YEAR 9 GEOGRAPHY UNIT OVERVIEW SUGGESTION
Unit Title:
/ Physical geography (Biomes & Food Security)Inquiry question: Do we have enough food to survive as a human race?
Achievement
Standard / By the end of Year 9, students explain how geographical processes change the characteristics of places. They predict changes in the characteristics of places over time and identify the possible implications of change for the future. They analyse interconnections between people, places and environments and explain how these interconnections influence people, and change places and environments. Students propose explanations for distributions and patterns over time and across space and describe associations between distribution patterns. They analyse alternative strategies to a geographical challenge using environmental, social and economic criteria and propose and justify a response.
Students use initial research to identify geographically significant questions to frame an inquiry. They collect and evaluate a range of primary and secondary sources and select relevant geographical data and information to answer inquiry questions. They represent multi-variable data in a range of appropriate graphic forms, including special purpose maps that comply with cartographic conventions. They analyse data to propose explanations for patterns, trends, relationships and anomalies and to predict outcomes. Students synthesise data and information to draw reasoned conclusions. They present findings and explanations using relevant geographical terminology and graphic representations in a range of appropriate communication forms. Students propose action in response to a geographical challenge taking account of environmental, economic and social considerations and predict the outcomes and consequences of their proposal.
·
Geographical Concepts / Content Descriptions / Assessment
þ Place
þ Space
þ Environment
þ Interconnection
þ Sustainability
þ Scale
þ Change / Knowledge and Understanding / Geographical Skills and Inquiry / Formative:
· Climatic graphs
· Summary paragraph of climatic graph trends for the biome type
· Summary matrix of terrestrial biomes characteristics
· Comparison of global climatic and biome zone maps
· Reasoned allocation of unlabelled climatic graphs to biomes
· Discussion/reflective comments regarding how these biome alterations may influence future food production.
· Critical thinking behind the group rankings of “factor” (physical/human input) importance to the maintenance & improvement of current yields; rankings of “factor” sustainability.
Summative:
· Annotated Photographic Gallery
· Supervised Assessment (possibly a dual practical exercise and short response test)
· The distribution and characteristics of biomes as regions with distinctive climates, soils, vegetation and productivity (ACHGK060)
· The human alteration of biomes to produce food, industrial materials and fibres, and the environmental effects of these alterations (ACHGK061)
· The environmental, economic and technological factors that influence crop yields in Australia and across the world (ACHGK062)
· The challenges to food production, including land and water degradation, shortage of fresh water, competing land uses, and climate change, for Australia and other areas of the world (ACHGK063)
· The capacity of the world’s environments to sustainably feed the projected future population to achieve food security for Australia and the world (ACHGK064) / Observing, questioning and planning
· Develop geographically significant questions and plan an inquiry that identifies and applies appropriate geographical methodologies and concepts (ACHGS063)
Collecting, recording evaluating and representing
· Collect, select, record and organise relevant geographical data and information, using ethical protocols, from a range of appropriate primary and secondary sources (ACHGS064)
· Evaluate sources for their reliability, bias and usefulness, and represent multi-variable data in a range of appropriate forms, for example, scatter plots, tables, field sketches and annotated diagrams, with and without the use of digital and spatial technologies (ACHGS065)
· Represent the spatial distribution of geographical phenomena by constructing special purpose maps that conform to cartographic conventions, using spatial technologies as appropriate (ACHGS066)
Interpreting, analysing and concluding
