Geography Level 2 Course Outline 2015

Transcription

1 Amazon Rainforest from the air Geography Level 2 Course Outline 2015

2 Curriculum Statement Students should: understand how the processes that shape natural and cultural environments change over time, vary in scale and from place to place, and create spatial patterns understand how people s perceptions of and interactions with natural and cultural environments differ and have changed over time Course Expectations In order to achieve in Level 2 Geography the students should: be in class and focussed on the lesson being presented have the correct equipment and books in class at all times complete all set homework and assessments on time keep up to date with recommended reading to help develop understanding of the concepts being covered in class ensure practice exercises and essays are completed and submitted, at least as often as they are asked for Numeracy & Literacy The following Level 2 Geography achievement standards, covered this year, may contribute to literacy or numeracy. AS Title Int/Ext Credits Literacy Numeracy Demonstrate geographic understanding of a large natural environment. (2.1) Ext 4 Y Apply concepts and geographic skills to demonstrate understanding of a given Ext 4 Y environment (2.4) Conduct geographic research with guidance. (2.5) Int 5 Y Y Explain aspects of a geographic topic at a global scale. (2.7) Int 3 Y

3 WEEK MARIST COLLEGE NCEA LEVEL TWO GEOGRAPHY COURSE OUTLINE 2015 TOPIC SUMMARY Introduction to Geographic Skills & Key Concepts (AS 91246) Geographic Topic at a Global Scale (AS 91246) - Global Warming and Climate Change 8-9 Geographic Skills & Key Concepts (AS 91243) TERM Geographic Topic at a Global Scale (AS 91246) - Global Warming and Climate Change TERM 1 ASSESSMENT (Note: items in bold are internal assessment and count towards NCEA) AS (3 credits): Explain aspects of a geographic topic at a global scale AS periods (Week 1 & 2) Fri 24 th, Tues 28 th, Wed 29 th & Thurs 30 th April 3-5 Urban Settlements Theory & Research planning for field work (AS 91244) 6 Exam Revision (AS 91243) 6-7 Practice Examination (AS 91243) Summative Test TERM Urban Settlements - Research planning/field work/data collection Research assessment signposting (each week) Urban Settlements - Research Natural Landscapes - Tropical Rainforests (AS 91240) AS (5 credits): Conduct geographic research with guidance Field Trip Wednesday 30 th June (Week 8) Assessment Due in Friday 3 rd July (Week 11) Exam Revision (AS & AS 91243) 6 Practice Examinations Summative Test 7 Go over examinations, Geographic Skills & Key Concepts 8-10 Geographic Skills & Key Concepts (AS 91243) TERM Revision AS and AS Study Leave 5-8 NCEA Examinations Level 2 Geo Exam Monday 10 th Nov (pm) NOTES: 1. The dates above are a guide only and may change. 2. Skills (AS 91243) are integrated across the programme. 3. Day 8 Period 5 will be a designated practical/skills lesson each fortnight.

4 My Progress and Result Sheet Record the results you achieve throughout the year on the tables below. This information will help you to monitor your progress towards the externally assessed standards and will allow you to check the results recorded by your teacher for the internally assessed standards. Internally Assessed Standards Standard Number Credit Value Assessed result Conduct geographic research with guidance Explain aspects of a geographic topic at a global scale 5 3 Externally Assessed Standards- indicative grades only Standard Number Credit Value Indicative Result (topic test) Second Indicative Result (Term 3 examination) Demonstrate geographic understanding of a large natural landscape Apply geographic concepts and skills to demonstrate understanding of a given environment 4 4 Final results for externally assessed standards will depend upon your achievement in the external examination at the end of the year. Achievement Key: NA - Not assessed / not achieved A - Achieved M - Achieved with Merit E - Achieved with Excellence

5 Key Geographic Concepts (KGC s) relevant to all topic Environments Environments may be natural and/or cultural. They have particular characteristics and features which can be the result of natural and/or cultural processes. The particular characteristics of an environment may be similar to and/or different from another. Perspectives Perspectives are ways of seeing the world that help explain differences in decisions about, responses to, and interactions with environments. Perspectives are bodies of thought, theories or worldviews that shape people s values and have built up over time. They involve people s perceptions (how they view and interpret environments) and viewpoints (what they think) about geographic issues. Perceptions and viewpoints are influenced by people s values (deeply held beliefs about what is important or desirable) Processes A process is a sequence of actions, natural and/or cultural, that shape and change environments, places and societies. Some examples of geographic processes include erosion, migration, desertification and globalisation. Patterns Patterns may be spatial: the arrangement of features on the earth s surface; or temporal: how characteristics differ over time in recognisable ways. Interaction Interaction involves elements of an environment affecting each other and being linked together. Interaction incorporates movement, flows, connections, links and interrelationships. Landscapes are the visible outcome of interactions. Interaction can bring about environmental change. Change Change involves any alteration to the natural or cultural environment. Change can be spatial and/or temporal. Change is a normal process in both natural and cultural environments. It occurs at varying rates, at different times and in different places. Some changes are predictable, recurrent or cyclic, while others are unpredictable or erratic. Change can bring about further change. Sustainability Sustainability involves adopting ways of thinking and behaving that allow individuals, groups, and societies to meet their needs and aspirations without preventing future generations from meeting theirs. Sustainable interaction with the environment may be achieved by preventing, limiting, minimizing or correcting environmental damage to water, air and soil, as well as considering ecosystems and problems related to waste, noise, and visual pollution.

