Course Outline Geography 2013-14
Transcript of Course Outline Geography 2013-14
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Chinese International School
Course Outline 2013-2014Department: Geography
Year 08Year 09Year 10Year 11Year 12Year 13
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Human
itiesDep
artment
Year 8 Geography: Mapping, Sea Transport, and
Sustainable Energy
Course Outline
Aims of GeographyThe aims of the teaching and study of humanities are to encourage and enable the student
to develop:
an enquiring mind
the skills necessary for the effective study of humanities
a sense of time and place
a respect and understanding of others perspectives, values, attitudes
awareness and understanding of people, cultures and events in a variety of places at
different times
an understanding of the interactions and interdependence of individuals, societies, and theirenvironments
an understanding of the causes and consequences of change through physical and human
actions and processes
an understanding of contemporary humanities issues
a sense of internationalism and a desire to be proactive as a responsible global citizen
an awareness of the connections with other subjects
a lifelong interest in and enjoyment of humanities.
Course Description
In this course students will learn how to read topographic maps, learn about field inquiry
and how to write a report and appreciate the importance of ocean transport and ports and,
if there is time, understand how we use energy and what sustainable energy is. Students
will have the opportunity to learn and understand about the place in which they live from a
variety of themes.
Students will have the opportunity to develop their use of learning technologies as part of
their studies.
There is no textbook. The students will be provided with all of the information they needthrough handouts and their own research.
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Course Units
Topic 1: Map Skills
What are maps? Why study them? Creating a map using GIS
The development of maps
Reading topographic maps using scale, direction, grid references and contour lines
Topic 2: Ocean Transport and Ports
Classifying Economic Activity
What is transport?
Changes that have occurred in ocean transport and ports over time.
The importance of a port to Hong Kong
The impact of ports on the environment Navigation using latitude and longitude
Report writing using field data
Topic 3 (time permitting): Sustainable energy
! What is energy?
! The concept of sustainability.
! Our utilization of natural energy resources
! Can we use energy resources sustainably?
AssessmentAssessment is based on the following four criteria:
A Knowledge and Understanding
Students should be able to:
use humanities terminology in context demonstrate knowledge and understanding of subject-specific content and concepts
through developed descriptions, explanations and examples.
B Investigating
Students should be able to:
formulate a clear and focused research question
formulate and follow an action plan to investigate a research question use methods accurately to collect and record information consistent with the research
question
effectively address the research question.
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C Thinking critically
Students should be able to:
analyse concepts, events, issues, models and arguments analyse and evaluate a range of sources in terms of origin and purpose,
recognizing values and limitations interpret different perspectives and their implications synthesize information in order to make valid, well-supported arguments.
D Communicating
Students should be able to:
communicate information and ideas using an appropriate style for the audience and
purpose structure information and ideas in a way that is appropriate to the specified format
document sources of information using a recognized convention.
The following components of work may be assessed both formatively and summatively
MYP Humanities Assessment Criteria
Title of
AssessedWork
A B C D
Treasure Map ! !
GIS Island Map ! !
Mapping Skills
Test
!
Research shipping and the
environment
! !
Report writing ! !
Ocean transport
Test! !
Contacts for year 8 geography teachers 2013-2014:
Ms Varro [email protected] Mr Osborne [email protected]
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1
Human
itiesD
ep
artment
Year 9 Geography
China & Hong KongA Regional Study
Course Outline
Aims of Geography
The aims of MYP geography are to enable students to:
observe, classify, analyze, explain and relate, in order to allow them to understand the role of space, and togive them the opportunity to use space effectively
analyze, according to a variety of subjective viewpoints, the ways in which societies live in, locate, organize,compete for, and perceive space
acquire a critical and sympathetic awareness of interaction between humans and the environment, and to
appreciate the role of subjectivity in the perception of space
organize their spatial knowledge at local, regional, national and global levels, in a world where informationcomes from an increasing variety of sources
develop a sense of place and an understanding of geographical scale; to appreciate inequalities anddifferences in levels of development
develop an awareness of the links between geography and history.
Course Descript ion
In this course students will examine some of the physical and cultural characteristics of the region in which theyfind themselves, Hong Kong and China. Using the focused regional approach students will have the opportunity tolearn and understand about the place in which they live using a variety of themes. Focusing on our home regionstudents will have a sense of place and how it fits into the world.
A geographical study of China and Hong Kong will provide methods of organizing large amounts of physical andcultural information into understandable frameworks. To be successful, a course based on our home region willrequire students to develop accurate, current images of other people, places, events, and ways of life. In additionto this program students are introduced to course work where they will have the opportunity to carry outindependent data collection, manipulate and analyze this data, and present it as a field report.
