TEACHER’S RESOURCE BOOK
TEACHER’S RESOURCE BOOK
Published 2025
The Educational Company of Ireland Ballymount Road
Walkinstown Dublin 12
www.edco.ie
A member of the Smurfit Westrock Group plc
© Nessa Davey, Kate McCarthy, 2025
All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without either the prior permission of the Publisher or a licence permitting restricted copying in Ireland issued by the Irish Copyright Licensing Agency, 63 Patrick Street, Dún Laoghaire, Co Dublin.
Cover, design and layout: Ailbhe Hooper
Editor: Jane Rogers
Images: Shutterstock, Nessa Davey, Compuscript, Ailbhe Hooper
While every care has been taken to trace and acknowledge copyright, the publishers tender their apologies for any accidental infringement where copyright has proved untraceable. They would be pleased to come to a suitable arrangement with the rightful owner in each case.
Web references are intended as a guide for students and teachers. At the time of going to press, all web addresses were active and contained information relevant to the topics in this book. However, The Educational Company of Ireland and the authors do not accept responsibility for the views or information contained on these websites. Content and addresses may change beyond our control and students should be supervised when investigating websites.
2. PLANNING MATERIALS
Iceland: The Land of Fire and Ice
Assessment
Learner experiences/ formative assessment
Textbook pages
• Summative assessment –Unit of Learning Test • Past and sample questions
Action point! Thinking for myself
Question 4, page 60
Skills Book Chapter 3 Activity 3
59
Students should be able to:
Learning Outcomes Topics
Describe how plates move
How/why do plates move?
Action point! 3-2-1 activity
Questions 1 and 2, page 64
61–4
Explain what happens at the three plate boundaries
What is a plate boundary?
1.1 describe the formation and global distribution of volcanoes, earthquakes, and fold mountains in the context of plate tectonics and the structure of the Earth
Skills Book Chapter 3 Activity 4
61 Figure 3.8 EBL –Assessing map and discussing significance of Iceland
Consider why Iceland is a significant country to study when learning about plates and volcanoes
Three types
1.2 distinguish between different categories of rock type, referring to composition and formation
Action point! Misconceptions
68–71
Questions 1–4, page 76
Distinguish between different types of volcanic activity at different boundaries
SEC Sample Question, page 78
Skills Book Chapter 4 Activities 1 and 2
74–75
Identify what volcanic activity is occurring in Iceland
Volcanic activity
1.9 differentiate between the types of energy resources produced by the physical world
Action point! Categorising impacts of volcanoes (75) Question 5, page 77 2023 exam question, page 77
75–76
Categorise the impacts of volcanic activity in Iceland into positive and negative, as well as social, economic and environmental
1.10 investigate a range of physical processes active in a chosen location and the connections between them
Action point! Categorising energy types
Skills Book Chapter 14 Activities 1 and 2
219–223 (leave out irrelevant case studies)
Distinguish between renewable and non-renewable energy sources
Assessment
–Unit of Learning Test
• Summative assessment
• Past and sample questions
Learner experiences/ formative assessment
Textbook pages
Students should be able to:
Topics
Learning Outcomes
Action point! Analysing and understanding energy use in Iceland
Action point! Categorising impacts of exploiting renewable energy sources
227–231 (emphasis on geothermal)
Examine energy use in Iceland
Volcanoes and energy
232 234
Action point! Categorising tertiary economic activities
Action point! Reflecting on personal experiences as a tourist
296
Define tourism as a tertiary economic activity
Volcanoes and tourism
2.1 describe the economic and social impacts of how we interact with the occurrence of volcanoes, earthquakes, and fold mountains
298
Discuss the factors that influence tourism (emphasis on Iceland)
Examine tourism in Iceland 75 306–308 EBL –Which of these factors relate to Iceland?
Action point! Tourism in Iceland: analysing bar chart (opportunity for numeracy), page 306
Action point! Create a poster/brochure, page 308
Action point! Categorise impacts of tourism into social or economic as well as positive and negative
308–309
Assess the impacts of tourism in Iceland
Identify the links between the physical landscape, transport and tourism in Iceland
2.2 evaluate the environmental, economic, and social consequences of rock exploitation and energy resources
2.9 assess the interrelationships between the physical world, tourism and transport
3: CHAPTER ACTIVITIES
Chapter 1: What is Geography?
