The KING S Medium Term Plan Geography

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1 Year 9 Senior Programme Learning Cycle One The KING S Medium Term Plan Geography Module Ecosystems (rainforests, deserts, types of plants/animals etc.) Building on Prior Learning Overarching Subject Challenging question 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. Why are ecosystems so important and what are the consequences of the threats facing them? 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?

2 Week 6: Revision and Assessment Week Week 7: Gap Teaching 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.

3 Week 1 3 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? Exam Board Learning Intentions: KEY IDEA 1: The concept of an ecosystem. Types of ecosystems: tropical rainforests, woodlands, deserts Parts of an ecosystem: consumers, decomposers, food chains and nutrients cycling producers Overview of Stages Stage 1 Ecosystems are diverse and are widely distributed across the world 1. To describe and explain the location and distribution of different ecosystems GP1-3: To be able to describe locations of one or more types of ecosystems around the world GP4-6: To be able to describe locations of each type of ecosystem around the world and explain the different factors that influence their distribution Stage 2 Ecosystems rely on a balance between components: changing one impacts another 2. To explain the different roles of the components that make up an ecosystem and identify the impacts that changes can have within the ecosystem GP1-3: To be able to name and describe the role of key components of an ecosystem (consumers, decomposers etc.) GP4-6: To explain how changes in one component can influence another, and explore the impacts that these changes can have Home learning: Given each week, due in one week later.

4 Week 2 3 1hr lessons plus 1hr homework LOE: How does vegetation change within a tropical rainforest and how does this affect animal habitats? Exam Board Learning Intentions: KEY IDEA 2: Differences between the forest floor, shrub, understory, canopy and emergent layers To know the different adaptations by plants and animals that live in each of these layers Overview of Stages Stage 1 Tropical rainforests are located around the equator 1.To describe and explain the location of tropical rainforests and explain the role of the equatorial climate in its creation GP1-6: To be able to name and locate at least one of the world s tropical rainforests GP1-3: To explain 1 reason why rainforests are found only in tropical regions GP4-6: To explain a number of physical reasons why we only find tropical rainforests around the equator Stage 2 Why do we not find tropical rainforests in our local area? 2.To describe and explain reasons why we don t find rainforests in the local area GP1-6: To be able to construct a climate graph to show how precipitation and temperature differ annually within one region of the Amazon Rainforest GP4-6: To compare and contrast the annual climate of this region and the local climate of Warrington and use this to explain why we don t find tropical rainforests locally. Stage 3 There are many different layers that make up the tropical rainforest

5 3. To learn 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. GP1-6: To be able to name and describe the different layers of the tropical rainforest (forest floor, shrub, understory, canopy and emergent layers) GP1-3: To describe at least 1 plant and 1 animal adaptation and explain how it helps them to survive in the rainforest GP4-6: To explain how plants and animals have adapted to the conditions in each of the different layers of the rainforest GP1-6: To design a plant or animal that lives within the rainforest and include GP1-3 at least 2 adaptations, GP4-6 at least 2 adaptations and an explanation of HOW these adaptations help them to survive in the rainforest Week 3 3 1hr lessons plus 1hr homework LOE: What are the benefits and problems caused by extracting resources from a tropical rainforest? Is this sustainable? Exam Board Learning Intentions KEY IDEA 3: The economic, social, political and environmental uses of the rainforest as well as uses by indigenous tribes and scientific research The impacts of deforestation (both positive and negative) and the consequences of this on the environment. Sustainability: what is being done to protect the rainforest? Can using the rainforest ever be sustainable? Overview of Stages Stage 1 Can we live without using the rainforest? 1.To give examples of things that we use the rainforest for, and question how important it is for our everyday lives GP1-6: To be able to give examples of items that contain ingredients found in the rainforest

6 GP1-3: 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.) GP3-6: Explain who are the biggest winners from resource extraction in the rainforest (e.g. economic, social, political or environmental) GP4-6: 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. Stage 2 Do we gain more or less from deforesting the rainforest? 2.To discuss the impacts of deforestation and create a cost-benefit analysis to weigh up the importance of use Vs protection of the rainforest. GP1-6: To explain the reasons why deforestation occurs (logging, mining, ranching) GP1-3: To identify the social, economic and environmental impacts of deforestation in the Amazon rainforest GP4-6: To analyse these impacts to decide which type of impacts cause the biggest problems in the rainforest Stage 3 The rainforest cannot be used sustainably 3. To examine previous knowledge and agree/disagree with the statement The rainforest cannot be used sustainably GP1-6: To create a cost-benefit analysis of the pro s and con s associated with resource extraction from the rainforest. GP1-3: To find examples of ways that the rainforest is already being protected and assess the success of these projects at managing the problems GP4-6: To compare two types of conservation projects (one must be an example of sustainable tourism) and analyse which type of project is most successful at conserving the rainforest giving reasons why GP1-6: To form an opinion about whether the rainforest can be used sustainably, giving reasons for your opinion

7 Home learning: Given each week, due in one week later Continue research into conservation projects Week 4 3 1hr lessons plus 1hr homework LOE: Where do we find woodland areas and how important are they in the UK? Exam Board Learning Intentions KEY IDEA 4: Different types of woodland areas are spread across the world and many temperate deciduous woodlands are found across the UK Overview of Stages Stage 1: Many types of woodland are found across the world : 1.distribution of woodland areas differs to tropical rainforests as woodland areas are found between the tropics of Cancer and Capricorn GP1-6: To be able to name and locate at least 1 of each woodland type from around the world GP1-3: To identify at least 1 of the physical reasons for this distribution (e.g. climate, soil etc.) GP4-6: To examine some of the reasons why woodland areas are important for MEDC s (tourism, resources etc.) Stage 2-3: Temperate Deciduous woodland is made up of a series of layers :

8 2. To learn the names of and describe the differences between the layers that make up the TDW and explain how plants have adapted to these different characteristics. GP1-6: To be able to name and describe the different layers of the TDW (forest floor, shrub, understory, canopy and emergent layers) GP1-3: To describe at least 1 plant and 1 animal adaptation and explain how it helps them to survive GP4-6: To explain how physical conditions of soil have influenced the types of plants that we find in the TDW. Home learning: Given each week, due in one week later Preparation for research project Week 5 3 1hr lessons plus 1hr homework LOE: Are we using temperate deciduous woodland in the UK? Is this sustainable? Exam Board Learning Intentions KEY IDEA 5: The ways that TDW are managed sustainably in the UK is this successful? A case study of management of TDW in an UK woodland area (most likely Epping Forest) to see how the woodland is used and managed and comment on how this links to sustainability. Overview of Stages Stage 1-2: Case Study Temperate Deciduous woodland in the UK : 1&2.Case study enquiry where students put together a project about a temperate deciduous woodland in the UK (Likely look at Epping Forest) GP1-6: To create a case study project about how a woodland areas is used and managed in the UK (success criteria TBC)

9 Stage 3: REACH TIME - Comparison : Complete REACH time to improve work based on KGP Complete KGP exam question relating to the success of management of either a tropical rainforest or TDW studied. Home learning: Given each week, due in one week later. Revision for end of learning cycle assessment. Week 6 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 (This is not part of the timed schedule but is seen as 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.

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