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Course Units
Unit Focus
Unit 1: Concept of the Region
Defining geographyDefining the regionFocus personal region
Unit 2: Hong Kong Region
Historical overviewPopulation growth, distribution and declineUrban planningElements of good urban designUrban design and access to our shorelinesTung Ping Chau fieldtrip (15-16 Nov 2012)
Unit 3: China: Poli tical, Physical and Climate, Population
National and provincial boundaries
Rivers & Cities of importanceLocation of Topographical features and climatic regionsRelationship between Topography and ClimateFocus relationship between physical attributes andhuman activityPopulation distribution and density
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Year 9 Geography Unit Sequencing. Learning outcomes and assignments
Year Topic/UnitLearning Outcomes
Students will
OtherC.W., trips, major
assessment
9 - 1 Concept of theRegion
Understand the concept of a region Be able to identify the characteristics of a region Be able to identify different types of regions Be able to identify China as a political region Be able to compare regions
What are thecharacteristics of myhomeland region?(reflective exercise)
9 2 Hong KongRegion
Review the location of Hong Kong world, Asia, China Identify the key regions of Hong Kong and their historical significance Appreciate changing physical and human landscapes of Hong Kong Understand and appreciate Hong Kongs changing population 1800 present Be introduced to Urban Planning concepts Be introduced to concept of cultural heritage Undertake a local study of de-population and cultural heritage on Tung Ping Chau, incorporating
fieldwork and digital map making techniques
Assessment of Changein Hong Kong (essay)
Fieldwork (15 & 16March): Tung PingChau & associatedassessments: (i) FieldReport (ii) Brochure
CHINA REGION
9 - 3 China political,physical &climate,Population
Name and locate Chinas provinces and major capitals Be introduced the concept and characteristics of topographic regions and location in China Be introduced to the major rivers of China Understand the relationship between physical attributes (rivers/climate) and human condition Understand the population distribution of China Identify and explain the physical and human factors that determine this distribution
Knowledge-based Test
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Assessment
MYP assessment criteria will be used to evaluate all major pieces of student work throughout the year, thusallowing students to demonstrate their growth in terms of skills, attitudinal and knowledge development.
Humanities Assessment Criteria
Cr i te r ion A: Know ing and Unders tand ing Maximum 8Knowledge is fundamental to studying humanities, and forms the base from which to explore concepts andKnowledge and understanding is fundamental to studying humanities and forms the base from which toexplore concepts and develop skills. Knowledge is both factual and conceptual and provides the foundationfor thinking critically.
Achievement
levelLevel descriptor
0 The student does not reach a standard described by any of the descriptors below.
12
The student:
makes a limited attemptto use somerelevant terminology
demonstratesbasicknowledge and understanding of content and
concepts through somedescriptions and/or examples.
34
The student:
uses some humanities terminology appropriately
demonstrates knowledge and understanding of content and concepts
through simpledescriptions, explanations and examples.
56
The student:
uses relevanthumanities terminology accurately
demonstrates goodknowledge and understanding of content and
concepts through descriptions, explanations and examples.
78
The student:
uses a rangeof terminology accuratelyand appropriately
demonstrates detailedknowledge and understanding of content and
concepts through descriptions, explanations and examples.
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Criterion B: Investigating Maximum 8
The development of investigative skills in humanities is an integral part of the inquiry cycle. It enables students to planand carry out research and/or fieldwork as individuals or in a group. Students should be able to dem onstrateinvestigative skills throughout the humanities course to an increasing level of sophistication. The focus is placed onacquiring systematic research skills and processes associated with the craft of each humanities discipline. A s part of
or during this process, students might reappraise methods and/or research question(s) and make recommendations forimproving the process and act on these where appropriate. This will be part of the formative assessment process and isnot explicitly referred to in the objective strands below. A ctivities that allow students to develop investigative skillsinclude, but are not limited to: research essays, fieldwork investigations, web quests, problem-solving tasks, role plays
and group investigations.
Achievement
levelLevel descriptor
0The student does not reach a standard described by any of the descriptors
below.
12
The student:
formulates a very generalresearch question
makes a limited attempt to follow an action plan to investigate a
research question
collects and records limited information not always consistent with the
research question
makes an limited attemptto address the research question.
34
The student:
formulates an adequateresearch question
partiallyfollows an action plan to investigate a research question
uses amethod or methods to collect and record someinformation
consistent with the research question
partiallyaddresses the research question.
56
The student:
formulates a clearresearch question
satisfactorilyfollows an actionplan to investigate a research question
uses methods to collect and record appropriateinformation consistentwith the research question
satisfactorilyaddresses the research question.
78
The student:
formulates a clearand focusedresearch question
follows an action plan effectively to investigate a research question
uses methods accuratelyto collect and record appropriateand varied
information consistentwith the research question
effectivelyaddresses the research question.
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Cr i te r ion C: Th ink ing Cr i t ica l ly _____ _____ Ma x im um 8The development of skills in humanities is critical in enabling the student to undertake research anddemonstrate their understanding of knowledge and concepts. Developments in their technical, analytical,decision-making and investigative skills will be invaluable in transference to other subject groups in theMYP, and in their skills for lifelong learning.
Assessment tasks may give students the opportunity to demonstrate one or more of the skills described inthe objectives. Tasks for assessment may include fieldwork, data analysis, map analysis, evaluation ofsources and/or evidence, a research paper or similar piece of extended writing, case studies, and oralpresentations/interviews.
Note: Certain elements within each descriptor apply to specific skills. Teachers should use only the relevantelements of the descriptors when assessing different skills.
Level of
Achievement
Descriptor
0 The student does not reach a standard described by any of the descriptors givenbelow.
1-2The student can select and usesome relevantinformation. The student displaysminimal analytical skills. The students arguments, decisions or judgments arenot always relevant, or may be absent. The student attemptsto carry outinvestigations, demonstrating few skills.
3-4The student selects and uses mostly relevant information. The students worklacks the required depth in analysis. The student makes some relevantarguments, decisions or judgments though these are unsupported. The studentdemonstrates basic investigative skills.
5-6The student selects and uses relevantinformation. Work shows satisfactoryevidence of analysis. Arguments, decisions and judgments are supported andbalanced but superficial. The student demonstrates adequate investigativeskills.