Activity 1: Local map
Draw a simple map of your local town showing the physical and human geographical features in your area. Mark on your map where you live and the school you go to.
Features on your map could include:
• Local roads
• Land uses: farming, housing, retail (shops), factories, etc.
• Physical features: the coast, rivers, mountains, etc.
Extension exercise:
Where will geography take you?
The world is more interconnected than ever before. The study of geography gives a better understanding of today's world. Here are some jobs for which it is important to have some geographical knowledge:
Cartographer Town planner Meteorologist University lecturer
Geography teacher Archaeologist Recycling officer Civil engineer
Vulcanologist Pilot Geologist Landscape gardener
Seismologist Army officer Conservationist Taoiseach
Examine the table above and answer the following questions.
1. Are there any jobs on the list that you have never heard of? See if you can find out what the job entails.
2. Which of the jobs would you be interested in doing when you leave school? Give a reason for your answer.
3. List any other jobs you can think of that a knowledge of geography would be important for.
Chapter 3: The Earth Activity
1
Draw pictures to illustrate the mind map below.
Extension exercise:
Model making
Materials required:
Large Styrofoam ball, scissors, paint.
Instructions:
Students are put into groups and design a model of the earth. They must include the four layers they learned about in this chapter. The students collaboratively develop a design and assign individual tasks.
Examples of possible models:
Chapter 4: Volcanoes
Activity 1
Insert the following labels on the diagram below:
lava flow cone ash cloud crater magma chamber vent
5 4
Match your labels to the following descriptions:
Magma is stored under the crust here
The tube that brings magma to the surface
The top of a volcanic cone
Ash released into the air
The shape of the volcanic mountain
Lava running down the sides of the cone
3
2 1
Extension exercise: Scratch Coding Activity
During this lesson students will need access to a digital device. This activity introduces coding in a fun and creative way and it encourages active, creative and critical engagement with digital technologies. The animations will encourage students to engage in the curriculum in an innovative way.
Instructions:
Students design a Scratch animation of a news report from the scene of a volcanic eruption. This activity is based on a question that appeared in the SEC Junior Cycle Geography sample paper. The learning intentions for this activity were:
• Students use their creative skills to produce a Scratch animation. They will peer assess, reflect on their learning, and give feedback.
• Literacy skills will be developed by writing a script.
• Teamwork and collaboration will be fostered, and roles clearly defined.
• Students learn to code and thereby improve their IT skills.
The activity ties in with Learning Outcomes 1.1, 2.1 and 2.8 from the JC Geography specification. Doing the research will help students understand plate tectonics and the global distribution of volcanoes. They will be aware of the social and economic impacts of a volcanic eruption. They will understand how humans interact with volcanoes and how humans respond to a natural disaster such as a volcanic eruption.
Schedule and resources:
Lesson Activity
Lesson 1
• Students are placed into groups
• Collaborative selection of team names
Brainstorm:
• Think of as many ways as possible that we use computers in our everyday lives
Exercise 1:
• Direction exercise: Students create a set of directions to a location in the school for other teams to follow
• Feedback and reflection on the activity
Lesson 2 Exercise 2:
• Students within each team are divided into pairs sharing an iPad
• Students complete the map exercise on the Blocky app
Lesson 3 Planning session:
• Roles are decided
• A storyboard is planned
• Research is undertaken
Resources Notes
Paper, markers, class computer, interactive board, feedback rubrics, assessment rubrics, Post-it notes, clipboards, scaffolded worksheets, and iPads
Students are put into groups of no more than three to four students. Team leaders are selected by the teacher. Feedback is given orally to students.
Each pair work together to complete the map exercise. This program is similar to Scratch.
Each group is given several scaffolded worksheets to help them plan their animation.
Lesson
Lessons 4–6
Three lessons are given for students to complete their animation.