· Evaluate multi-variable data and other geographical information using qualitative and quantitative methods, and digital and spatial technologies as appropriate, to make generalisations and inferences, propose explanations for patterns, trends, relationships and anomalies, and predict outcomes (ACHGS067)
· Apply geographical concepts to synthesise information from various sources and draw conclusions based on the analysis of data and information, taking into account alternative points of view (ACHGS068)
· Identify how geographical information systems (GIS) might be used to analyse geographical data and make predictions (ACHGS069)
Communicating
· Present findings, arguments and explanations in a range of appropriate communication forms, selected for their effectiveness and to suit audience and purpose; using relevant geographical terminology, and digital technologies as appropriate (ACHGS070)
Reflecting and responding
· Reflect on and evaluate the findings of the inquiry to propose individual and collective action in response to a contemporary geographical challenge, taking account of environmental, economic and social considerations; and explain the predicted outcomes and consequences of their proposal (ACHGS071)
Cross Curricula Priorities / þ Catholic Ethos
þ Aboriginal and Torres Strait Islander Histories and Cultures / þ Social Emotional Learning
þ Asia and Australia’s Engagement with Asia / þ Inclusive Education
þ Sustainability Education
General Capabilities / þ Literacy
þ Critical and Creative Thinking / þ Numeracy
þ Ethical Behaviour / þ Information and Communication Technology
þ Personal and Social Competence
Links to other LA’s
COMMON CURRICULUM ELEMENTS
þ Recognising letters, words and other symbols¨Finding material in an indexed collection
þ Recalling
/remembering
þ Interpreting the meaning of words or other symbols
þ Interpreting the meaning of pictures/illustrations
þInterpreting the meaning of tables or diagrams or maps or graphs
þ Translating from one form to another
þ Using correct spelling, punctuation, grammar / þ Using vocabulary appropriate to a context
þ Summarising
/condensing written text
þ Compiling lists/statistics
þRecording /noting data
þCompiling results in a tabular form
þ Graphing
¨ Calculating with or without calculator
¨ Estimating numerical magnitude
¨ Approximating a numerical value
¨ Substituting in formulae
þ Setting out /presenting/ arranging/ displaying / ¨ Structuring /organising extended written text
¨ Structuring /organising a mathematical argument
þ Explaining to others
þ Expounding a viewpoint
þ Empathising
þ Comparing, contrasting
þ Classifying
þ Interrelating ideas/themes
/issues
¨ Reaching a conclusion which is necessarily true provided a given set of assumptions is true / ¨ Reaching a conclusion which is consistent with a given set of assumptions
¨ Inserting an intermediate between members of a series
þExtrapolating
¨ Applying strategies to trial and test ideas and procedures
þ Applying a progression of steps to achieve the required answer
þ Generalising from information
¨ Hypothesising
¨ Criticising / þ Analysing
þ Synthesising
þJudging /evaluating
þ Creating /composing /devising
þ Justifying
þ Perceiving patterns
þVisualising
¨ Identifying shapes in two and three dimensions
þSearching and locating items/information
þ Observing systematically
¨ Gesturing
þ Manipulating /operating /using equipment
¨ Sketching /drawing
Link to ACARA Senior Geography Syllabus / Unit 1: Natural & Ecological Hazards, Unit 2: Sustainable Places
Unit 3: Land Cover Transformations, Unit 4: International Integration
Learning and Teaching Strategies
Cross Curricular Priorities / þ Catholic Ethos
¨ Aboriginal and Torres Strait Islander Histories and Cultures / þ Social Emotional Learning
¨ Asia and Australia’s Engagement with Asia / þ Inclusive Education
þ Sustainability Education
General Capabilities / þ Literacy
þ Critical and Creative Thinking / þ Numeracy
þ Ethical Behaviour / þ Information and Communication Technology
þ Personal and Social Competence
Learning Sequence / Resources / K & U / Inquiry and Skills
Introduce students to the concepts of weather and climate. Explicitly teach how the following factors affect temperature & precipitation and therefore influence climate:
· latitude
· the nature of the land (altitude & landform)
· the nature of the sea
· distance from the sea
Using a global map of climatic zones, allow students to apply their understanding of the above factors, to explain the spatial distribution patterns as part of a classroom discussion. Have students annotate their maps to record the apparent trends.
