Download Chapter 1 from Geography 360° Teacher`s Handbook and CD

SAMPLE CHAPTER
Geography 360º Teacher's
Handbook and CD-ROM 1
John Pallister and Ann Bowen
ISBN: 0 435 35646 1
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This sample contains Chapter 1 from Geography 360º Teacher's
Handbook and CD ROM 1 in a PDF format. Because this advance
material has not yet been through all checking stages, it may still contain
minor errors.
© Heinemann Educational Publishers 2003
This material may be freely copied for institutional use prior to the publication of the book from which it is taken.
However, this material is copyright and under no circumstances may copies be offered for sale.
»1
What is geography
all about?
Pupil book pages 5–14
This chapter begins to meet aspects of Unit 1 in
the QCA Key Stage 3 Schemes of Work in
Geography: Making Connections.
Four learning objectives are stated. To summarise,
the chapter ends with Assessing 360˚: a
chance for pupils to assess and review the
chapter’s objectives.
The chapter begins with an examination of what
is included in geographical study through an
exploration of the differences between physical
and human geography. Understanding of this
basic two-fold division of subject content
remains fundamental to the study of geography
at all levels.
Following from this, the simplified division of the
Earth’s surface into three broad zones (tropical,
temperate and polar) is illustrated through
reference to selected major world landscapes.
This leads into coverage of hemispheres and
continents, two other ways of dividing up the
Earth’s surface for ease of study.
In the fourth double-page spread, there is a
very basic introduction to latitude and
longitude, followed by a demonstration of how
these global lines can be used to pinpoint
locations of all places in the world.
Assessing 360˚: Questions 1 and 2 test the
recognition and description of physical and
human features contributing to Level 2 in the
Attainment targets (see page vii) and to Level 3
depending upon the geographical vocabulary
used. Question 2(b) encourages a comparison
that moves pupils into Level 3. Question 3
shows knowledge of geographical vocabulary
and question 4 supports the skills listed for
study at both KS2 and KS3.
What is geography all about?
1
1
»
How are physical and human
geography different?
Pupil book pages 6–7
Main objective
To convey an understanding of the difference between physical and human
geography
Other aims
To introduce and use geographical words and terms
Skills
Observing, sketching, labelling and writing about photographs
Thinking about what can be observed and its significance
Making connections between places in different parts of the world
Atlas skills, especially finding countries and places
New practical skill
How to draw a labelled sketch from a photograph
ICT opportunities
Visiting live websites and web cams, e.g. of volcanoes and urban street
scenes
Using digital cameras and digital images of their nearest urban area
Key words
atmosphere, landscape, human geography, physical geography, weather
Worksheet
1.1
Workbooks C pages 2–3 F pages 2–3
Starters
Use the photograph on page 5 as a vehicle for
introducing pupils to the Earth’s surface, the main
area of study in geography. This provides an
opportunity to note major divisions of the Earth’s
surface into land (continents) and sea (oceans).
geographical vocabulary from their reasoning. The
list could well be a focus for KS3 geography and
beyond and provide that all-encompassing
definition of what geography is a study of. The lists
could then be divided into physical and human
(and environmental if preferred).
Worksheet 1.1: Begin by telling the pupils
that there are no right or wrong answers
but many possible answers. Each pair of
pupils writes down their pairings of photos and a
sentence to say what the connection is. The pairs
then join up to make a foursome and they
compare their results; in turn each pair chooses
two sets of photos and explains to the others the
connection they found. Tell the groups that each
pair is going to be asked to explain the
connections made by the other pair, not
themselves, so it is important that they listen
carefully to what is said. Avoid telling them the
connections or commenting on them and be
prepared for some weak links in the last pairings
when it gets harder. Be strict with timing; it does
not matter if everyone has not quite finished.
Some pupils do it quickly but often not very
thoughtfully: check their work for geographical
content. They could then look for alternative
pairings or contrasts between photographs. Take
feedback from groups and build up a list of
Focus of pupil activities
1 & 2 Pupils are asked to observe photograph C
looking for human and physical features. They
are asked to make connections between that
photograph and their local area, focusing on
similarities and differences. They also look for
the human and physical features in
photograph D.
2
geography 360° Teacher’s Handbook 1
3
Pupils are asked to produce a labelled sketch
of a photograph to be assessed by the class
and are given a mark scheme to help them.
They are also encouraged to think about how
they could improve their work. You might want
to model this first, showing pupils what a good
labelled sketch looks like, perhaps using a
previous pupil’s piece of work. This activity can
be used for pupil self-assessment as well as
teacher assessment. Encourage the pupils to
use geographical terms. The more able could
even underline labels that are physical and
human in different colours and add a key.
1
Plenary
In addition to or instead of activity 3 above you
could try one of the following:
A graphic organiser such as a spider diagram
could be used to summarise key physical and
human features.
