Survey
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
Major explorations after the Age of Discovery wikipedia , lookup
Environmental determinism wikipedia , lookup
History of navigation wikipedia , lookup
Department of Geography, University of Kentucky wikipedia , lookup
Royal Geographical Society wikipedia , lookup
SAMPLE CHAPTER Geography 360º Teacher's Handbook and CD-ROM 1 John Pallister and Ann Bowen ISBN: 0 435 35646 1 e l p sam er t p a h c 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