Intel® Teach to the Future
Unit Plan Template
Unit AuthorFirst and Last Name: Kylie-ann Walsh
Region: Western
School Name: Bayside Secondary College
School City, State: Newport, Victoria
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Unit Overview
Unit Plan Title: Global Village
Curriculum-Framing Questions
Essential Question:
What are the current global challenges facing humanity?
Unit Questions:
Why differences and similarities exist in a human’s quality of life around the world?
What are our human rights?
How do geographers think?
What patterns do geographers look for in studying humans on a global scale?
What would you expect to happen to the world as a result of a rise in global temperature?
Why do differences exist in a human’s quality of life around the world?
What are the current patterns and future trends of world issues?
Will global warming cause floods and an ice age?
Why are so many people on the move in the world?
What essentials are necessary to support human life?
What is a world citizen?
What does it mean to be “worldly”?
Why are the richer getting richer and the poorer getting poorer?
Content Questions:
Where do humans come into conflict with natural environments and each other in the world?
Why do humans come into conflict with natural environments and each other in the world?
Why do are some countries poorer than others?
Is global warning an immediate threat to life on earth?
Why is the world population sometimes on the move?
What are the world patterns of settlement?
What are the push and pull factors of the world’s transient population?
What stresses are the human population facing?
Is modern industrial living impacting on our global weather?
Unit Summary….Global village will explore the big questions of our world such as Global warming, refugees, over population and quality of life. Students will analyse current data in order to recognise growing trends and patterns in human behaviour and where humans come into conflict with the natural environment or each other. They will also evaluate current management practises of human environments and develop their own problem solving skills in order to begin to develop their own solutions as active global citizens into the future.
Teaching and Learning Strategies
Authentic learning opportunities where the student’s learning experience is connected to their real world. Cooperative learning where students have the opportunity to work in teams: Students create a html document, a “website” of a “Virtual Fieldtrip to a Megacity” .Key points of focus are an introduction to their chosen third world country megacity, a discussion of the issues faced by overcrowding in the city, an investigation into how do authorities or NGO’s in the megacity manage the issues involved? Students will then share each others web sites to explore the different cities.
The use of thinking skills, which encourage students to use a range of suitable strategies to help them think: Problem solving group task, “Bayside is flooded and enters the Ice Age- Global Warming”. Visual and oral task. A group of “reporters” go out covering the “story” of the disaster. Using “Publisher” they will write a future newspaper front page created by the team. They will also be viewing excerpts from the global warming disaster movie “Day after Tomorrow”.
Inquiry learning where students explore and investigate the planning of learning opportunities which reflect a range of individual learning styles: Managing differences in life opportunities. Individual Investigation into Quality of Life or International Indigenous Issues. Students select one of the quality of life indicators. They then have to investigate on a global level difference in this indicator and account for these differences. Students will present their findings in a “Power Point” display. Students will also be viewing the movie “Beyond Borders”.
Professional Learning
· Practical hands on inservicing in the use of digital cameras, electronic whiteboards and LCD projectors.
· Form a Professional Learning Team with the Aides from the Integration Program and members of the SOSE Faculty.
· Professional Reading:
“Global Environments and Communities-Book 2”, Fogarty, Burns, Grudnoff and Hutchinson. McGraw-Hill Book Company. Sydney 1994.
“Our Planet and its People” Hutchinson, Talbot, Brown. Macmillan Education Australia. 1992.
·
Year Level(s)
Year 10
Special needs such as: Integration Students and ESL.
Supported by emphasis for assessment on visual computer based tasks where they have access to spelling and grammar checks.
Key Learning/Subject Areas
Yr 10 Geography-Global Village
S.O.S.E
Learning Outcomes
VELS-Yr10 Geography
The interaction of human activities with the natural environment is investigated through a study of issues such as global warming and climate change. Students evaluate the factors contributing to the development of the chosen issue. They identify strategies to address the issue and develop a policy to resolve it.
Students investigate the characteristics of development that occur across the globe. They use an inquiry-based approach to explore how combinations of various physical and human factors interact to produce observable and sometimes predictable patterns at local, regional and global scales. Students examine global patterns of development, considering classifications used by United Nation agencies, Non Government Organisations (NGOs) and other organisations, and evaluating the relevancy of such classifications at global, national, regional and local scales.
Students evaluate the impact and/or effectiveness of development-related projects, policies and strategies (such as large-scale water projects, tourism, the use of foreign aid, social reform and population control) on physical and human landscapes, locally, nationally and globally. They apply their knowledge and understanding to provide explanations and justify recommendations about local, national and global situations related to development, and their impact on living standards. They reflect on plans of action and past actions, considering the value positions underlying them, including a commitment to the principles of sustainability.
Students undertake field investigations in the local area to gather, collate, analyse and evaluate data relating to the natural environment. They collect evidence from the fieldwork site to explain and predict the effects of natural processes and human activities on the environment, including consideration of the ways people respond to change. Students develop a policy for the management of a local issue, including consideration of Aboriginal and Torres Strait Islander communities. Students apply geographical techniques, including representation of multi-variable data and complex mapping operations, to interpret environmental change.
