zilongwang/ReadingBank huggingface dataset:
Points 3 2 1 0 Quality of Post Response includes appropriate comments and are thoughtful, reflective, and respectful of other's postings. Response includes appropriate comments and is respectful to other's postings. There is a response but it shows minimum effort. (eg. "I agree with Bill") or is disrespectful to other student postings. No posting Relevance of Post Posts are related to discussion topic and prompt further discussion. Posts are related to the discussion topic. Posts do not relate to the discussion content and/or are short or irrelevant. No posting Writing Skills Submits posts that contain grammatically correct sentences without any spelling errors. Submits posts that have one or more grammatically incorrect sentences and/or two or more spelling errors. Submits posts that contain more than two incomplete or grammatically incorrect sentences and/or has more than two spelling errors. No posting
Category Weight 40 – 31 Points 30 – 21 Points 20 – 11 Points 10 – 1 Points 0 Points Written Response to Protest Letters 30% Provide a clear, objective, positive response to each concern posed in each of the three protest letters. Provide a clear, objective, positive response to each concern posed in two of three letters. Provide a clear, objective, positive response to each concern posed in one of three letters. -- Did not respond to any of the letters, or responded in a negative manner to any of the three protest letters. Develop an internal public engagement document, as part of the siting document. 30% At a minimum, the document includes the following elements: 1)the project scope and description, 2)siting process explanation, 3)timeline for the proposed siting process, 4)maps showing alternative route locations and proposed selected route, 5)segment of the public to be notified, 6)the number and frequency of public meetings, 7)how the public can provide input to the siting plan, 8)typical questions to be addressed at the public meetings, 8 of the 9 elements identified in the internal document, including the project description, siting process, alternative and proposed route location maps. 7 of the 9 elements identified in the internal document, including the project description, siting process, alternative and proposed route location maps. 6 of the 9 elements identified in the internal document, including the project description, siting process, alternative and proposed route location maps. Less than 6 of the 9 elements presented.
sequence which audience can follow. Ends with an accurate conclusion showing thoughtful, strong evaluation of the evidence presented. Concludes by thanking the audience and opening the floor to a discussion in a stellar and professional manner. Ends with a summary of main points showing some evaluation of the evidence presented. Concludes by thanking the audience and opening the floor to a discussion in an unprofessional manner. Ends with a summary or conclusion; little evidence of evaluating content based on evidence. Does not thank the audience or open the floor for discussion. Presents choppy and disjointed information; no apparent logical order of presentation. Ends without a summary or conclusion. Does not thank the audience or open the floor for discussion. Appearance 13% Graphics are designed to reinforce presentation thesis and maximize audience understanding; use of media is varied and appropriate with media not being added simply for the sake of use. Visual aids were colorful and large enough to be easily read. Font size and selection is appropriate for reading and viewing. Media are prepared in a professional manner. Details are minimized so that main points stand out. Use of graphical media is varied and appropriate. Graphical media does not clutter or overwhelm presentation. While graphics relate and aid presentation thesis, these media are not as varied and not as well connected to presentation thesis. Font size is appropriate for reading. Appropriate information is prepared. Some material is not supported by visual aids. Presentation has no more than two misspellings and/or grammatical errors. Occasional use of graphics that rarely support presentation thesis; visual aids were not colorful or clear. Choppy, time wasting use of multimedia; lacks smooth transition from one medium to another. Font is too small to be easily seen. Communication aids are poorly prepared or used inappropriately. Too much information is included. Unimportant material is highlighted. Presentation has three misspellings and/or grammatical errors. Student uses superfluous graphics, or graphics that are so poorly prepared that they detract from the presentation. Font is too small to be easily seen. Student's presentation has four spelling errors and/or grammatical errors. No graphics are used. Font is unreadable. Student’s presentation has 5 or more spelling and/or grammatical errors.
Click the Add button again and add TravelTime as a Cost, with Minutes as Units and Double as the Data type Finally, add Categories as a Hierarchy. Then click Next. Choose Yes for establishing driving directions. Click Next. Review the Summary of the Network Dataset and click Finish. Click Yes to allow ArcCatalog to build the network dataset. Now, you have a geodatabase network dataset that allows ArcGIS to understand roads in WRIA9 and the connected entities. With this connectivity, the program can model routing, among other things. SpeedLimit and TravelTime as well as Categories hierarchy provide the networking program/software with criteria for making choices, such as which roads to turn down when constructing a Least Coat Path through the road network. Question 1: Explain in your own words the purposes of SpeedLimit and TravelTime fields for the future analysis? Geocoding: creating a point feature class of potential pollution incidents on a street Geocoding is a process of creating point feature class based on a table with street addresses. Geocoding not only requires an input table of street addresses, but also requires reference data (road network dataset) with specific attribute information. An address locator is used to define the fields in the reference data that are used to determine the exact location of a specific address on a street and which side of the street it is on. For example when you are given an address of 158 S Spokane St., you know that an even number normally means it is located not only within a certain block but also on a specific side of the street. Once the address locator has been defined, the addresses can be matched to the reference data and a new point feature class can be created. The output point feature class will contain fields that are specific to geocoded data, such as status, score, match_type, side, match_addr, street or intersection and address. Status is an import field as it indicates whether the addresses have been matched (location was found), tied (two or more potential locations were found), or unmatched (no location was found).