• Students develop sprites and backgrounds
• Images are sourced
• Research is undertaken
• Voiceovers and sound effects are recorded
• An animation is created
Lesson 7
• Animations are shared with the teacher
• Presentation of the animation and details of the processes involved in the creation of the video
• The role that each member had is explained
• Students complete peer feedback rubrics on each presentation and animation
• Each group receives their feedback
Lesson 8
• Each group receives their formative and summative feedback rubric from the teacher
• Students complete their reflection sheets
Paper, markers, class computer, interactive board, feedback rubrics, assessment rubrics, Post-it notes, clipboards, scaffolded worksheets, and iPads
Teacher acts as a facilitator of the learning. Students are encouraged to ask their teammates in other groups for assistance.
Every student must present the animation and give details of the role they had in the creation of the animation.
Reflection is given through a scaffolded rubric.
Approach to assessment and how it demonstrates student learning:
During this module several methods could be used to assess students’ learning. Written feedback can be given using a scaffolded student feedback rubric. This rubric has both formative and summative assessments. Students also list positive aspects and areas for improvement.
Success criteria are set in each category. These tie into the learning intentions for the module. Students complete a reflection exercise, two stars and a wish.
Scratch animation student feedback rubric:
Team name:
This activity:
Improved my ability to work with others
Developed my research skills
Increased my confidence in using technology
Allowed me to make new friends
Improved my communication skills
Allowed me to be creative
Helped me learn and explore new topics and information
Chapter 15: Primary Economic Activities
Activity 1: Matching exercise
1. Match each job in the box with its corresponding photograph in the table below.
2. State whether the job is in the primary, secondary or tertiary sector.
3. Which job would you like to do after you finish school? Why would you like to do that job? Write a few lines on what your job would involve.
garda farmer forester nurse baker factory worker
Job name
Primary, secondary or tertiary
Job name
Primary, secondary or tertiary
Job name
Primary, secondary or tertiary
Extension exercise: Geography in the news
CASE STUDY
Controversial plan for a Dublin Mountains Visitor Centre at the Hellfire Club, Dublin
The Hellfire Club is a popular forest walk for visitors to the Dublin mountains. The site gets its name from a hunting lodge built on the top of Montpellier Hill in 1725. The area offers spectacular views over Dublin city.
Planning permission has been sought by South Dublin County Council, Coillte and the Dublin Mountains Partnership to develop a visitor centre at the historic Hellfire Club in the Dublin Mountains. The development would include a café, shop, toilets, education centre, exhibition space, a 50-seater auditorium and an extension to the existing car park for 275 cars plus coach parking. The project is projected to cost €15 million.
Positives to the proposed development:
• The project is designed to boost visitor numbers from 100,000 to 300,000. It will bring people to the area and serve a as starting point for visitors to the Wicklow and Dublin mountains.
• The increased number of visitors will also boost the local economy and provide jobs.
• There will be improvements to services for local residents.
• It will encourage people to use outdoor amenities for exercise.
Several local farmers, conservationists and residents’ groups have objected to the plans and lodged a legal challenge to an Bord Pleanála.
Here are their concerns:
• The development is seen as a ‘vanity project’ that is too large and over-scaled for the fragile natural wilderness of the mountain forest.
• The landscape and natural beauty of the area will be spoiled by an increase in visitor numbers.
• Disturbance to local wildlife. Concerns were raised about impact on the natural habitats of red squirrels, marsh fritillary butterflies, otters, woodpeckers and bats.
• Trees will be cut down at the entrance of the Hellfire Club to accommodate increased visitor numbers.
• Worry about damage to the archaeological heritage of the site.
• Traffic problems on narrow local roads from increased visitor numbers.
Prepare:
Divide the class into groups representing the different viewpoints on this proposal. For example:
• South Dublin County Council
• Local business groups
• Local farmers
• Conservationists
• Residents’ groups.
Research:
Students read the following newspaper articles and the Save the Hellfire website and make notes.
• www.thejournal.ie/hellfire-club-works-in-dublin-mountains-to-begin-tomorrow-6489444Sep2024
• www.waterford-news.ie/2020/11/26/residents-secure-right-to-appeal-plan-for-hell-fire-clubvisitors-centre
• www.independent.ie/irish-news/we-havent-been-heard-anger-over-plans-for-hellfire-club-amidfears-for-beauty-spot/39327254.html
• www.thejournal.ie/hell-fire-club-4487941-Feb2019
• www.newstalk.com/news/14000-objections-to-proposed-hell-fire-club-development-513851
• www.thejournal.ie/new-visitor-centre-hell-fire-club-dublin-5015133-Feb2020
• www.savethehellfire.com/about-us
• www.savethehellfire.com/sdcc-proposal
Discuss:
In their groups students discuss what they think and come up with a plan that best represents their view.
