IZMIT EARTHQUAKE, TURKEY
17th AUGUST 1999
YEAR 9 ASSESSMENT (AfL)
Many thanks to my former colleague Miss Davidson for her hard work on producing this assignment and developed further by colleague Mr. Nunnerley
We use an adaptation of the NC levels to produce a level for this piece of work, which is then used along with other evidence to produce our end of key stage 3 TEACHER ASSESSMENTS. AfL in action...
We have a range of VIDEO CLIPS in the department's video library.
We also had a MARK SCHEME and SUCCESS CRITERIA, as well as a WRITING FRAME.
There is also a copy of the BETTER DESCRIPTIONS, BETTER EXPLANATIONS which people will be familiar with from SLN Geography.
Also have photocopies of various NEWSPAPER clippings from the time.
STUDENT BOOKLET CONTENTS
Start with a scattergraph to identify whether there is a link between the strength of an earthquake and the number of deaths. If there ISN'T a link, then why is it that different earthquakes don't always kill the same numbers of people. Figures for this come from Geog.dot teacher guide.
Instruction sheets and details for levelling the task from Level 4 to Level 8 (plus a mark sheet)
Writing frame for the task - 4 paragraphs and a WORDBANK of terms to include (see below):
|Tectonic plates||plate boundaries||mantle|
|convection currents||Anatolian fault||time of day|
|emergency services||building quality||water supplies|
|power cuts||Richter scale||high population density|
BETTER EXPLANATION sheet
Card Sort activity with a sheet to stick the cards on
Article from 'The Guardian' from August 2000 on the follow-up to the earthquake
Concept Map sheet (we use INSPIRATION software)
RETURN TO KEY STAGE 3 PAGE