7-8The student selects and uses a range of relevantinformation. Work shows a goodlevel of critical analysis. Arguments, decisions and judgments are wellsupported and balanced. The student demonstrates effective investigative skills.
9-10The student selects and uses a wide range of relevantinformation. Work shows ahigh level of critical analysis. Arguments, decisions and judgments are fullysupported and well balanced. The student demonstrates sophisticatedinvestigative skills.
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Criterion D: Communicating Maximum 8
Students should be able to demonstrate the ability to use a variety of media to organize and communicatetheir factual and conceptual learning. These formats include, but are not limited to: written reports, oralpresentations, cartoons, storyboards, maps, diagrams, flow charts, PowerPoint presentations, podcasts,animations and videos. Students should be able to demonstrate communication throughout thehumanities course to an increasing level of sophistication.
Level ofAchievement
Criteria D: Descriptor
0 The student does not reach a standard described by any of the descriptorsbelow.
1-2The student communicates information that may not always be relevant.He/she attempts to structure the work however, it may be unclearand/orinappropriateto the format required. Presentation and expression is unclearand imprecise. There may be some evidenceof documentation.
3-4
The student communicates information that is mostly relevant.He/sheattempts to structure and sequencethe work but is not always successful.Presentation and expression is occasionally unclear. Sources of informationare documented, though there may be omissionsor consistent errorsinadhering to conventions.
5-6
The student communicates information that isrelevant. He/she uses a structureappropriate to the taskand sequences the content logically. Presentationand expression is clear;attention is paidto audience and purpose in terms ofappropriate language, style and visual representation. Sources of information aredocumented, with occasional errors in adhering to conventions.
7-8
The student communicates informationthat isalways relevant.He/sheorganizes information into a well-developed and logical sequence,appropriate to the format required. Presentation and expression is clear,
concise and effective, and the language, style and visual representation usedis always appropriateto the audience and purpose. All sources of informationare documented according to a recognized convention.
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The following components of the students work will be assessed in the 2012 2013 school year:
Assessed Criter ia =
Title of Assessed Work
Criterion A
Knowledge andUnderstanding
Criterion B
Investigating
Criterion C
ThinkingCritically
Criterion D
Communicating
Regions
New Towns Analysis of Change
Tung Ping Chau: Fieldwork
Tung Ping Chau: Heritage Brochure
Test China (Physical & Human Geo)
Note: When each assessmen t i s r e turned parents w i l l be asked to s ign the f ront cover toi nd i ca te tha t they have seen the w ork and i t s as sessment .
Textbook: China, Trevor Higginbottom, Tony White. Heinemann Publisher
Contacting your teacher(s):
Mr. Topp: [email protected]. Osborne:[email protected]
mailto:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected] -
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Year 10 MYP Geography Course Outline
1
Year 10 GEOGRAPHY
AIMS
Geography involves the study of the development and spatial
arrangement of various environments. In a world that isconstantly changing this discipline helps the student to graspthe dynamic quality of spatial realities and to understand thechanges which have taken place in different environments. Itenables the student to study the environment as well asrecognizing that, whilst natural forces shape the Earth, humansare important agents of change in their environment and theaction taken by one society may affect the entire world.
This course is designed to lead students from an understanding of their immediate naturaland social environment to an appreciation of spatial phenomena on local, regional,
national and global scales. An important dimension of the geography program should bethe fostering of an awareness of the challenges to humankind, as well as of our individualand collective responsibilities. This is done through the use and application of a body ofmajor geographical concepts.
The broad aims of the teaching and study of geography are to encourage and enable thestudent to develop:
an inquiring mind
the skills necessary for the effective study of humanities
a sense of time and place
a respect and understanding of others perspectives, values, attitudes
awareness and understanding of people, cultures and events in a variety of places atdifferent times
an understanding of the interactions and interdependence of individuals, societies, andtheir environments
an understanding of the causes and consequences of change through physical andhuman actions and processes
an understanding of contemporary humanities issues
a sense of internationalism and a desire to be proactive as a responsible global citizen
an awareness of the connections with other subjects
a lifelong interest in and enjoyment of humanities.
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Year 10 MYP Geography Course Outline
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Year 10 Course Outl ine
The Year 10 Geography Program strives to balance both the human and physical aspectsfound within the discipline of Geography, with five key conceptsbringing all of the unitstogether:
Time;Place and Space;Change;Systems;Global Awareness.
The general aims of the course is to have students develop:
a sense of Hong Kongs place and its location on a local, regional and global scale;
an awareness and comprehension of both the physical and human environmentsfound throughout the world;
an understanding of some of the processes which have created these environments;
an understanding of how man and the natural environment interact in creating uniqueinterrelationships;
an understanding of how the different communities and cultures of the world interactand the way in which they utilize the worlds resources in different ways
field investigative skills which will enable students to integrate general conceptsacquired in the classroom with specific knowledge acquired in the field
competence in subject specific skills, including those utilizing Information andCommunication Technologies and Geographical Information Systems (GIS)
Year 10 Geography Modules 1,22013-14
Module Topic/UnitFormal assessments, and field based
activitiesAssessed cr iteria
within unitTime Period
2013-14
1Geographical
Information Systems(GIS)
GIS & Fieldwork
Neighbourhood GIS Project* A,B,C,D 9 weeks
Urban Environments
Enhanced Mapping skills
Gentrification study of TaiHang
A,B,C,D 9 weeks
2Tourism and our
environment
Analysis of class travelpatterns
Walkability fieldwork with afocus on our shorelines inSheung Wan & WesternDistricts
A,B,C,D 9 weeks
Hazards and MansResponse
Power Point Presentations ofHazards*
Survey of tourist perceptionsregarding hazards
A,B,C,D 9 weeks
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Year 10 MYP Geography Course Outline
3
Textbook
This course will use an In-house produced booklet, based on a wide range of sources.Notes, readings, and other components for the booklet will be distributed to the studentsas the course progresses. The textbook components are to be filed in the course
specific two ring binders being distributed to each of the students. All textbookcomponents will be available on line for those students who wish to have additional copiesor in the event of a binder being lost, students will be able to replace it at theirconvenience. Each student will be required to pay $150.00for the cost of colour copyingand the two ring binders, to be collected at the beginning of the course.
