The big picture – time and Lesson 1swallowhillresources.wikispaces.com/file/view/P1+LESSON+PLANS.pdf · ... Section A Notes ... Lesson 4 Seafloor spreading ... 1 Students should

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P1

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P1 The Earth in the Universe

Lesson 1 The big picture – time and space

Aims: • introduce the module

• review KS3: the rock cycle, gravity, and space

• establish timescales and ways of thinking about big numbers

Resources Spec. Suggested programme

Textbook: Section A Notes

Start (15 minutes)

Use Activity AP1.1 What you already know as a traffic lights quiz, to review some ideas about the Earth and the Solar System.

(Note: a)

Activity AP1.1 (A G)

Main (35 minutes)

1 Study the Textbook Section A, which summarizes what is currently known about the history of the Universe and its parts.

Ask students to do question 1 (F Tier students will need help)

2 Activity AP1.2 Studying the Earth and the Universe introduces a key module theme: the link between what scientists know and how they know it.


End (10 minutes)

Make the point that scientific knowledge changes with time. Ask students to suggest examples.

Differentiation/Extension

H: Activity AP1.3 What is a million? is an exercise that helps with thinking about big numbers.

H: Students could view and discuss relevant images from websites, posters, newspapers, or magazines. Some suggestions are given in the Guidance for AP1.2 Studying the Earth and the Universe.


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P1.1.16

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P1.3.13

Homework

• Textbook Section A question 2

• Complete the relevant Workbook exercise.

a Depending on outcomes of the traffic lights quiz, you may need to tailor future teaching of science explanations.

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Lesson 2 James Hutton and deep time

Aims: • review KS3: Earth processes involved in the rock cycle, very slow Earth processes can

radically change landscapes

• use the Hutton story to introduce the terms: data, explanation, the role of imagination in developing explanations

Resources Spec. Suggested programme (Note: a)

Textbook: Section B Notes

Start (15 minutes)

Use demonstration AP1.4 Sedimentary layers and fossils to introduce the idea that rocks can tell stories. (Note: a)

If you are short of time, it is not necessary to demonstrate the folding of sedimentary rock layers.

Activity AP1.4 (G)

Main (40 minutes)

Use the Textbook to read and discuss the James Hutton case study, which describes how he came to ‘invent’ the rock cycle.

Go carefully through the section identifying data, explanation, and the role of imagination.

Explain the difference between relative ages and absolute ages. Members of an extended family make a useful comparison – you can generally tell which generations each person belongs to without knowing their exact ages. (Note: b)

Ask students to answer the Textbook questions.

End (10 minutes)

Show Presentation IP1.1 Stories that rocks tell. This shows ancient environments associated with rocks found in Britain today. The last few slides raise questions that will be answered later, by studying tectonic plate theory.

Presentation IP1.1


H: Listen to Audio IP1.2 Abyss of time. This is a dramatization of Hutton’s 1788 visit to Siccar Point on the east coast of Scotland. (To help students focus and listen carefully, describe their related task before playing the audio.) Activity AP1.5 The Abyss of time has associated questions. Alternatively, students could rewrite the transcript as an item for ‘Newsround’. (Note: c)

Audio IP1.2 (G)


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P1.1.11

Homework

Complete the relevant Workbook exercise.

a Background information, Stories in rock, will be found at: www.twentyfirstcentury

science.org/furtherguidance

b There is no need to explain radiometric dating here – students will learn about it in module P3 Radioactive materials.

c Transcript: see Guidance for IP1.2 Abyss of time.

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Lesson 3 Alfred Wegener and continental drift

Aims: • explain Wegener’s idea of continental drift, his evidence and reasons why geologists at the

time rejected the idea

• show how scientists can agree on data, but differ on its interpretation


Textbook: Section C Notes

Start (5 minutes)

Display a globe or map of the world (not supplied), and describe how the shape of the continents inspired Wegener.