Students learn about climatic graphs as useful tools to geographers:
1. Show students how to construct climate graphs (by hand or computer). Using blue shaded columns for precipitation and a red line graph for temperature, with measurements given on the RHS and LHS axes respectively. Months should be marked below the graph and the title should clearly state the name of the location, its latitude & longitude and the data source.
2. Allocate each student climatic data for two different biome types. Have students create their two climatic graphs.
3. Using examples, demonstrate to students how climatic maps may be useful tools to geographers (eg providing approximate latitude, range of temperatures experienced, total annual precipitation & likely vegetation).
4. Collect the student’s climatic graphs and categorise them into biome types. Sort students into eight groups and allocate each group the climatic graphs of one biome type. Have the students describe the key climatic features (hemisphere, temperature average maximum and minimum values, temperature range, annual rainfall total, rainfall distribution) about that biome type.
5. Students write a small explanation of the obvious trends.
The biome concept is explored:
1. The definition of a biome is discussed, with students recording basic information about the main aquatic and terrestrial biome types.
2. For terrestrial biomes the general characteristics of “soil” (texture, structure, nutrients, pH), “vegetation” and “biomass” are introduced.
3. Using maps, climatic graphs and website information, a summary matrix for terrestrial biomes should be completed which includes: location, approximate latitude, climate characteristics, soil description, examples of fauna, examples of flora, typical food web, biomass productivity.
Students compare and contrast a global map of climatic zones and terrestrial biomes. They should account for the spatial distribution of biomes drawing upon all the terminology/factors given above. Students write a small explanation of the obvious trends.
Using critical thinking, students allocate a biome type to several unlabelled climatic graphs and suggest their approximate global origin with reasons. (Suggest using clear cut data for a tropical savannah, a hot desert and a tropical rainforest location.)
The world’s staple crops are varieties of grass: maize, rice, wheat. As a consequence, staple crops are best grown in the grassland and temperate forest biomes, making these biomes the major food growing regions and those occupied by the majority of the human population. / Weather, climate & climate controls
· http://www.kidsgeo.com/geography-for-kids/0053-climatic-controls.php
· http://www.classzone.com/books/earth_science/terc/content/investigations/es2101/es2101page02.cfm
· http://education.nationalgeographic.com/archive/xpeditions/activities/08/popup/popup_weather.html?ar_a=1
simplistic climatic zone map
· http://www.geography.learnontheinternet.co.uk/topics/climatezones.html#zones
detailed climatic zone map
· http://www.mapsofworld.com/world-maps/world-climate-map.html
simplistic terrestrial biome map
· http://www.physicalgeography.net/fundamentals/9k.html
Biomes
· http://www.nature.com/scitable/knowledge/library/terrestrial-biomes-13236757
· http://www.physicalgeography.net/fundamentals/9k.html
· http://www.blueplanetbiomes.org/climate.htm
· http://www.blueplanetbiomes.org/world_biomes.htm
· https://php.radford.edu/~swoodwar/biomes/ (includes aquatic)
· http://www.worldbuilders.org/lessons/less/biomes/primaryP.html (comparative biome biomass productivity)
Climate statistics (for climatic graphs)
· http://www.worldclimate.com/
climate graph conventions
· http://www.qsa.qld.edu.au/downloads/senior/snr_geography_07_adv_ass_geog_conv.pdf
soil information
· http://soils.usda.gov/education/
· https://www.soils.org/files/publications/soils-glossary/figure-1.pdf (ternary graph)
· http://ialcworld.org/About/aridlands_map.html
global population distribution
· http://www.geography.learnontheinternet.co.uk/images/popn/gpw2.gif
global wheat distribution
· http://drmrenfrew.files.wordpress.com/2011/10/wheat-world-supply.png
global rice distribution