Provide a series of cards with physical and
human features and ask the pupils to sort
them correctly.
Use mini whiteboards – shout out
physical/human features in turn and they write
a P or H depending on which is which – count
‘3, 2, 1’ and they must show their boards.
Workbooks
Odd one out (pages 2 and 3) helps pupils
to distinguish between physical and
human features in geography. The first
activity could even be used as homework before
the topic is introduced to get pupils thinking about
the differences between human and physical
geography or to assess their prior knowledge. It
can also provide evidence for self-assessments.
Extension
Use visual images of places, from any source, to
highlight physical and human features studied in
geography. Opportunity for ICT using scanned/
Internet or other photographs that they label on
screen and print.
Worksheet
In pairs, pupils are given a set of the photos to put Use pupil’s own photographs or postcards of local
into pairs based on a geographical connection
views for comparisons with photograph C.
between them, e.g. photos 4 and 6 both
have shops (see starter activity).
What is geography all about?
3
Pupil book pages 6–7
How are physical and human
geography different?
1.1
Work in pairs. Put these photographs into pairs that have a geographical connection, e.g. photos 4 and
6 both show shops. Write out the numbers of each pair and add a sentence explaining the connection
you have found on the lines below.
1
2
3
4
5
6
Pair:
Pair:
Pair:
4
What is geography all about?
© Heinemann 2004, geography 360° Teacher’s Handbook 1
»
1
The Earth’s different landscapes
Pupil book pages 8–9
Main objective
To pass on an understanding of some the different landscapes in tropical,
temperate and polar regions on the Earth’s surface
Other aims
To enable pupils to recognise that the world can be divided into three zones
related to key lines of latitude
Skills
Further practice in making observations from photographs
Thinking about what can be observed and its importance in relation to
different landscapes
Thinking through some of the good and bad features of the British weather
Search weather reports from stations around the world to include tropical,
temperate and polar regions so that they can be compared.
ICT opportunities
Key words
Tropics of Cancer and Capricorn, Equator, polar regions, temperate regions,
tropics
Worksheet
1.2
Workbooks C page 4 F page 4
Starters
Use the photographs on pupil book pages 8–9;
brainstorm their main features and what they
suggest about the weather in each location. This
could be done as a whole-class activity or in small
groups, each group looking at a different photograph.
Activity 1 could also be used as a starter.
Focus of pupil activities
1 A matching activity to test understanding of
the key words from the unit.
2
Appreciating differences between landscapes
in the UK and those in hotter and colder lands
by studying the photographs in the unit.
Foundation pupils are given sentences to
complete to help them.
3
This activity focuses on classifying work
and leisure activities in the UK according
to the weather.
4
Pupils are asked to think about the weather in
the UK and give their opinions.
The Equator is the line 23.5 degrees north
of the 0 degree line of latitude.
T/F
Temperate regions have good weather
for farming.
T/F
Polar lands are north and south of 60 degrees.
T/F
The tropics are north of 23.5 degrees north.
T/F
Crops cannot grow in the UK in winter.
T/F
Worksheet
Worksheet 1.2 allows pupils to practise basic work
on locations and landscapes.
Workbooks
The activities on page 4 focus on the importance
of seasons in temperate lands. Additionally, for
core pupils there is another opportunity to show
appreciation of the differences between temperate
landscapes and those further north and south.
Extension
Keep records of one week’s weather – this
provides an opportunity for investigation skills and
fieldwork and could lead to a mini-project using
ICT word-processing and data-presentation
packages.
Plenary
Spotlight Ask one or more volunteers a series of
questions about the work learned today. They
could be ‘true or false’ questions; the remainder of Examine how good or bad the weather was for
the class use whiteboards or cards with true/false
selected types of work or activities over the
or Yes/No to indicate whether they think the
weekend or during the week.
answers given are correct. This tests the whole
class. Suggested statements:
What is geography all about?
5
Pupil book pages 8–9
1.2
The Earth’s different landscapes
Near the tropics
Polar lands
Key
Near the equator
Polar
Temperate
Tropical
1
Choose three colours or different types of
shading. Fill in the boxes in the key for
tropical, temperate and polar.
2
Colour or shade in the diagram to show these
three zones.
6
What is geography all about?
3
On the diagram, name the Equator, Tropic of
Cancer and Tropic of Capricorn.
4
In the three boxes around the sides, draw
pictures to show what the landscapes look like
around the Equator, near to the tropics and in
polar lands.
© Heinemann 2004, geography 360° Teacher’s Handbook 1
»
How can the world be divided up?
1
Pupil book pages 10–11
Main objective
Understanding how the world can be divided up into hemispheres, and the
land areas into continents
Other aims
Extending pupils’ knowledge and use of geographical words as a vehicle for
increasing their understanding of the world
Skills
Increased familiarity with, and use of, world maps
How to use an atlas to find the political map showing world countries
New practical skill
Using an atlas to find countries of the world
Key words
continent, Equator, hemisphere, northern hemisphere, ocean, southern
hemisphere
Worksheet
1.3
Workbooks C page 5 F page 5
Starters
Go back to the view of the Earth on page 5 and
investigate what it shows about the distribution of
land and water, but also mention what it does not
show, such as the position of the Equator.
