Global Interactions 1

Global Interactions 1

A Geography of Global Interactions 1
Sample Teaching and Learning Program

Topic: Biophysical Interactions / Indicative time: 54 hours
Syllabus outcomes
The student:

differentiates between spatial and ecological dimensions in the study of geography (P1)
describes the interactions between the four components which define the biophysical environment (P2)
explains how a specific environment functions in terms of biophysical factors (P3)
identifies the vocational relevance of a geographical perspective (P6)
formulates a plan for active geographical inquiry (P7)
selects, organises and analyses relevant geographical information from a variety of sources (P8)
uses maps, graphs and statistics, photographs and fieldwork to conduct geographical inquiries (P9)
applies mathematical ideas and techniques to analyse geographical data (P10)
communicates geographical information, ideas and issues using appropriate written and/or oral cartographic and graphic forms (P12)

/ Skills

Report writing
Topographic map skills

Photographic analysis
Contour lines

Field sketches
Map interpretation
Statistical analysis
Synoptic charts
Annotated sketch drawing
Pie charts

Note to teachers and students:

This section of the text provides a systematic study of the four components of the biophysical environment followed by TWO case studies that investigate the interaction of the components within the context of a specific biophysical environment and a related issue. The approach allows for greater programming flexibility.

Students can either:
Focus on ONE of the case studies and refer back to chapters 1.1 to 1.7 when they need to enhance their knowledge and understanding of a specific biophysical process or undertake systematic study of the four components of the biophysical environment followed by ONE of the biophysical case studies

Introduction (Pages 8-13)
Syllabus content
Overview of the four spheres / Teaching and learning strategies
•Class discussion based on text analysis
•Definitions