Procedures:
ASSESSMENTS:
Research: Website- Students are required to write a HTML Document (Web site). A virtual tour of a third world super city. Using visuals and links to visit areas of interest that demonstrate the various issues faced by the inhabitants.
Student Sample
H:\walsh_kylie_ann\student_samples\student _website\web.pub
Task Outline for student
H:\walsh_kylie_ann\unit_support\student_support\student_website_task_outline.doc
Assessment Rubric
H:\walsh_kylie_ann\unit_support\evaluation_tools\Multi-media presentation rubric.doc
Research and Oral: “Power Point” Display-Individual Investigation into Quality of Life or International Indigenous Issues
Student Sample
H:\walsh_kylie_ann\student_samples\student_presentation\Quality of life issues- Aids.ppt
Task Outline for student H:\walsh_kylie_ann\unit_support\student_support\student_presentation_task_outline.doc
Assessment Rubric
H:\walsh_kylie_ann\unit_support\evaluation_tools\Your Rubric Multimedia Project Quality of Life.htm
Written: “Publisher” Document- Last days of a drowning island. Eyewitness and expert reports.
Student Sample
H:\walsh_kylie_ann\student_samples\student_publication\global_warming_newspaper.pub
Task Outline for student
H:\walsh_kylie_ann\unit_support\student_support\student_newspaper_task_outline.doc
Assessment Rubric
H:\walsh_kylie_ann\unit_support\evaluation_tools\Create Your Rubric - See Your Rubric- Newspaper -witness to a drowning island.htm
UNIT ONE :
WE’RE ALL GOING TO DIE??? MAYBE NOT.
Climate change, quality of life and disease epidemics.
1 / Our Changing Climate
Climate change past and future
Read pg 154-155 of Text
Answer Que 6.1-6.8 pg 155 of Text
Geological time lines
Read pg 156-157 of Text
Global warming and the “Green House Effect”.
Read pg 158-161 of Text
Answer Que 6.10-6.16 pg 161 of Text
Brainstorm: How would humans survive an Ice Age Today? View- Excerpt only from “Day after tomorrow” where the sea rises???
Task: Group task what would happen if the sea rose 5 metres in your schools neighbour hood? Brainstorm problems and possible solutions. Get creative (houses on stilts?) 3-D construction and group informal presentation to class / Geography in SOSE 2
pg 153-161
2 / . Case studies; Tuvalu and the Maldives
Read pg 162-163 of Text
Answer Qu6.20-6.24 on pg 163 of Text
Written Assessment: “Publisher” Document- Last days of a drowning island. Eyewitness and expert reports. H:\walsh_kylie_ann\student_samples\student_publication\Global Warming Newspaer.pub / Geography in SOSE 2
pg 162-163
3 / What can be done globally to manage global warming?
Read pg 164-167 of Text
Answer Qu6.29-6.31 of Text pg 165
Excursion: Visit to CERES in Brunswick. Excursion worksheet on alternative fuels and African Village.
Answer Qu6.36-6.37 pg 167 of Text / Geography in SOSE 2
Pg 164-167
4 / QUALITY OF LIFE.
Global variations in the quality of life.
Read pg234-237
Answer Qu9.1-9.9
Categorising countries-First and third world.
Read pg 239 of Text
Answer Qu1 on bottom of pg 241 of Text
Economic indicators
Read pg 242-245 of Text
Answer Qu9.10-9.13 on pg 243 of Text
Answer Que 9.17-9.18 / Geography in SOSE 2
Pg 233-245
5 / Demographic Indicators
Read pg 246-249 of Text
Answer Qu9.21-9.24
Sample Study : HIV/Aids- A Modern Pandemic
Read pg 250-251 of Text
Answer Qu9.25-9.28 pg 251 of Text
Avian flu and SARS- Internet and media.
Answer Qu9.29 on pg 251 of Text.
Managing differences in life opportunities.
Read pg 260 of Text
USE GOOGLE EARTH TO LOOK AT COUNTRIES MENTIONED ABOVE. / Geography in SOSE 2
Pg 246-251
Geography in SOSE 2
Pg 260
6 /
View movie- “Beyond Borders”
Test.Introduction to assessment
H:\walsh_kylie_ann\student_samples\student_presentation\Quality of life issues- Aids.ppt
Research- Investigate a quality of life issue. Or
Investigation: Indigenous Issues in the Asia Pacific. Qu.9.38 and 9.39 pg 253 of Text
TERM TWO
1 / Research- Investigate a quality of life issue.
Or
Investigation: Indigenous Issues in the Asia Pacific. Qu.9.38 and 9.39 pg 253 of Text
Students working on the tasks concurrently depending on computer access.
Indigenous peoples.
Read pg 252-253 of Text
Answer Que 9.30-9.37
Case study –Australian Aboriginal Communities
Read pg 254-257 of Text
Answer Qu9.41-8.48 pg 257 of Text / Geography in SOSE 2
Pg 252-257
2 / Research- Investigate a quality of life issue. See above Or
Investigation: Indigenous Issues in the Asia Pacific.
