scale Learning Objective (pupils should learn): Teaching activity / Learning Outcome Resources Differentiation ECM & Citizenship Literacy and numeracy 2 lessons Enquiry Question: What is an ecosystem? Must: be able to define ecosystem and name both living and non-living components. Should: be able to describe how an ecosystem functions and explain how it would change if certain components were altered/removed. Could: explain in detail using key terminology how an ecosystem functions, the interdependence of the components and how this function would change if certain key components were removed or altered. Key questions: What is an ecosystem? What are the parts of an ecosystem? How does an ecosystem function? What is a biome? Teaching/Learning activities: Labelling living and non-living parts of an ecosystem. Either (i) Card sorting activity (paired or group task): place the components of an ecosystem (e.g. desert or TRF) according to how they could link together and investigate and explain the effect of moving/withdrawing particular parts – how would the function be affected. Or (ii) Concept map with the same purpose as above. Both these tasks lead to extended writing ‘What would happen if…’ Venn diagram of inputs/processes Geography Bingo to reinforce new terms. Images of ecosystems Card sorting task Concept map (2 levels) Writing frame for ‘What would happen if’ Venn diagram outline (2 levels) Longman Geography: Choice Longman Geography: Challenge p38 Investigating Geography C p86-7, 90-91 Through seating plan and differentiated LO’s Via different levels of resource Via grouping Via use of key terminology MA: making connections via concept map and through the open-ended ‘What would happen if’ task 1.1 1.2 1.5a 2.1a 2.4a 3a 3f for extended writing Acquisition and use of new subject specific vocabulary.
Learning Objective Teaching / Learning Activity Resources / teaching ideas Differentiation ECM & Citizenship Literacy and numeracy At least 2 lessons Enquiry Question: Where are the world’s major desert and rainforest biomes located? Why are the located here? Must: be able to located key areas of desert and rainforest on a map and name some of these areas. Should: produce a well labelled map of the world’s deserts and rainforests and describe their distribution using key terminology. Could: Explain in detail using key terminology why deserts and rainforests are located in the positions that they have indicated on their map. Teaching/Learning activities: Where are the world’s major desert and rainforest biomes located? Total recall/map from memory task possible. Students produce a shaded/labelled/annotated (depending on ability) map to show the location and distribution of the world’s major desert and rainforest ecosystems. Why are rainforests wet and deserts dry? Atlases (various levels available). World map Coloured sheet from Key Geography Extensions Through seating plan and differentiated LO’s Via different levels of resource Via grouping role allocation during map from memory. Via use of key terminology 2 levels of map (one partially completed) MA: compile criteria for a successful piece of mapwork. Think about 1.1a +b 1.3a 1.5a 2.1a 2.1e 2.3a+b 2.4a 3a 3c 3f for more extended writing for the more able.
case. Offer possible solutions to the problem considering the views of different stakeholders. class. Complete diamond 9 task to prioritise the effects of deforestation. Students to work in pairs to place their diamond 9 What is the future for the TRF – who cares? What is desertification? What is causing desertification? What are the effects of desertification? What might the future bring? Geography 3 resource book) World environment atlas Longman Geography: Choice Investigating Geography C p94-95 enquiry: 1.3a,b,c,d.