The KING S Medium Term Plan Geography Y8 Learning Cycle 4 Programme Module 4 Title Challenging Question Subject Challenging Question Geography Extreme Environments How do different environments cause challenges? How and why are different areas of the world faced with different challenges? Big Picture Lines of Enquiry: LC3 allows students to develop their knowledge and understanding of extreme environments across the globe which links closely with the new GCSE specification. Throughout this learning cycle, there will be opportunities for students to develop their case study knowledge and improve on-going map skills from previous learning cycles. Students will begin by looking at what extreme environments are and where they are located around the world. They will then focus on the characteristics of desert environments, including climate, the way that plants and animals are adapted to survive there and the impacts that human activity has on desert environments. Finally, they will focus on Antarctica, firstly looking at the physical features and climate of Antarctica, before looking at the impact that extreme tourism is having there. Week 1 What are the world s extreme environments and where are they located? Week 2 What are the key characteristics of a desert biome? Week 3 How does human activity impact deserts? Week 4 What are the key characteristics of Antarctica? Week 5 Is it possible for extreme tourism to be sustainable?
Week 6 Assessment week Week 7 GAP Teaching week Progress Objectives Week 1 Over the course of the learning cycle, all pupils will be expected to develop the following: An understanding of what extreme environments are Know where the world s extreme environments are located and understand why they are found there Recognize the key characteristics of desert environments Understand how plants and animals are adapted to survive in deserts Explain the impact that humans are having on deserts in HIC s and LIC s Recognize the key characteristics of Antarctica Describe the climate of Antarctica and how it is changing Explain the impacts that extreme tourism is having on Antarctica Understand how the Antarctic Treaty is used to protect Antarctica and make a judgement on whether this is sustainable LOE: What are the world s extreme environments and where are they located? Stage 1 What are ecosystems? Hypothesis: An ecosystem is made up of living and non-living components GP 1-2: Define an ecosystem and name both living and non-living components GP 3-4: Describe how an ecosystem functions and explain how it would change if certain components were altered / removed GP 5-6: Explain in detail, using key terminology, how an ecosystem functions, the interdependence of components and how this function would change if certain components were altered / removed Stage 2 Where are the world s extreme environments located?
Hypothesis: The world s extreme environments are evenly distributed across the world GP1-2: Locate a number of different extreme environments on a world map GP3-4: Locate a number of different extreme environments and describe their distribution on a global scale GP5-6: Explain in detail, using key terminology, why different extreme environments are located in those positions across the globe Week 2 Home learning: Research - Are there areas of Britain which could be considered as extreme environments? Think about: harshness, remoteness, climate (teacher marked) LOE: What are the characteristics of a desert biome? Stage 1: Desert Climate Hypothesis: Deserts can be colder than the UK GP1-2: Describe the key characteristics of a desert biome GP3-4: Explain the climate of the desert and the impacts this has on life there GP5-6: Explain in detail, using key terminology, how the climate of the desert has affected vegetation and animal life there Stage 2: Plant and animal adaptations in a desert Hypothesis: Any plant or animal can adapt to survive in a desert GP1-2: Identify a range of ways in which plants and animals have adapted to survive in deserts GP3-4: Explain a number of ways in which plants and animals can adapt to survive in deserts, using real-life examples Gp5-6: Compare and contrast the different ways in which plants and animals are adapted to survive in deserts Home learning: Design a plant that would be able to survive in a desert using an understanding of adaptations, produce a detailed sketch of an ideal desert plant (including annotations) peer assessed
Week 3 LOE: How does human activity impact deserts? Stage 1: Deserts in HIC s Hypothesis: Human development in Las Vegas has caused issues for the desert Weekly Overview of content Including Mid-Term Assessment & review GP1-2: identify the ways in which humans use deserts in HIC s GP3-4: Explain how humans use of deserts presents challenges GP5-6: Discuss how the development of the Mojave desert has caused problems to an HIC and suggest how the desert could be affected in the future Stage 2: Deserts in LIC s Hypothesis: Humans only have negative impacts of LIC deserts GP 1-2: Identify the ways in which humans use deserts in LIC s GP 3-4: Explain how humans cause problems in deserts in LIC s GP 5-6: Discuss how humans use of the Thar Desert is causing problems and suggest ways how this might change in the future Home Learning: Spelling and definitions test (key terms from LC4)
Week 4 LOE: What are the key characteristics of Antarctica? Stage 1: Antarctica s Climate Hypothesis: Antarctica s climate is never consistent GP 1-2: To recognise how Antarctica s climate makes it an extreme environment GP 3-4: Explain why Antarctica s climate is always changing GP 5-6: Suggest how you think Antarctica s climate will change in the future, linking it with climate change Stage 2: Antarctica s Physical Features Hypothesis The physical features of Antarctica are always changing GP1-2: Identify the key physical features of Antarctica GP3-4: Explain how the physical features of Antarctica have changed over the years GP5-6: Discuss whether the physical features of Antarctica are likely to change in the future Home learning: Research project tourism in Antarctica. Why do people go on holiday to Antarctica? Why have tourist numbers increased? What do people do on holiday in Antarctica? Week 5 LOE: Is it possible for tourism in Antarctica to be sustainable? Stage 1: Extreme tourism in Antarctica Hypothesis: Extreme tourism is damaging Antarctica KGP Objectives GP1-2: Identify reasons why people visit Antarctica and the impact they are having
GP3-4: Explain the social, economic and environmental impacts of extreme tourism in Antarctica GP5-6: Discuss whether the tourism should be allowed in Antarctica Stage 2: Sustainable Tourism in Antarctica Hypothesis: Antarctica will never be sustainable due to the introduction of tourism GP1-2: List the management strategies used to protect Antarctica GP3-4: Explain how the Antarctic Treaty has been used to manage Antarctica GP 5-6: To form an opinion, based on evidence, to decide whether Antarctica is equipped to successfully manage the impacts of extreme tourism Home learning: Revision for Assessment. Week 6 ) During the first lesson, students will identify specific areas where they need to target their revision to improve understanding, enhance their skills and ensure a complete and thorough understanding of the content. Students will work, both individually and in learning teams, to complete exam style questions and to create a range of revision which can be used both now and in the remaining learning cycles. Stage 2 will comprise of a written assessment based on a series of examination questions, with a range of multiple choice, short and long answer questions. Gap Analysis Reinforcement Gap Reinforcement This end of module time will be allocated to re-teaching any gaps discovered in each individuals knowledge as a result of the assessment process. The whole class will address any misconceptions which have been highlighted through the assessment analysis but students will also be given time to work with the teacher individually or in small groups to address any areas of the content where they feel they need additional help.