Starter: On the diagram, plot an ‘X’ to

Target your Tectonics Revision show how confident you feel about each
topic with 1 being entirely confident and
10 being the least confident!
10

Reducing Risk Hazard and Risk

Living with risk

Plate Margins
1

Chile vrs Nepal Earthquakes &

(Case Studies) Volcanoes

Now colour in the sectors to create a rose diagram.

The spikes in your diagram will represent the areas you need to revise.
 Your revision pit stop is.....
Natural Hazards and Risk
A GCSE Geographer must be able to recognise the difference between a ‘natural
hazard’ and ‘risk’. At this station you will unpick these two geographical terms.

Instructions:
It is best to work with a partner for this activity!
• Choose one of the ‘Key Term Structure Sheets’ and complete it using blue/black pen.
• Your partner should have a go doing the same on the alternative sheet
• Once you have finished, swap with your partner and change your pen to another
colour eg red/purple/green
• Use your own knowledge, classwork notes and/or textbook to add further detail to
your partners notes.

Tip! Take a pictures of each others sheet for collaborative revision.

Tip! Remember to B.U.G. the question. Read each others answers and suggest an E.B.I

Speak like a Geographer: atmospheric geological hydrological urbanisation

poverty farming climate change social economic environmental LIC HIC
 Your revision pit stop is.....
Physical Processes at Plate Margins
At GCSE you must be able to describe and explain what happens at plate margins. At this
station you will develop skills of sketching and labelling diagrams, using key words.

Instructions:
• Choose one type of plate boundary (destructive, constructive or conservative)
• Use the mini white boards to draw a diagram of your chosen plate margin from memory.
• Add labels, arrows or annotations to explain what happens at this plate margin.
• Now show a friend and take turns to explain what happens.
• Identify two ways that you could improve your friends explanation or diagram.
• Now repeat the exercise! Try another plate boundary.....

Exam It! Explain the physical processes that happen at constructive plate boundaries (6)
Tip! Remember to B.U.G. the question and use your diagram to help.

Speak like a Geographer:

oceanic plate continental plate dense magma trench pressure mantle
subduction zone crust divergent convergent convection currents
ridge
 Your revision pit stop is.....
Distribution of Earthquakes & Volcanoes
At GCSE you must be able to describe and explain where and why hazards happen. At this
station you will master description using T.E.A. and sequenced explanation.

Instructions:
Describe
• Predict the map! Using colours/symbols on a
blank world map, locate where you would
expect to find earthquakes and volcanoes
• Tip! Remember your map skills! Key, title….
• Label the name of countries you remember.
Tip! Include case studies & recent news.
• Check your notes & add final details.
• Describe the pattern using T.E.A.
Explain
• Explain the formation of volcanoes and/or
earthquakes using paper chains!
• Each chain should include one statement
that links to the next.
• Tip! Use the words below for top answers.
• Check your notes and ensure you have made
a fully developed revision chain!
• Now move onto another plate margin.

Exam It! Explain why the majority of earthquakes & volcanoes occur at plate margins (4)

Speak like a Geographer: crust plate margin subduction melting pressure stick
slip magma seismic waves elastic rebound convection currents rises lava
 Your revision pit stop is.....
Chile vrs Nepal (Case Studies)
A GCSE Geographer must be able to remember the details of case studies! This is very
difficult so let’s do something about it. At this station you will minimise information.

Instructions:
There are two different options for this. Choose one.
1) Write a script for a news report that outlines differences between the earthquakes.
2) Sketch/draw two different scenes that depict the causes, effects & responses of
earthquakes in Chile and Nepal. Use your notes to help you select the best info.

Tip! Record your news report or explain what is happening in your drawings with a
recorded voice over. Do this for homework using your mobile phone.
Exam It! Choose either the earthquake in Chile or Nepal. Describe the immediate and
long-term responses to the disaster. (6 marks)

KEY WORD
Speak like aBANK:
Geographer: primary secondary effects responses immediate
long-term recovery HDI GDP development social economic environmental
 Your revision pit stop is.....
Living with Risk
A GCSE Geographer must be able to evaluate why people live in hazardous places. At this
station you will investigate the social, economic and environmental adv’s and disad’s.

Instructions:
You will need to work in groups of 2-4
• Write the question ‘Why choose to live in hazardous areas?’ in the middle of an A3
page. This will be the start of a group mind map.
• Take turns adding one response to the question (word or statement) from memory.
• Pass the paper to the next person in the circle or backwards/forwards to your partner.
• Extend your peers comments by adding explanation, more detail or making new links
to form a detailed concept map.
• Now include disadvantages to these benefits using a different colour.

Tip! Link your case studies – Why do people choose to live in Chile and Nepal?

Exam It! Evaluate the benefits of Iceland’s location on a plate margin (6 marks)
Speak like a Geographer: risk geothermal farming monitoring water supply
industry tourism ignorance education building design poverty
 Your revision pit stop is.....
Reducing the Risk from Tectonic Hazards
A GCSE Geographer must be able to identify and explain different ways in which hazard
risk is reduced. At this station you will explain, categorise & rank management strategies.

Instructions:
• Using the sheet ‘Reducing Hazard Risk’ complete the empty boxes from memory to
explain how these approaches reduce hazard risk. Use blue/black pen.
• Use your notes and a different coloured pen to add further details to your explanation.
•Create a key of four colours (to represent monitoring, prediction, protection, planning)
and shade each strip accordingly. Make sure you are right!
•Cut out each strip (definition and explanation) and rank them according to how effective
you think they are along a continuum. Justify your two top and bottom choices.

Least effective <------------------------------------------------------------------------> Most Effective

Exam It! ‘Earthquakes don’t kill people, buildings do’ Use evidence to support this
statement. (4 marks)

Speak like a Geographer: monitoring prediction protection planning risk hazard

 B.U.G the Exam Question

Box the command words

Underline the ‘Geography’
Glance at the marks
 G.S.E for Description

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