6 Standards Outline AS version 2 Demonstrate geographic understanding of a large natural environment Achievement Achievement with Merit Achievement with Excellence Demonstrate geographic understanding of a large natural environment. Demonstrate in-depth geographic understanding of a large natural environment. Demonstrate comprehensive geographic understanding of a large natural environment. Topic: Tropical Rainforests of the Amazon Basin Content Outline the characteristics of a large natural environment how the elements and processes of the large natural environment interact how a large natural environment is formed and changes over time how people interact with a large natural environment how people's perceptions of a large natural environment change over time. Glossary of Key Terms A large natural environment This means a distinctive part of the Earth s surface defined by its common natural characteristics (eg mountain, desert, forest, river valley) that occurs at a national, regional, or continental scale. The environment can be in New Zealand or overseas. For the purposes of our study this is the continental landscape of tropical rainforests in Brazil. Natural characteristics The elements of an environment include landforms (relief), climate, soils, and vegetation. Processes These include climatic processes; tectonic and other internal processes; erosion, transportation, deposition, and other surface processes. Interaction of people with the natural environment This may include cultural, economic, or political interaction with the natural environment. There are many other terms that need to be understood, these will be provided in a list of terms for this topic.

7 AS version 2 Apply geography concepts and skills to demonstrate understanding of a given environment Achievement Achievement with Merit Achievement with Excellence Apply geography concepts and skills to demonstrate understanding of a given environment. Apply geography concepts and skills with precision to demonstrate in-depth understanding of a given environment. Apply geography concepts and skills with precision to demonstrate comprehensive understanding of a given environment. Topic: Applying geographic skills and concepts in a number of different environments throughout the year Content Outline using skills and geographic conventions to a high level of accuracy in the presentation and/or interpretation of information showing a thorough understanding of geography concepts using geographic terminology and showing insight. Glossary of Key Terms Geographic skills fall into several categories interpretation skills include: o using maps, photographs, diagrams, cartoons, images, statistics, keys, graphs, text, models, internet, speeches, surveys, films, TV, video clips and GIS to explain geographic information. construction skills include: o drawing sketch and précis maps, diagrams, constructing models, taking photographs or drawing pictures, cartoons, constructing graphs, tables and using GIS layering to present specific geographic information. communication skills include: o being able to present geographic information in a variety of forms such as essays, paragraphs, poems, visuals, models, films, PowerPoint presentations, speeches, games, puzzles, blogs and graphic organisers. social skills include: o being able to work in groups and being empathetic, appreciating different values, perspectives and viewpoints on different aspects of geography, establishing and justifying personal value positions, contributing and participating in the community. fieldwork skills include: o being able to gather information from the field using a variety of techniques such as surveying, questionnaires, field sketching, measuring, photographing, interviewing and observing. Concepts Concepts refer to those geographic concepts outlined earlier in this document. Given environment(s) Given environment(s) refers to a specific New Zealand and/or overseas setting unified by place, geographic characteristics, or themes.

8 AS version 2 Conduct geographic research with guidance Achievement Achievement with Merit Achievement with Excellence Conduct geographic research with guidance. Conduct in-depth geographic research with guidance. Conduct comprehensive geographic research with guidance. Topic: Conduct comprehensive geographic research with guidance, in an urban setting (Auckland CBD) Content Outline identifying the aim of the research planning the research collecting and recording data relevant to the aim of the research accurately and effectively presenting a combination of spatial, statistical, and visual data, using the correct conventions and geographic terminology fully explaining findings, incorporating the relevance of geography concepts providing a conclusion, in detail, that relates to the aim of the research fully explaining the strength(s) and weakness(es) of the research process, and how this impacts on the validity of the research findings and/or conclusions discussing ways the research process could be improved. Glossary of Key Terms Geographic research This refers to any fieldwork activity that has a spatial component, and that considers aspects of a natural or cultural environment, and/or the interaction of people with that environment. With guidance This refers to candidates being supported to identify the aim(s) and methods of collecting, recording, and presenting data. Primary data This must be collected from the field. The collection of data may be done individually or in a group. The collection of data This must include a combination of the following methods: observing, measuring, précis sketching, photographing, surveying, using questionnaires, interviewing, accessing secondary sources. The data must be presented using a combination of visuals such as graphs, maps, tables, photographs, or diagrams, following appropriate conventions.