Debate:
Hold a classroom debate. Listen to all the viewpoints about whether this planned development should go ahead.
4: TESTS
Unit test: Iceland – The Land of Fire and Ice
Question 1 (40 marks)
(a) Examine the following image and answer the questions that follow.
(i) Name the two plates on which Iceland is located. and
(ii) Name the plate on which Ireland is located.
(iii) Name the type of plate boundary found where the following plates meet.
Plates
African and South American
Pacific and North American
South American and Nazca
(iv) Describe how plates move.
Type of boundary
Pacific plate
(b) Volcanoes occur at convergent and divergent plate boundaries. Discuss what type of volcanic activity occurs at either a divergent or a convergent plate boundary. Use one of the diagrams below to help you.
Question 2 (20 marks)
(a) (i) Indicate whether each type of energy source is renewable or non-renewable by ticking the correct box. The first one has been done for you.
(c) Using an example you have studied, discuss one impact of volcanic activity.
(ii) Name one other type of renewable energy source and one other type of non-renewable energy source in the boxes below.
(b) Examine the image and answer the questions that follow.
(i) What type of energy is shown in the image above?
(ii) Is this energy renewable or non-renewable?
(iii) Name a country you have studied that uses this type of energy.
(iv) What is this energy mostly used for?
(v) The country you named in part (iii) generates 78% of its electricity through the exploitation of another renewable energy source. Name this energy source.
(vi) Briefly explain two benefits of this country using renewable sources of energy. 1.
Question 3 (40 marks)
(a) Define tertiary economic activities.
(b) Examine the graph below and answer the questions that follow.
Number of visitors (to the nearest 100, 000)
International visitors to Iceland 2009–2020
(i) How many international tourists visited Iceland in 2014? _________
(ii) Which year had the highest number of visitors to Iceland? ___________
(iii) Which year had the lowest number of visitors to Iceland? ___________
(iv) Explain one reason why the numbers in tourism dropped dramatically during that year.
(v) List two jobs that may have been negatively impacted as a result of this decrease in visitor numbers.
1. 2.
(c) Describe two physical factors that influence tourism in Iceland. 1. 2.
(d) Discuss two impacts of tourism in Iceland. One should be positive and one should be negative. 1. 2.
Unit Test Marking Schemes
Iceland – The Land of Fire and Ice
Total marks – 100
Question 1
(iv) Description with three VP points Must include terms convection currents and/or slab pull to gain full marks
Question 2
(ii) Renewable – any valid answer, for example wind, hydroelectric power
(vi) Any two valid points, for example: • Reduction in the importation of energy sources
2020 (also accept 2009 or 2010)
(iv) Any valid point, e.g. COVID-19/coronavirus meant people could not travel
(v) Any two relevant jobs, e.g. pilots, restaurant workers, hotel workers, tour guides, etc.
(c) Factor 1 named
Factor 1 explained – one valid point
Factor 2 named
Factor 2 explained – one valid point
example:
Iceland is a tourist attraction because of the volcanic landscape (N2). People like to visit attractions like geysers, which spout hot water (VP2).
(d) Positive impact named
Positive impact discussed – one valid point
Negative impact named
Negative impact discussed – one valid point
For example:
One positive impact is the creation of jobs (N2). Most of these jobs are in the tourism industry, such as hotels and tour guides (VP2).
5: CLASSROOM-BASED ASSESSMENTS
Correction Rubric CBA 1 Geography in the News
Student Name:
Title of Project:
Format:
Tick the relevant box for each feature of quality:
Date:
Engages in the Geographical Questions Engages with few Engages with some Effectively engages Comprehensively engages
Geographical
Significance No consideration Some consideration
Sustainability No consideration Some consideration
Consideration Analysis
Consideration Analysis
Conclusions Draws limited conclusions Interesting but may not be relevant Draws relevant conclusions Insightful and relevant conclusions
Process Little or no awareness of processes
Patterns Little or no awareness of patterns
Systems Little or no awareness of systems
Detailed, informed, well-organised and creative Haphazard or poorly organised, lack of detail
Some awareness of processes
Some awareness of patterns
Some awareness of systems
Has a purpose and demonstrates good understanding
Good awareness of processes Comprehensive awareness of processes
Good awareness of patterns Comprehensive awareness of patterns
Good awareness of systems Comprehensive awareness of systems
Very detailed and informed, well organised, clear purpose
Exceptionally informed, detailed and creative
Comments:
Result:
Key terms
Geographical process: A sequence of natural and/or cultural processes that shape and change environments, places and societies. Examples include erosion, migration, desertification and globalisation.