· https://www.google.com.au/search?q=global+rice+production&source=lnms&tbm=isch&sa=X&ei=MSwjUuuvC6KFiQe5toGYAg&ved=0CAkQ_AUoAQ&biw=1092&bih=499#facrc=_&imgrc=25MCaB_zd6OwqM%3A%3BGOnqkVt0E8W7yM%3Bhttp%253A%252F%252Fen.academic.ru%252Fpictures%252Fenwiki%252F82%252FRiceYield.png%3Bhttp%253A%252F%252Fen.academic.ru%252Fdic.nsf%252Fenwiki%252F23098%3B1600%3B960
global corn (maize) distribution
· http://upload.wikimedia.org/wikipedia/commons/4/49/MaizeYield.png / The distribution and characteristics of biomes as regions with distinctive climates, soils, vegetation and productivity (ACHGK060)
Collect, select, record and organise relevant geographical data and information, using ethical protocols, from a range of appropriate primary and secondary sources (ACHGS064)
Evaluate sources for their reliability, bias and usefulness, and represent multi-variable data in a range of appropriate forms, for example, scatter plots, tables, field sketches and annotated diagrams, with and without the use of digital and spatial technologies (ACHGS065)
Evaluate multi-variable data and other geographical information using qualitative and quantitative methods, and digital and spatial technologies as appropriate, to make generalisations and inferences, propose explanations for patterns, trends, relationships and anomalies, and predict outcomes (ACHGS067)
Apply geographical concepts to synthesise information from various sources and draw conclusions based on the analysis of data and information, taking into account alternative points of view (ACHGS068)
Identify how geographical information systems (GIS) might be used to analyse geographical data and make predictions (ACHGS069)
Present findings, arguments and explanations in a range of appropriate communication forms, selected for their effectiveness and to suit audience and purpose; using relevant geographical terminology, and digital technologies as appropriate (ACHGS070)
GEOGRAPHICAL LANGUAGE / CONCEPTS / ASSESSMENT OPPORTUNITIES
Climatic Graph Conventions, Mapping Conventions
Weather, Climate, Temperature (& its descriptions), Precipitation (& its descriptions), Convectional Rainfall, Orographic Rainfall, Cyclonic Rainfall, Latitude, Altitude, Landform, Nature of the Sea, Distance from the Sea, maritime, continental, biome, soil, vegetation, fauna, biomass, biomass productivity, staple crop (eg rice, maize, wheat) / Formative (skills development in preparation for the end-of-unit supervised assessment):
· Climatic graphs
· Summary paragraph of climatic graph trends for the biome type
· Summary matrix of terrestrial biomes characteristics
· Comparison of global climatic and biome zone maps
· Reasoned allocation of unlabelled climatic graphs to biomes
REFLECTION
Extension Opportunities· Students compare isotherm maps for January and July, accounting for trends and anomalies using knowledge of climatic controls
· Students give reasoned predictions for changes to the spatial distribution of climatic zones/biomes and/or food growing regions for Australia is it were shifted 20o north in latitude (or 20o south in latitude)
Differentiation Opportunities
· Students use photographs from websites to create a visual portfolio for each major biome, rather than construct a written matrix (showing vegetation, fauna, landforms and commenting on precipitation/temperature)
· Students complete one climatic graph with assistance OR find a climatic graph for a given biome type for analysis in an atlas (or via internet)
· Students note three similarities between the global climatic & biome zone maps
Alternative Ideas to Cover the Same K&U
http://www.geogspace.edu.au/core-units/years-9-10/exemplars/year-9/y9-exemplars-y9-illus1.html
Week / 4-5 / Inquiry Question / How do Australians change biomes when producing food, fibres and industrial materials?
Cross Curricular Priorities / þ Catholic Ethos
¨ Aboriginal and Torres Strait Islander Histories and Cultures / þ Social Emotional Learning
þ Asia and Australia’s Engagement with Asia (possible to incorporate into the task) / þ Inclusive Education
þ Sustainability Education
General Capabilities / þ Literacy
þ Critical and Creative Thinking / þ Numeracy
þ Ethical Behaviour / þ Information and Communication Technology
þ Personal and Social Competence
Learning Sequence / Resources / K & U / Inquiry and Skills