Introduce concept of sustainability
Complete group work activity

/ Page references
•Pages 10-13
•Activity, page 13
The Atmosphere (Pages 14-51)
Syllabus content
Structure and composition
Processes
•Wind
•Pressure systems
•Storms
World pattern of climate
Microclimates
Human interactions
•Global warming / Teaching and learning strategies
•Text analysis
•Report writing
•Table analysis
•Discuss energy in the atmosphere
Class discussion and text analysis of wind movements
•Synoptic chart interpretation
•Storm discussion
•Annotated sketch construction of lightning and thunder
•Table analysis of incoming solar radiation
•Global map and climatic chart analysis
•Text review
•Urban heat islands
•Internet research
•Fieldwork activity on local microclimates
•Class brainstorm on sources of human modification
•Class discussion on air pollution
• Class discussion about acid rain
•Photograph interpretation on acid rain
•Statistical analysis and pie chart construction
•Graph analysis
•Diagram interpretation
•Newspaper comprehension
•Statistical interpretation and graph analysis
•Text and diagram analysis
• Discuss strategies to reduce impacts
•Carbon trading research and discussion / Page references
•Pages 16-18
•Working in groups Activities 1-3, p 20
•Pages 20-22
• Figures 1.2.5 and 1.2.6
•Working in groups Activities p 26
•Pages 26-27
•Working in groups activities, p 28
•Table 1.2.2, page 28
•Figure 1.3.32, page 29
•Pages 28-32 and activities, pages 32-33
•Page 34
•Working in groups Activities, p 39
•Page 35
•Figures 1.2.35 and 1.2.36, pages 36-37
• Figures 1.2.38 - 1.2.40, p38
•Working in groups Activity 3, p 39
•Figure 1.2.41 - 1.2.45, pages 39-41
•Geofocus articles, pages 43-45
•Working in groups Activities, pages 42 and 47
The Hydrosphere (pages 52-79)
Syllabus content
The hydrological cycle
Global water budgets
Processes
•Flooding
•Droughts
Human interactions / Teaching and learning strategies
•Interpretation
•Diagram and statistical analysis
•Statistical analysis
•Comparisons between countries and water budgets
•2007 Flooding in the UK – report writing
•Library research into recent floods
•Sample study: Flooding in Bangladesh–Research
•Map interpretation
•Internet research into Australian droughts
•Use of water by sector – text analysis
•Water scarcity discussion
•Brainstorming activity of human interactions
• Graph and diagram interpretation
•Sample study: the River Rhine
–Text and diagram analysis
–Newspaper comprehension
•Impact of dams
–Text analysis
–Diagram interpretation
–Internet activities / Page references
•Working in groups Activities, p 57
•Figure 1.3.3, p 55
•Table 1.3.2, p 58
•Table 1.3.3, p 55;
Working in groups Activities, p 59
•Working in groups Activities, p 64
•Page 65-66
•Page 67
•Figures 1.3.20 and 1.3.21, p 68
•Pages 72-73; figures 1.3.27 and 1.3.29
•Working in groups Activities 2-4, p 74
•Pages 69-71
•Figure 1.3.25, p 71
•Working in groups Activities, p 74
The Lithosphere (Pages 80-107)
Syllabus content
Structure of the earth
Continental drift
Processes
•Weathering
•Mass movement and erosion and deposition
•Fluvial processes
•Coastal landforms
•Wind-shaped landforms
•Ice-shaped landforms
Soils
Human interactions / Teaching and learning strategies
•Text analysis
•Diagram analysis and class discussion
•Report writing on plate movement
•Atlas and mapping activities on mountain building
•Case Study: Asian Tsunami disaster
•Internet and library research into volcanic activity
•Case Studies: Kashmir earthquake and Rabaul eruption
•Text analysis
•Types of weathering discussion and diagram interpretation
•Photograph analysis
•Field sketch construction
•Migrating waterfalls – report writing
•Deltas – diagram analysis
•Text and photograph analysis
•Diagram interpretation
•Block diagram construction
•Soil profiles
•Soil characteristics – text and diagram analysis
•Class discussion and group work on soil formation
•Fieldwork activity - investigating soils
•Desertification
–Text analysis leading to discussion
–Internet and library research
–Brainstorm possible solutions / Page references
•Pages 82-84
•Figures 1.4.4–1.4.6, pages 84-85
•Figures 1.4.7 and 1.4.9, p 86
•Working in groups Activity 2, p 90
•Page 88
•Activity 3, page 90
•Pages 89-91
•Working in groups Activity 1, p 93
•Fieldwork activity, p 93
•Pages 91-93
•Table 1.4.2
•Figures 1.4.20–1.4.22, pages 92-93
•Page 65
•Working in groups Activity 4, p 99
•Page 96
•Page 97
•Working in groups Activity 1, p 99
•Figure 1.4.44, p 100
•Figure 1.4.43, p 100
•Pages 101-104
•Page 104
•Pages 105-107
The Biosphere (pages 108-137)
Syllabus content
Ecosystems
Factors affecting the global pattern of vegetation
•Climate and topography
•Soils
•Biotic factors
–Human activities
Biodiversity
Development of local vegetation
•Plant succession / Teaching and learning strategies
•Class discussion based on text review
•Diagram interpretation
•Map analysis
•Text analysis
•Diagram analysis
•Soil profiles interpretation
•Brainstorm human activities
• Mapping activities
•Text analysis
•Report writing based on text and diagram analysis
•Class discussion and brainstorming
•Define threats
•Report on animal extinction
•Internet and library research into extinction
•Class debate on ‘that we don’t need biodiversity to survive’
•Evolution of Australia’s flora and fauna
–Mapping activity
–Newspaper comprehension
–Research and discussion about Aboriginal experiences
•Tropical rainforests
–Construction of flow diagram based on text analysis
–Diagram interpretation on the effects of clearing
–Statistical and graph analysis
–Internet activities
•Natural Temperate Grasslands / Page references
•Pages 110-112
•Figure 1.5.2, p 111