Open ArcToolbox Analysis Tools Extract Clip, and then choose and enter the following parameters: Input Feature: Roads feature class (Roads_King) derived from Clip Features: WRIA9_King Output Feature Class: …\WRIA9.gdb\RoadNetwork\WRIA9_Roads Close ArcMap after examining WRIA9_Roads in your map. Creating a New Feature Class Now, you will learn how to create a new feature class. We would like to create a new feature class for the wetland habitat areas in WRIA9. We will also create domains for this new feature class. In ArcCatalog right click the Habitat feature dataset that you created earlier, and select New Feature Class. Name this feature class wetland_habitat, select Polygon Features for the Type of Features. Keep the default settings for the coordinate M and Z values. Click Next. Accept default Configuration Keyword, and click Next. Add two fields to the wetland_habitat feature class with the following settings: Field Name: Basin; Data Type: Text; Length: 30 Field Name: Rating; Data Type: Double Now, we have a new feature class in the Habitat feature dataset. Next we will set a domain for this feature class. Geodatabase Domain One of the useful tools for attribute value validation is using a geodatabase domain. It can be as simple as setting values for an attribute field like Yes/No or a range from 0 to 100; it can also be as complex as having a list of vegetation types. In the following steps, you will learn how to create a geodatabase domain from a table stored in the
Output Address Locator: navigate to your Assignment 3 folder and name the output file as PollutionAddressLocator. ***Note: Do not save it in your geodatabase.*** Click OK. You now have an Address Locator that can be used to geocode addresses. Question 2: Why do we need to create an Address Locator before geocoding addresses? Geocoding addresses do not actually find a specific building with a given address. It operates by estimating approximate position. It does this by comparing the address in the list to the beginning and ending addresses listed for each road segment in the WRIA9_Roads feature class. If the target address is between the beginning and ending addresses for that road segment, it calculates how far along the street the target address could be located. It also knows on which side of the street the target address should be, based on whether the address number is even or odd. Follow the steps below to learn how to perform the task: Add the table PotentialPollutionIncidents from WRIA9.gdb to your map. Go to Customize Toolbars Geocoding to enable the geocoding toolbar. On the geocoding toolbar, click (Geocode Addresses) When the Geocode Addresses wizard opens, select the PollutionAddressLocator as the address locator to use. In the dialog window, select the following setttings: Address table: PotentialPollutionIncidents table Street or Intersection: Address ZIP: ZIP Output shapefile or feature class: navigate to RoadNetwork feature dataset and name the output feature class PotentialPollution_Result. You need to change the “save as type” to “Personal and File Geodatabase feature class” in order for your geodatabase to show in the folder directories. Click the Geocoding Options… button Set Side offset to 15 feet (An offset is the distance from the road centerline that the geocoded point will be placed. An address does not refer to the center of the street, after all. A reasonable value for the offset would be 15 feet). Click OK to close the window.
In Add ArcGIS Server, click Publish GIS Services. In the General options, enter your Server URL so that it says . This is the URL of the UW Department of Geography’s GIS server. Enter your UW NetID credentials under Authentication. In ArcCatalog, you should now see the Dept.’s GIS server listed. You can now register the geodatabase with the ArcGIS Server. In the Catalog window, right-click your ArcGIS Server connection, and click Server Properties. On the Data Store tab, click the Add button next to Registered Databases. The Register Database dialog box opens. Enter a proper name for the registered database (e.g. “g582”). Click Import and browse to and select your geodatabase. This should be the database you are currently working with (your connection to g582). Make sure that Same as publisher database connection is checked. Click OK to close the Register Database dialog box. If you receive an error that “The database is already registered with the ArcGIS Server”, click OK and then Cancel to close the Register Database dialog box. Click Validate All and make sure you see a green check box next to your newly registered database. Click OK to close the ArcGIS Server Properties dialog box. Authoring a Map Document Now you will add feature classes you want to publish from your geodatabase to the map, and modify relevant layer properties for publishing. Start ArcMap if it is not already started. Double-click the data editor connection in the Catalog window to connect to the database. One at a time, choose the feature classes from the database connection and drag them onto the map. Alternatively, you use the Add Data button to connect to the geodatabase and add data from there.
