Suggested learning activities
Suggested learning activities
1. Project the names of the different layers of the Earth on the board. From this, pupils draw a diagram to represent the layers of the earth and label their diagram with the names and what they already know about each layer next to the label. They will return to this diagram once they have information about each layer and correct / add to any further information they find out.
2. Complete an annotated diagram explaining convection currents, slab pull and ridge push.
3. Pupils could use this to analyse the locations of different tectonic hazards and their relationship with plate boundaries.
4. Pupils could complete a series of diagrams or a cartoon to explain the formation of hot spot volcanoes.
5. Pupils produce annotated diagrams to explain the different plate boundary types.
6a. Split the class into 5 differentiated groups – one per plate margin type as follows: challenge group – subduction zone, support group – transform (conservative) then the remainder of the class into the final three groups. If you have a large class size, have two groups per boundary. Hand out a copy of a plate boundary map to each pupil as well as information about the plate margins each group is representing.
6b. Pupils read about their specific plate margin for their group and annotate next to an example of that plate margin with information about the processes which happen at that margin on their own copy of the plate margin map.
6c. Pupils complete a ready, steady, teach! exercise to the rest / half of the class based on their plate margin. The rest of the class should then complete that part of the plate margin map so that they have a full set of notes.
7. Pupils could read the poem by Angela Topping and annotate it to identify the different effects and hazards of earthquakes.
8. Pupils could design their own earthquake proof building or complete a decision-making exercise on what to pack in an emergency bag.
9. To further understand slab pull, pupils could conduct a similar activity found
10. As a mini-plenary, pupils could play ‘’ to help understand the matching pattern between the distribution of volcanoes and earthquakes.
Practice ‘examination-style’ questions
Describe the global distribution of volcanic eruptions (3)
Explain how subduction plate boundaries create volcanoes (4)
Explain why people live in areas of tectonic activity (6)
Describe and explain the global distribution of volcanoes (6)
Discuss the challenges associated with managing tectonic hazards (9)
Evaluate the effectiveness of different monitoring and prediction techniques for tectonic hazards (9)
‘Primary effects outweigh secondary effects of earthquakes’. Discuss (9)
Further reading