Main (45 minutes)

1 Students should read the Wegener case study from the Textbook.

2 a F: Use Activity AP1.6 The continental jigsaw. Students need to cut out the continents and paste them as a single supercontinent, Pangaea, by matching their shapes and fossils, like a jigsaw.

OR

2 b H: Show Presentation IP1.3 Wegener’s clues. These five maps have been extracted from the 1929 (English) edition of The Origin of Continents and Oceans. They illustrate and show his evidence that the continents were once joined together.

3 Get students to convert the cartoon in the Textbook into a two-column/three-row table format. Label the columns: Wegener’s evidence for continental drift, How other scientists explained this evidence. Label the rows for his evidence: jigsaw fit, matching fossils, matching rock types.

OPTIONAL H: Do Activity AP1.7 The battle over continental drift. You could also read out the Vine quote about why Wegener’s idea was rejected: Vine said of Wegener, ‘It was a real mistake to try and measure drift at that time, with the Atlantic widening at the rate of a few centimetres per year.’


Presentation IP1.3

Activity AP1.7 (A)

End (10 minutes)

1 Ensure that students understand how Wegener explained mountain-building.

2 Discuss question 1 in the Textbook (identifying data and explanations for this case study).

P1.2.1

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P1.4

(parts)


H: Listen to Audio IP1.4 Vine on Wegener. To help students focus, photocopy the transcript so that they can read it as well as listen to it. The Guidance note contains questions you can ask students. (Note: a)

Audio IP1.4 (G)

a Transcript: see Guidance for IP1.4 Vine on Wegener.

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Homework

• By the 1960s, Alfred Wegener had become a hero among the community of earth scientists. Ask students to rewrite an obituary for an earth science journal, celebrating his achievement. The Textbook provides sufficient information, but they could also sources like these: http://kids.earth.nasa.gov/archive/pangaea/evidence.htm & http://pangaea.org/wegener.htm


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Lesson 4 Seafloor spreading

Aims: • show how new data led to the acceptance of the idea of seafloor spreading



Start (5 minutes)

Use an Internet connection, to download a simulation of a submersible filming thermal vents at an oceanic ridge, and show the video clips obtained. (Note: a)

Main (45 minutes)

1 Students should read the Textbook about the discovery of seafloor spreading.

2 Go through the demonstration in Activity AP1.8 Magnetic field reversals: a physical model to explain remanent magnetism in rocks. (Note: b)

3 An experiment for students (H): Activity AP1.9 Magnetic strips on the ocean floor – A physical model illustrates how reversals in the Earth’s magnetic field and seafloor spreading produce a zebra pattern. Relate this model to the diagram in the Textbook.

Activity AP1.8 (G)


End (10 minutes)

The demonstration in Activity AP1.10 Biscuit on treacle shows how convection of the mantle causes seafloor spreading.

Activity AP1.10 (G)


H: Audio IP1.5 Vine on seafloor spreading. Fred Vine’s language is complex, but students may find his first-hand account stimulating. To help students focus, photocopy the transcript so that they can read as well as listen. (Note: c)

Audio IP1.5 (G)

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P1.4

(parts)

Homework

• Textbook question 1 (identify data and explanations in the seafloor spreading case study).


a Oceanic ridge site on the Internet: http://oceanusmag.whoi.edu/

v41n1/macdonald.html and

www.pmel.noaa.gov/vents/nemo/

explorer/multimedia.html

b Background information ‘Remanent magnetism found in rocks’, will be found at: www.twentyfirstcenturyscience.

org/furtherguidance

c Transcript: see Guidance for IP1.5 Vine on seafloor spreading.

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Lesson 5 Plate tectonics theory

Aims: • explain that tectonic plates are identified by the Earth processes that occur at their margins


Textbook: Section D Notes

Start (15 minutes)

Use Activity AP1.11 Why do earthquakes happen? to bring out two points:

There seems to be a human need to explain earthquakes.

How scientific explanations differ from legends.


