Around the picture of Mt Etna students give reasons why people may live near the volcano.
Students write down key idea and discuss with the class what the map is showing.
Students to complete the exam question: Describe the population density in relation to the plate margins, include examples. (3) Mark scheme given so students can peer assess each others work.
Students colour code the information into social, economic and environmental for reasons why people live in areas of tectonic hazards. Extension: How has tectonic activity created attractions for tourists?
Students complete the exam question: Use figure 1 to evaluate the benefits of Iceland’s location on a plate margin. (6) Structure and sentence starters are provided for students to use.
Plenary: Using the starter activity students write down if their answers changed from the beginning of the lesson? They add information from the lesson to their diagram.
Students write down key idea and discuss with the class what the map is showing.
Students to complete the exam question: Describe the population density in relation to the plate margins, include examples. (3) Mark scheme given so students can peer assess each others work.
Students colour code the information into social, economic and environmental for reasons why people live in areas of tectonic hazards. Extension: How has tectonic activity created attractions for tourists?
Students complete the exam question: Use figure 1 to evaluate the benefits of Iceland’s location on a plate margin. (6) Structure and sentence starters are provided for students to use.
Plenary: Using the starter activity students write down if their answers changed from the beginning of the lesson? They add information from the lesson to their diagram.
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