Earthquakes and Volcanoes SOW · Web viewCharades or pictionary of keywords. Seismic waves / focus / epicenter / magnitude / seismometer / plate tectonics /Richter scale / mercalli

Arun court School Geography Department Schemes of Work Last Updated:

Author GW YEAR 7/8Cycle B

Tectonic Hazards - minimum 13 x 45 minute lessons

Earthquakes and Volcanoes Year 7/8

Learning 1: A slice through the earthLearning 2: Plate tectonics – An introductionLearning 3: What is a EarthquakeLearning 4: Earthquake Case Study

(Threshold marking – formative assessment)Learning 5: Limiting the damage of Earthquakes / earthquake proof building (Peer/Self Threshold Assessment – formative assessment)Learning 6: Volcanic StructureLearning 7: Volcanic EruptionsLearning 8: Case Study – Volcanic Eruption and its impactsLearning 19: Eruption of model VolcanoesLearning 10: Problem solving task research and matrix – eruptions and their impactsLearning 11: Problem solving write up – Eruptions and their impacts

(Threshold marking – formative assessment)Learning 12: Revision / PLC / Expert groups / Summative Assessment Learning 13: Review of Unit




LEARNING 1: A Slice through the earthLearning objectives; Assessment/progression opportunitiesL.O. 1To independently research and identify the composition of the earths structure

Review of completed earths diagram

Annotations of diagram with researched information – possible categorization of important facts

L.O. 2To describe the difference between the 2 types of earths crust and understand why they are different

Student review of learning / feedback from students. Identify extra information and complete blank boxes

L.O. 3To be aware of the theory of Pangea and suggest how the earths crust moves

Completion of Pangea world Student led discussion – explaining how they think the earths crust moves

Student Activity DifferentiationSettling Starter

Do you know your own world? (issue students with worksheet – Ask them to discuss with person/s on table)

Issue students with Textbook – Pg____ ask them to research about their

ACCESSStructured question worksheet – support keywords




Learning Starter(LO1)

planetComplete the diagram of structure of earthAnnotate diagram with researched data

(Ensure that the meaning of Composition is somewhere in your lesson)

CHALLENGEText analysis activity –Annotating diagram with key information regarding earths composition

Main(LO2)

Fact finder activity – Students identify which facts on the sheet relate toContinental crust/ oceanic crust/ Both

Activity should be done independently – then students given time to review with learning partner to talk through ideas and uncertainties

ACCESSStudent review and discussion supports students –Key terms – definitions provided

CHALLENGEBlank boxes for students to use text in book (or support sheets provided by teacher) to add high level information.

Development(LO3)

Pangea task – students to take a world map and try to cut apart the continents and join them together to see how the world used to be.

Introduction to the concept of plate tectonics – shows how continental crust was once all joined. Teacher can bring in appropriate discussions regarding fossils and species on landmasses that are identical etc

ACCESSProvide students with visual aids of evidence of the continents that are joined – for example images on continents of similar birds etc – will help students to see where land masses are connected

CHALLENGEStudents to suggest how they think the land masses moved apart – to consider what causes plate tectonics – a written idea.

Plenary Taboo – Small Groups (4)key term review from lessonUnderstanding of concepts to describe terms

ACCESSModeled activity / Small groups

CHALLENGEConcepts to be developed and explained using other terms than




those referred to in lesson - LiteracyAFL

LO1 : SALO2 : PA TA through guided discussionLO3: TA/SA through discussion of Pangea and fossils/speciesPlenary: SA/PA review of personal learning and support from group

Homework My Homework 1 – SAM Learning ActivityACCESS

Multiple choice supports students – opportunity to revisit work

CHALLENGEStudents will be given options to

complete wider reading and research in homework activity

LEARNING 2: An Introduction to Plate TectonicsLearning objectives; Assessment/progression opportunitiesL.O. 1To identify the 3 plate boundaries