Qu.9.38 and 9.39 pg 253 of Text
Students working on the tasks concurrently depending on computer access.
Indigenous peoples.
Read pg 252-253 of Text
Answer Que 9.30-9.37
Case study –Australian Aboriginal Communities
Read pg 254-257 of Text
Answer Qu9.41-8.48 pg 257 of Text / Geography in SOSE 2
Pg 252-257
UNIT TWO :
HOME AND AWAY!!
Over population, urbanisation, refugees, global issues for Australia.
3 / Six Billion and growing!
Read pg 206-207 of Text
Answer Qu8.2-8.3 pg 206 of Text
Trends in world population growth
Read pg 208-209
Answer Qu8.4-8.5 pg 208 of Text
Population Patterns
Read pg 210-211 of Text
Answer 8.6-8.8 pg 211
Global population density
Read pg 212-213 of Text
Answer Qu8.10-8.13 pg 213
Impacts of global population increase.
Web site www.census.gov?ipc/www/idpyr.html> “World POP clock”
Trends in population growth, patterns and density
Task: Reasons for different growth rates / Geography in SOSE 2
PG 205-214
Geography in SOSE 2 pg 214
4 / Complete Diagram: Factors Affecting Population Growth pg 214 of Text
Interpreting population profiles
Read pg 215-217
Answer Que 1-4 of pg 217 of Text
Sample Study: The Ageing of the Australian population
Read pg 218-219 of Text
Answer 8.15-8.22 pg 219 of Text
Brainstorm- Issues of an aging population. / Geography in SOSE 2
Pg 215-219
5 / World on the move
Read pg 220-223 of Text
Answer Que 8.23-8.25, 8.28-8.29
See www.worldrefugee.com
Task: refugee statistics www.unhcr.ch/cgi;bin/texis/vtx/home?page=basics
Rural-Urban migration
Push and Pull factors- war and poverty
Read pg 224-225 of Text
Answer Qu8.31
Sample Study:Population change in the Asia-Pacific Region
Read pg226-229 of Text
Answer all questions pg 229
Conclusion: Population Management Issues
Read pg 230 of Text
Answer 8.41 as a group task
Major world hot spots- Iraq and Sudan.
Visit Human Rights WatchHuman Rights Watch - Defending Human Rights Worldwide / Geography in SOSE 2 pg 220-229
photocopies
6 / China’s one child policy.
Australia’s changing regional and global roles.
Read pg 312-317 of Text
Answer Qu12.8-12.17
www.un.org / photocopies
Geography in SOSE 2 pg 312-317
7 / Urbanisation, growth of cities and megacities.
What is an urban area?
Read pg 176-178 of Text
Answer Qu7.1-7.5
Why are cities growing?
Read pg 179
Answer Qu7.8-7.10 pg 179 of Text
The growth of Megacities
Read pg 180-181 of Text
Answer Qu7.11-7.14
Sample study: Mexico City-Smog Alert
Read pg 182-183
Answer Qu7.15-7.20 pg 183 of Text
Research Assessment: Website- Students are required to write a HTML Document. H:\walsh_kylie_ann\student_samples\student _website\Virtual Fieldtrip of a super city.pubA virtual tour of a third world super city. Using visuals and links to visit areas of interest that demonstrate the various issues faced by the inhabitants. Use Qu8.22 pg 225 of Text as a guide. / Geography in SOSE 2 pg 176-183
8 / Tourism
Why do people travel?
Read pg 262-263 of Text
Answer Qu10.1-10.4 pg 263 of Text
Importance of Tourism to the global economy.
Read pg 264-267 of Text
Answer Qu10.5-10.11 and Qu10.13 pg 267 of Text
Impacts of Tourism.
Read 270-273
Answer Qu10.14-10.21 pg273 of Text
Mind Maps Qu10.24-10.25 pg 273 of Text
Sample Study- Impacts of Tourism in Kenya
Read pg 274-277 of Text
Answer Qu10.26-10.40 pg 277 of Text / Geography in SOSE 2 pg 262-273
Geography in SOSE 2 pg 274-277
9 / What is heritage?
Read pg 286-288
Answer Qu11.5-11.11 pg 288 of Text
World Heritage
Read pg 292-297 of Text
Answer Qu11.19-11.26 pg 297 of Text
Australian and world sites
www.unesco.org/whc/heritage.htm
Answer Qu11.29 on pg 297 of Text using above internet address.
Sample Study 1: Uluru-Kata Tjuta National Park
Read pg 298-299 of Text
Answer Qu 11.30-11.34 pg 299 of Text
www.environment.gov.au/psg/erin/land/monitoring/gallery/uluru.html
Sample Study 5: The Old City of Jerusalem
Read pg 304-305 of Text
Answer Qu11.59-11.62 and Qu11.63-11.64 pg 305 of Text
Conclusion: Heritage-a right or responsibility?
Read pg 308 of Text
Answer Qu11.75-11.77 pg 308 of Text
Optional Case Study : Student choice from list on page 296