Instruction: List the title of the unit of work in the first column and then tick the check box of the content description/s addressed by it, which can be done electronically. Once completed, fill out the ‘Assessments’ table. For detailed notes regarding the purpose of this template and further instructions for completion, refer Strand Geographical Concepts and Skills Sub-strand Place, space and interconnection Data and information Content Description Experience and react to a place and its features React to familiar places and activities Experience places that are important for specific people and related activities Experience geographical information by using their senses React to images or sensory elements which represent preferred personally significant places React to an element of a place Unit Semester/Year CD Achievement standard # CD Achievement standard # CD Achievement standard # CD Achievement standard # CD Achievement standard # CD Achievement standard # Strand Geographical Knowledge Sub-strand Places and our connections to them Content Description Experience the distance and location of familiar places Experience personal places and their features represented on large-scale maps and models Experience their connection to a place in Australia and across the world Experience local area dreaming stories and country/places Experience weather and seasons Experience and react to the sensory elements of a places Experience the purpose of or the special event/s of a space React to features and activities of a familiar place Unit Semester/Year CD Achievement standard # CD Achievement standard # CD Achievement standard # CD Achievement standard # CD Achievement standard # CD Achievement standard # CD Achievement standard # CD Achievement standard # Level A Achievement Standard Separated by line. Number in brackets, e.g. (3), can be used as an identifier in various parts of the template. Level B Achievement Standard By the end of Level A Students recognise some personally significant places. (1) They select preferred objects through reaching towards, accepting or rejecting actions. (2) Students react to the familiar features of some personally significant places. (3) By the end of Level B Students can identify some familiar places using photos, images or augmentative alternative communication when asked. They will select to view a multimodal text about a preferred place. Students experience the familiar features and purposes of places and the representation of these features, purposes and their location as words, gestures, images, pictures and photos. They begin to indicate objects and places they like from a field of two to three choices. They begin to follow everyday language related to direction and location. Assessments Unit (Title) Assessment Achievement Standard/s Unit (Title) Assessment Achievement Standard/s
BRIEF OVERVIEW OF SOME TOOLS Move TOOL New point TOOL Line through two points TOOL Perpendicular line TOOL Polygon TOOL Circle with centre through point TOOL Ellipse TOOL Angle TOOL Reflect object about line TOOL Insert text TOOL Slider TOOL Move graphics view TOOL CONTENTS Page 5 Activity 1 – Regular Polygons Page 7 Activity 2 – Corresponding Angles on Parallel Lines Page 10 Activity 3 – Graphs Page 13 Activity 4 – Coordinates (student practice) Page 15 Activity 5 – Transformations - Reflection Page 17 Activity 5 – Transformations - Rotation Page 19 Activity 5 – Transformations - Enlargement Page 20 Activity 5 – Transformations - Translation The opening screenshot may look like this;
1 The learner will know about the features of maps The learner must know: Assessment Requirements Evidence Location 1.a Basic symbols found on a (a) road atlas (b) town centre map (c) tourist map (d) topological map (e) building floor plans Learners should list basic symbols found on a (a) road atlas (b) town centre map (c) tourist map (d) topological map (e) building floor plans The following assessment methods can be used in the assessment of this standard: Written tasks/questions and answers Oral questions and answers Group discussion Written or pictorial information This list is not exhaustive and other appropriate assessment methods may be used. 1.b How to identify geographical locations on a map Learners should identify geographical locations on a map 1.c How to identify features on a map Learners should identify features on a map Further information for Tutors/Assessors 1.b and 1.c Identify: using large-scale maps and from a given list.
Satellite Communication Satellite imageries, stages in remote sensing data- acquisition, platform and sensors and data products, (photographic and digital). January Unit 6 Periodic Test-2 Biosphere Biosphere- importance of plants and other organisms; biodiversity and conservation; ecosystem and ecological balance. NOTE- Map Work on identification of features based on 1 to 6 units on the outline/ Physical/ Political map of the world. 10 Periods 05 Periods February Unit 10 Hazards and Disasters: Causes, Consequences and Management Floods, cloudbursts Droughts: types and impact Earthquakes and Tsunami Cyclones: Features and impact Landslides NOTE- Map Work of features based on above units locating and labelling on the outline/ Political/Physical map of India. Open Text Based Assessment PRACTICAL Use of weather instruments: thermometer, wet and dry- bulb thermometer, barometer, wind vane, rain gauge. Revision with map work related to unit 1 to 10 Revision of annual exam Practical Examination (Final) 10 Periods 04 Periods 04 Periods 04 Periods
