Embedded Files
Learning Intentions
By the end of this lesson you should be able to:
Outline what is involved in the study of geography, and why it is important.
Describe the topics of study in Term 1.
Discuss different types of map projection.
Explain how the ALARM Learning Matrix represents lower to higher-order thinking skills.
Geography is one of the core mandatory subjects students across the world learn through their curriculums. Why is it so important? Watch this video. Think Pair Share - How does it make you FEEL.
What we'll be learning this year:
Term 1 Sustainable biomes - (assessment due week 6).
Term 2 Changing places
Term 3 Environmental change and management
Term 4 Human wellbeing
Equipment required to be a geographer:
Skills booklet (order one from the link below if you don't have one)
Colouring pencils
Highlighters
Ruler
Scissors
Glue
Task: Memory Game - Quick sketch a world map in five minutes!
Using only your memory - try and recreate the continents, countries and oceans on your page. Introduce colour (if you have your colours with you). Try and name as many places as you can. DON'T STRESS ABOUT THIS!!!! I DON'T CARE IF YOU GET IT ALL WRONG!!!! This is just a bit of fun.... but it does also serve a purpose - what do you think that purpose might be? (Teachers - click in this box to expose hidden world map).
Questions:
Which two countries did you draw first?
Now let's look at a map of the world. Compare the size of YOUR Africa to Africa on the real map - is your Africa bigger or smaller? What about the size of your America versus the REAL America? What about Greenland? Were the sizes bigger or smaller?
What different factors do you think might influence our perceptions of the sizes of different countries?
Watch the video below on why all world maps are wrong.
Some things you need to know before we embark on our first unit of study....
How do I know, when I REALLY know something?
“I know things, but I don’t know how to relate things.” (Surface)
“I can relate things.” (Deep)
“I can transfer my understanding of things to other situations.” (Transfer)
During our lessons, there is a lot more going on than you might realise. It's not enough just to 'turn up'. The reason why teachers not only talk to you and show you videos, but also make you read stuff, write stuff, work things out, answer questions and problem-solve, is because it is this that turns the 'understanding' on a surface level, into deep knowledge that lives in your brain, not just having a holiday in your short term memory. The way we know it's there, is if we can take that knowledge and tailor it to different situations.
This alarm matrix represents the increasing difficulty level (teachers call it lower to higher order thinking skills) of the directive verbs that often frame the questions that you are asked in class and in assessments. We will be spending time working on making sure we know what is required of us when we see a question that uses one of these directive verbs.
Task - Write a silly question for each of the stages of the ALARM Matrix. See examples below.
Identify: List five of your favourite chocolate bars.
Describe: Contrast one thing you might do on a rainy day with one thing you might do on a sunny day.
Explain: Elaborate on why you love/hate rollercoasters.
Analyse: Predict what kind of lifestyle you will lead in your 30's.
Evaluate: Assess whether Dirodi's should be ridden on the footpath by young people under the age of 16.
Choose one question to ask the person sitting next to you.
Task - Glue the copy of the alarm matrix onto the inside of the front cover of your books where you can easily refer to it.
Task - Glue the copy of the alarm matrix onto the inside of the front cover of your books where you can easily refer to it.
Final Task (if any extra time):
Create a title page for our first topic 'Sustainable Biomes'. Use the images for inspiration. Make sure you include key terms and images.
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