Student demonstrations Structured questioning to encourage in-depth thought/explanation

L.O. 2 To explain how the plates move and the effects created at each boundary

SA of worksheet – identify areas for personal improvement Annotations / questioning encourage students to think/explain the theories

L.O. 3To Make links between physical features and different plate boundaries

PA of Quiz activity Linking theory to reality - images Exploring the concept – linking with physical features of the world

Student Activity Differentiation




Settling Starter


Find your continent – issue students with a plate cut out – can they locate what continents they have on their plate – ATLAS SKILLS(issue students with a paper plate with the name of their ‘plate’ written on their and basic shape of their plate)

Interactively using the plates ask students to think about the different ways the plates of the earth can interact with each otherModel their thoughts visually and verbally

ACCESSInteractive task – student supportDifferentiated Atlas

CHALLENGETo ask questions about how/why – high order thinking skills

Main(LO2)

Worksheet - label plate boundariesComplete tasks – describe and explain how the plates move

Activity should be done independently SA

ACCESSKey terms on worksheetSentence startersSentence beginning and end match

CHALLENGEDetailed annotations cause/effect codeExtended writing activity

Development(LO3)

Where would you find task- Quiz of Learning to assess learning of concept – Allow teacher to

revisit weak areas/review.- Introduce the idea of features at boundary – using knowledge of the

concept of plate tectonics to identrify what features represent and thinking about how plates move

Class recap and review of ansers PA

ACCESSMultiple choice

CHALLENGEIntroduce features/images that test their thinking and interpretation of concept.Logical thinking skills

Plenary Freeze frame ACCESSInteractive/non verbal




(LO3) Small groups have to try to freeze frame a selected plate boundary – incorporating all aspects of that boundary performance arts link

CHALLENGEInterpretation – explanation through still image

AFLLO1 : SA / PA /TALO2 : SALO3: PA/ TA - reviewPlenary: PA review of personal learning and support from group

Homework Book MarkingACCESS

Multiple choice supports students – opportunity to revisit work

CHALLENGEStudents will be given options to

complete wider reading and research in homework activity

LEARNING 3: What is an Earthquake?Learning objectives; Assessment/progression opportunitiesL.O. 1To be able to use keywords to describe how an earthquake occurs

Written definition / key termsProcess diagrams to show the cause of an earthquake

L.O. 2 To use the 2 earthquake measurement techniques to describe the effect of an earthquake

Visual images describe – using measurement techniques level of impact described




L.O. 3Decision making task and justifying ideas and thoughts using supporting evidence

Extended writing – Use “so what” techniqueFeedback sheet and threshold marking



Jumble title on the board – words missing from objectives – can student s work this out?

Sorting task – place images in the correct order to show how an earthquake occurs

Place text in correct order to support the picture process

Independent task – Learning partners talk though their diagrams and text before sticking in books

ACCESSKey terms and definitions matched

CHALLENGEKey terms highlighted and definitions researched and written

Main(LO2)

Image task – students provided with images from earthquake – using Mercalli scale describe the size of the earthquake and the impact it would have

Richter scale number given – students identify from a series of images which image would describe this level of earthquake

ACCESSVisual task – discussion activity

CHALLENGECan you take it one step further ? questions – to encourage use of so what technique

Development(LO3)

Extended writing - decision making task – which method of measuring earthquake is best and why – info on each system and then a review and personal decision supported by evidence.