Teachers
The following teachers will be teaching the course, and can be contacted at any time toseek help or clarification on any aspect of the course:
Mr. Brian:[email protected]
On-Line Resources
To facilitate independent learning, the entire Year 10/11 Geography program will beposted onto the Humanities department web site, and students are encouraged to use theresources found there.
Year 10 Geography:https://sites.google.com/a/cis.edu.hk/cis-geography-10-1/
Enjoy the program!
mailto:[email protected]:[email protected]:[email protected]://sites.google.com/a/cis.edu.hk/cis-geography-10-1/https://sites.google.com/a/cis.edu.hk/cis-geography-10-1/https://sites.google.com/a/cis.edu.hk/cis-geography-10-1/https://sites.google.com/a/cis.edu.hk/cis-geography-10-1/mailto:[email protected] -
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Year 10 MYP Geography Course Outline
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Geography: Subject Specific Skills Chart (ATL)1
These skills are essential to the study ofgeography and reflect the subject's
distinctive methodology and approach.Teaching the skills enriches thestudents' understanding of geography,and enables them to apply thetechniques of geography and to useappropriate terminology. It is essentialthat the skills are covered throughout thewhole syllabus, are introduced whereappropriate depending on the context ofthe different themes and are not treatedin isolation.
LOCATE AND DIFFERENTIATE ELEMENTS OF THE EARTH'S SURFACE
direction
latitude and longitude
grid and area references
scale
maps
aerial, oblique and ground-level photography
satellite imageryREAD, INTERPRET, ANALYSE AND PRODUCE MAPS
isoline and isopleth maps
dot maps
sketch maps
proportional symbols
topological maps
flow diagrams/charts
INTERPRET TOPOGRAPHIC MAPS WHERE APPROPRIATE TO THE OPTIONAL THEMES
READ, INTERPRET, ANALYSE AND CONTSTRUCT GRAPHS
scatter graphs
line graphs
triangular graphs
histograms
pie charts
population pyramids
compound graphs
logarithmic graphs
Lorenz curves
1IB Diploma Programme guide: Geography, 2008
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Year 10 MYP Geography Course Outline
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UNDERTAKE STATISTICAL CALCULATIONS TO SHOW PATTERNS AND CHANGES
totals
averages, means, medians, modes
frequencies
ranges of data (differences between maximum and minimum) densities
percentages
ratios
dependency ratios
MANIPULATE AND INTERPRET DATA USING QUANTITATIVE TECHNIQUES
measures of correlation (including Spearman rank)
measures of concentration and dispersion (including nearest neighbour and locationquotients)
measures of spatial interactions
UNDERTAKE GEOGRAPHICAL INVESTIGATION
research and select relevant geographical information
classify data
analyze data describe patterns, trends and links
make generalizations
make inferences and predictions make and justify decisions
draw conclusions
PRODUCE WRITTEN MATERIAL (INCLUDING ESSAYS, REPORTS AND INVESTIGATIONS)
synthesize information
develop clear and logical arguments
present material in a clear and well-structured way
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Year 10 MYP Geography Course Outline
6
Humanities Assessment Criteria
Criterion A: Knowledge and Understanding Maximum 8
Students should be able to:
use humanities terminology in context
demonstrate knowledge and understanding of subject-specific content and concepts throughdeveloped descriptions, explanations and examples.
Achievementlevel
Level descriptor
0 The student does not reach a standard described by any of the descriptors below.
12 The student:
makes a limited attemptto use somerelevant terminology demonstrates basicknowledge and understanding of content and concepts with
simpledescriptions and/or examples.
34 The student:
uses terminology that is accurate and/orappropriate demonstrates knowledge and understanding of content and concepts through
adequatedescriptions, explanations or examples.
56 The student:
uses a rangeof terminology accuratelyand appropriately demonstrates goodknowledge and understanding of content and concepts
through accuratedescriptions, explanations and examples.
78 The student:
uses a wide rangeof terminology accuratelyand appropriately demonstrates detailedknowledge and understanding of content and concepts
through developed and accuratedescriptions, explanations and examples.
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Year 10 MYP Geography Course Outline
7
Criterion B: Investigating Maximum 8
Students should be able to:
formulate a clear and focused research question
formulate and follow an action plan to investigate a research question use methods accurately to collect and record information consistent with the research question
effectively address the research question.
Achievementlevel
Level descriptor
0 The student does not reach a standard described by any of the descriptors below.
12 The student:
formulates a very generalresearch question
formulates and follows a limitedaction plan to investigate a research question collects and records limitedinformation not always consistent with the research
question
makes a limited attemptto address the research question.
34 The student:
formulates an adequateresearch question formulates and follows a partialaction plan to investigate a research question uses a method or methods to collect and record someinformation consistent
with the research question
partiallyaddresses the research question.
56 The student:
formulates a clearresearch question formulates and follows a satisfactoryaction plan to investigate a research
question
uses methods to collect and record appropriateinformation consistent with theresearch question
satisfactorily addresses the research question.
78 The student:
formulates a clearand focusedresearch question formulates and follows a detailedaction plan to investigate a research question uses methods accurately to collect and record appropriateand varied
information consistent with the research question
effectivelyaddresses the research question.
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Year 10 MYP Geography Course Outline
8
Criterion C: Thinking Critically Maximum 8
Students should be able to:
analyse concepts, events, issues, models and arguments
analyse and evaluate a range of sources in terms of origin and purpose, recognizing values andlimitations
interpret different perspectives and their implications
synthesize information in order to make valid, well-supported arguments.
Achievementlevel
Level descriptor
0 The student does not reach a standard described by any of the descriptors below.
12 The student:
makes a limited attemptto analyse concepts, events, issues, models orarguments
describes somesources in terms of origin and purpose and recognizes somevalues and limitations
identifiesdifferent perspectives makes connections between information in a limited attemptto make
arguments.
34 The student:
completes a simpleanalysis of concepts, events, issues, models or arguments completes a simple analysisand/or evaluation of some sources in terms of
origin and purpose, recognizing values and limitations
identifiesdifferent perspectives and their implications makes connections between information to make simplearguments.
56 The student:
completes a satisfactoryanalysis of concepts, events, issues, models orarguments
satisfactorily analysesand/or evaluates a rangeof sources in terms of originand purpose, recognizing values and limitations
interpretsdifferent perspectives and their implications synthesizes information to make validarguments.
78 The student:
completes a detailedanalysis of concepts, events, issues, models or arguments effectively analysesand evaluates a rangeof sources in terms of origin and
purpose, recognizing values and limitations
thoroughly interprets a range ofdifferent perspectives and their implications synthesizes information to make valid, well-supportedarguments.
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Year 10 MYP Geography Course Outline
9
Criterion D: Communicating Maximum 8
Students should be able to:
communicate information and ideas using an appropriate style for the audience and purpose
structure information and ideas in a way that is appropriate to the specified format
document sources of information using a recognized convention.
Achievementlevel
Level descriptor
0 The student does not reach a standard described by any of the descriptors below.
12 The student:
communicates information and ideas by attempting in a limited wayto use astyle that is appropriate to the audience and purpose
makes a limited attemptto structure information and ideas in a way that isappropriate to the specified format
makes a limited attemptto document sources of information.
34 The student:
communicates information and ideas by using a style that is sometimesappropriate to the audience and purpose
structures information and ideas in a way that is sometimesappropriate to thespecified format
sometimesdocuments sources of information using a recognized convention.
56 The student:
communicates information and ideas by using a style that is oftenappropriate tothe audience and purpose
structures information and ideas in a way that is oftenappropriate to thespecified format
oftendocuments sources of information using a recognized convention.
78 The student:
communicates information and ideas effectivelyby using a style that isconsistently appropriate to the audience and purpose
structures information and ideas in a way that is consistentlyappropriate to thespecified format
consistently documents sources of information using a recognized convention.
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Year 10 MYP Geography Course Outline
10
Use of Humanities Computer Laboratoryand Field Equipment
Computers and field equipment, which have been purchased by the HumanitiesDepartment, are for the use of CIS students and teaching staff. The purchase of theseitems has come from the Humanities budget, thus students and teaching staff from thisdepartment have first priority in using the equipment, all other students and staff memberssecond. The following conditions apply to all of the departments equipment:
Computer Labs 1201
1. Permission to use the Humanities computer lab must be given by a Humanitiesteacher.
2. Students are not allowed to alter nor copy software that has been purchasedand licensed to the school.
3. Installation of software is prohibited.
4. Alteration of the computers settings is prohibited.
5. When printing work, students should ensure that they have edited out unwantedmaterials thus reducing waste.
6. Draft colour copies of work should be printed on the B/W laser printer, final
colour copies can be printed on the colour Epson printer.
7. After completing your work, shut down the computer.
8. No food or drink allowed in the room.
9. Clear all unwanted materials before your departure from the room.
Field Equipment
1. Students can only borrow equipment if they have had instruction on its use.Equipment may be borrowed through your humanities teacher.
2. Equipment is to be used only for intended function.
3. Loss or broken equipment will be the responsibility of the student. Full recoverycosts will be charged.
Failure to abide by the above rules/regulations can lead to a student being barred from
using the computer lab or field equipment.
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Year 11 MYP Geography Course Outline
1
Year 11 GEOGRAPHY
AIMS
Geography involves the study of the development and spatialarrangement of various environments. In a world that isconstantly changing this discipline helps the student to graspthe dynamic quality of spatial realities and to understand thechanges, which have taken, place in different environments. Itenables the student to study the environment as well asrecognizing that, whilst natural forces shape the Earth, humansare important agents of change in their environment and theaction taken by one society may affect the entire world.
This course is designed to lead students from an understanding of their immediate natural
and social environment to an appreciation of spatial phenomena on local, regional,national and global scales. An important dimension of the geography program should bethe fostering of an awareness of the challenges to humankind, as well as of our individualand collective responsibilities. This is done through the use and application of a body ofmajor geographical concepts.