Review the previous lesson’s work by revisiting a
world map and the location of tropical, temperate
and polar zones. Pose the question – how else can
we divide the world up? Pupils (in pairs if preferred)
can be given a minute to think about it and to
come up with at least two other ways. Brainstorm
responses and summarise on the board.
Focus of pupil activities
1 Distinguishing the seasons in the northern and
southern hemispheres.
2
Pupils are given sentences to complete about
the continents and their locations.
3
Showing how Antarctica is different from the
other continents by producing a sketch map,
incorporating an extension in the Core book
into the concept of a wilderness.
4
Using an atlas to find countries linked to the
Equator to discover through which countries
the line passes.
F
5 Completing sentences about the
equatorial countries
Plenary
The work on continents can be reviewed using an
outline map of the world using Worksheet 1.3.
Ask pupils to produce summary diagrams for
continents and main oceans – these could be
spider diagrams or two lists.
Worksheet
Worksheet 1.3 incorporates an exercise or slip test
for naming the continents and ranking the continents
according to size (area and total population).
Workbooks
A skills exercise on page 5 is based on selecting
and using data, as well as drawing a temperature
line graph with guidance. This second activity is an
extension, additional to the topic and the facts in
the pupil books.
What is geography all about?
7
Pupil book pages 10–11
1.3
The continents
1 Look at the world map below and using the lists:
a) Name the seven continents
b) Label the Equator, Tropic of Cancer and Tropic of Capricorn.
ARCTIC OCEAN
3
1
PACIFIC
OCEAN
5
ATLANTIC
OCEAN
A
PACIFIC
OCEAN
4
B
2
C
INDIAN
OCEAN
6
ANTARCTIC (SOUTHERN)
OCEAN
7
World map
The continents are:
Choose letter A, B or C :
1.
The Equator is:
2.
The Tropic of Cancer is:
3.
The Tropic of Capricorn is:
4.
5.
6.
7.
8
What is geography all about?
© Heinemann 2004, geography 360° Teacher’s Handbook 1
Pupil book pages 10–11
(Continued)
1.3 The continents
Continent
Area
(millions of km2)
Total population (in 2000)
(millions of people)
Asia
44.5
3 500
Africa
30.3
850
Europe
9.9
800
Oceania
8.5
30
North America
24.2
300
South America
17.8
520
Information about the six inhabited continents
2
Use the information in the table above to fill in the table below.
Area
(ranked in order of size)
1
3
Asia
Total population
(ranked in order of size)
1
2
2
3
3
4
4
5
5
6
6
Asia
a) Why is Asia important?
b) How is Oceania different from the other five inhabited continents?
c) What does the information tell you about Europe?
© Heinemann 2004, geography 360° Teacher’s Handbook 1
What is geography all about?
9
1
»
How can places be located using latitude
and longitude?
Pupil book pages 12–13
Main objective
Understanding how latitude and longitude can be used to locate places
Other aims
To increase pupils’ knowledge of the location of places in the UK and the world
Skills
Using latitude and longitude to find places on maps at different scales
How to find places by using an atlas
New practical skill
Using an atlas to find a place
ICT opportunities
Research on the Internet to discover information about named places
Key words
latitude, longitude, Greenwich meridian
Workbooks
C page 6
F page 6
Starter
Recap on the names of the main continents and
oceans from the previous lesson using a wall map
of the world. Pupils could write down names on
whiteboards or paper. Oral answers are also
possible but less effective at checking that all
pupils know them. Develop into discussion about
the different locations of places, recapping on
northern and southern hemispheres, Equator and
tropics. Introduce idea of latitude and longitude.
Focus of pupil activities
1 & 2 Pupils are asked to find places first in the
UK and then in the rest of the world using
latitude and longitude.
3
Plenary
Ask pupils, possibly in pairs, to develop an easy
way to remember which way latitude and longitude
go. This could be an acronym or saying – perhaps
give an example yourself to help.
Ask pupils to indicate either on their whiteboards or
in their books how well they have understood today’s
work – drawing ‘smilies’ works well. A smiley smiley
means ‘great’, a flat smiley means ‘OK, I understood
some of it’, a sad smiley means ‘I’m lost’.
☺
"
#
Workbook page 6 can also be used as a check
that pupils understand how places can be located.
This activity encourages information-finding
(and presentation skills) for some of the
Workbooks
world’s extremes as listed in box D on page 13 The world’s ten largest cities are used on page 6
of the Pupil Book.
as the vehicle for finding places using latitude
and longitude.
10
geography 360° Teacher’s Handbook 1