UNIT PLAN – Geography

CLASS: Form 6.1, Term 1

UNIT: Natural events and hazards
GOALS: This unit should help student to:
Understand and appreciate the differences between natural events and hazards. In doing so, students will be able to
make connections between the natural and human environments. This will develop a sense of awareness that will aid in
mitigating the effects of these disasters. Students should also gain an appreciation for the roles played by government
leaders in mitigating the effects of disasters. This unit will foster individual study skills and encourage interpersonal skills
when interacting with classmates for collaborative work.

RATIONALE: This unit is significant as it prepares the student with the knowledge and practice needed for preapring for various
disasters that can occur in this region. This is important as students can share this information in their homes. By
extension, a knowledgeable and prepared community can translate to fewer damage to property, injuries and loss of
life.

UNIT GENERAL OBJECTIVES (UGO): It is expected that students will:

1. Understand the differences between natural events and hazard types.
2. Appreciate the effects of hazards and their prediction and mitigation capabilities
3. Recognize the importance of management in the success of mitigation strategies.
.
Concepts to be taught: (Concept map /Graphic organiser)- Attached below
Lesson Duration UGO in Key Concepts In Cognitive Learning Affective Learning Materials / Teaching Assessment
Number & of Lesson The Lesson Outcomes: Outcome: Resources /Learning Strategies
Title Lesson Students Will Be Students Will Be Able Activities
Able To To

1. Natural 40 mins 1 Environment Distinguish among a Display an Bleasdell, (2019) Lecturing Formative:
Events Place natural event, understanding of the Chapter 10 Selected
and Interconnection natural hazard and a importance of hazard Journaling response
hazards disaster (Analyzing) based education. Images of disaster
(Valuing) scenes Summative:
Constructed
response
2. Hazard 70 mins 1 Space Account for Evaluate the Bleasdell, (2019) Discovery Formative:
risk maps Place identified hazardous importance of Chapter 10 based Constructed
Environment areas on recognizing hazards learning response
topographical maps (Valuing) Topographic maps:
(Analyzing) Sample maps Role playing Summative:
Constructed
response
3.Predictio 70 mins 2 Environment Compare current Evaluate the Bleasdell, (2019) Collaboration Formative:
n of Interconnection prediction importance of hazard Chapter 10 Selected
hazards capabilities of prediction capabilities Current response
earthquakes, (Valuing) events
flooding and Summative:
volcanic activities Role play Constructed
(Evaluate) response
4. Effects 70 mins 2 Environment Examine the effects Share their views on Bleasdell, (2019) Use of Formative:
of Hazards Interconnection of hazards experiencing hazards Chapter 11-15 scenarios Selected
(Earthqua Change associated with in their personal lives. response
kes, earthquakes, (Valuing) Use of model
flooding flooding and Summative:
and volcanoes Journal Constructed
volcanoes) (Analyzing) writing response
5. 70 mins 3 Interconnection Formulate a plan for Recognize the Bleasdell, (2019) Collaboration Formative:
Individual Change individual responses importance of Chapter 11-15 Constructed
responses to hazards, before individual responses Effective response
to hazards and after the event to hazards (Valuing) Breakout room questioning
(Creating) capability on virtual Summative:
learning platform Constructed
response
6. 70 mins 3 Interconnection 1. Design a hazard 2. Recognize the Bleasdell, (2019) Game based Formative:
Governme mitigation plan for a importance for Chapter 10 learning Constructed
nt community mitigation planning Effective response
(Creating) with respect to
mitigation Stop Disasters game: questioning
disaster management
and Stop Disasters Game Role playing Summative:
(Valuing).
preparedn Constructed
ess response
strategies
for
hazards.

Resource Reference:
Bleasdell, S. (2019). CAPE unit 1. New integrated geography. Caribbean Educational Publishers.

Table of Specifications

Lesson # in Objectives Formative/Summative Marks

Unit plan
1 Distinguish among a natural event, natural Formative (Section 1): Selected response 5 questions
hazard and a disaster (Cognitive-Analyzing) (MCQ) (1 mark
each)
Summative Constructed response (Quiz)
Display an understanding of the importance of Formative (Section 2): Constructed response N/A
hazard based education. (Affective-Valuing) (Journal entry)

2 Account for identified hazardous areas on Formative (Section 1): Constructed response N/A
topographical maps (Cognitive- Analyzing) (Short answer)

Summative: Constructed response (Quiz)

Evaluate the importance of recognizing hazards Formative (Section 2): Constructed response N/A
(Affective- Valuing) (Performance-skit)
3 Compare current prediction capabilities of N/A
earthquakes, flooding and volcanic activities. Formative (Section 1) Selected response (T/F)
(Cognitve-Evaluating) Summative: Constructed response (Essay) N/A

Evaluate the importance of hazard prediction Formative (Section 2): Constructed response N/A
capabilities (Affective- Valuing) (Short answer)

4 Examine the effects of hazards associated with N/A

earthquakes, flooding and volcanoes (Cognitive- Formative (Section 1) Selected response
(MCQ)
Analyzing)
Summative: Constructed response (Essay)
Share their views on experiencing hazards in Formative (Section 2): Constructed response N/A
their personal lives. (Affective-valuing) (Short answer)

5 Formulate a plan for individual responses to Formative (Section 1): Constructed response N/A
hazards, before and after the event (Cognitive- (MCQ)
Creating) N/A
Summative: Selected response (Matching)
Recognize the importance of individual Formative (Section 2): Constructed response
responses to hazards (Affective-Valuing) (oral questioning)

6 Design a hazard mitigation plan for a Formative (Section 1): Constructed response N/A
community (Cognitive- Creating) (Game)
N/A
Summative: Constructed response (Short
 answer)
Recognize the importance for mitigation Formative (Section 2): Constructed response- N/A
planning with respect to disaster management. (Journal entry)
(Affective- Valuing)