•Figure 1.5.4, p 112
•Pages 112-115
•Figures 1.5.8 and 1.5.13, pages 114 and 116
•Figure 1.5.15, p 117; Working in groups activity 7, p 118
•Figure 1.5.14, p 117
•Pages 119-122
•Working in groups activity 1, p 122
•Working in groups Activities 1 and 2, p 124
•Figure 1.5.21, pages 124-126
•Working in groups Activities, p 126
Page 127
•Pages 128-129
•Figure 1.5.26, p 130; Working in groups Activity 4, p 137
•Figure 1.5.27, p 131; Working in groups Activity 5, p 137
•Working in groups Activity 1, p 137
•Pages 136-137,
•Working in groups Activities, p 137
Case Study 1: Coastal Environments and the Management of Coastal Sediments (pages 138-175)
Syllabus content
Overview of the coastal environment
Processes
•Waves
•Tides and currents
•Coastal erosion
•Sea level change
•Coastal deposition
Depositional landforms
•Beaches and dunes
•Barriers and lagoons
Human impacts
•Climatic change
•Changes to sediment flows
•Impacts of sea defences
Sustainable development / Teaching and learning strategies
•Text analysis
•Diagram analysis
•Terminology
•Annotated diagram construction on wave components
•Class discussion based on text analysis
•Wave experiment
•Internet activities
•Diagram interpretation and report writing on why waves break
•Photograph analysis of wave types
•Sample study: Hurricane Katrina
–Report writing based on text and photograph analysis
•Storm surges discussion
•Internet activities
•Diagram analysis
•Diagram interpretation and construction
•Text review and activities
•Geofocus
•Diagram analysis of longshore drift
•Fieldwork activity
•Text analysis
•Diagram and photograph interpretation
•Sample study: the Dee Why lagoon and barrier
–Topographic mapping activities
–Group discussion on solutions to pollution
•Sample study: the formation of Fraser Island
–Library research
•Flowchart interpretation
•Text analysis and class brainstorm
•Sample study: the effects of Iron Gates Dam
–Report writing
•Internet activities
•Sample study: Tweed River groynes
–Aerial photograph interpretation
–Perspective exercises
•Sample study: sea walls on Sydney’s Northern Beaches
–Photograph analysis
•Brainstorm and discussion
•Explanation essay writing
•Diagram and text analysis / Page references
•Pages 140-142
•Figure 1.6.4, p 142
•Table 1.6.1, p 143
•Working in groups Activities 1-5, p 145
•Figures 1.6.5-1.6.15
•Page 148-149
•Figure 1.6.20, p 149
•Figures 1.6.21–1.6.27, pages 150–152; Working in Groups Activities, p 154
•Page 153
•Figure 1.6.31, p 155
•Page 154-156
•Page 157-160
•Working in groups activity 2, p 162
•Working in groups activity 4, p 164
•Figure 1.6.55, p 165
•Pages 164-168
•Page 167
•Page 169
•Working in groups activity 3, p 171
•Page 171-174
•Working in groups activity 4, p 169
•Pages 172-175
•Working in group Activities, p 175
Case Study 2: Catchments and River Regulation (pages 176-213)
Syllabus content
River functioning
•Hydrological functions
•Geomorphic functions
•Ecological functions
Determinants of a river
Aquatic ecosystems
Fluvial landforms
River processes
•Runoff
•Sediment and nutrient yield
River ecosystems
•Wetlands
•Billabongs
•Life in the river system
River regulation / Teaching and learning strategies
•Text and photograph analysis
•Diagram interpretation
•Topographic mapping activities
•Report writing comparing flow types
•Map, diagram and aerial photograph analysis of river basin morphology
•Fieldwork activity on river discharge
•Fieldwork activity on sediment load
•Diagram and text analysis
•Fieldwork activity on river banks
•Report writing outlining fluvial landforms based on text analysis
•Annotated diagram construction on meanders
•Group work based on Snowy Mountains Scheme
•Research task
•Text analysis
•Statistical interpretation
•Internet research into human activity
•Internet research comparing floodplain and estuarine wetlands
•Photograph interpretation
•Food chain analysis
•Text summary of major groups
•Impacts of dams
•Case study: the River Murray
–Text, photograph and diagram analysis
–Map interpretation
–Historical overview through text and photograph analysis
–Impact of regulation
-Diagram interpretation
-Graph analysis on water diversions
-Diagram and photograph interpretation on salinity
-Essay writing on the impacts of dams / Page references
•Page 178-181
•Figure 1.7.1-1.7.5
•Pages 181-186
•Page 186
•Page 187-190
•Pages 191-193
•Working in Groups Activities, p 196
•Pages 193-196
•Figures 1.7.33 and 1.7.34, p 197
•Figure 1.7.35, p 198
•Pages 198-199
•Page 201
•Working in groups Activities 3, p 202
•Pages 202-203
•Figure 1.7.44
•Working in groups activity 3, p 213
•Figure 1.7.47, p 206
•Working in Groups activity 4, p 213
•Figures 1.7.50–1.7.51, p 201
Topic: Global Challenges / Indicative time: 54 hours
Syllabus outcomes
The student:
–differentiates between spatial and ecological dimensions in the study of geography (P1)
–analyses changing demographic patterns and processes (P4)
–examines the geographical nature of global challenges confronting humanity (P5)
–identifies the vocational relevance of a geographical perspective (P6)
–formulates a plan for active geographical inquiry (P7)
–selects, organises and analyses relevant geographical information from a variety of sources (P8)
–uses maps, graphs and statistics, photographs and fieldwork to conduct geographical inquiries (P9)
–applies mathematical ideas and techniques to analyse geographical data (P10)
–communicates geographical information, ideas and issues using appropriate written and/or oral cartographic and graphic forms (P12) / Skills
Writing extended responses
Discussions
Oral presentations
Mindmap construction
Time zones
Writing stimulus-based responses