The broad aims of the teaching and study of geography are to encourage and enable thestudent to develop:
an inquiring mind
the skills necessary for the effective study of humanities
a sense of time and place
a respect and understanding of others perspectives, values, attitudes
awareness and understanding of people, cultures and events in a variety of places atdifferent times
an understanding of the interactions and interdependence of individuals, societies, and
their environments
an understanding of the causes and consequences of change through physical andhuman actions and processes
an understanding of contemporary humanities issues
a sense of internationalism and a desire to be proactive as a responsible global citizen
an awareness of the connections with other subjects
a lifelong interest in and enjoyment of humanities.
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Year 11 Course Outl ine
The Geography Program in Year 11 strives to balance both the human and physicalaspects found within the discipline of Geography, with five key concepts bringing all ofthe units together:
Time;Place and Space;Change;Systems and Global Interactions.
The general aims of the course is to have students develop:
a sense of Hong Kongs place and its location on a local, regional and global scale;
an awareness and comprehension of both the physical and human environmentsfound throughout the world;
an understanding of some of the processes which have created theseenvironments;
an understanding of how man and the natural environment interact in creatingunique interrelationships;
an understanding of how the different communities and cultures of the worldinteract and the way in which they utilize the worlds resources in different ways
field investigative skills which will enable students to integrate general conceptsacquired in the classroom with specific knowledge acquired in the field
competence in subject specific skills, including those utilizing Information andCommunication Technologies and Geographical Information Systems (GIS)
Unit Topics2013-14
Year/Unit Topic/UnitOther
C.W., trips, major assessmentAssessed cr itera
Time Period2013-14
11-1 Urban Environments Enhanced Mapping skills
Gentrification study - CW*
Urban issue essay
A,B,C,DAugust -December
11-2 Global Perspectives
Focus on a global issue from
the perspective of economic,environmental, socio-cultural, and politicaldimensions
B,D Dec - Jan
113 Tourism
Walkability fieldwork, withcoast focus - multi-mediaproject
A,C February - April
11- 4Drainage Basins:
Rivers
CW Rivers: PhysicalEnvironment Investigation*
Valuing our river basinsB,C May - June
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Textbook
This course will use an In-house produced booklet, based on a wide range of sources.Notes, readings, and other components for the booklet will be distributed to the studentsas the course progresses. The textbook components are to be filed in the course
specific two ring binders being distributed to each of the students. All textbookcomponents will be available on line for those students who wish to have additional copiesor in the event of a binder being lost, students will be able to replace it at theirconvenience. Each student will be required to pay $150.00for the cost of colour copyingand the two ring binders, to be collected at the beginning of the course.
Teachers
The following teachers will be teaching the course, and can be contacted at any time toseek help or clarification on any aspect of the course:Mr. David Brian:[email protected]
Mr. Nick Osborne :[email protected]
On-Line Resources
To facilitate independent learning, the entire Year 10/11 Geography program will beposted onto the Humanities department web site, and students are encouraged to use theresources found there.
Year 11 Geography Web Portal:https://sites.google.com/a/cis.edu.hk/cis-geography-11/
Assessment Matrix
At the time of printing, the following components of the students work will be formally assessed over theremaining one year program from 2013 2014.
Assessment Cri ter ia
AssessmentsCriterion A
Knowledge andUnderstanding
Criterion BInvestigating
Criterion CThinkingcritically
Criterion DCommunicating
Carriedover toYear 11
Shang Chuan Dao RuralInvestigation Field Work
Year11
Gentrification Investigation Field Work
River Test
Walkability Study
Urban issues essay
Global perspective
mailto:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]://sites.google.com/a/cis.edu.hk/cis-geography-11/https://sites.google.com/a/cis.edu.hk/cis-geography-11/https://sites.google.com/a/cis.edu.hk/cis-geography-11/https://sites.google.com/a/cis.edu.hk/cis-geography-11/mailto:[email protected]:[email protected] -
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Geography: Subject Specific Skills Chart (ATL)1
These skills are essential to thestudy of geography and reflect thesubject's distinctive methodology
and approach. Teaching the skillsenriches the students'understanding of geography, andenables them to apply thetechniques of geography and touse appropriate terminology. It isessential that the skills are coveredthroughout the whole syllabus, areintroduced where appropriatedepending on the context of thedifferent themes and are not
treated in isolation.
LOCATE AND DIFFERENTIATE ELEMENTS OF THE EARTH'S SURFACE
direction
latitude and longitude
grid and area references
scale
maps
aerial, oblique and ground-level photography
satellite imagery
READ, INTERPRET, ANALYSE AND PRODUCE MAPS
isoline and isopleth maps
dot maps
sketch maps
proportional symbols
topological maps flow diagrams/charts
INTERPRET TOPOGRAPHIC MAPS WHERE APPROPRIATE TO THE OPTIONAL THEMES
READ, INTERPRET, ANALYSE AND CONTSTRUCT GRAPHS
scatter graphs
line graphs
triangular graphs
histograms
pie charts
population pyramids
1IB Diploma Programme guide: Geography, 2008
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compound graphs
logarithmic graphs
Lorenz curves
UNDERTAKE STATISTICAL CALCULATIONS TO SHOW PATTERNS AND CHANGES
totals
averages, means, medians, modes frequencies
ranges of data (differences between maximum and minimum)
densities
percentages
ratios
dependency ratios
MANIPULATE AND INTERPRET DATA USING QUANTITATIVE TECHNIQUES
measures of correlation (including Spearman rank)
measures of concentration and dispersion (including nearest neighbour and locationquotients)
measures of spatial interactions
UNDERTAKE GEOGRAPHICAL INVESTIGATION
research and select relevant geographical information
classify data
analyze data
describe patterns, trends and links
make generalizations make inferences and predictions make and justify decisions
draw conclusions
PRODUCE WRITTEN MATERIAL (INCLUDING ESSAYS, REPORTS AND INVESTIGATIONS)
synthesize information
develop clear and logical arguments
present material in a clear and well-structured way
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Appendix
Humanities Assessment Criteria
Essay Writing Guidelines
Geography Lab Use Guidelines
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Humanities Assessment Criteria
Criterion A: Knowledge and Understanding Maximum 8
Students should be able to:
use humanities terminology in context
demonstrate knowledge and understanding of subject-specific content and concepts throughdeveloped descriptions, explanations and examples.