9 AS version 2 Explain aspects of a geographic topic at a global scale Achievement Achievement with Merit Achievement with Excellence Explain aspects of a geographic topic at a global scale. Explain, in depth, aspects of a geographic topic at a global scale. Explain, comprehensively, aspects of a geographic topic at a global scale. Topic: Explain, comprehensively, aspects of the geographic topic of global warming and climate change at a global scale Content Outline fully describing a spatial pattern of the geographic topic of global warming and climate change using geographic terminology and concepts fully explaining the cause(s) that contribute to this pattern fully explaining, showing insight, the significance of the topic of global warming and climate change for people. Glossary of Key Terms Aspects of a geographic topic This refers to a pattern in the topic, the causes of the pattern, and the effects of the topic on people s lives in different parts of the world. Global This refers to regions or nations across different continents or hemispheres. Pattern This refers to a definite spatial or temporal arrangement. Causes This refers to the factors (circumstances that contribute to the pattern) and/or processes (a sequence of events) that caused the pattern. Geographic topic This refers to a natural and/or cultural topic and/or study which has a global spatial dimension. There are many other terms that need to be understood, these will be provided in a list of terms for this topic.

10 Glossary of key Maori terms needed in Geography Please note that this glossary has been compiled so that it is especially of assistance in the application of these concepts and terms to geography. This is not a definitive compilation of the full range of meanings that may apply to these concepts and terms. This is also available on line at Aroha Love and empathy: an attitude and an important cultural value derived from a particular Māori view of the natural world and the place of Māori within it, and underpins Māori environmental management systems. Hekenga Migration occurs to meet the needs of Māori at any one time and in response to outside forces. Iwi A tribe that has particular geographical boundaries outlining the region in which they have mana whenua status. Kaitiakitanga To care for the environment; sustainable use, management and control of natural and physical resources that are carried out to the mutual benefit of people and resources. Karakia Incantations or prayers for a specific purpose, such as lifting the tapu off an area of land in order that it may be cultivated. Koha This concept is related to manaakitanga and the appropriate acknowledgement of sharing hospitality and/or information. Koha may take the form of food, gifts or more recently money. Kōrero püräkau A legend or story that explains an event or activity. Mana whenua The right to use, manage and control land depends on the protection of mana whenua. Mana whenua is based on Ahikä (Iwi maintaining residence in a particular place) and is an important part of tino rangatiratanga (self-determination). Mana Derived from spirituality, land and ancestral linkages of a person, of people or a taonga and manifests itself as the respect, which is paid to that person, those people or that taonga as a result of the esteem accorded by others. The practice of kaitiakitanga is carried out by Iwi and hapü, through exercising Iwi and hapü Mana, which is embodied in the concept of Tino Rangatiratanga. Manaakitanga This concept involves hospitality and how visitors are cared for. Such hospitality is always acknowledged and reciprocated. Mihi Is a process of formally acknowledging people you meet, the purpose of the meeting, and the place (where the meeting is being held), through protocols set by the iwi.

11 Taonga Is a resource either physical or cultural that can be found in the environment (including features within the environment e.g. lakes, mountains, rivers, also including people, te reo, whakapapa, etc.). Tapu/noa Is the state of being sacred or special. All taonga are tapu. The tapu of taonga needs to be removed temporarily in some cases before people can make use of, or tend them. Karakia are important for the removal of tapu and rendering the taonga noa (free of tapu, contactable or useable). Tikanga Māori The customs and traditions Māori live by and practise within the environment. Tino Rangatiratanga Includes the rights, responsibilities and obligations involving the use, management and control of the land and other resources. Waiata tawhito A song or chant that has been passed down through generations within iwi. It may include information that explains events relating to the environment. Whakanohonoho Māori settlement was chiefly governed by access to resources. Whakapapa The genealogy of a taonga or person (ancestral and/or historical) with linkages to other taonga or persons. Whanaungatanga Māori share a common whakapapa with other people/taonga and therefore a strong sense of responsibility and reciprocal obligations toward those people/taonga. This forms an important part of a holistic world-view. All taonga are interrelated, interconnected and interdependent. The life force (mauri) of taonga must be protected. The sustainable management of taonga is therefore paramount to our survival.