Main (40 minutes)

2 Go through the Textbook Section D map and diagrams with the class. Students should be able to answer the questions. (Note: a)

3 Show Animation IP1.6 Movement of tectonic plates (or similar taken from the Internet). The accompanying Guidance suggests a commentary, including questions to ask the students.

4 Demonstrate a physical model of the build up and release of forces in an earthquake with Activity AP1.12 Brickquakes (or have students do it, in pairs).

Animation IP1.6 (G)

Activity AP1.12 (G)

End (5 minutes)

Use Animation IP1.7 Continental drift, which shows movement of the continents from 500 million years ago to 250 million years into the future. This strongly makes the point that it is possible to predict the motion of continents over long (geological) timescales.

Mention that GPS satellites show that continents move at about 10 cm/year, about the rate that fingernails grow.

Animation IP1.7


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P1.2.8

P1.2.9

P1.4

(parts)

Homework

Complete the relevant Workbook exercise.

a Background information for ‘Plate tectonics’ will be found at: www.twentyfirstcenturyscience.

org/furtherguidance

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Lesson 6 Geohazard strikes home

Aims: • consider the actions that governments can take to reduce the harmful effects of natural

disasters



Start (10 minutes)

Show Presentation IP1.8 Geohazards that might affect us, showing effects of earthquakes, volcano eruptions, landslides, tsunami, and dam-bursts. It is linked to two video clips in Video IP1.9 Geohazards in the news.

Presentation IP1.8 Video IP1.9

Main (30 minutes)

Using Activity AP1.13 Geohazards! students work in small groups to recommend what actions a local council might take to protect the public from the effects of a geohazard.


End (20 minutes)

1 Small groups give their recommendations as presentations.

2 Optional: work through the demonstration in Activity AP1.14 Wax volcano. This is a visual explanation of magma flow.

Activity AP1.14 (G)

Differentiation/Extension (Note: a)

1 F: two lessons are allocated for Activity AP1.13 Geohazards.

2 H: Lesson 11 is designed for H Tier students only.

3 The total number of lessons remains 12. However, this means that lessons from here are out of step with H Tier students.

P1.1.9

Homework

• Choose questions from the Textbook Section D.

• One of the following literacy activities:

Activity AP1.15 Geohazard strikes home: students describe what happens when their home is affected by any one of the five geohazards studied in this lesson. A writing frame is provided.

Activity AP1.16 Warning!: students produce warning leaflets.


Activity AP1.15 (A)

Activity AP1.16 (A)

a See the Lesson pathway at the beginning of the Module.

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Lesson 7 Craters – what makes them?

Aims: • revise KS3 ideas about the Solar System and extend it to include asteroids and comets

• review data and explanations for cratering


Textbook: Section E Notes

Start (10 minutes)

1 Ask: if anyone has seen the films Deep Impact or Armageddon; or whether anyone has seen a shooting star.

2 Students (either in pairs, or as a participative demonstration) do Activity AP1.17 Nature and scientist, which illustrates the geologist’s principle of cross-cutting features (here overlapping craters).

Compare results of this exercise with the photo of the Moon in the Textbook.

Activity AP1.17 (A)

Main (45 minutes)

1 Show Presentation IP1.10 Solar system and craters and the two video clips Video IP1.11 A tour of the Barringer crater and Video IP1.12 Shoemaker-Levy 9 collides with Jupiter; while students complete the related Activity AP1.18 Solar System and craters.

2 a F: Read the first spread of Textbook Section E, and make notes using DART exercise Activity AP1.19 Earth’s craters (1).

OR

2 b H: Work through Activity AP1.20 Back-dating. A dripping bottle shows how scientists can estimate crater age by studying a process happening now.

Then read the first spread of Textbook Section E, and make notes using DART exercise Activity AP1.19 Earth’s craters (2).

