Why are ecosystems so important and what are the consequences of the threats facing them?

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1 The KING S Medium Term Plan Geography Year 9 Senior Programme Learning Cycle One Module Ecosystems (rainforests, deserts, types of plants/animals etc.) Building on Prior Learning Students are beginning to cover content outlined in the new AQA A GCSE Geography specification. Throughout LC1-5 students are introduced to key themes across all physical and human topics. The aim of this year is to allow students to gain an overview of each topic at foundation stage, and focus on students improving their Geographical skills, and where appropriate, tackling contemporary and complex Geographical concepts by forming opinions based on evidence. Each topic will be taught in more detail in year 10&11 where exam technique will be introduced and focussed on. Overarching Subject Challenging question Why are ecosystems so important and what are the consequences of the threats facing them?

2 Lines of Enquiry Week 1: What types of ecosystems are there and what physical/human factors affect where we find them? Week 2: How does vegetation change within a tropical rainforest and how does this affect animal habitats? Week 3: What are the benefits and problems caused by extracting resources from a tropical rainforest? Is this sustainable? Week 4: Where do we find woodland areas and how important are they in the UK? Week 5: Are we using temperate deciduous woodland in the UK? Is this sustainable? Week 6: Revision and Assessment Week Week 7: Gap Teaching

3 Exam Board Links: Topic Progress Statements Six Key Ideas for this module have been created to guide students through the learning process. The specific specification content is listed in italics beneath the key ideas. 1. Ecosystems are diverse and distributed widely across the world. Describe the distribution of ecosystems across the world and describe briefly the characteristics of each ecosystem type. Describing the roles of consumers, decomposers, food chains and nutrient cycling. 2. Differences in vegetation and animal adaptations in the different layers of the rainforest Differences between the forest floor to the emergent layer describing the types of vegetation and animals and describing how they have adapted to their surroundings 3. Is using the rainforest sustainable? Cost-Benefit analysis of the uses and problems of using the rainforest Analysis of the positive uses of the rainforest (e.g. medicine, natural resources) and the consequences of deforestation (CO2, increased erosion, leaching) drawing upon sustainable management that is taking place in the Amazon Rainforest. 4. Woodland areas are important in temperate regions Describe the distribution of TDW across the world and analyse the reasons for the changes in soil and climate that allow plants to survive 5. Case study of management of a UK Temperate Deciduous Woodland A project designed to evaluate the success of management of a TDW in the UK Assessment in week 6 will be against the above objectives. GAP teaching will be informed by analysis of assessments in week 7.

4 Week 1 2 hours of lessons plus 1 hour of homework each week LOE: What types of ecosystems are there and what physical/human factors affect where we find them? Stage 1: Types of Ecosystems Hypothesis: Ecosystems are diverse and are widely distributed across the world LO: By the end of the lesson students will be able to describe and explain the location and distribution of different ecosystems Students working towards GP2 should be able to: Describe locations of one or more types of ecosystems around the world Students working towards GP3&4 should be able to: Explain the different factors that influence the distribution of ecosystems around the world Students working towards GP5&6 should be able to describe locations of each type of ecosystem around the world and explain the different factors that influence their distribution Stage 2: The role Producers, Consumers and Decomposers in a food chain Hypothesis: Ecosystems rely on a balance between components: changing one impacts another LO: By the end of the lesson students will be able to explain the different roles of the components that make up an ecosystem and identify the impacts that changes can have within the ecosystem Students working towards GP2 should be able to: Name and describe the role of key components of an ecosystem (consumers, decomposers etc.) Students working towards GP3&4 should be able to: Explain how changes in one component can influence another Students working towards GP5&6 should be able to: Evaluate the impacts that changes within an ecosystem can have on one another