Note to teachers and students

Students in New South Wales are required to study Population Geography plus TWO of the following FOUR options:
Natural Resources
Development Geography
Cultural Integration
Political Geography

World Population Growth (pages 216-259)
Syllabus content
World population growth
•Spatial patterns of fertility and mortality
•Demographic transition
•Distribution and density of population
•Factors affecting fertility and mortality rates
Population movements
•Rural–urban migration
Issues arising from changing size and distribution of population / Teaching and learning strategies
•Language of demography
Overview through class discussion and text analysis
•Statistical analysis and graph construction
•Text analysis
•Diagram analysis
•Map interpretation
•Statistical analysis
•Newspaper comprehension activities
•Overview of developing and developed countries through text analysis and photograph interpretation (define)
•Statistical interpretation and graph construction of the ageing population
•Map interpretation and atlas activities on spatial distribution of life expectancy
•Map interpretation of migration
•Internet activities
•Text summary of population movements in each continent
•Text analysis on types of movement (define)
•Case Study: The Collapse of the Yugoslav
Federation sparks an exodus
–Text review and class discussions
•Case study text interpretation
•Newspaper comprehension
•Sketch map construction on movements in Australia
•Internet activities
•Statistical analysis of world food supply
•Sample study: The Philippines
–Text review and class discussions
–Photograph analysis / Page references
•Page 222
•Page 218-224
•Table 2.1.4 and figures 2.1.5 and 2.1.6
•Tables 2.1.1 and 2.1.2, p 219
•Working in groups Activities, p 232
•Pages 225-226
•Figure 2.1.9, p 227
•Figures 2.1.13 and 2.1.14, p 230
•Figure 2.1.15, p 231
•Pages 232-240
•Figures 2.1.18 and 2.1.19, pages 237-238
•Working in groups Activities, pages 240-241
•Figures 2.1.24, p 242
•Working in groups Activity 2, p 244
•Figure 2.1.30, p 246
•Pages 241-243
•Pages 244-249
•Page 243; Working in groups Activity 4, p 244
•Pages 250-255
•Working in groups Activities, p 255
•Table 2.1.8, p 256
•Page 258
•Working in groups Activities, p 259
Natural Resource Use (pages 260-307)
Syllabus content
Nature of natural resources
•Factors affecting natural resources
•Renewable, recyclable and exhaustible
Patterns of natural resources
•Mineral resources
Economic and political issues
•National sovereignty
•Political action
•Resource ownership
Resource issues
•Environmental degradation
•Social issues
Management strategies
Evaluating Resource Management / Teaching and learning strategies
•Overview through diagram analysis
•Definition of natural resources through text review
•Class discussion and mindmap based on text analysis
•Economic, Technology, Cultural, Policy and Politics, Environment and health
–sample study: asbestos
–class discussion
•Definitions based on text review
•Photograph analysis
•Class discussion on sustainability
•Brainstorming activities based on sustainable logging
•Text analysis
•Statistical analysis of population and land resources
•Sample study: South America – saving the Yanomami
–Photograph and satellite image analysis
•Deforestation – mapping activities
•Case Study: Fresh Water
•Mapping activities and interpretation
•Case Study: Coal
•Petroleum – map and text analysis
•Brainstorming
•Class debate over rates of resource use
•Sample study: Blood Diamonds
•Green politics in Tasmania – group work activities
•Sample Study: Law of the Sea
•Table analysis
•Comparison between indigenous resource management and management in developed countries
•Local and global management
•Internet activities
•Text review
•TNC involvement and Kyoto Protocol – class discussions
•Case Study: global resource management
•Ecologically sustainable development – diagram analysis
•Table analysis
•Case Study: Women
– Text analysis
•Brainstorm
•Review of EIS / Page references
•Figure 2.2.1, page 262
•Pages 262-263
•Pages 263-267
•Page 267
•Pages 267-272
•Working in groups Activities, p 272
•Pages 273-278
•Table 2.2.1, page 274; Working in groups activities 5–6, p 284
•Page 277
•Figures 2.2.28, p 276
•Figures 2.2.29 – 2.2.31, p 276
•Page 278
•Page 280
•Page 283
•Page 288
•Page 290
•Page 290
•Text review, pages 291-295
•Working in Groups Activities, p 291
•Table 2.2.3, p 291
•Pages 296-300
•Figure 2.2.4, p 299
•Page 297
•Table 2.2.58, p 301
•Working in groups activities, p 305
•Working in groups activities, p 305
Cultural Integration (pages 308-355)
Syllabus content
Cultural integration (globalisation)
•Culture
Mass consumer culture
•Influences on fashion
•Advertising and the media
•Sport
•Music
•Religion
Factors affecting cultural integration
The global economy
•TNCs and free trade
•Global media networks
•Cultural imperialism
Impacts of cultural integration
•Land ownership
•Threats to sovereignty
•Community protests
•Time space compression / Teaching and learning strategies
•Brainstorm/Define
•Class discussion based on John Wiseman article
•Group work activity on culture in Australia
•Media analysis of cultural influences
•Case Studies: Starbucks, Golden Arches, Coca Cola
–Map interpretation
–Newspaper comprehension activities
–Internet activities
–Class discussion based on map and text analysis
–Group work on internationally recognised products
•Newspaper comprehension activities
•Fashion advertising analysis
•Internet activities
•Class survey on advertising
•Group work on International and American influences on Australian sport
•Case Study: Australian Sport
•Text analysis
•Internet activities on the Australian Rugby League
•Pie chart analysis of music TNCs
•Styles of music
•Influences of music
•Graph and diagram analysis
•Research
•A global village
–Text review leading to class discussion
–Map analysis
•New technologies, new crimes; less privacy
–Class discussion on the impact of the Internet
–Sample Study: Iphone
–Class debate on privacy and the Internet
•Text analysis
•Text analysis
•Statistical analysis
•Internet activities on the WTO
•The Wide World of Disney
•Case Study: Al Jazeera
•Class discussion on the influence of English
•Discuss government actions
•Case Study: Global City
•Photograph analysis of the impact on architecture
•Newspaper comprehension activities
•Renzo Piano – Internet activities
•Text analysis
•Newspaper review
•Text and photograph analysis
•Newspaper comprehension / Page references
•Page 311
•Working in groups activities, p 313
•Pages 313-316
•Working in groups activities, p 317
•Page 317
•Working in groups activities, p 320
•Pages 320-321
•Working in groups activities, p 321
•Pages 321-323
•Working in groups activities, p 323
•Pages 323-325
•Working in groups activities, p 327
•Pages 326-327
•Page 328
•Figure 2.3.24 and working in groups activity 2, p 332
•Working in groups Activities 3-5, p 332
•Page 331
•Pages 327-332
•Pages 333-376
•Table 2.3.1, p 333
•Working in groups activities 5 and 6, p 337
•Page 340
•Working in groups activities, p 341
•Page 341
•Working in Groups Activity 1, p 342
•Page 348
•Figures 2.4.37 – 2.4.39, p 343-344
•Working in groups Activity 2, p 347
•Page 346
•Page 349
•Working in groups activities, p 350
•Page 351
•Working in groups activities, p 355
•Page 352
The Senior Geography Project (pages 75-79) / Indicative time: 12 hours
Syllabus outcomes
The student:
formulates a plan for active geographical inquiry (P7)
selects, organises and analyses relevant geographical information from a variety of sources (P8)
uses maps, graphs and statistics, photographs and fieldwork to conduct geographical inquiries (P9)
applies mathematical ideas and techniques to analyse geographical data (P10)
applies geographical understanding and methods ethically and effectively to a research project (P11)
communicates geographical information, ideas and issues using appropriate written and/or oral, cartographic and graphic forms (P12) / Skills
Geographical skills and tools from the Stage 6 Syllabus.
A particular focus on fieldwork technique is important.
The Senior Geography Project (pages 75-79)
Syllabus content
Nature and purpose of geographical research
•Getting started
•Time management
•Primary data
•Secondary data
•Reporting
•Ethical responsibilities / Teaching and learning strategies
•Analysis of appropriate research
•Class discussion and media review of possible topics for SGP
•Completion of topic evaluation sheet
•Class discussion on goal setting
•Completion of SGP action plan
•Definition based on text analysis
•Class discussion on fieldwork
•Review of geographic skills useful in fieldwork
•Definition based on text analysis
•Guest lecture by school librarian on conducting effective secondary research
•Class discussion on sources of secondary data
•Text analysis
•Review of past SGPs
•Class discussion based on text analysis