GFS Geography Medium Term Plan Year 8 AUTUMN
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1 Context: Unit of work that focusing on the continent of Africa. Students will identify the range of variations in climate, culture, population, changing economies and levels of development. This unit will then focus on establishing a sense of place in which students are required to complete an independent research project on a country in Africa. They will investigate the culture, physical geography, social challenges and economic challenges of that place in further detail. GFS Geography Medium Term Plan Year 8 AUTUMN Skills/Themes/Strand: SKILLS/THEMES/STRAND Topics: Exploring the continent of Africa Fertile question: What country is that? Key Constructs: Locational and place knowledge Independent Research Project Country study: Africa/Asia Culture Physical geography - Climate Human Geography - Social challenges/ economic challenges Early Growth Further Growth Opportunities for Scholarship Lesson 1 Africa or not? Learning Objective: To establish an overview of the continent and identify the locations of countries within Africa LOW ACCESS MAIN ACCESS To identify the location of To identify the location of countries within Africa using an atlas and including countries within Africa capital cities. Interpret images of Africa to understand and explain the using an atlas. contrast in differences in the human environments and to make links between To interpret images of the human and physical features using a wide range of scales. Africa create questions to draw out the human and physical features of an environment. To accurately identify the location of countries within Africa using an atlas and the location of capital cities and major physical landscapes. Interpret images to explain changes over time in the
2 characteristics of places in a wide range of locations, contexts and scales. : Differentiated Africa map outline worksheet to be completed. Misconceptions exercise with whiteboards. RAG Lesson 2 Is Africa all desert? Learning Objective: To describe and explain the 4 main ecosystems in Africa LOW ACCESS To be able to describe the different climates in Africa MAIN ACCESS To explain how and why climate zones within Africa differ and to describe and analyse geographical patterns in a range of scales across Africa ASSESSMENT FOR Climate graphs Whiteboards, worksheets. LEARNING Lesson 3 Is all of Africa hot? Learning Objective: To be able to draw and interpret climate graphs LOW ACCESS MAIN ACCESS To find data from the To accurately read and create a climate graph of an area and present findings climate graph to support from the graphs as evidence for the patterns shown. To effectively communicate which climatic zone it is. and present how finds support conclusions to its ecosystem. To analyse and compare Africa s ecosystems across a wide range of scales. To analyse how human and physical processes interact in creating changes in environments. Interpret a range of climate graphs and make suggestions to their location within Africa.
3 Hot seat, RAG cards, questioning, peer marking, whiteboards, mini quiz, group task and exit tickets Review ability to interpret climate graphs from year 7. Lesson 4 Climate Change in Africa- Are humans to blame? Learning Objective: Evaluate the effects of climate change within Africa. LOW ACCESS Give reasons on your own views about environmental change and identify others views MAIN ACCESS Give examples of the effects of climate change within Africa on people and the environment. Show how different changes in climate may cause conflict. RAG cards, questioning, peer marking, whiteboards, mini quiz, group task and exit tickets Lesson 5 What is the weather like in Africa? Learning Objective: To analyse the weather patterns in Africa. LOW ACCESS Give a weather report across the region of Africa identifying some place names and temperatures. Core skills used e.g. compass directions. MAIN ACCESS Create a weather report to identify weather patterns across Africa. Demonstrate knowledge of places and countries, biome regions and key words. Include data from the climate graphs to support which climatic zone it is and present findings from the graphs as evidence for the patterns shown. Extended writing and presentations, questioning and exit tickets. Knowledge of places and countries Knowledge of biome regions Analyse the links between causes and consequences of climate change on the lives of humans and the environment. To effectively communicate and present how finds support conclusions and make future predictions over days and months.
4 Key words Lesson 6-7 Who are the Turaeg and why are they under threat? Learning Objective: To produce an accurate case study on an African population. LOW ACCESS To define nomad and be able to describe the lifestyle of a nomadic tribe and the problems they face. MAIN ACCESS To explain what problems the Tuareg tribe are facing and be able to link this to human and physical processes that interact within the Tuareg lifestyle To assess which problem is going to have the biggest impact on their lifestyle. RAG cards, questioning, whiteboards, mini quiz, group task and exit tickets Preparation for conflict units in year 9 and reinforces energy conflicts in previous unit. Lesson 8 Mini Assessment Extended writing Why are the Turaeg under threat Learning Objective: LOW ACCESS Writing frame and literacy mats available MAIN ACCESS Extended writing to discuss the theme of why are the Turaeg under threat? To predict the future implications of the Tuareg tribe and to think of solutions to some of the problems the tribe faces. Extension sheets available. Content descriptors through peer marking. Teacher assessed. Preparation for conflict units in year 9 and reinforces energy conflicts in previous unit. Lesson 9 Is Africa rich or poor? Learning Objective: To identify what development indicators are and be able to explain how to use them to show levels of development within Africa LOW ACCESS Identify and describe development indictors. MAIN ACCESS Explain how the indictors show development and interpret how different indictors are more useful than others. To explain and justify
5 Apply knowledge of indicators to a country in Africa and assess which indictors best represent development. RAG cards, questioning, whiteboards, mini quiz, group task and exit tickets Preparation for EOT assessment Lesson 10 Are there more people in Africa or Asia? Learning Objective:To describe the location of where the majority of the population in Africa and Asia live. LOW ACCESS MAIN ACCESS Identify and comment on Interpret a range of maps and graphs showing population. Make comparisons a range of population between continents of similarities and differences. All should include use of place maps and graphs and names, proximity to features, e.g. coastline, deserts mountains. make simple references to what they show. Read population pyramids accurately and suggest how they may show different levels of development. in PEE paragraphs how indicators can affect the development of a country. Be able to make links between how the physical landscape can have an effect on human habitation of an area. RAG cards, questioning, whiteboards, mini quiz, group task and exit tickets Graph and map analysis, establishing links between the human and physical environments and human interaction/cultural differences. Lesson Presentations of African countries Learning Objective: To explain the human and physical components of an African country. LOW ACCESS Briefly outline key information about chosen country. Comments on culture and climate. MAIN ACCESS Students produce a presentation in groups around a particular country in Africa. Describe and explain the nature of place, climate graphs, ecosystems, culture, development and conflict. Comment on future of the country, trading, relationships with other countries and energy.
6 Presentation Peer and teacher assessed to mark scheme criteria Consolidate learning Place, climate graphs, ecosystems, culture, development and conflict. Lesson 14 Assessment Learning Objective: To complete EOT assessment LOW ACCESS MAIN ACCESS Students sit the paper under examination conditions. Review of summative assessment, revisiting areas of weakness and practicing again.
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