ACCESSWriting frame

CHALLENGESuggestions for further ideas to




Pg 127 (3rd ed) - Question 4 EXT Q5 show higher thinking skills and linking ideas

Plenary Charades or pictionary of keywords

Seismic waves / focus / epicenter / magnitude / seismometer / plate tectonics /Richter scale / mercalli scale

ACCESSModeled activity / Small groups

CHALLENGEConcepts to be developed and explained using other terms than those referred to in lesson - Literacy

AFLLO1 : SALO2 : PA TA through guided discussionLO3: PA marking of work with feedback sheet – encourage Threshold markingPlenary: SA/PA review of personal learning and support from group

Homework MARKING OF BOOK

THRESHOLD MARKING OF CASE STUDY – FEEDBACK GIVEN AND WORK IN FILE

ACCESS

CHALLENGE

LEARNING 4: Earthquake StudyLearning objectives; Assessment/progression opportunitiesL.O. 1




To locate a region where earthquakes occur

Students to show on interactive world maps the study location – recall plate from tectonic lesson

L.O. 2 To identify physical/environmental/human impact of a Earthquake

Completed Case Study sheet Colour coding of specific Geographic concepts / opportunity to link timescales

L.O. 3To develop a sense of empathy towards earthquake victims

Poem – literacy skills to be applied to geographic knowledge Teacher Assessment and feedback – Pulling together their learning with empathy/reality – bringing the topic to life



Issue a safety card to students on their way into the classroom - how to respond in an earthquake. Ask students to familiarise themselves with the card and procedure.

For chosen earthquake Case Study – provide students with a mock up news report of the impeding danger of the earthquake. Have on the document the location of the earthquake and the concern of the event – when and where it will hit – how bad it may be. Ask students to read through this in small groups.

DURING THE TASK – SOUND THE ALARM OF THE EARTHQUAKE – SHOUT “GET UNDER YOUR DESKS – GET UNDER YOUR DESKS TO STUDENTS AS IN THE PROTOCOL OF THE SHEET ISSUED AT START OF LESSON.

After alk about how students felt and what it would be like in a real incident.

ACCESSReference in exercise book of plate tectonic map

CHALLENGEAsk students to share with class the

information relevant to the case study that will be studied –

extracting information from text,




Then introduce the idea that this earthquake did occur and the impacts it had on area/people/environment.

(Be aware of any medial / SEN issues that could be of concern in this activity)Main(LO2)

CASE STUDY Activity – provide students with CASE STUDY PROFORMER – introduce the idea of KS4 studies and go through key information to be included and how to express high level of thinking (because and so what techniques)

Students to research case study and complete the case study sheet – research can be through suggested web pages or printout sheets provided and groups extract information.

Activity can be done independently or as part of a group – students should be given time to mix groups and discuss their finding and relevant information – then amend their work accordingly

ACCESSGuided sheetStudent supportGuidance on websites and questions to support research

CHALLENGEQuestions that encourage students to explain the impacts through (so what technique) Apply geographic skills to the information rather than recite.

Development(LO3)

Key information highlight – it is important that students can identify and easily extract information - in small groups they go through their Case Study and highlight/categorise key informationLocation informationPhysical processes (Causes)Human effectsEnvironmental effectsEconomic implications

Identification of key information – extracting and understanding the different concepts in geography is key

ACCESSStudents to be provided with a support document that identifies the type of information within each category – reference.

CHALLENGEStudents could be guided to subdivide their categories further to look at the short / long term effects




Plenary Poem – students use the Word Earthquake OR (name of earthquake) to develop a true sense of empathy to write about the earthquake they have studies – use information they have researched and extracted and feelings that were raised in the starter activity. Geography brought to life.key term review from lessonUnderstanding of concepts to describe terms

ACCESSSentence starters to support and guide thought

CHALLENGEKeywords to be used in a comprehensive way to show a depth of knowledge and understanding

AFLLO1 : TALO2 : SA / PALO3: SA through discussion of coding at end of taskPlenary: TA through marking / grading – wall display

Homework My Homework 2 – fact finder homework Research Bingo – How many can you find? Winner award available?

ACCESSDifferentiated sheet available

CHALLENGEStudents to select on facts they have

researched and to include in their last bingo box – show level of

knowledge and depth of research.