N.T.- (D) - O.B.C. - 3. Chemistry S.C. - S.T. - V.J – N.T.- (B) - N.T.- (C) - N.T.- (D) - O.B.C. - 4. Ind. Chemistry S.C. - S.T. - V.J – N.T.- (B) - N.T.- (C) - N.T.- (D) - O.B.C. - Sr. No. Subject Merit Nos. Marks % General Category up to Marks % Reserved Category up to 5. Applied Chemistry S.C. - S.T. - V.J – N.T.- (B) - N.T.- (C) - N.T.- (D) - O.B.C. - 6. Botany S.C. - S.T. - V.J – N.T.- (B) - N.T.- (C) - N.T.- (D) - O.B.C. - 7. Food Technology & Science S.C. - S.T. - V.J – N.T.- (B) - N.T.- (C) - N.T.- (D) - O.B.C. - 8. Zoology S.C. - S.T. - V.J – N.T.- (B) - N.T.- (C) - N.T.- (D) - O.B.C. - 9. Statistics S.C. - S.T. - V.J – N.T.- (B) - N.T.- (C) - N.T.- (D) - O.B.C. -
submissions from geographers, historians, anthropologists, architects, scientists, writers, and artists. The Southern Arizona Geographical Association (SAGA) is the School's graduate student association. SAGA’s main goal is to provide a forum for graduate students to voice their concerns about professional development, the School, or teaching experiences. Many activities are also geared towards encouraging social interaction among the graduate students. With the broad diversity in research interests and backgrounds, it is important for all of the graduate students to have an opportunity to share their views and to develop lasting relationships that will not only carry them through their years at Arizona, but also through their careers. Intramural teams are often sponsored by SAGA, for example, as is an annual campout during the fall semester. The development of School t-shirts is also handled by SAGA. Other student organization activities have included the 1st Annual Western Geography Graduate Student Conference in 1997 and an Invited Guest Speaker Program. 10. Graduate Degree Mileposts and Forms The mileposts below are a guide to important administrative steps that students take as they progress towards the M.A. and Ph.D. degrees. The listing is in chronological order, although precise sequence may vary a bit. On-line forms are available on the School or Graduate College websites. Students should check the Graduate College website for the complete and up-to-date forms required. Time M.A. Degree Ph.D. Degree Start of 1st Semester By end of 2nd Semester Orientation, diagnostic check and initial advising Choose regular advisor/committee chair End of 2nd Semester Request appointment of M.A. committee (SGD form) Submit Plan of Study to Graduate College (GC form) Decide thesis option or not Check foreign language, fields of specialization, research tools, and other coursework planning Check that Core Course Performance requirements are/will be satisfied End of 3rd Semester Obtain committee approval of thesis proposal (thesis option only) (SGD form) Request appointment of advisory committee (SGD form) Submit Plan of Study to Graduate College (GC form) 4th Semester Arrange M.A. Final Examination (thesis defense or comprehensive exam) Prepare Completion of Degree Requirements form (GC form) Apply to continue in Ph.D. program if desired Choose areas of specialization and Ph.D. minor Plan Comprehensive Exam when coursework is essentially completed
5th-6th Semester N.A. Take Comprehensive Exam (written and oral portions) Submit Results of the Oral Comprehensive Exam for Doctoral Candidacy; Committee Appointment Form (GC forms) Request appointment of dissertation committee; obtain committee approval of dissertation proposal (SGD forms) Dissertation research 7th Semester + more Dissertation research and writing Present and defend dissertation and earn Ph.D.
Name______________________ Date__________________ Class Period_______ Geography of Georgia Brochure Activity Georgia Performance Standard SS8G1: The student will describe Georgia with regard to physical features and location. Locate Georgia in relation to region, nation, continent, and hemisphere. Describe the five geographic regions of Georgia; include Blue Ridge Mountains, Ridge & Valley, Appalachian Plateau, Piedmont, and Coastal Plain. Locate and evaluate the importance of key physical features on the development of Georgia; include the Fall Line, Okefenokee Swamp, Appalachian Mountains, Chattahoochee and Savannah Rivers, and Barrier Islands. Evaluate the impact of climate on Georgia’s development. Instructions: You are to create a brochure of Georgia featuring geography facts learned from class. The brochure must include: Map of Georgia indicating where the five geographic regions, Okefenokee Swamp, Brasstown Bald, Chattahoochee River, Savannah River and the Barrier Islands are located within the state. (25 points) One fact provided for each of the five geographic regions of Georgia. (15 points) Provide factual information about the location of Georgia within the world and USA… Example- Which continent? Where is its location? Which region? Which hemispheres? (10 points) Provide a definition for the fall line and include a map showing where the fall line is located on a map of Georgia (5 points) What are the 5 border states surrounding Georgia? *Include this question and list the states! (5 points) Using the worksheet What Do You Know About Georgia, provide a section in your brochure that list 5 major cities in Georgia, the current governor, and list 3 businesses created in Georgia. (5 points) What is the capital city of Georgia? *Include this question and provide the answer (5 points) Provide 2 facts about Georgia’s climate (5 points) Using the worksheet What Do You Know About Georgia, list five tourist attractions that are located in Georgia (10 points) Neatly hand written and or typed, colored, and creatively designed brochure (10 points) Completed brochure turned in on the deadline of Monday, August 27, 2012 in class (5 points) Total Points Possible = 100 Project Grade
