Exam Survival Guide Geography Topic Tier Living World Higher Name: FFT: Tutor group: Room: Geography Teacher: Expectations: You will be given specific tasks at different times, not necessarily in the order shown. You will be expected to bring your revision booklet to every lesson as you will be using it in class time. You must keep your booklet neat and tidy as this is your survival guide to getting through the exams. You must work independently to complete tasks set. Activity Revision Tasks Tick 1 Complete glossary of key words linked to the topic complete definitions for each of the key words listed. 2 Practise exam questions work your way steadily through the exam questions to develop your exam technique. 3 Complete overviews of each case study for this topic in the templates provided.
Specification at a glance. Content Case Studies Red Amber Green Concept of an ecosystem, A (P31 of revision guide) small scale ecosystem, how it works (e.g. a hedge row) Consumers, decomposers, food chain/food web and producers the balance between the components Global distribution of temperate (P32/33 of revision guide) deciduous forest, tropical rainforest and hot deserts: characteristics of each one vegetation, climate and soils How plants adapt to the conditions in each of the 3 ecosystems (P32/33 of revision guide) Case study of temperate deciduous woodland: how used? How managed? A case study of tropical rainforest: causes of deforestation, the social, environmental and economic impacts of deforestation Sustainable management of tropical rainforest: ecotourism and debt reduction A case study of a hot desert in a rich country: use of area & management of each area A case study of a hot desert in a poor country: use of area & management of each area National Forest (Central England), Epping Forest (East of London) New Forest, Hampshire (P34 of revision guide) Amazon Rainforest (Brazil) (P35/38 revision guide) Amazon Rainforest (Brazil) (P36/37/38 revision guide) Arizona (USA) Las Vegas (USA) Mojave, USA (P40 Revision guide) The Thar Desert (India) Southern Pakistan or Sahara (Africa) Kalahari Desert, Southern Africa (P39 revision Guide)
Command Words: What is the question asking you? Look for key words and do exactly what has been asked. e.g.: Annotate: - add notes or labels to a map or diagram to explain what it shows. Compare: - Look at 2 (or more) things and state the similarities and differences. Make direct comparisons and use appropriate link words such as more than, less than, larger, whereas, unlike, as opposed to, as well as opposites such as, rural/urban, high/low, etc. Complete: - add to a map or graph to finish it off. Contrast: - look for the differences between features or places. Often the question will ask you to compare and contrast. Define: - explain what something means e.g. hydraulic action. Describe: - State what it is like; its characteristics and appearance. Draw: - a sketch map or diagram with labels to explain something. Explain or Account for: - Make clear, give details why it is like that. Identify: - name, locate, recognise or select a particular feature or features, usually from a map, photo or diagram. : - put onto a map or diagram. Name, state, list: - give accurate details or features. Study: - look carefully at a map, photo, table, diagram etc. and say what it shows. With reference to /refer to examples you have studied: - give specific details (dates, specific names, facts & figures) about your case studies. With the help of/using the information provided: - make sure you include examples from the information, including grid references if it is a map. Top Hints! 1. Read all the questions 2. Understand the questions. Reading them and understanding them is not always the same. Make sure that you carefully read the question and discover what is being asked of you. Look for words like how, why, where, what and when. Check also for details like features and locations. If you're asked for a UK case study, you will lose marks if you write about a French one. Likewise, if the theme of the question is coasts, resist the temptation to write about rivers. Look for command words such as describe, contrast, compare and explain, then make sure that your answer does what has been asked. 3. Think, then write. 4. Write clearly and Logically. Don't waffle and try to fill space for the sake of it. Write clear sentences in a well-structured answer. Follow a logical sequence of events, but don't panic! Use your connectives, key words, and use PEE 5. Talk the talk. The examiner will be looking for geographical words in your answers. There are marks available for using the right words. Using good geographical terminology shows that you know what you are talking about, that you understand what the specialist terms mean, and will impress the examiners. In short, it will help you to get more marks.
Activity 1 Complete the key word glossary below. Ecosystem Biomes Adaptations Producers Consumer Food Chain Food Web Decomposers Nutrient Cycling Temperate Deciduous Forest Tropical Rainforests Leaching Arid Hot Deserts Pollarding Sustainable Management Primary (virgin) rainforest Deforestation Clear Felling Selective Logging Slash and Burn Ecotourism Debt Relief Salinisation Subsistence Farming The living and non-living components of an environment and the interrelationships that exist between them Global Scale ecosystem The ways that plants and animals evolve to cope with certain environmental conditions such as excessive rainfall Organisms that obtain their energy from a primary source such as the sun Organisms that obtain their energy by eating other organisms A line of linkages between producers and consumers A diagram that shows all the linkages between producers and consumers within an ecosystem Organisms such as bacteria that break down plant and animal material The recycling of nutrients between living organisms and the environment Forests comprising broad-leaved trees such as oak that drop their leaves in autumn The natural vegetation found in the tropics, well suited to the high temperatures and heavy rainfall associated with these latitudes. The dissolving and removal of nutrients from the soil, typically very effective in tropical rainforests due to the heavy rainfall. Dry conditions typically associated with deserts Regions of the world that receive less than 250mm of rainfall per year Cutting off trees at about shoulder height to encourage new growth A management approach that conserves the environment for future generations to enjoy as it is today. Rainforest that represents the natural vegetation in the region unaffected by the actions of people The cutting down of trees and removal from the rainforest Absolute clearing of trees from an area The cutting down of selected trees, leaving most of the trees intact A form of subsistence farming practiced in tropical rainforests involving selective felling of trees and clearance of land by burning to enable food crops to be planted. Nature tourism usually involving small groups with minimal impact on the environment Many poorer countries are in debt, having borrowed money from developed countries to support their economic development. There is international pressure for developed countries to clear these debts. The deposition of solid salts on the ground surface following evaporation of water Farming to produce food for the farmer and his/her family
Activity 2 Practise answering the exam questions below. Outline one cause of tropical rainforest deforestation.... (2 marks) Points Explain the importance of the tree in the food web... (3 marks) Points
Explain how nutrients in the tree are recycled in the deciduous forest ecosystem.... L1 (4 marks) L2 Study Figures 13a and 13b, on the insert, photographs of vegetation in a hot desert area. Describe, and suggest reason(s) for, the changes in vegetation.... (4 marks) L1 L2
Use a case study of a hot desert area in a richer part of the world to describe how people try to manage the area in a sustainable way................... (9 marks) L1 L2 L3 June 2011 What is an ecosystem?...
