THEME

Topic

Students will...
Know the physical features that exist and make up the world.

Tasks/Activities

G E O G R P H Y

L O C A T I O N & P L A C E

Using alases research physical features locating them on the earth and link any relationships between climate and Be able to use and interpret globes, maps, atlases, photographs, the feature computer models and satellites images in a variety of scales. Research locations of physical features Describe geographical locations using standard measures
Progress involves exposing ourselves to, and considering the impact of forms of danger, harm, uncertainty or opportunity. SUB-TOPIC Physical Features of the World

RISK

Make plans and maps using a variety of scales, symbols and keys Research natural disasters associated with physical features

Create a global risk map identifying locations that are exposed to natural disasters on a map rating the potential risk as well.

Using a variety of images and the Risk Management Solutions Inc. document research the tsunami which hit Use appropriate geographical vocabulary to describe and interpret Japan in March 2011 especially: their surroundings as well as other countries and continents the physical features in the area, and what disasters are possible based on them and what risk this presents to the people who live there Be able to explain the relationships between the physical characteristics and human behaviours that shape a region Analyse why people live in hazardous areas and research the physical/environmental, human/social and economic reasons

Be able to explain how physical and human processes lead to Research and present a visual presentation on a country similarities and differences between places on how people work together to manage and minimize potential risks, including the progress theyve made over time. Journal Questions

Do you live in a risky area? Why is or isnt it risky? Is it worth the risk? What precautions do your family, school, community and government take to manage risks? What precautions would you recommend to prepare for potential risk? Do the benets outweigh the risks?

THEME

Topic

Students will...
Know about the main physical and human features and environmental in particular localities

Tasks/Activities

G E O G R P H Y

R E G I O N

Formal arrangements and relationships (structures) underpin or give organization to complex issues. SUB-TOPIC Human and Physical Structures and the regions they create

STRUCTURE

Design a simple town plan. Give them strips of paper to fold and represent a certain number of houses, shops, leisure locations and ask them to lay them out on an Be able to use and interpret globes, maps, atlases, photographs, enlarged map. Ask your students to justify why they would computer models and satellites images in a variety of scales. organise it this way. Add variety to the task for different groups of students by changing the parameters of the Know how the features of particular localities inuence the nature design. of human activities within in them. Select an example from around the world where cooperation in a region has created economic or social Make plans and maps using a variety of scales, symbols and keys structures on a wider scale, e.g. the European Union (EU), the North American Free Trade Agreement (NAFTA) in North America, the West Indies. Research background Be able to explain the relationships between the physical information (employment/income/religions/transport/ characteristics and human behaviors that shape a region exports/economics/history) and then using that information. create a large-scale, cause-and-effect Be able to use maps in a variety of scales to locate the position, diagram of the impact of the selected organization. Using geographical features and social environments of other countries a map of the chosen region as a background or images of and continents to gain an understanding of daily life the region, your students use arrows or other linking symbols to show how the structures of the region work Develop an understanding of how localities are affected by natural together, trade and move people and goods or protect and features and processes support one another. Be able to explain how physical and human processes lead to similarities and differences between places Create an action plan to improve the organization of physical and human/social structures of the school and its surroundings.

Journal Questions Do people strive to organise their surroundings? What are the benets? What physical and social structures exist in your local area? Do you contribute to these social structures? What factors have inuenced and will continue to inuence their development? How do physical-geographical factors inuence structural development?

THEME

Topic

Students will... Trade and its effects both locally and internationally
Know the impact of the process of migration, how it has affected communities and what the consequences are for the individual

Tasks/Activities
Barter activity - trade/barter goods and currency and then introduce obstacles such as transport, war, shortage of camels. Analyze the impact and evaluate its effect on the economy people and relations.

G E O G R P H Y

M O V E M E N T

COLLABORATION
When people work together they can achieve a common goal SUB-TOPIC TRADE & MOVEMENT

Research the Silk Road and the interactions they wouldve had on the trade route and create a large-scale diagram representing all the collaborative elements of the Silk Road and how they Be able to use and interpret globes, maps, atlases, photographs, may have been inuenced by the geography of each location. computer models and satellites images in a variety of scales.

The Silk Road and obstacles faced (languages, transportation, collaboration, economy)

Consider the implications of international trade on people and places and regions economic development. Be able to explain how geographical features and phenomena impact economic interactions between countries and regions (local community & Israel/Palestine) Use appropriate geographical vocabulary to describe and interpret their surroundings as well as other countries and continents Be able to explain how places and people are interdependently linked through the movement of goods and people

Interview an individual from somewhere other than our local area and record how they came to their new place, who helped them, their impact on arrival and the challenges the faced before, on and after their journey and create a visual representation. Analyze the relationship between Israel and Palestine and how that affects the movement of goods and people on each side of the divide both positive and negative.

Provide your students with a scenario where collaboration to move goods or people would be of great benet to a particular community. Ask them to create a strategic plan to implement Know how the comibbination of geographical, environmental change for that community. They should focus on the process of and economic features of a region impact human distribution collaboration, specically outlining the details of how people patterns collaborate and how they can use their geographical situation to their advantage. Y our students need to be clear about the common goal to be achieved and reect on the examples they have studied throughout this subject section. Journal Questions
How often do you collaborate effectively with others to achieve a common goal? How does the geography of an area encourage people to collaborate or inhibit them from doing so? What are the human factors involved in preventing collaboration? What might the consequences be? What impact can collaboration have on a community and its culture? In what ways do economic factors affect the extent humans collaborate? What are the positive consequences of interdependence between places and people?

THEME

Topic

Students will...
Know about the geography, weather and climate of particular localities Know how the features of particular localities inuence the nature of human activities within them Know how the weather and climate affect, and are affected by, human behavior Be able to use and interpret globes, maps, atlases, photographs, computer models and satellites images in a variety of scales. Be able to describe geographic location using standard measures Be able to explain the relationships between the physical characteristics and human behaviors that shape a region.

Tasks/Activities
Research local weather and climate creating a visual representation to show what kind of weather affects the are and the consequences faced by the local population because of it. Using the internet research the topography, weather and climate of the African savannah, comparing and contrasting this with their local environment. Research the Akie tribe of northern Tanzania and prepare a poster showing how the weather and climate affect the clothing worn by the tribe, local farming patterns, hunting and local customs Create an action plan to respond to an extreme weather event. Investigate one of the indigenous people who live in the tropical rainforest and how they carry out everyday activities then choose one of the ways in which the local people prepare for the hardships of their environment and create an information leaet for any potential traveller . The leaet should tell travellers what to expect when they arrive, explain why they are going to encounter that climate and how to deal with the consequences.

H U M A N E N V I R O N M E N T I N T E R A C T I O N

G E O G R P H Y

Very few actions are neutral. Most actions create impact or change that then has to be dealt with. SUB-TOPIC WEATHER & CLIMATE

CONSEQUENCE

Develop an understanding of orographic cooling and the rainfall resulting from it.

Using an atlas, locate some of the settlements on the Andes mountain range, e.g. La Paz (Bolivia), Arequipa (Peru), Machu Picchu (Peru), Uyuni (Bolivia), Catamarca (Argentina), the Atacama Desert (Peru- Chile). Be able to create a boreal forest shelter in the classroom. Drawing on their knowledge of orographic cooling, ask your students to make predictions about the climate in these locations, giving reasons for Be able to identify how weather and climate affect the each of their responses. Then create a short diagrammatic sequence, lives of people in northern Africa, the rainforest, the animated computer model or a series of digital still photographs to Andes, the Cape Horn, the Indus valley, and Madagascar. represent orographic cooling, its consequences in relation to the weather and the preparation required by the people who live in that region, to Make predictions in regards to weather and climate in a demonstrate their understanding region from using absolute and relative location. Journal Questions What impact does wealth have on how people prepare for the consequences of climate? To what extent does the climate of a place shape the activities of the people who inhabit it? In what ways do animals provide inspiration to humans for coping with the weather in a particular environment? Why do indigenous or tribal cultures depend more on natural resources for dealing with the consequences of their climate?

THEME

Topic

Students will...

Tasks/Activities

H U M A N E N V I R O N M E N T I N T E R A C T I O N

Know about the geography, weather and climate of Utilizing the school environment have students compile a list on how to particular localities creatively use their environment and then sketch out one part of their plan to use the environment for shelter or entertainment. Let them Know how the features of particular localities inuence present their ideas to the class to see who makes the most unique or the nature of human activities within them creative use of resources. Know how the weather and climate affect, and are affected by, human behavior Be able to use and interpret globes, maps, atlases, photographs, computer models and satellites images in a variety of scales. Be able to describe geographic location using standard measures Be able to explain the relationships between the physical characteristics and human behaviors that shape a region. Explore the Tunisian cave dwellers who live in Matmta, southern Tunisia and write a brief description of a cave as if they were advertising it for sale at an estate agent, emphasising the positive aspects of their existence and their creative use of the natural environment. Y our students need to consider the following questions when writing their advert: How have you used your environment to your benet? What are the advantages and limitations? What features would you emphasise? What would you not like to be asked about? What would you avoid telling a potential buyer?

G E O G R P H Y

CREATIVITY Innovation can happen when existing ideas are brought together or expressed in a new way
SUB-TOPIC MANIPULATING THE ENVIRONMENT TO MEET OUR NEEDS

Develop an understanding how groups around the world (North Africa & India) use their environment creatively to Create a bridge over a designated span using natural materials. Students will work in groups to create a living bridge over the span, using the benet them in terms of shelter and transportation natural characteristics of the material to help develop strength and Know how the features of particular localities inuence durability. They need to work in teams, trying to maximise the natural the nature of human activities in them. features of the wood and using the materials as creatively as possible. Develop an understanding of how important and Research, then develop and build an irrigation system in which they essential clean water is to living a healthy life. move water from one source to two different locations. Make a plan that entails moving two cups of water at least 3 ft away. Their plan must result in the water being distributed evenly in two separate containers, which represent the two locations. Journal Questions
How creative are you in using the local geography to solve specic problems or issues? What are the most important features of creative responses to the environment? What inuence does culture have on creativity? How are human activities affected by the natural environment? How do human activities affect the natural environment? Why do people use what is around them to solve problems? Are any ideas truly unique or do they always build on an existing concept?