Year 10 Geography A guide for parents and students. This outline is linked to the Course Assessment Schedule. Year 10 Geography is semesterised Term Weeks Topic/ Unit 1or 3 1 Topic 1: Issues in Australian Environments Air Quality Urban Growth and Decline Spatial Inequality Waste Nuclear Waste Case studies Topic 2: Coastal Management Landforms Transportation Processes Coastal Erosion Deposition Case Study Fieldwork Assessment Task Research Action Plan 2 3 4 5 6 7 8 9 10 2 or 4 1 Australia in Its Regional and Global Contexts Australia’s place in the World Territorial Boundaries Neighbours Globalisation Political Links, Communication, Cultural Links, Migration Links, Tourism Links, Sporting Links Australia’s Regional and Global Links Trade Links, Role of Government, Regional and Bilateral Trade, Foreign Aid, Case Studies NGO’s Work Links, Defence Links, Global Links- War on Terrorism Future Challenges Population Growth, Migration Policies, Multiculturalism, Ecological Sustainability Population movement and Urban Planning Future Planning Reconciliation Human Rights- abuses Refugees Border Control and Pacific Solution Indigenous People and Lucky Country Roadmap for Reconciliation 2 3 4 5 6 7 8 9 10 Note: This is a guide only
Fitzwilliam Primary School Geography Scheme of Work: Overview Foundation Stage Year 1 & 2 Year 3 & 4 Year 5 & 6 Year A Autumn Fire! Fire! BV: How can the British community work together to prevent a disaster? Vicious Volcanoes and Raging Rivers BV: How has the physical geography of Britain influenced British heritage and culture? Brilliant Beasts BV: How did the Anglo-Saxon era end and what was their impact on life in Britain? Spring Explorers BV: How have the people of the past shaped our Modern Britain? China BV: How can we compare British and Chinese cultures and traditions? Gods and Monsters BV: Who were the Ancient Greeks and what did we learn from them? Summer Immediate environment and a contrasting locality Holidays Study of a country: Mexico Jurassic Forest BV: How have British people developed our understanding of the past? Extreme Environments BV: How does the British climate compare with the climates of other countries? Structures of Wonder BV: How did the Ancient Greeks influence life in Britain? Year B Autumn Dungeons and Dragons BV: How have British castles shapes our history? Stone Age Boy BV: How has modern Britain been shaped by our Neolithic ancestors? Invaders BV: How did the Vikings influence life in Britain? Spring Heroes and Villains BV: How has the lives of British people been affected by heroes and villains? How well do you know Fitzwilliam? BV: How can exploring our local heritage help us to prepare for life in modern Britain? Treasure Hunters How did the Mayan era end and how does this provide contrasts with British History? Summer Immediate environment and a contrasting locality Olympics Ready, Steady, Go! Olympics/World Kitchen (Alternate dependent on Olympics) Olympics BV: How have these events impacted on British communities? World Kitchen: How has food changed in a Modern Britain? The Romans BV: How did the Roman Empire impact upon modern Britain? Law Breakers How has crime and punishment changed over the years and how can we compare it to crime in Britain?
Unit 1: Geography Study Guide What river forms a border between the United States and parts of Mexico? Rio Grande What geographic region is located along the Atlantic Ocean and the Gulf of Mexico? Coastal Plain What geographic region is located west of the Rocky Mountains and the east of the Sierra Nevadas? Basin and Range What geographic region may be described as “Rugged mountains along the Pacific Coast that contain fertile valleys”? Coastal Range What river was explored by Lewis and Clark? Columbia What geographic region contains the oldest mountain range in North America? Appalachian What river was explored by the Spanish? Colorado What geographic region consists of flat lands that gradually increase in elevation? Great Plains What water feature provided the French and Spanish with exploration routes to Mexico and other parts of America? Gulf of Mexico Where is the Continental Divide Located? Rocky Mountain Region On a map of North America, which of the following rivers would be farthest east? St. Lawrence River What mountain range stretches from Alaska almost to Mexico? Rocky Mountains The United States is located on which continent? North America Inland port cities grew in the Midwest along what body of water? Great Lakes Which continent is not entirely surrounded by water? Europe California’s coastline was created by what body of water? Pacific Ocean What is the lowest point in North America located within the Basin and Range Region? Death Valley Use the map below for the next FOUR (4) following questions:
geography becomes even more notable. No longer do readers have to just sit and wonder what the Barcelona skyline looks like or how the Passetto di Borgo runs through the Vatican city; now readers can instantly look up these iconic locations on the Internet to see real, vivid images instantly. Brown can be seen as a modern-day author that cleverly uses geography to his advantage; his tales are convincing thrillers that provoke thoughtful debate. Works Cited Barcelona Tourist Guide, . Brown, Dan. Angels & Demons: Corgi Books, 2016. Brown, Dan, Inferno. Doubleday, 2013. Brown, Dan. The Da Vinci Code. (Doubleday: 2003). Brown, Dan, The Lost Symbol. Doubleday, 2009. The Golden Book of Rome and the Vatican (English Edition). Centro Stampa Editoriale Bonechi. Page 70.