5

6 Week 1: Home Learning

7 Week 2 3 1hr lessons plus 1hr homework LOE: How does vegetation change within a tropical rainforest and how does this affect animal habitats? Stage 1: The location of Tropical Rainforests Hypothesis: Tropical rainforests are located around the equator LO: By the end of the lesson students will be able to describe and explain the location of tropical rainforests and explain the role of the equatorial climate in its creation Students working towards GP2 should be able to: Name and locate at least one of the world s tropical rainforests Students working towards GP3&4 should be able to: Explain the reasons why rainforests are found only in tropical regions Students working towards GP5&6 should be able to: Explain a number of physical reasons why we only find tropical rainforests around the equator, evaluating the most influential factors. Stage 2: Layers of the Rainforest Hypothesis: There are many different layers that make up the tropical rainforest LO: By the end of the lesson students will be able to identify the names of and describe the differences between the 5 main layers that make up the tropical rainforest and explain how plants and animals have adapted to these different characteristics. Students working towards GP2 should be able to: Identify and describe the different layers of the tropical rainforest Students working towards GP3&4 should be able to: Describe at least 1 plant and 1 animal adaptation and explain how it helps them to survive in the rainforest Students working towards GP5&6 should be able to: Evaluate how plants and animals have adapted to the conditions in each of the different layers of the rainforest

8 Stage 3: Consequences of Deforestation Hypothesis: We can live without using the rainforest LO: By the end of the lesson students will be able to give examples of resources that we use from the rainforest, and question how important it is for our everyday lives Students working towards GP2 should be able to: Give examples of items that contain ingredients found in the rainforest Students working towards GP3&4 should be able to: Form an opinion about how useful the rainforest is to us, including examples of the best uses the rainforest provides (e.g. cosmetics, medicines etc.) Students working towards GP5&6 should be able to: Justify your opinion about the importance of the rainforest and how it s uses can benefit people, and start to link this to sustainability. Week 2: Home Learning GP2: Describe the characteristics of your animal Task: Design a animal which has adapted to live in the rainforest. GP3: Explain how these characteristics help your animal to adapt to the conditions in the rainforest GP4-5: Analyse how effective these characteristics are at ensuring the survival of your animal (e.g. is it more effective at hiding from predators? Getting food? Etc.)

9 Week 3 LOE: What are the benefits and problems caused by extracting resources from a tropical rainforest? Is this sustainable? 2 1hr lessons plus 1hr homework Stage 1: Consequences of Deforestation Hypothesis The consequences of deforestation out weigh the benefits that we receive from using it LO: By the end of the lesson students will be able to discuss the impacts of deforestation and create a costbenefit analysis to weigh up the importance of use Vs protection of the rainforest. Students working towards GP2 should be able to: Explain the reasons why deforestation occurs (logging, mining, ranching) Students working towards GP3&4 should be able to: Identify the social, economic and environmental impacts of deforestation in the Amazon rainforest Students working towards GP5&6 should be able to: Analyse these impacts to decide which type of impacts cause the biggest problems in the rainforest. Stage 2: Consequences of Deforestation [Exam Practice mid term] Hypothesis: The rainforest cannot be used sustainably LO: By the end of the lesson students will be able to examine previous knowledge and agree/disagree with the statement The rainforest cannot be used sustainably Students working towards GP2 should be able to: create a cost-benefit analysis of the pro s and con s associated with resource extraction from the rainforest. Students working towards GP3&4 should be able to: create a cost-benefit analysis of the pro s and con s associated with resource extraction from the rainforest.

10 Students working towards GP5&6 should be able to: create a cost-benefit analysis of the pro s and con s associated with resource extraction from the rainforest.

11 Week 3: Home Learning Select the strategy from the list below, create a fact file on this page that describes HOW this strategy can be used to reduce the impacts of deforestation. 1. Selective Logging (GP1-2) 2. Ecotourism (GP4) 3. Conservation (GP3) 4. International agreements and debt reduction (GP5-6) Success Criteria What it is Examples of where it is used around the world (countries, company s etc) How it works to reduce the impacts of deforestation How successful has it been at achieving that so far?

