External Resources

www.geographyalltheway.com

Time Commitment

2hrs (including class time and homework)

Outcome

To be able to identify the characteristics of earthquakes
To be able to describe and explain the physical and human triggers of earthquakes

Supply list

http://geoschooley.com/2018/09/11/characteristics-of-earthquakes/

Meet Course teacher

Mark

6 COURSES

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My ethos behind teaching and learning I feel emulates any outstanding educational environment – to create an inquiry based, innovative and dynamic learning environment for students so that they progress forward in life to be independent, active and responsible members of society. I have been a Humanities faculty teacher now for ten years, always lead teaching Geography; with three years of my career being a Head of Faculty and one year being IB Coordinator. Within this time, I have acquired a great level of knowledge and understanding of how the IGCSE, Cambridge International A Level and IBDP programmes operate. I have on a regular basis during my teaching career facilitated all of my Geography students to progress and succeed at all age ranges. Indeed, through utilising a pragmatic and skills based approach my students have habitually shown excellent progress in both knowledge and understanding and their level of geographical application; with my subject results regularly being above the world average in both IGCSE and IBDP programmes. Inclusion of all learners has huge standing within my values and beliefs, so I regularly try to enable access to the topic understanding through the various differentiating techniques I have learned throughout my teaching career. Certainly, I perceive myself to be a very skills based Geography teacher who likes to not only focus on the practical techniques that students need to develop for their assessments, but to also facilitate students on a holistic level, helping them to develop their all round character and problem solving abilities. Unequivocally, highlighting to my students the transference of skills from their other subjects with Geography and vice-versa is also very important to my teaching, as I firmly believe that if students can ascertain the cross overs in their subjects then they can aspire to achieve and understand more, opening their minds to greater interconnections and links across their learning.

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