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Teacher Notes – Theme 2 Investigating Tectonic Change
These activities do not attempt to cover the whole theme but can be incorporated into other
teaching/learning approaches. There are many materials produced and accessible online for this
topic including still relevant material prepared for the previous specification, e.g. Kay’s geography
http://www.geographer.pwp.blueyonder.co.uk/volcanoes.htm http://www.geogonline.org.uk/
Two different approaches to the WJEC AS specification are provided. A series of activities use a
variety of examples from across the globe. There is also an extensive investigation which uses one
case study, the Sichuan earthquake. This investigation adds to the understanding of all the Key
Questions.
In the table blue underlined gives a direct link to the appropriate file
‘i’ found on the heading of all the frames brings up an information board which guides the user
through the activity
‘?’ found on the heading of some frames gives further questions to address
Investigative Questions, NGfL Cymru resources Suggested activity
WJEC AS Geography
specification
2.1 What are the processes Volcanic and earthquake features Students may complete this
associated with plate is a revision activity using a Venn ‘dragging words’ activity
tectonics? diagram. It identifies the individually by first clicking on the
processes producing different arrow to identify the components
features. of the Venn diagram.
Teachers, using a whiteboard,
may like to introduce the activity
by placing some words in the
correct place. This would allow
discussion of the possible title to
the Venn components before
completing the activity as a group.
2.2 What are the hazards Hazards associated with tectonic Teachers, using a whiteboard,
associated with tectonic events is a true/false revision could discuss the validity of each
events? activity. It aims to ensure statement with a group.
Hazards associated understanding of the key Comparison of the students’
with tectonic concepts of: hazard; risk; thoughts with the correct
activity. tectonic; impacts; answers, which give reasons why
primary/secondary hazard. some statements are wrong, may
lead to further discussion.
Classification of tectonic hazards
is an activity using a carousel of Students and/or Teachers, using a
photos to identify understanding whiteboard, classify photos into
of primary v secondary hazards. primary and secondary hazards by
Further activity develops wider choosing the correct colour of
concept of classification. border for each photo on a
carousel.
Individually students may devise
another way of grouping these
photos. Discussion with other
students may reveal different
criterion for classification.
Demographic, Impacts of tectonic events 1 has Students and/or Teachers, using a
economic and 11 case study statements and whiteboard, decide on the type of
social impacts of photos. impact: positive/negative; long
tectonic hazards term/short term;
Local and regional local/regional/global of real
impacts of tectonic events.
hazards
Impacts of tectonic events 2 uses Students and/or Teachers, using a
4 photos of Banda Aceh, whiteboard write words in
following the Asian tsunami appropriate boxes. The ideas are
2004, to develop ideas of built up using the 4 photos.
demographic, economic and Comparing the ideas from a real
social impacts from a real situation to ‘official’ definitions
situation. This activity builds up may lead to further discussion.
students’ ideas of the nature of
impacts before giving definitions.
A further activity encourages
students to research more details
and specific impacts on Banda Links to video, audio, pictures and
Aceh. eye witness accounts of the Kent
earthquake forms the basis for a
Links to video, audio, pictures written answer on the assessment
and eye witness accounts of the of impact of an earthquake. It also
Kent earthquake 2007 reaffirms allows introduction to comparison
the understanding of different of the scale of impact on different
types of impact and allows parts of the world, of different
comparison of scale of impact. earthquake events.
2.3 How are tectonic Other available resources e.g.
events perceived and http://www.juicygeography.co.u
managed? k/montserrat.htm provide case
Different study material for perception and
perceptions and management of volcanic hazards.
awareness of
tectonic hazards by 2.1, 2.2 and 2.3 are addressed The activity invites the student to
groups with here through investigation into follow a guided investigation,
conflicting the case study of the Sichuan using secondary data, into the
interests. earthquake, China 2008. Sichuan earthquake, China 2008.
Strategies to
manage tectonic A series of resources include: Each resource:
hazards tectonic causes; 1. asks questions;
The effectiveness location of hazards; 2. suggests activities which
of management perceptions; can be undertaken to
strategies impacts; answer the question;
strategies; 3. provides a variety of data
effectiveness of management from which the answers
strategies. may be derived.
Students are asked to interpret
photos, satellite images, audio,
cross sections, newspaper
articles, charity reports,
conflicting accounts, to assess
this tectonic event . Students are
guided to video links and
encouraged to develop their own
secondary investigation.