Marking key for sample assessment task 7 – Unit 2 Section One: Multiple-choice Award one mark for each correct answer in Questions 1–10 Question Answer 1 C 2 D 3 B 4 A 5 C Description Mark 1 mark each 0–5 Total /5 Section Two: Short response 6. Briefly describe the nature of consumer electronics production. Description Marks Provides a brief but clear description of the nature of consumer electronics e.g. consumer electronics refers to any device containing an electronic circuit board that is intended for everyday use. Examples of products include digital cameras, computers, MP3 players, mobile phones, televisions and gaming consoles. 1 Briefly describes the nature of consumer electronics production e.g. production is generally driven by gains in manufacturing efficiency and automation, low labour costs, and improvements in technology design. 1 Total /2 7. Identify one technological advancement in transport and/or telecommunications and briefly explain how it has facilitated change in the spatial distribution of consumer electronics production or consumption. Description Marks Correctly identifies one technological advancement in transport and/or telecommunications applicable to the consumer electronics industry and provides a clear explanation of the way in which it has facilitated change in the spatial distribution of consumer electronics production or consumption. The relationship between cause and effect is evident i.e. the 3
Makes limited use of supporting evidence and geographical terminology and concepts Total 12 Explain the extent to which the planning strategies adopted in New York have been, or could be, informed by the concept of sustainability. Description Marks Provides a detailed and accurate explanation of the extent to which the planning strategies adopted in New York have been, or could be, informed by the concept of sustainability Correctly applies a wide range of appropriate supporting evidence (including quotations, sources, statistics, data, maps, diagrams and/or sketches) Applies accurate and relevant geographical terminology and concepts 7–8 Provides a less detailed and mostly accurate explanation of the extent to which the planning strategies adopted in New York have been, or could be, informed by the concept of sustainability Makes reference to appropriate supporting evidence Applies some relevant geographical terminology and concepts 5–6 Provides a generalised explanation of the extent to which the planning strategies adopted in New York have been, or could be, informed by the concept of sustainability Limited use of appropriate supporting evidence and geographical terminology and concepts 3–4 Provides a limited or inaccurate explanation of the extent to which the planning strategies adopted in New York have been, or could be, informed by the concept of sustainability Makes limited or mostly irrelevant use of supporting evidence and geographical terminology and concepts 1–2 Total 8 Discuss the extent to which these strategies have enhanced the sustainability and liveability of New York. Description Marks Provides a detailed and accurate discussion of the extent to which these strategies have enhanced the sustainability and liveability of New York Applies a wide range of appropriate supporting evidence (including quotations, sources, statistics, data, maps, diagrams and/or sketches) Applies accurate and relevant geographical terminology and concepts 5–6 Provides a generalised discussion of some of the extent to which these strategies have enhanced the sustainability and liveability of New York Makes reference to appropriate supporting evidence Applies some relevant geographical terminology and concepts 3–4 Provides a limited discussion of the extent to which these strategies have enhanced the sustainability and liveability of New York Makes limited or mostly irrelevant use of supporting evidence and geographical terminology and concepts 1–2 Total 6
20. Describe any five landforms resulted by winds. 5 पवन द्वारा का करें। 21. Locate the following on the outline map of the India, provided to you. 1x5=5 1. Anai Mudi peak 2. Mahanadi river 3. Water Divider Line 4. Isothermal line of 15०c in January 5. ‘BWhw’ Type Climate Region भारत के दिये गये में को करें । 1 अनाई मुडी 2 3 रेखा 4 में 15०c की समताप रेखा 5 ‘BWhw’ प्रकार का 22 Identify and write the names of Plates as maintained in the world map as A, B, C, D and E. 1×5 =5 दिए गए के में A, B, C, D E प्लेट की पहचान कर उनके नाम
Shortlisted candidates will be invited for interview. As part of this process they will be expected to teach a lesson of up to 35 minutes, for which a full prior briefing will be given. All applications will be acknowledged and candidates who have not heard from us further within two weeks of the closing date should assume that the post has been filled. Please see attached full information regarding the Girls’ Day School Trust guidelines on the Safeguarding of Children. Further information about the school can be found on our website at: October 2015
identify factors affecting temperature, humidity, rainfall and extreme weather events eg droughts, floods and storms VR GS investigate global climate patterns such as temperature and rainfall M share ideas about the impacts of climate change Biogeography Students: identify different vegetation types VR explore how soils form and the connection between soil and vegetation investigate the location and physical characteristics of one vegetation community F share ideas about human impact on the selected vegetation community Biophysical environment study Students: explore different features of an environment in a particular location examine the formation of one of the features identified VR share ideas about how people interact with the environment The contexts chosen in the Geography Elective topics must not overlap or duplicate significantly any of the contexts studied in the Geography K–10 Syllabus. Oceanography Focus: The features and importance of the world’s oceans and issues associated with them. Outcomes A student: GEELS-2 demonstrates an understanding that places and environments change GEELS-4 explores interactions and connections between people, places and environments GEELS-5 explores contemporary geographical issues and events GEELS-7 explores management of places and environments GEELS-8 collects and uses geographical information for inquiry GEELS-9 communicates geographical information Related Stage 4/5 outcomes: GEE4-2, GEE4-4, GEE4-5, GEE4-7, GEE4-8, GEE4-9, GEE5-2, GEE5-4, GEE5-5, GEE5-7, GEE5-8, GEE5-9