12 Week 4 2 1hr lessons plus 1hr homework LOE: How can rainforests be managed sustainably? Stage 1: Managing tropical rainforests sustainably Hypothesis It is difficult to manage tropical rainforests in a sustainable way LO: By the end of the lesson students will be able to discuss the different strategies used to manage tropical rainforests Students working towards GP2 should be able to: Describe one strategy used to reduce the impacts of deforestation Students working towards GP3&4 should be able to: Evaluate the success of different strategies used to manage deforestation Students working towards GP5&6 should be able to: Analyse the success of different strategies used to manage deforestation, commenting on the impact this has on people and the environment. Stage 2: Managing tropical rainforests sustainably [Exam practice] Hypothesis: The rainforest cannot be used sustainably LO: By the end of the lesson students will be able to discuss the different strategies used to manage tropical rainforests, commenting on their success and sustainability. Students working towards GP2 should be able to: Describe one strategy used to reduce the impacts of deforestation Students working towards GP3&4 should be able to: Evaluate the success of different strategies used to manage deforestation Students working towards GP5&6 should be able to: Analyse the success of different strategies used to manage deforestation, commenting on the impact this has on people and the environment.

13 Week 4: Home Learning Spelling and definitions test Week 5 3 1hr lessons plus 1hr homework LOE: Where do we find woodland areas and how important are they in the UK? Stage 1: Location of Temperate Deciduous Woodlands Hypothesis: Many types of woodland are found across the world LO: By the end of the lesson students will be able to describe how the distribution of woodland areas differs to tropical rainforests Students working towards GP2 should be able to: Name and locate at least 1 of each woodland type from around the world Students working towards GP3&4 should be able to: Identify the physical reasons for this distribution (e.g. climate, soil etc.) Students working towards GP5&6 should be able to: Examine some of the reasons why woodland areas are important for HICs (tourism, resources etc.)

14 Stage 2: Case Study: Epping Forest Hypothesis: Epping Forest is managed sustainably LO: By the end of the lesson students will be able to describe the different management strategies that take place in Epping forest in order to manage tourism sustainably. Students working towards GP2 should be able to: Describe the importance of one management strategy used in Epping forest to manage tourism Students working towards GP3&4 should be able to: Compare the importance of different management strategies used in Epping forest to manage tourism Students working towards GP5&6 should be able to: Evaluate the management strategies used in Epping forest to manage tourism, discussing how they link to sustainability. Stage 3: Case Study: Epping Forest [Exam Practice] Hypothesis: Epping Forest is managed sustainably LO: By the end of the lesson students will be able to describe the different management strategies that take place in Epping forest in order to manage tourism sustainably. Students working towards GP2 should be able to: Describe the importance of one management strategy used in Epping forest to manage tourism Students working towards GP3&4 should be able to: Compare the importance of different management strategies used in Epping forest to manage tourism Students working towards GP5&6 should be able to: Evaluate the management strategies used in Epping forest to manage tourism, discussing how they link to sustainability.

15 Week 6 2 1hr lessons plus 1hr homewok Revision and Assessment Week During the first lesson of this week, students will draw on their learning over the past 5 weeks to answer the subject overarching question. Next, students will identify areas where they need to target their revision to improve understanding, enhance their skills and ensure a complete and thorough understanding of content. Students will work, both individually and in learning teams, to complete exam questions and to create a range of revision tools which can be used both now, and when students complete their final revision before the exam in Year 11. Gap Analysis Reinforcement Gap Reinforcement As seen in the lesson activities each week, gap teaching will not just be at the end of the semester after exam analysis has taken place. Gap teaching is an integral part to each unit of work and will consist of summary sheets, mini-tests and tasks where gaps can be filled and REACH activities can be delivered. Extended Learning

16 (This is not part of the timed schedule but is seen as additional support) Extended learning is expected in a variety of forms. During home learning, pupils may be asked to use the following sites to complete quick quizzes, research and analysis tasks, GCSE style questions and more open ended tasks. It is expected that students will develop an up-to-date awareness of current geographical issues, and if opportunities arise, on-going events or topics may be substituted in lessons or home learning tasks to ensure content is of the most relevant nature for students. Geography in the News

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