Achievementlevel
Level descriptor
0 The student does not reach a standard described by any of the descriptors below.
12 The student:
makes a limited attemptto use somerelevant terminology demonstrates basicknowledge and understanding of content and concepts with
simpledescriptions and/or examples.
34 The student:
uses terminology that is accurate and/orappropriate demonstrates knowledge and understanding of content and concepts through
adequatedescriptions, explanations or examples.
56 The student:
uses a rangeof terminology accuratelyand appropriately demonstrates goodknowledge and understanding of content and concepts
through accuratedescriptions, explanations and examples.
78 The student:
uses a wide rangeof terminology accuratelyand appropriately demonstrates detailedknowledge and understanding of content and concepts
through developed and accuratedescriptions, explanations and examples.
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Criterion B: Investigating Maximum 8
Students should be able to:
formulate a clear and focused research question
formulate and follow an action plan to investigate a research question use methods accurately to collect and record information consistent with the research question
effectively address the research question.
Achievementlevel
Level descriptor
0 The student does not reach a standard described by any of the descriptors below.
12 The student:
formulates a very generalresearch question
formulates and follows a limitedaction plan to investigate a research question collects and records limitedinformation not always consistent with the research
question
makes a limited attemptto address the research question.
34 The student:
formulates an adequateresearch question formulates and follows a partialaction plan to investigate a research question uses a method or methods to collect and record someinformation consistent
with the research question
partiallyaddresses the research question.
56 The student:
formulates a clearresearch question formulates and follows a satisfactoryaction plan to investigate a research
question
uses methods to collect and record appropriateinformation consistent with theresearch question
satisfactorily addresses the research question.
78 The student:
formulates a clearand focusedresearch question formulates and follows a detailedaction plan to investigate a research question uses methods accurately to collect and record appropriateand varied
information consistent with the research question
effectivelyaddresses the research question.
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Criterion C: Thinking Critically Maximum 8
Students should be able to:
analyse concepts, events, issues, models and arguments
analyse and evaluate a range of sources in terms of origin and purpose, recognizing values andlimitations
interpret different perspectives and their implications
synthesize information in order to make valid, well-supported arguments.
Achievementlevel
Level descriptor
0 The student does not reach a standard described by any of the descriptors below.
12 The student:
makes a limited attemptto analyse concepts, events, issues, models orarguments
describes somesources in terms of origin and purpose and recognizes somevalues and limitations
identifiesdifferent perspectives makes connections between information in a limited attemptto make
arguments.
34 The student:
completes a simpleanalysis of concepts, events, issues, models or arguments completes a simple analysisand/or evaluation of some sources in terms of
origin and purpose, recognizing values and limitations
identifiesdifferent perspectives and their implications makes connections between information to make simplearguments.
56 The student:
completes a satisfactoryanalysis of concepts, events, issues, models orarguments
satisfactorily analysesand/or evaluates a rangeof sources in terms of originand purpose, recognizing values and limitations
interpretsdifferent perspectives and their implications synthesizes information to make validarguments.
78 The student:
completes a detailedanalysis of concepts, events, issues, models or arguments effectively analysesand evaluates a rangeof sources in terms of origin and
purpose, recognizing values and limitations
thoroughly interprets a range ofdifferent perspectives and their implications synthesizes information to make valid, well-supportedarguments.
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Criterion D: Communicating Maximum 8
Students should be able to:
communicate information and ideas using an appropriate style for the audience and purpose
structure information and ideas in a way that is appropriate to the specified format
document sources of information using a recognized convention.
Achievementlevel
Level descriptor
0 The student does not reach a standard described by any of the descriptors below.
12 The student:
communicates information and ideas by attempting in a limited wayto use astyle that is appropriate to the audience and purpose
makes a limited attemptto structure information and ideas in a way that isappropriate to the specified format
makes a limited attemptto document sources of information.
34 The student:
communicates information and ideas by using a style that is sometimesappropriate to the audience and purpose
structures information and ideas in a way that is sometimesappropriate to thespecified format
sometimesdocuments sources of information using a recognized convention.
56 The student:
communicates information and ideas by using a style that is oftenappropriate tothe audience and purpose
structures information and ideas in a way that is oftenappropriate to thespecified format
oftendocuments sources of information using a recognized convention.
78 The student:
communicates information and ideas effectivelyby using a style that isconsistently appropriate to the audience and purpose
structures information and ideas in a way that is consistentlyappropriate to thespecified format
consistently documents sources of information using a recognized convention.