LEARNING 5: Limiting The Damage of Earthquakes / Earthquake proof building

Learning objectives; Assessment/progression opportunitiesL.O. 1Identify hazardous materials in earthquake prone regions

Completion of worksheetUse our classroom to think of other materials missed from the sheet

L.O. 2 List 5 ways buildings can be made safer in earthquake prone areas

Group sketch of earthquake proof building – draw on info from starter activity – drawing together info and ideas Discussion to think and develop own ideas

L.O. 3To apply knowledge of prevention methods to reality through construction of an earthquake proof building.

Timed activity to see if building can withstand an earthquake Review of performance and areas requiring improvement.


Ask students to circle what they think would be the 3 most dangerous materials in an earthquake

ACCESSDifferentiation worksheet





Each group given a different technique to make a building safer – pitch their idea to the client to take their approach to making building safer

CHALLENGELimitation of number of materials on the worksheet – encourage personal learning

Main(LO2)

Plan and design a building that incorporates the earthquake proof techniques discussed in the starter – thinking about size/shape and functionality.Annotated sketch on paper

ACCESSSupport sheet provided

CHALLENGEThought ideas – encourage students to include more technical approaches

Development(LO3)

Making it real

Students to take out junk materials collected at home – teacher to provide also

Teacher to issue instructions of size/functionality and requirement of building

Time allocation to build the construction –PA – student feedback on design and thoughts on stability – advise of areas to improve

Time destruction of building

ACCESSTechniques on constructionsMore in-depth guidance sheet

CHALLENGEFunctionality of construction more detailed

Plenary SA – review of planning/construction/demolition of building

Ideas on improving approach and applying geographic knowledge from

ACCESSSMART target ideas

CHALLENGE




verbal feedback and own perception Threshold marking guidance used

AFLLO1 : PALO2 : PA / SA TA through guided discussionLO3: PA – verbal review of building and techniquesPlenary: SA through completion of review sheet

Homework My Homework 2 –ACCESS

CHALLENGE

LEARNING 6: Volcanic StructureLearning objectives; Assessment/progression opportunitiesL.O. 1To make links back to geographic theory (plate tectonics) to describe the location of volcanoes

Placing of volcano on boardExtraction and recalling of location/positional language

L.O. 2 To sort information and complete cross section diagram of a volcano

Annotated diagram Key terms explained

L.O. 3Explain the key terms of a volcanic structure through text and imagery

Completion of children’s book page Additional information added – recalling info – key terms used






Can you find the tallest volcano in the world?Atlas task

Large world map on wall – each student is given a volcano picture with the name of their volcano of the back – locate it in the Atlas – find out one location fact.Come and place it on the map (some chosen to share their fact)

ACCESSDetails of location to support atlas work given on their volcano

CHALLENGELocation information to encourage positional geographic skills

Main(LO2)

Diagram of volcanic cross section – key term sorting task

Match definitions of key terms to add detail to diagram

Activity should be done independently – then students given time to review with learning partner to talk through ideas and uncertainties

ACCESSDifferentiated sorting task

CHALLENGEIncomplete sentences – students to complete using prior knowledge

Development(LO3)

Create a page in a children’s book. Diagram to be explained using caption boxes – key terms to be explained using only 5 words to describe it and a small image to support – revisiting and recalling, applying learning

ACCESSSentence starters – letter prompts

CHALLENGE- Explanation in simplistic terms will challenge the full understanding of students

Plenary Quiz – can you label me? (volcanic structure) Who am I? Volcano of the world

ACCESSDetailed descriptions will help identification

CHALLENGEDescription linked to key geographic




understanding of tectonics and continental knowledge.