Presentation IP1.10

Video IP1.11

Video IP1.12

Activity AP1.18 (A)

Activity AP1.19 (A)


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P1.1.7

P1.1.11

End (5 minutes)

Discuss the Textbook questions. (Note: b)

a You might want to insert another lesson after this one, with students analysing data from impact craters that they make. For adaptable differentiated resources, see Impacts activities at: www.star.le.ac.uk/

classroomspace

b Alternatively, discuss an excellent poster available from PCET Publishing, Meteorites. It comes with accompanying teachers’ notes. See: www.pcet.co.uk

c The websites should be checked beforehand.

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F: If students need reinforcement, they can use Activity AP1.21 Solar System and label a simple diagram.

F: Direct students to the website www.telescope.org, to do one of these activities: The Surface of the Moon (about craters and maria) or Mission to the Moon (about landing sites used by the Apollo missions). (Note: c)


Homework

• Complete the questions in the Textbook.

• Complete Activity AP1.22 Moonrocks. This is a reading and comprehension exercise. It requires access to the Textbook.



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Lesson 8 What killed off the dinosaurs?

Aims: • weigh up the arguments for two explanations of what caused the extinction of dinosaurs



Start (10 minutes)

Set the scene, and show Video IP1.13 What killed off the dinosaurs? A; students could list the hazards mentioned.

Check that students understand that humans did not co-exist with dinosaurs. (The earliest hominid fossils date from just 5 million years ago.)

Video IP1.13

Main (30 minutes)

1 Students should read the second spread in Section E.

You may need class discussion to ensure that they understand the arguments.

2 Students listen to scientists debating the same issue on Audio IP1.14 Dinosaur debate. (Note: a)

OPTIONAL: Show Animation IP1.15 Chicxulub asteroid.

3 Students should then complete the questions in the Textbook.

Audio IP1.14 (G)

Animation IP1.15

End (20 minutes)

1 Show Video IP1.16 What killed off the dinosaurs? B

2 Students should then complete Activity AP1.23 What killed off the dinosaurs?, which requires them to consider whether or not there is evidence for statements in the narration.

F: It might be best to do this together as a class.

Video IP1.16



See below.

P1.1.10

P1.1.11

Homework


• Alternatively, shift the focus to the threat posed by an asteroid colliding with the Earth today.

F: In Activity AP1.24 I survived an asteroid impact (first sheet) students use their imaginations and review ideas from the lesson (with a writing frame, they describe possible consequences).

H: In Activity AP1.25 Spaceguard! students find out about projects that aim to identify threatening objects and suggest how to respond. (Note: b)

Activity AP1.24 (A)

Activity AP1.25 (A)

a Transcript: see Guidance for IP1.14 Dinosaur debate

b Reliable information sources: The Spaceguard Foundation www.spaceguard.ias.rm.cnr.it/

Spaceguard UK

www.arm.ac.uk/impact-hazard/

www.nearearthobjects.co.uk/

report/resources_task_intro.cfm

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Lesson 9 What are we made of?

Aims: • explain how the spectrum of light from a star reveals its surface temperature and

composition

• explain the fusion of hydrogen in the Sun

• explain that all living things are made of stardust


Textbook: Section F Notes

Start (10 minutes)

This lesson turns to stars and how they work. Show Presentation IP1.17 The Sun and other stars

This includes information about a Sun scientist, an astronomer, and an astrophysicist.

Presentation IP1.17

Main (45 minutes)

1 Through practical activities involving different light sources, students appreciate how astronomers learn about remote stars. Activity AP1.26 Studying spectra can be done either as a class experiment or as a demonstration.

Link this to the Textbook: the same 92 elements are found everywhere in the Universe.

2 Use the Textbook to explain fusion, at a simple level. Fusion in stars has two useful outcomes: it releases energy, and it produces all elements heavier than hydrogen. (Note: a)

3 Students complete questions in the Textbook.


End (5 minutes)

Ask students to explain fully, in words, what it means to say ‘we are made of stardust’.


OPTIONAL: All students could make measurements and calculate the Sun’s diameter. Or, if you have binoculars or telescopes and a clear day, they may be intrigued by evidence of the Sun’s rotation. These can be done with Activity AP1.27 Looking at sunspots. EXTREME CARE IS REQUIRED (see Guidance notes).

