Year 8 Geography Module 1: ITALY To know where Italy is located, the physical and human features associated with Italy and the differences in lifestyle between the north and south of Italy in terms of farming, industry and development. Maps showing the main human and physical features of Italy A piece of work comparing life in the north and south of Italy. Climate graphs for the north and south of Italy and a comparison of the two. Bar graphs to consider how developed Italy is. Apennines Mediterranean Peninsula Commercial Alps Sicily Subsistence Development NUMERACY: During this module you will learn how to construct and interpret a climate graph. To be able to draw and label and an accurate location map. To be able to compare two regions in terms of lifestyle and development. Produce a piece of work for display illustrating one aspect of life in Italy. Imagine you are from the south of Italy and you have just visited friends in the north of Italy. Write a postcard home describing the differences you have seen. Write a couple of paragraphs to explain how the climate of Italy differs between the north and south. Answer the following questions: a) How can we measure how developed a country is? B) Why is it difficult to say how developed Italy, as a country, is? Revise for the end of module assessment. ATTAINMENT: The work you produce in this unit will be assessed against the Places and Scale strands of the National Curriculum. Your work will be marked as: the at the
Year 8 Geography Module 2: Population and Settlement To know that places across the world have high and low population densities and to understand why this is the case. To know what s meant by The Population Explosion. To understand the process of urbanisation which is occurring in LEDC s. To know the locational factors looked for when siting a new settlement. A map showing population density across the world Bar graphs comparing the population of British cities Considering how changes to birth and death rates affect population growth. To consider push and pull factors in LEDC s To produce a poster showing the advantages of living in the USA rather than Mexico. To investigate sites to consider which is the best location. To consider the Settlement Hierarchy. Density Distribution Sparsely Densely Settlement Population NUMERACY: During this module you will draw and interpret graphs of population data. To be able to write a case study To be able to interpret data from a graph. Research which areas of the UK have high and low population densities and why. Imagine you and your family comes from rural Brazil. You ve heard about the Bright Lights of the city and are planning on migrating there. Describe a) what your life is like at the moment b) why you are leaving c) what you expect to find in the city. Complete poster showing the advantages of living in the USA rather than Mexico. Write a paragraph to explain the factors to look for when deciding where to locate a new settlement. ATTAINMENT: The work you produce in this unit will be assessed against the Processes and Scale strands of the National Curriculum. Your work will be marked as: the at the
Year 8 Geography Module 3: The Geography of Football To understand how football and geography are linked. To know how we classify jobs and how football jobs fit into this. To know that there are winners and losers in the football industry. Produce and test a hypothesis relating the size of a city to the quality of their football team. Classify jobs associated with a football club. A mini project considering how the building of the Millennium Stadium in Cardiff has affected the local area (advantages and disadvantages) A newspaper account highlighting the exploitation of children in LEDC s producing football equipment. A decision making exercise considering why Wembley was chosen again as the site for the National Stadium. Hypothesis Secondary Quaternary Manufacture Primary Exploitation NUMERACY: During this module you will use four and six figure grid references. To be able to classify jobs as primary, secondary, tertiary and quaternary. To be able to use grid references accurately To be able to write about conflicts between different groups of people when something new is built in an area. Answer the questions a) Does the size of a city affect the quality of the football team? B) Why? C) What evidence is there for this? Produce an A4 poster illustrating the different jobs associated with a football club. Complete the Cardiff Millennium Stadium project, highlighting the arguments for and against the stadium. Produce a newspaper report highlighting the exploitation of children in LEDC ;s working for the football industry. Answer the question what factors would you consider when deciding where to locate a new stadium? Revise for the end of module assessment ATTAINMENT: The work you produce in this unit will be assessed against the Places and Environment strands of the National Curriculum. Your work will be marked as: the end of Year 9. end of Year 9. at the end of Year 9.
Year 8 Geography Module 4: Ecosytems To understand the physical features of the different biomes from across the world. To study the ways in which humans, plants and animals survive in both tropical rainforests and the savanna. Be able to describe the location of different ecosystems across the world. Work in groups to design a poster describing in detail the rainforest ecosystem Explain the vegetation found in each ecosystem. Why is it like it is? Understand why the rainforests are being destroyed. Understand the different seasons in the savanna. To look at farming in the savanna. To investigate how people living in the savanna can use their biome sustainably. Biome Canopy Pastoralists Lianas Sustainability Emergents Acacia tree Soil erosion LITERACY: During this unit you will complete an extemnded piece of writing in the form of a project. To be able to describe the location of the world s main ecosystems. To work with others to produce an informative piece of display work. To take part in a class discussion. Design a title page for ecosystems Describe and illustrate the four main biomes Research and gather information for posters about the Tropical Rainforests Complete project about the rainforests Write a newspaper article about farming in the savanna Design a leaflet informing people who live in the savanna how to live more sustainably. ATTAINMENT: The work you produce in this unit will be assessed against the Environment strand of the National Curriculum. Your work will be marked as: the at the
Year 8 Geography Module 5: Tourism To understand what makes a successful tourism town in the UK. To carry out an investigation in the field, collecting data for analysis and evaluation in the classroom. A class survey considering holiday destinations visited. A piece of work about jobs associated with tourism. A day spent in Southend collecting data in order to examine the statement Southend is a successful tourist resort. What factors contribute to this? Fieldwork techniques used include pedestrian counts, traffic counts, litter and environmental quality surveys, cross sections and field sketches. The write up of the investigation including method, analysis of data and conclusions. Hypothesis Southend Tourism Environmental Pedestrian Facilities Analysis Investigation NUMERACY: During this module you will create graphs to show the results of data collected in Southend. The completion of a successful geographical investigation with a hypothesis, method, analysis of data and conclusions. The collection of data in the field in order to test a hypothesis The presentation of results Your homeworks in this module will involve you working on your investigation. You will need to work on your project both in class and at home. ATTAINMENT: The work you produce in this unit will be assessed against the Skills strand of the National Curriculum. Your work will be marked as: the at the