AFLLO1 : PA / SA level of information extracted from AtlasLO2 : PALO3: TA/PA Marking and FeedbackPlenary: SA – marking and feedback

Homework My Homework 3 – Make your volcano

MARK BOOKS

ACCESSSupport sheet – parental support

CHALLENGECreativity – freedom to extendResearch to ensure replication is encouraged

LEARNING 7: Volcanic EruptionsLearning objectives; Assessment/progression opportunitiesL.O. 1To list the 3 types of volcano Sticking task – who am I (3 types of volcano and description)

L.O. 2 To identify the sequence of events in a volcanic eruption

Completed flow diagram Key terms used Text extracts to use and add detail




L.O. 3To suggest what effects type and size of an eruption

Research / experimentation to further understanding Rank order of importance of parameters in book



Give students a volcano name and list of parameters – what eruption would you have?

Who am I?Explanation of 3 types of volcano - students to match them

ACCESSPurpose of parameters on sheet to support understanding of how they will affect eruption

CHALLENGEStudents to explain why and how parameters will affect eruption

Main(LO2)

Flow diagram of an eruption – Missing key terms – definitions/explanations – students need to add key term

ACCESSKey terms sort and stick task

CHALLENGEBlank explanations – students to think through

Development(LO3)

Parameters that effect eruption size and typeRank themExplanation for choicePlate tectonic link

Problem solving task – report write up

ACCESSReport structure

CHALLENGE

Extension questions – enhance detail in explanation




Group activity for discussion and development of thoughts –Report write up independent

Plenary Discovery website – ask students to input their parameters and describe their eruption. Change parameters – rank importance of what affects eruptions

ACCESSStarter guidance on parameters will support use of application

CHALLENGEExperimentation of application – looking at how changing parameters changes eruptions - explain the visual representation

AFLLO1 : TALO2 : PA – marking of flow diagramLO3: PA/SA through discussion SA – SA marking formPlenary: SA - rank task

Homework My Homework 3 – Make your volcanoACCESS

CHALLENGE

LEARNING 8: Case Study of A Volcanic Eruption




Learning objectives; Assessment/progression opportunitiesL.O. 1To Name and Locate a Volcanic eruption Location and Date of eruption

Developing Atlas skills and research/independent study skillsL.O. 2 To identify physical/environmental/human impact of a volcanic eruption

Completed Case Study sheet Colour coding of specific Geographic concepts / opportunity to link timescales

L.O. 3To explore the balance between advantages and disadvantages of living in this region

Scale weight taskDebating/discussion – justifying and supporting own ideas



Where am I?

Student given a cryptic descriptive card to describe the location and date of the volcanic eruption.

ACCESSMore steps to support location and dating of event

CHALLENGEMap skills to be recalled in activity –

linking learning and geographic skills

Main(LO2)

CASE STUDY Activity – provide students with CASE STUDY PROFORMER – re-introduce the idea of KS4 studies and go through key information to be

ACCESSGuided sheet




included and how to express high level of thinking (because and so what techniques)

Students to research case study and complete the case study sheet – research can be through suggested web pages or printout sheets provided and groups extract information.

Activity can be done independently or as part of a group – students should be given time to mix groups and discuss their finding and relevant information – then amend their work accordingly

Student supportGuidance on websites and questions to support research

CHALLENGEQuestions that encourage students to explain the impacts through (so what technique) Apply geographic skills to the information rather than recite.

Development(LO3)

Key information highlight – it is important that students can identify and easily extract information - in small groups they go through their Case Study and highlight/categorise key informationLocation informationPhysical processes (Causes)Human effectsEnvironmental effectsEconomic implications

Identification of key information – extracting and understanding the different concepts in geography is key

Ask students to use their knowledge of the event and how the people were effected and location info from images and Atlas skills to suggest why people choose to live in this region - discussion

ACCESSStudents to be provided with a support document that identifies the type of information within each category – reference.

CHALLENGEStudents could be guided to subdivide their categories further to look at the short / long term effects

Plenary Weigh it up task ACCESSTeacher interaction to support task




Students issued weigh it up task – each has a value – place on side of scale as to if this point would encourage/discourage you to live near a volcano.