19. Complete the table below by giving one example of a resource from Source 4 that meets both criteria for each cell in the table. (4 marks) Lifespan less than 50 years (number of years left in best case scenario) More than 30% of consumption met by recycled materials Large amounts (more than 10 grams) used per capita in the US Small amounts (less than 10 grams) used per capita in the US Total = 35 marks Marking key for sample assessment Task 8 – Unit 4 Section One – Multiple-choice Question Answer 1 C 2 D 3 B 4 C 5 A 6 B 7 D 8 A 9 C 10 A 11 A 12 C Section Two – Short answer
Identify one feature of the natural and cultural landscape on both sides of the Ord River evident in the photograph in Source 2. (4 marks) Description Marks Western Side: Natural landscape – any one of • Bandicoot Range/Hills • Dunham River • Packsaddle Creek 1 Western Side: Cultural landscape – any one of • farmland/crops/irrigated cropland • roads/Duncan Highway 1 Eastern Side: Natural landscape – any one of • Mount Cecil • Abney Hill • Natural vegetation – medium scrubland 1 Eastern Side: Cultural landscape – any one of • Kununurra townsite • Kununurra-Parry Creek Road/Duncan Highway/roads • airport • farmland/crops/irrigated cropland 1 Total 4 In which direction does the Ord River flow on the topographic map (Source 1)? Provide one piece of map evidence to justify your answer. Note: Your map evidence must include grid references. Description Marks Direction of flow: North 1 Correct grid reference provided 1 Map evidence – one of: • Ord River is wider on the south side of the diversion dam at GR 673537 • angle that Dunham River joins at GR 665559 indicates flow to north • land at southern end of Ord River (7340) is higher (100 m ASL vs 40 m ASL) than at northern end (6765) 1 Total 3 Calculate the average gradient between the highest spot height on Bandicoot Range and the gravel pit at GR 636566. Show your workings. Description Marks Correctly identifies heights as: • Bandicoot Range – 318m ASL • Gravel pit at GR 636566 – 60m ASL 1–2 (1 mark each) Working out: rise/run = 318 – 60 = 258 = 1:086 3000 3000 1 Average gradient = 0.086 or For every one metre travelled, the ground rises eight centimetres 1 Total 4
Assessment Assessment framework Weighting of AO Year 7 Global links: Tiger assessment 1 40% Knowledge of India soap stone mining 2 40% Link between soap stone mining and tiger population 3 20% Analysing text and evidence Map skills 1 20% National and global regions 2 20% Settlement patterns 3 60% Map skills Carbon footprints 1 30% Knowledge of the enhance greenhouse effect 2 40% Ways to reduce C02 3 30% Difference between countries Year 8 Two earthquakes compared 1 30% California (USA) and Bam (Iran) 2 40% Plate boundaries and earthquakes 3 30% Analysing text and GIS Volcanoes 1 30% Volcanoes in different locations (global) 2 30% Volcanoes formation 3 40% Impact and risk reduction Russia: Impact of resource exploitation assessment 1 30% Russia different regions 2 40% Use of resources and exploitation 3 30% Analysing data, text and maps Year 9 Population 1 30% Brazil physical and human features 2 50% Anti-natal and pro natal polices 3 20% Analysing text and diagrams Deforestation 1 20% Impact of deforestation 2 60% Conflict in the Amazon 3 20% Analysing data, text and maps Hurricanes 1 20% Global circulation system 2 50% Impacts of extreme weather 3 30% Analysing diagrams and maps
Medium Term Plan – Geography Phase – Years 1 and 2 Year 1 Year 2 Autumn 1 Spatial Sense Aerial views and the local area Mapping the classroom Directions Spatial Sense Directions and distance Maps and globes Using symbols and a key Autumn 2 The School Setting and Local Area Our school – site and situation Navigation – routes using compass directions Local land use and aerial maps Spring 1 The Seven Continents Globes and maps Location of the North Pole, South Pole and seven continents Direction – north, south, east and west Globes and World Maps Major oceans and seven continents The equator, the northern hemisphere, the southern hemisphere, the North Pole and the South Pole Identify the UK as one of many countries in Europe Spring 2 Northern Europe Countries – Norway, Sweden, Denmark, Finland and Iceland Climate, vegetation and landscape of Northern Europe Living in a snowy climate – people, travel, jobs and hazards Summer 1 UK Geography Maps of the UK, including countries and counties Name and locate England, Scotland, Wales and Northern Ireland The Union Flag and the component parts Regions of the UK Locate the continent, country and county within which we live Physical and human features of the UK – rivers, mountains, lakes and capital cities Regional differences within the UK Summer 2 Climate and Weather The difference between weather and climate How the weather varies from day to day and why Climate variations across the UK and the impact upon landscape and farming
So if the question is… Describe, using a case study, the problems a country in the EU faced due to an ageing population: Specifics from the case study should be given to support the important points. Discuss, using a named example, the impacts of mass tourism in a tropical area: Specifics from the case study should be given to support the important points. Describe the effects of a tsunami you have studied: Specifics from the case study should be given to support the important points. What Connectives and Sentence Starters Do You Need to Use? …and …also for example… for instance… such as… according to… as shown by… How Do I Write a Case Study Answer? A case study answer always comes in tandem with a command word, so how you write it depends on the command word (usually discuss or describe). However, there is another point you must keep in mind! The mark of a great case study answer is that the case study detail flows throughout the whole answer. All the facts, figures, place names and details of your answer should point towards the named case study area. There should be a clear opening sentence where you have named the case study and 3 or 4 points, developed in detail. Describe, using named examples, the attempts made to manage the extraction and the use of the land after extraction in a quarry (8) Look at the answer above and highlight in different colours: Opening sentences that intro the case study/case study detail/the connectives or sentence starters