... Points (2 marks) Study Figure 7 on the insert, which shows the distribution of the hot desert ecosystem. Describe the distribution of the hot desert ecosystem....... (3 marks) Points Study Figure 8 on the insert, photographs which show vegetation in a hot desert. Describe the characteristics of the vegetation shown in Figure 8. (4 marks)
...... L1 L2 Explain how vegetation adapts to the climate and soils of a hot desert area................... (6 marks) L1 L2
Using a case study of a tropical rainforest, describe the effects of deforestation....... (8 marks) L1 L2 L3
Activity 3 Produce case study overviews in the templates below, using this example. Epping Forest Essex - UK Map Fact File An Ancient deciduous Woodland Runs North-East of London 70% of the forest is deciduous trees Covers an area of 2,500 ha It is the largest open public space near London. It is home to lots of animals including fallow deer. How is the area used? Since Roman times was used as a hunting ground and the Queen has a hunting lodge located there. Commoners were allowed to graze their animals on the land and collect the wood for firewood. As the royal use declined so local landowners tried to but the land. In response in 1878 a law stated that the forest should be enclosed and un-built on and should be enjoyed by people. The trees in the forest were used in the logging industry and some 50,000 tonnes of timer each year comes from the area. Local crafts make wooded items to sell such as fencing. Millions of people visit the forest each year and enjoy a range of activities such as playing golf at one of the 18 courses, cycling on the miles of paths and visiting the Queens old hunting lodge. So how is it managed? Pollarding is used to manage the tree which involves removing the lower branches so that crazing animals can not damage the new shoots. Since 1981 over 1000 trees have been repollarded. Over 1600ha have been designated as a Site of Special Scientific Interest. (SSSI) 3 easy access car park have been providing allowing access for all. Ponds have been maintained to stop the m from silting up and flooding. Cycling has been limited to certain areas to reduce the impacts on walkers. Ancient earthworks and buildings have been preserved and indeed re-opened to the public such as the Queens Hunting Lodge. Guided walks take place throughout the whole year and combine with conservation programmes.
Title: Map Fact File
Title: Map Fact File
Title: Map Fact File
Generic Exam Scheme GRADE DESCRIPTOR A* 1. Conclusions are made and justified using evidence 2. Summarise knowledge and understanding and provide evidence for the complex relationships that exists between people and the environment 3. Analyse and evaluate an effective range of skills and techniques 4. Justify and provide a range of evidence for geographical patterns and processes 5. Evaluate your own knowledge and understanding of places, environments and concepts using extensive use of case studies at a range of scales 6. Use and justify terminology accurately and appropriately 7. Compare and contrast issues and problems and evaluate why they occur A 8. Conclusions are made using evidence 9. Explain and compare relationships between people and the environment using detailed case studies B C D E F G 10. Select and analyse an effective range of skills and techniques 11. Analyse patterns and processes through the use of detailed case studies on a range of scales 12. You justify you knowledge and understanding of places, environments and concepts using examples 13. Use of key terminology is accurate and appropriate 14. Explain issues and problems, beginning to evaluate reasons as to why they occur 15. Valid conclusions are made with some evidence 16. Describe and explain the relationship between people and the environment 17. Select and use effectively a range of skills and techniques 18. Describe and explain patterns and processes and refer to case studies at various locations 19. Describe and explain your knowledge and understanding of places, environments and concepts using examples 20. Use key terminology appropriately 21. Describe issues and problems and give explanations as to why they occur 22. Valid conclusions are made 23. Describe relationships between people and environments using at least one case study 24. Select and use a variety of skills and appropriate techniques 25. Describe and begin to explain patterns and processes with reference to examples 26. Describe and explain your understanding of places, environments and concepts 27. Use terminology appropriately 28. Basic conclusions are made 29. Outline relationships between people and the environment 30. Some skills and techniques are used appropriately 31. Identify and begin to describe patterns and process 32. Describe your understanding of places, environments and concepts 33. You outline key terminology to communicate your ideas 34. Identify problems and give basic reasons 35. Limited conclusions are made 36. Recognise relationships between people and the environment 37. You show basic skills and techniques 38. Identify patterns and processes 39. Understanding of places, environments and concepts is basic 40. Communicate your ideas in a basic manner 41. Identify problems and issues 42. Identify relationships between people and environments 43. Skills and techniques are limited 44. Name patterns and processes 45. List your knowledge and understanding about places, the environment and concepts 46. Communicate ideas using simple everyday language 47. List problems and issues 48. Skills and techniques used are limited 49. State simple patterns and processes 50. Understanding about places, environments and processes are limited 51. Communication of ideas are limited 52. List problems and issues
Feedback Activity: Teacher Feedback: /Grade: Activity: Teacher Feedback: /Grade: Activity: Self/Peer Feedback: /Grade: