CGF3M – Unit 3 – Lesson 2: Atmospheric Circulation

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Sequence

  1. Starter: How is the atmosphere like the human body? [class discussion].
  2. Atmospheric Circulation teacher led instruction and notes.
  3. Tri-cellular Model: Video.
  4. Tri-cellular Model: Teacher led instruction and notes.
  5. Tri-cellular Model Cross Section Activity [individual task].
  6. Tri-cellular Model Review
  7. Climate graph construction activity [individual task].
  8. Review: Climate graph peer assessment [paired task].

CGF3M – Unit 3 – Lesson 4: Tropical Storms

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Sequence

  1. Starter: Infographic Analysis – question generator.
  2. Teacher led instruction and note taking.
  3. Distribution of tropical storms map [class discussion].
  4. How do tropical storms form? Video activity [individual task].
  5. How do tropical storms form sequencing activity [individual task]. Card sort activity for LA students.
  6. Teacher led instruction and note taking.
  7. The Impact of Climate Change: An Inconvenient Truth Video/TedTalk Activity [class task].
  8. The Impact of Climate Change Summary.
  9. Review: Did we answer questions posed in the starter?

CGF3M – Unit 3 – Lesson 5: Impacts of Tropical Storms

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Sequence

Lesson 5a: Hurricane Katrina [2005]

  1. Starter: What do we know about Hurricane Katrina? [class discussion].
  2. Teacher led instruction and note taking – intro to Hurricane Katrina.
  3. CIA Factbook research activity [individual task].
  4. Graphic organiser research activity [individual task].
  5. Review: To what extent was Hurricane Katrina a man made, as well as natural, disaster?

Lesson 5b: Typhoon Haiyan [2013]

  • Starter: What do these images show? [class discussion].
  • Map from Memory [group activity].
  • Teacher led instruction and note taking – intro to the Haiyan Typhoon.
  • CIA Factbook research activity [individual task].
  • Graphic organiser research activity [individual task].
  • Review: Exam question: Compare and contrast the impacts of tropical storms in LIC’s and HIC’s [individual task].

Distribute Assignment 3.1 [Using GIS to Track Tropical Storms]

CGF3M – Unit 3 – Lesson 7: The Distribution of Drought

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Sequence

  1. Starter: True or False?
  2. The Big Picture: Teacher led instruction.
  3. The global distribution of task map activity [Individual task].
  4. Key drought events – teacher led discussion.
  5. Factors affecting the severity of drought: mind map [individual task].
  6. Case study card sort [paired task].
  7. Case study graphic organisers [individual task].
  8. Case study recap table [paired task].
  9. Review: 6 questions [class discussion].

CGF3M – Unit 3 – Lesson 6: Park’s Disaster Model

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Sequence

  1. Starter: Key term anagrams [individual task].
  2. Teacher led introduction to the Park Model.
  3. Annotated diagram of the Park Model activity [individual task].
  4. Advantages and disadvantages of the Park Model [class discussion].
  5. Using the Park Model for tropical storms – comparing Hurricane Katrina and Typhoon Haiyan [paired task].
  6. Creation and interpretation of Park Models for tropical storms – comparing Hurricane Katrina and Typhoon Haiyan [individual task].
  7. Reflection questions [individual task].
  8. Review: Tedx Talk | Rachel Kyte | From Disaster Response to Disaster Prevention.

CGF3M – Unit 5 – Lesson 4: Threats to Biodiversity

Sequence

  1. Starter: Graph Analysis [individual then class task].
  2. Map analysis – description of threatened biodiverse areas [individual then class task].
  3. Ecosystem auditing research task [individual task].
  4. Teacher led instruction and note taking.
  5. Factors that threaten biodiversity research [individual task].
  6. Review: The Greatest Threat? [class task].

CGF3M – Unit 3 – Lesson 3: The ITCZ

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Sequence

  1. Starter: What is the ITCZ? [class discussion].
  2. What is the ITCZ video activity [individual and class task].
  3. Teacher led instruction and note taking.
  4. The Pressure Gradient Force Diagram [individual task].
  5. Recap: Video activity to consolidate understanding [class task].
  6. The ITCZ and its impact on Africa: Map and Graph analysis [individual task].
  7. Practice Exam question [individual task].
  8. Review: Exam question peer assessment [paired task].

CGF3M – Unit 2 – Lesson 6: Yellowstone DME

Sequence

Lesson 6a: Supervolcanoes

  1. Starter: What are super volcanoes? [class discussion]
  2. Teacher led introduction to supervolcanoes.
  3. Map description activity [individual task].
  4. Formation of supervolcanoes Card sort activity [paired task].
  5. Formation of supervolcanoes Sequencing activity [paired task].
  6. Formation review: teacher led [class task].
  7. Supervolcanoes documentary and question sheet.
  8. Review: Potential impacts of a Yellowstone eruption.

Lesson 6b: Yellowstone Decision Making Activity (will require 2 lessons)

  1. UNAVACO Experiential Learning Task.

CGF3M – Unit 2 – Lesson 5: Volcanoes

Sequence

  1. Starter: Why are some volcanoes more violent than others?
  2. Volcanic hazards research activity [individual task].
  3. Teacher led instruction and note taking.
  4. Types of volcano worksheet [individual task].
  5. Why do people live near volcanoes? [class discussion].
  6. Why do people live near volcanoes? Teacher led instruction and note taking.
  7. Why do people live near volcanoes? Exam Question [individual task].
  8. Review: Peer assessment of work [paired task].