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Comparison Chart for writing Essays and Field Reports
Purpose Purpose
purpose is to persuade
is to articulate a well-argued response to
the question or proposition. establishes a proposition
is to help readers solve a specific problem with
specific data.
is oriented to solving a problem for specializedreaders and informing (problem may be that
readers lack specialized information
is usually to make proposals
Voice Voice
authors tend to use a personal voice authors tend to take an authoritative voice
the data becomes the focus rather than the
authors persona
Topic & Subject matter Topic & Subject matter
Essays tend to deal with general issues
(e.g. the role of corporations in a society,
the viability of organic farming, the use of
genetically modified food).
is usually a question or a proposition.
is based on reading and sometimes fieldwork.
deal with specific, problem oriented topics
take an unbiased stance,
provide specific, specialized data from
professional sources
write for a specialized audience with technical
expertise in the area,solve a specific problem for the audience (that
problem could be lack of information),
write as an expert (rather than as someone with
an opinion), and focus the main point in a very
specific way.
Assessment Assessment
Success depends on:
the interest of the argument.
how the essay relates one point to thenext and how well it establishes the
proposition.
Success depends on:
the demonstration of good research skills
the objective presentation and analysis ofrelevant information.
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Essay Field ReportAuthors Stance Authors Stance
the author takes an argumentative stance
stated as a thesis (a specific opinion)
authors use arguments to make their point
will contain a conclusion, but including
recommendations is rare
the author has a main point
it is not stated directly as an argument
stated as a hypothesis, to be proved or disproved,
a main point
authors use definition to make their point
may often contain conclusions and recommendations
Data Data
authors may use information from all kinds
of sources including personal experience, to
support the main point/argument
supports his/her argument with evidence
that may vary from personal experience to
researched information (usually secondary--
library--sources)
the hypothesis or main point is supported with
quantitative or qualitative data gathered through
either primary research (field work, lab work,
interviews with recognized experts, and the like)
or secondary research from professional, refereed
journals
personal experience is omitted
or if the author uses it, he/she substantiates the
information with primary or secondary research.
Format and Style Format and Style
does not include sections
can be subjective, but needs the
impersonality suited to academic study.
Is designed to be read as a whole
comprises sections with headings.
has to be objective.
sometimes includes the use of bullet points.
designed to allow quick access to information through
the use of headings, subheadings, numbering and
indentation
Audience Audience
audience for an essay is usually not
specialized
usually it is any group of readers with an
interest (often general interest) in the topic
audience for a technical report is a specialized group of
people with a specialized interest, purpose, and
expertise
Referencing and quotations in reports follow the same guidelines required for essays. Endnotes or footnotes are
acceptable.
For most reports, a system of numbered sections with headings is used. However, some instructors and teachers
do not require this. Again, check with the teacher guidelines.
Just as in the essay, a good report will analyse and evaluate as well as merely describe. The ability to respond to
these academic requirements separates the good or excellent report from the average.
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Use of Humanities Computer Laboratoryand Field Equipment
Computers and field equipment, which have been purchased by the Humanities
Department, are for the use of CIS students and teaching staff. The purchase of theseitems has come from the Humanities budget, thus students and teaching staff from thisdepartment have first priority in using the equipment, all other students and staff memberssecond. The following conditions apply to all of the departments equipment:
Computer Labs 1201, 2303, 2304, 2504
1. Permission to use the Humanities computer lab must be given by a Humanitiesteacher.
2. Students are not allowed to alter nor copy software that has been purchased
and licensed to the school.
3. Installation of software is prohibited.
4. Alteration of the computers settings is prohibited.
5. When printing work, students should ensure that they have edited out unwantedmaterials thus reducing waste.
6. Draft colour copies of work should be printed on the B/W laser printer, finalcolour copies can be printed on the colour Epson printer.
7. After completing your work, shut down the computer.
8. No food or drink allowed in the room.
9. Clear all unwanted materials before your departure from the room.
Field Equipment
1. Students can only borrow equipment if they have had instruction on its use.Equipment may be borrowed through your humanities teacher.
2. Equipment is to be used only for intended function.
3. Loss or broken equipment will be the responsibility of the student. Full recoverycosts will be charged.
Failure to abide by the above rules/regulations can lead to a student being barred fromusing the computer lab or field equipment.
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Areas of Interaction
Approaches to Learning(see attached Geography Subject Specific skills)
The humanities will provide students with opportunities to form a reasoned argument andpresent it clearly in a variety of media. By working both independently and cooperatively,students develop research skills, learn to organize work effectively and to use a variety ofmedia and technologies to research and present data.
Community ServiceIn the humanities links are made to the community on many different levels, such as local,regional, national and global. The ways in which community values influence perceptionsof the world, the need for global cooperation, awareness of bias, discrimination andinequality are all aspects of the humanities. Threats to communities from natural andhuman external influences, and the value of planned communal response, are an integral
part of the subject. Students may take an active role in the development of the school andlocal communities.
Health and Social EducationThe study of humanities deals with variations in human welfare over time and space. Themanner in which individuals and societies have provided for their fundamental needs andthe ways they respond to the stresses, caused by social and technological change, arestudied.
EnvironmentThe interaction between humans and the environment lies at the very heart of the
humanities. An understanding of natural and human processes, which contribute to thedevelopment of the physical, social and man-made environments, is fundamental.Through an appreciation of environmental concerns students develop a sense of respectand personal responsibility for the environment.
Human IngenuityThe humanities provide fruitful perspectives for exploring examples across time and place.The creative mind can be seen in the evolution of social, economic and political systems,and the impact of technological inventions can be studied in different geographicalcontexts.