Activity AP1.27 (G)

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P1.4.1

Homework

• F: To underline the fact that stars have life cycles, in Activity AP1.28 Life cycle of a star (first sheet) students compare stars and frogs, cutting out and then pasting pictures in order.

H: a Activity AP1.28 Life cycle of a star (second sheet) reviews the life cycle of a star, with a time-lapse picture

OR b Direct students to the website www.telescope.org to do one of these three activities: Stars, Galaxies, or Constellations. (Note: b)


Activity AP1.28 (A)

a Background information for the teacher Fusion of hydrogen will be found in the Further Guidance: www.twentyfirstcenturyscience.

org/furtherguidance

(It discusses levels of explanation at and beyond the Specification requirement.)

b Websites should be checked beforehand.

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Lesson 10 Are we alone?

Aims: • explain how distances to stars can be measured using parallax, or using their relative

brightness

• introduce and develop the idea that many stars other than the Sun have planets

• emphasize that (so far) there is no evidence of life anywhere except on planet Earth


Textbook: Section G Notes

Start (15 minutes)

Show Presentation IP1.18 Journeys through space. Use the accompanying discussion points as appropriate. (Note: b)

Presentation IP1.18 (G)

Main (30 minutes)

1 Read the Textbook Section G (H: first spread only) and have students try the parallax activity shown (sighting past a thumb with each eye in turn).

2 a H: In Activity AP1.29 Measuring distances using parallax students use simple trigonometry to simulate measuring distance to a star.

OR

2 b F: Use the Guidance note to Activity AP1.29 Measuring distances using parallax, which describes an outdoor activity for the whole class to explain the idea of parallax.


End (15 minutes)

Use Textbook question 3 to discuss the SETI project. (Note: c)


All students: Possible data analysis coursework. Activity AP1.30 Relative brightness and distance is a class experiment that could produce data for analysis.


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P1.1.17

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P1.3.9

P1.4

Homework

• Complete Activity AP1.31 Is space exploration worthwhile? which contains two opposing newspaper articles (could be used as stimulus material for a classroom debate).

• Complete Activity AP1.32 Communicating with aliens to design a package of information for a spacecraft that will tell aliens about us.


Activity AP1.31 (A)

Activity AP1.32 (A)

a Both space exploration and the question of life elsewhere are rich areas for an assessed Case Study.

b Many websites offer stunning images and news to support the astronomy part of the module, for example: www.bbc.co.uk/science/space There are also CD-ROMs such as Multimedia Space School.

c PPARC offers a poster (free, and with teachers’ notes) entitled, ’Is there life out there?’ available from: www.pparc.ac.uk

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Lesson 11 The great debate: Shapley v Curtis

Aims:

• describe the size and structure of the Universe

• explain how evidence for it is gathered

Resources Spec. Suggested programme (Higher)

Textbook: Section H Notes

Start (10 minutes)

Show Video IP1.19 Giant telescopes, a video of the Mauna Kea Observatories, Hawaii.

Ask: Why are telescopes built on remote mountain-tops?

Link this to the paragraph in the Textbook ‘New telescopes’ (light pollution).

Video IP1.19

Main (40 minutes)

1 Students should read the Textbook passages on the Great Debate and discuss. Then ask them to complete the Textbook questions (Note: a).

2 Students complete Activity AP1.33 Cosmic Russian dolls, to learn about structures in the Universe and length scales.


End (10 minutes)

Look at the Hubble deep field image in the Textbook. (Note: b) It covers a tiny speck of the sky, about the size of a 5p coin held over 20 m away from the eye. What does this suggest about the number of galaxies in the Universe? Students should understand that looking far away means looking back in time. (The most distant objects (quasars) show events happening in the early Universe.)


• All students: Try Activity AP1.34 A sense of scale where students try three different ways of comparing length scales for structures in the Universe.

Activity AP1.34 (A)

P1.3.3

P1.3.4

P1.4.1

Homework

• H: Complete Activity AP1.35 Famous scientists. This is a research activity.


Activity AP1.35 (A)

a Background information for the teacher on ‘Leavitt and Cepheid variables’ will be found in the Further Guidance: www.twentyfirstcenturyscience.

org/furtherguidance

b To make this more dramatic, use a computer and data projector to show a screen size image. For a high resolution image go to: http://hubblesite.org and click on ‘gallery’. Or click on ‘discoveries’ and download a short video about the Hubble deep field.

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Lesson 12 How did the Universe begin?

Aims: • explore data and explanation associated with the big bang


Textbook: Section H Notes

Start (10 minutes)

Show Presentation IP1.20 Galaxies. This can be enhanced with a news clip Video IP1.21 Formation of galaxies

Presentation IP1.20

Video IP1.21

Main (40 minutes)

1 a F: Establish the nested scales and structure of the Solar System, the Milky Way and the Universe.

1 b F/H: Read the Textbook Section H.

The key observation is that distant galaxies are moving away from the Milky Way. And the further the galaxy, the faster it is moving. (Note: a)

OPTIONAL: demonstrate the expanding Universe with a balloon; from Activity AP1.36 Big bang

1 c H: Activity AP1.36 Big bang consists of two puzzles for students to solve, using information and ideas from the Textbook.


End (10 minutes)

Run the big bang simulation at www.schoolscience.co.uk and discuss it.


All students: Students may want to discuss whether scientific accounts of origins are sufficient. The Further guidance provides notes to help with such a discussion. (Note: b)

Activity AP1.7

P1.1.13

P1.3.3

P1.3.4

P1.3.10

P1.3.11

P1.3.12

P1.3.13

P1.3.14

P1.4

Homework

• Design a poster or other kind of presentation (reviews the whole module) using Activity AP1.37 Big bang to big lunch.

• Complete the questions from the Textbook.


Activity AP1.37 (A)

a Background information for the teacher on ‘Redshift’ will be found at: www.twentyfirstcenturyscience.

org/furtherguidance

b www.twentyfirstcenturyscience.

org/furtherguidance

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Cover lesson A Human remains

Aims: • simulate a process of thinking like scientists


Textbook: Sections A–D Notes

Start (10 minutes)

This is an introduction to the main activity. The aim is to find out ‘who dunnit’. They will be presented with five clues, and must draw a new conclusion after each one.

Main (40 minutes)

Students carry out Activity AP1.38 Human remains.


End (10 minutes)

Pose two questions for discussion.

In what ways do detectives ‘think like scientists’?

Which of the case studies in the Textbook does this story resemble most? Give your reasons.


–

Homework

–

a In this course students are learning about Earth science, through a series of case studies. They are encountering a variety of relationships between scientific explanations and data, both past and present.

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Cover lesson B Earthquakes compared

Aims: • review basic ideas about earthquakes

• link student understanding of tectonic plates to earthquakes in order to explain differences in the magnitudes of different earthquakes



Start (10 minutes)

Introduce the main activity. If there has been media coverage of a recent earthquake, relate this activity to it.

Main (40 minutes)

Students carry out Activity AP1.39 Earthquakes compared.


End (10 minutes)

Go over answers to the questions. A set of answers plus background information is provided on a teacher Guidance sheet. With recovery from the 2004 Asian tsunami expected to last a decade or more, you might want to discuss its continuing aftermath. (Note: b)


–

Homework

–

a In this course students are learning about Earth science, through a series of case studies. They are also considering what public authorities can do to reduce the damage that earthquakes, always unpredictable, can cause.

b Good sources of information are: http://en.wikipedia.org/wiki/

2004_Indian_Ocean_

earthquake

and

http://news.bbc.co.uk/1/hi/in_

depth/world/2004/asia_quake_dis

aster/default.stm

Documents

The big picture – time and Lesson 1swallowhillresources.wikispaces.com/file/view/P1+LESSON+PLANS.pdf · ... Section A Notes ... Lesson 4 Seafloor spreading ... 1 Students should