Geographical pattern: An actual or perceived pattern related to a specific series of events or occurrences. The concept involves recognising characteristics or traits. For example, relief impacts transport, agriculture, settlement patterns.
Geographical systems: Geography deals with complex interrelationships between various geographical patterns. For example, soil impacts the type of crops planted. This impacts ecosystems and what the farmer can sell in the market. The market is controlled by the supply of products.
6: TEACHER’S TOOLKIT
Teaching and learning strategies
Exit tickets and student reflection sheets
Exit tickets and reflection sheets are used to check on the learning in lessons or after a topic has been covered. They evaluate the student’s understanding of a topic and encourage students to reflect on their learning. They also help teachers to assess the learning and identify areas that may require further attention.
Geography lesson exit ticket
Name:
Before this lesson I thought:
Now I know that:
Name:
Date:
Write a short paragraph on what you learned from today’s lesson:
Learning intention exit ticket
Geography exit ticket
Name:
Today’s learning intention was:
Rate your understanding of the lesson:
I’ve got this I am still a little confused Help! I’m struggling
One question I still have:
What I would like to learn more about from this lesson:
Reflection topic/Unit of Learning exit ticket
Topic exit ticket
Name:
Topic covered:
Three things I learned:
What I found interesting:
What I enjoyed most about this topic:
Stop! I still need help with this topic.
I am getting there but I still have some questions.
I understand the topic fully and am ready to move on to the next topic.
Questions I still have on this topic:
Geography exam exit tickets
Geography exam exit ticket
Name:
Exam:
What went well:
Questions I still have:
How I can improve my result:
My next steps:
Differentiated exit ticket
Name:
Topic covered:
Draw a picture of what you learned today:
Student self-assessment stickers
These editable sticker sheets can be stuck in students’ copies for them to self-assess their learning.
Physical landform
I have included the following:
Description
Explanation
Example
Processes (at least two)
Diagram (labelled and in pencil)
Sketch map
I have:
Included a frame
Drawn to scale
Added a title
Added a key
Diagram I have:
Included a title
Drawn in pencil
Labelled features
Shaded in colouring pencil
Drawn neatly and accurately
Drawn in pencil
Included all features requested Added a coastline (if on the map)
Large editable sticker template
1. Homework assignment
Describe and explain how volcanoes and earthquakes occur.
Success criteria:
You must have: 3 Included a clear title
3 Described what causes the Earth’s crust to move
3 Stated at what type of boundaries earthquakes and volcanoes occur
You should have: 3 Explained the difference between constructive and destructive plate boundaries
3 Given a named example of where an earthquake occurred
3 Given a named example of where a volcano erupted
You could have: 3 Included labelled diagrams Areas for improvement:
2. Success criteria template
Name:
am now able to: (list 5)
Student reflection sheets
Two stars and a wish
Two things I did well
Group work student reflection sheet
my team:
I enjoyed working with my team
I had a clear role in my team
I trusted my teammates
I made a good contribution to my team I got on well with my teammates I was bossy with some teammates
I liked working with my team
I listened to my teammates’ opinions I didn't help my teammates when they needed it
Working in a team:
Improved my ability to work with others
Developed my research skills
Increased my confidence
Allowed me to make new friends
Improved my communication skills
Allowed me to be creative
Helped me learn and explore new topics and information
One thing I could improve on next time
Showdown
• Students will need access to whiteboards and markers.
• The teacher asks a question and gives time for the students to write down their answer.
• The teacher then calls ‘Showdown!’
• The students raise their boards with their answers facing the teacher.
• All boards are shown at the same time, and the teacher can quickly assess the students’ answers.