Geography Nursery Reception Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Locational Knowledge Talk about features in immediate environment. Know how environments might vary from each other. Know that the world is made up of land and water. Know countries have a capital city. Know the world has continents and oceans. Know the 4 countries of the UK. Know the 5 oceans Know the seven continents. Know the capital cities of the UK and surrounding countries. Locate on a map- Human and physical characteristics of the UK. Locate on a map- Human and physical characteristics of Europe. Locate on a map- Human and physical characteristics of countries around the world and major cities. Know meaning of latitude or longitude, Equator or Tropics of Capricorn and Cancer or Artic and Antarctic Circles or Time zones. Place Knowledge Know similarities and differences in relation to places. Know differences and similarities between Hartsholme, Lincoln and another city. Know geographical features of the UK. Compare features of the UK to geographical features of 1 chosen country. Study geographical similarities and differences between regions in the UK. Study geographical similarities and differences between countries in Europe. Study geographical similarities and differences between countries around the world. Study environments and compare similarities and differences in a range of some features stated above. Human and Physical Geography Talk about and make observations of and explain why some things occur, talk about changes. Understand seasons and weather in each season. Describe features of environment. Use some key vocabulary to describe features of the environment. Know the typical weather of the UK. Know hot and cold areas in relation to the equator. Know different types of settlement. Know where food comes from (trade routes) Study rivers, mountains, volcanoes and natural disasters. Know where energy comes from. Know about the water cycle and natural resources (where they come from) Know meaning of Biomes and vegetation belts. OR Know about climate change or Know about plate tectonics. Geographical Skills and Fieldwork Explore immediate area within school grounds. Know what a map is. Find features on Use directional language (left or right, near or far). Use maps, atlases and globes to identify the UK and selected other Continue to use globes, maps and atlases to apply knowledge. Use aerial photographs, ordinance survey maps and satellite Use Geographical information systems (GIS) to analyse data. Use multiple sources of complex information to draw conclusions.
Easter Term 2 Water Cycle and Rivers See above Homework – Assessment – Formations of rivers and waterfalls. Summer Term 1 Tectonic Hazards Skills Drawing diagrams Case study Questions What are the different layers of the Earth? What are each of the layers made of? What are tectonic plates and where are they? How do Earthquakes and Volcanoes occur? What are the hazards of tectonic activity? (primary and secondary effects) How does this affect advanced countries and developing countries differently? Homework: Research a natural disaster and look at the effects it had on the country. Assessment: Look at a case study and answer questions on the effect of tectonic activity on an advanced and developing country. Summer Term 2 Weather and Climate Skills Inference skills Graph reading skills Questions What is the definition of weather and climate? How are they different? Homework: interpret a climate graph. Assessment: Describe the key features of a weather forecast map. Give a suggestion of where the country might be and why?
SOCIAL SCIENCES – INTERMEDIATE PHASE LESSON PLAN : Geography TOPIC: Map skills 15 hours DATE for Term: FROM ____________ TO ___________ NR. OF periods: ___ GRADE 4 TERM 2 CONTENT / CONCEPTS: Side views and plan views - 2 hours 1.Side views and views from above of simple objects – such as a cup, hat, shoe, box, apple DATE: FROM ____________ TO ___________ NR. OF periods: ____ 2.Plan views – such as table, classroom, simple buildings, trees and a sports field DATE: FROM ____________ TO ___________ NR. OF periods: ____ 3.Pictures showing side views and plan views DATE: FROM ____________ TO ___________ NR. OF periods: ____ wordbank : 1.Side views and views from above of simple objects – such as a cup, hat, shoe, box, apple: ASSESSMENT (Indicate with an x) Formal assessment: Test Exam Data - handling Contextual - analysis Investigation/Research Case Study Creative Response Map skills Informal assessment: Classroom activities Homework Worksheet Test Assessment Tools: Memorandum Rubric 2.Plan views – such as table, classroom, simple buildings, trees and a sports field: 3.Pictures showing side views and plan views: Teacher activities: (Attach copied pages out of sources) AIMS SKILLS 1.Side views and views from above of simple objects – such as a cup, hat, shoe, box, apple: TG p. The Geography curriculum aims to develop learners who: Are curious about the world they live in. Have a sound general knowledge of places and the natural forces at work on earth.
SOCIAL SCIENCES – INTERMEDIATE PHASE LESSON PLAN : Geography TOPIC: Physical features of South Africa 15 hours DATE for Term : FROM ____________ TO ___________ NR. OF periods: ___ GRADE 5 TERM 2 CONTENT / CONCEPTS: Revision , formal assessment etc. - 3 hours Teacher activities: (Attach copied pages out of sources) ASSESSMENT (Indicate with an x) Formal assessment: Test Exam Data - handling Contextual - analysis Investigation/Research Case Study Creative Response Map Skills Assessment Tools: Memorandum Rubric Learner activities: (Attach worksheets/activities & memorandums) EXPANDED OPPORTUNITIES /DIFFERENSIATION: