1. What is this picture saying?

2. Global Warming: The World’s Greatest Hazard?
Today we will:
Explore the nature of global warming as a hazard.
Consider the impacts of global warming on natural hazards.
Begin to discuss the inequality of global warming.

3. Marking the Homework Tasks:
TASK: Use the below markscheme to level your answer. Write the level and comments onto your homework.
Question 1 - Explain, with the help of examples, the difference between hazards and disasters.
A hazard is a natural event which has the potential to pose a risk, to threaten people and property, and to disrupt everyday life (e.g. an earthquake, volcanic eruption or cyclone). Some recognise that hazards also have human causes (e.g. pollution, fires).
A disaster is the realisation and actual impacts of a hazard (i.e. the resulting deaths, injuries, destruction and disruption) on a vulnerable population. Disasters are becoming increasingly frequent as the vulnerability of people increases and their ability to cope decreases.
The basic point of difference is that a ‘hazard’ is a threat and that a ‘disaster’ is the outcome (the human costs) of that threat. It is important to note that not all hazards lead to disasters. They will not do so, for example, if they occur in unpopulated areas or if they are small-scale natural events.
Assessment
Level 1 Attempts to set down two separate definitions.
Level 2 Some structure and exemplification, but oblique (i.e. little specific comment on the differences).
Level 3 Structured, exemplified account which explicitly distinguishes between the two terms.

4. Marking the Homework Tasks:
TASK: Use the below markscheme to level your answer. Write the level and comments onto your homework.
Question 3 (a) Explain with examples how unsustainable development increases the risk equation.
Unsustainable development impacts on all three elements in the equation
(see textbook p. 7):
Frequency or magnitude. This is increased by global warming, which in turn is linked to the unsustainable use of fossil fuels.
Level of vulnerability. This is increased by unsustainable practices such as poor land use and environmental degradation.
Capacity to cope. Clearly the capacity to cope requires capital, skills and technology; unsustainable development reduces the availability of all three. The poorest countries and communities have the smallest capacities.
Assessment
Level 1 Makes one or two basic points, largely lifted from the concept box. No exemplification.
Level 2 Some structure and shows some understanding of elements of the risk equation. Little explicit reference to sustainability. Some exemplification.
Level 3 Structured understanding of the key elements of the risk equation and of how they are increased by unsustainable development. Well exemplified.

5. Marking the Homework Tasks:
TASK: Use the below markscheme to level your answer. Write the level and comments onto your homework.
Question 3 (b) Referring to the risk equation, suggest reasons why there will be even more disasters in the future.
Global warming will increase the frequency and magnitude of some hazards. As a result, the potential impacts of those hazards will be increased. The impacts will also become more severe because of the increasing vulnerability of people and their increasing inability to cope. Once the tipping point is reached, hazard frequencies will accelerate and their impacts will scale up quite dramatically.
Assessment
Level 1 Simple statements to the effect that global warming will be wholly responsible.
Level 2 Attempts to tease out the links between global warming and more disasters.
Level 3 Reasons clearly explained and explicitly referenced to the three components of the equation. May look beyond global warming as a root cause (e.g. more people taking more risks).

6. Marking the Homework Tasks:
Reaching Level 1 Make statements with descriptions, using factual knowledge.
Reaching Level 2 Make basic links between theory and examples. Justify statements with some of 3Ds and use geographical terminology.
Reaching Level 3 Justify with well-described examples, using terminology, 3D statements and SEE. Move beyond statements to consider wider issues and the future.
L1 = D/E L2 = C/B L3 = B/A
Have you met your target grade?
How can you meet it next time? Write a strategy below your answers

7. What do you know about Global Warming?

9. 1: What do you know about Global Warming?
TASK: Pass the sheets around and in small groups discuss/add notes to the sheet to answer the following:
What type of hazard is global warming (use your notes!)
What are the possible causes of climate change?
What are the possible processes of climate change?
What are the likely outcomes/impacts of climate change in the UK?
What are the likely outcomes/impacts of climate change in LDCs such as Bangladesh?
How might climate change be managed? Any SOLUTIONS?

10. 1: What do you know about Global Warming?
Processes
Causes
Type of hazard
Impacts
Solutions

11. 2: Future Impacts of Global Warming
Using your knowledge from GCSE and your reading, how might Global Warming affect:
Hurricanes?
Flooding?
Drought?

12. 2: Future Impacts of Global Warming
Using the case study of 2006 on page 11 in the textbook and an atlas, plot the hydro-meteorological hazards onto the blank world map.
Add notes to suggest how climate change may have affected these hazards (use the map on page 10 to help).

13. What do these maps show? Any patterns/trends? Greenhouse gas Emissions
Deaths from Hazards
Source:

14. 3: Inequality of Impacts:
Is it fair for the developed countries to expect the developing countries to limit their greenhouse emissions? (10 marks)
Use your maps, and the provided article ‘Blaming the Poor’ on your sheet to plan an answer to this exam question.
Next lesson you will need have finished this essay plan and last week’s essay plan:
Why do similar types of hazards have different impacts in different places? (10 Marks)

15. Independent Study (Homework)
Complete the short multiple choice quiz using the QUIA website by the end of next week.
Add definitions of Albedo, Climate Change, Enhanced Greenhouse Effect, Fossil Fuels, Global Warming, Greenhouse Effect, Tipping Point, Feedback Mechanism. Use your textbook to help (pages 14 and 15).
Read pages of your textbook ready for next lesson.