Which way did it go? Why? Where would you live Verbal debate/discussion (small groups or class)

Student interactionCHALLENGE

“so what” technique to explain why

AFLLO1 : TALO2 : SA / PALO3: SA through discussion of coding at end of task TA – discussionPlenary: SA through marking / grading – wall display

Homework My Homework 3 – Make your volcanoACCESS

CHALLENGE.




LEARNING 10: Volcanic modeling eruption lessonLearning objectives; Assessment/progression opportunitiesL.O. 1Application of knowledge of volcanic eruptions to real eruptions

Completed sorting task – knowledge of eruption/linked to model

L.O. 2

To evaluate if eruptions are predictable

Completed prediction and evaluation sheet



Issue Students prediction sheets – complete mandatory sections

Sorting task – which parameters for our volcanoes will effect our eruptions?(issue students cards that link with our models and consider which are most important – based on proper learning and experimentation)

ACCESSPrediction sheet – support analysis

CHALLENGEPredictions – knowledge of changing parameters linked to models parameters. Justifying ideas

Main(LO2)

Health and Safety

Models review and predictions

Eruptions

ACCESSTeacher guidance

. CHALLENGETeam leder roles




Development(LO3)

Review of predictions of parameters

Complete report on which was most important Suggest reasons why

ACCESSReview statements

CHALLENGEBecause and so what technique

Plenary Eruption – drop down task Each letter is start of a word linked in someway to volcano

ACCESSSupport on keywords

CHALLENGEThink outside the box challenge

AFLLO1 : SALO2 : PAPlenary: TA

HomeworkACCESS

CHALLENGE




LEARNING 10: Earthquake/Volcano Problem Solving Research / MatrixLearning objectives; Assessment/progression opportunitiesL.O. 1To introduce skills to be applied and used in KS4 examinations

Matrix annotated / purpose discussed– development of KS4 skills

L.O. 2 To identify and explain how natural hazards can impact people (+/-)

Matrix completed / group discussion Analysis of materials

L.O. 3To suggest how to improve management of natural disasters.

Annotation of management techniques (+/-) (because and so what)techniques used to add detail and depth



Images of event on slide show on board – highlighting dangers of the event.

Matrix issued to studentsText explanations of each sections – identify which section it applies toHighlight: Purpose of the section Explanation of section

ACCESSFoundation style matrix

CHALLENGEHigher style matrix




Main(LO2)

Scenario set to studentsSupport material given – teacher to model how to use resource and extract info into matrix –develop matrix to show greater knowledge and understandingStudents in groups analyse a set of resources – input matrix

Students share their section of matrix – others input info – not copy describe explain and student apply.

ACCESSDifferentiated supporting material

CHALLENGE

Challenging text – palliation of literacy skills / research skills / information extraction

Development(LO3)

Model of interpretation of matrix to resolve question posed

Students highlight the approach they agree with – Highlight / rank the information in importance to support their view

ACCESSModel matrix highlighted step by step to support student completion.Possible coding to support material

CHALLENGEHigher tier structure will push students to apply knowledge and access higher order thinking and explanation

Plenary Key skill share

In an extended writing piece my best advice is to ….(students write their advice – teacher uses to create support sheet for next lesson)

ACCESSSentence starters

CHALLENGEThink outside the box- what is the best advice you could give your peers

AFLLO1 : SALO2 : PA TA through supportLO3: TA

Homework MY HOMEWORK – research and prep for write up next lessonACCESS

CHALLENGE




LEARNING 11: Problem Solving Write up SessionLearning objectives; Assessment/progression opportunitiesL.O. 1Link literacy skills for extended writing to Geography extended writing

Review of key skill share sheet Mark model answers

L.O. 2 Evaluate evidence and draw conclusions based on evidence

Report layout support sheet – annotated Additional info to layout

L.O. 3Write a written report that links literacy and geographic skills – justifying your opinions, supported by evidence.

Write up Proof read – key term amendments

Student Activity Differentiation




Settling Starter


Classes – key skill share sheet provided

Threshold mark the model answers – what would you give and why (learning pair task)

ACCESSSupport from peers in own language terms

CHALLENGEMark scheme – applying his to write up

Main(LO2)

Review of Matrix

Report layout support sheet – box fill what information to use where and why

PA – students to mark layout sheet – identify strengths of layout and evidence used – areas of weakness where more supporting evidence is needed – possible suggesting evidence to us

ACCESSReport structure – support

matrix info in a written contextCHALLENGE

Marking and review of layout – encourage students to develop explanations and knowledge depth

Development(LO3)

Write report Refer to matrix and report layout for support

ACCESSSentence startersParagraph guidance

CHALLENGEParagraph extension – have you thought about – could this affect?

Plenary Issue students with key terms (check have I used them?)

Ask students to use “ so what” technique in work somewhere – proof reading and amending are key skills

ACCESSChecklist of key terms to have in report

CHALLENGEChecklist of areas where extensions




techniques will enhance evidence of knowledge and understanding.

AFLLO1 :LO2 : PALO3: SA – use of matrix and support sheetsPlenary: SA – proof reading

Homework Homework 3 – Build a volcanoACCESS

CHALLENGE

LEARNING 12: Revision and Summative AssessmentLearning objectives; Assessment/progression opportunitiesL.O. 1PLC – review of learning Colour code of learning in each topicL.O. 2Identify areas needing improvement in work Completed activities

Suggestions to improve/ reviseL.O. 3Completion of Assessmnet

Assessment completed






Students unit achievements on board PLC

Personal review sheet of learning to be completed

Time to discuss with learning partner

Main(LO2)

Crossword – key term revisionGroup review –Class review – can you group your weak areas? Colour code the one we struggles with – which units of study

My own learning Mind map of learning – group activity – share ideas and thoughts –improve weak areas

ACCESSWordsearch alternative

CHALLENGERecall – explain and expand

Extension techniques to be used

Development(LO3)

Completion of Assessment – Exam Conditions ACCESSThreshold Marked

CHALLENGEThreshold marked




Plenary 3 praises to me this unit ACCESSList provided

CHALLENGELink to targets and threshold position

AFLLO1 : SALO2 : SA/PA LO3:Plenary: SA

HomeworkACCESS

CHALLENGE

LEARNING 13: Learning ReviewLearning objectives; Assessment/progression opportunitiesL.O. 1PLC – review of learning Colour code of strengths in each section of learning




L.O. 2Identify areas needing improvement in work Feedback review – Targets set

L.O. 3Identify SMART Targets to support progression in Unit 2

SMART TARGETS THRESHOLD CRITERIA REVIEW



My positivesStudents complete 3 positives from their learning

Students Papers returned – teacher feedback given – students written response

ACCESSThreshold relevant

CHALLENGEThreshold relevant

Main(LO2) Using feedback and Assessment mark scheme – identify area / topics that

were a weakness

Select 2 Questions – using the mark scheme write the perfect answers

ACCESSPerfect answer witin threshold

Perfect answer – annotate where students went wrong – highlight what they missed out

CHALLENGE

Perfect answer – annotate where students went wrong – highlight




what they missed outDevelopment(LO3)

SMART TARGETS:Students to with guidance and support write targets to help them progress in the next unit

ACCESSSMART Targets threshold related

CHALLENGESMART Targets threshold related

Plenary Threshold evaluation – where am i? where could I be? How do I do this? ACCESS

CHALLENGE

AFLLO1 : SALO2 : SA LO3: SAPlenary: SA

HomeworkACCESS

CHALLENGE

Earthquakes and Volcanoes SOW · Web viewCharades or pictionary of keywords. Seismic waves / focus / epicenter / magnitude / seismometer / plate tectonics /Richter scale / mercalli

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