Level 3 Geography Internal Assessment Resource

NZQA Internal assessment resource Geography 3.7A for Achievement Standard 91432 Approved PAGE FOR TEACHER USE

Internal Assessment Resource Geography Level 3

This resource supports assessment against: Achievement Standard 91432 Analyse aspects of a geographic topic at a global scale

Resource title: Water, water, everywhere?

3 credits

This resource:  Clarifies the requirements of the standard  Supports good assessment practice  Should be subjected to the school’s usual assessment quality assurance process  Should be modified to make the context relevant to students in their school environment and ensure that submitted evidence is authentic

Date version published by December 2012 Ministry of Education To support internal assessment from 2013

Quality assurance status These materials have been quality assured by NZQA. NZQA Approved numberA-A-12-2012-91432-01-6113

Authenticity of evidence Teachers must manage authenticity for any assessment from a public source, because students may have access to the assessment schedule or student exemplar material. Using this assessment resource without modification may mean that students’ work is not authentic. The teacher may need to change figures, measurements or data sources or set a different context or topic to be investigated or a different text to read or perform.

Internal Assessment Resource Achievement Standard Geography 91432: Analyse aspects of a geographic topic at a global scale Resource reference: Geography 3.7A Resource title: Water, water, everywhere? Credits: 3 Teacher guidelines The following guidelines are supplied to enable teachers to carry out valid and consistent assessment using this internal assessment resource. Teachers need to be very familiar with the outcome being assessed by Achievement Standard Geography 91432.The achievement criteria and the explanatory notes contain information, definitions, and requirements that are crucial when interpreting the standard and assessing students against it.

Context/setting This activity requires students to analyse patterns of global water availability and/or use. The use of water as a resource could include domestic, agricultural, and/or industrial uses. Students will need to have information about the availability and/or use of water resources around the world and how this impacts on people. The United Nations World Water Development Report (Resource A) is a useful starting point.

Conditions Students need to be familiar with cartograms as a form of mapping.

Resource requirements Students will need access to:  atlases  the Internet  world maps related to water use, such as at: http://www.worldmapper.org. These maps have added information in the form of tables and graphs. Maps could be printed off in colour as a PDF. Population, economic development, water resources, climate and land area maps may be useful for students in identifying causes of the global pattern.

Additional information None.

Internal Assessment Resource Achievement Standard Geography 91432: Analyse aspects of a geographic topic at a global scale Resource reference: Geography 3.7A Resource title: Water, water, everywhere? Credits: 3

Achievement Achievement with Merit Achievement with Excellence Analyse aspects of a Analyse, in depth, aspects of Analyse comprehensively geographic topic at a global a geographic topic at a global aspects of a geographic topic scale. scale. at a global scale. Student instructions Introduction This assessment activity requires you to produce a report for the United Nations that analyses water availability and/or use on a global scale. Your report could be presented as a written or verbal report, or a combination of these. Include visual media such as diagrams, maps, and/or pictures, and use geographic terminology and concepts. This is an individual assessment activity you will complete over two weeks of class time. Teacher note: Adapt the timing of the assessment to suit your students. You will be assessed on how comprehensively you analyse water availability and/or use on a global scale. Task Research Research the availability and/or use of water on a global scale. The use of water as a resource could include domestic, agricultural, and/or industrial uses. Make use of the resources and maps (including Resource B) provided by your teacher, as well as your own additional research. Analyse your data and write your report In your report:  describe a global pattern of water availability and/or use (using appropriate geographic terminology)  fully explain the factors and/or processes contributing to the global pattern identified  explain in detail and evaluate the social and economic significance of the global topic of water availability and/or use for people  refer to regions or nations across different continents or hemispheres throughout your report  use geographic terminology and concepts, and show insight by linking ideas to

your supporting evidence.

Resources

Resource A: Water in a changing world The amount of water on Earth is finite, but its distribution has varied considerably, driven mainly by climatic factors. However, that situation has now changed. Human activities have become a primary driver of the pressures affecting the world’s water systems. These pressures are most often related to human development and economic growth. (The United Nations World Water Development Report 3, 2009, UNESCO) The United Nations World Water Development Report is available from: http://www.unesco.org/water/wwap/wwdr

Resource B: World map Use the following map provided on the Worldmapper website: http://www.worldmapper.org/posters/worldmapper_map104_ver5.pdf To access this PDF, paste the text into your search engine and select Quick View.

Assessment schedule: Geography 91432 Water, water, everywhere?

Evidence/Judgements for Achievement Evidence/Judgements for Achievement with Evidence/Judgements for Achievement with Merit Excellence The student has analysed aspects of a geographic The student has analysed, in depth, aspects of a The student has analysed comprehensively topic at a global scale. This means the student: geographic topic at a global scale. This means the aspects of a geographic topic at a global scale.  describes the global pattern of water availability student: This means the student: and/or use (using geographic terminology)  describes the global pattern of water availability  describes the global pattern of water availability  explains the factors and/or processes that and/or use (using geographic terminology) and/or use (using geographic terminology) contribute to the global pattern  explains, in detail, the factors and/or processes  fully explains the factors and/or processes that  explains the social and economic significance of that contribute to the global pattern contribute to the global pattern the global topic for people  explains, in detail, the social and economic  fully explains and evaluates the social and  refers to regions or nations across different significance of the global topic for people economic significance of the global topic for continents or hemispheres throughout their  refers to regions or nations across different people report continents or hemispheres throughout their  refers to regions or nations across different  supports their analysis with relevant evidence, report continents or hemispheres throughout their which can include maps, graphs, diagrams etc  supports their in-depth analysis with relevant report and uses geographic terminology and evidence which may include maps, graphs,  shows insight in their report, for example by concept(s). diagrams etc and uses geographic terminology linking ideas in context For example [partial indicative extract]: and concept(s).  shows an understanding of appropriate There are a number of causes of varying water For example [partial indicative extract]: concepts by applying them to this context. use around the world. People use water for There are a number of causes of varying water Appropriate concepts include, for example, industrial, domestic, and agricultural purposes. use around the world. People use water for sustainability and interaction Population size is one cause of a high use of industrial, domestic, and agricultural purposes.  supports their comprehensive analysis with water around the world. Regions such as Southern Domestic use is closely related to population size relevant detailed evidence which may include and Eastern Asia use the most water and also and is one cause of high water use around the maps, graphs, diagrams etc and integrates have the highest populations. More industrialised world. Regions such as Southern and Eastern geographic terminology and concept(s). countries have a higher use of water than less Asia use nearly half of the total amount of water For example [partial indicative extract]: industrialised countries. Japan (an industrialised (41%) used around the world and also have the country) is one of the highest users of water and highest populations, with China and India having There are a number of causes of varying water Congo is a country that uses very little water… nearly one third of the world’s total population. use around the world. People use water for industrial, domestic and agricultural uses. The examples above relate to only part of what is High populations can also lead to water that is required, and are just indicative. more polluted, which can then add increased Domestic use is closely related to population size pressure on the water supplies. and is one cause of high water use around the world. Regions such as Southern and Eastern

More industrialised countries have a higher use of Asia use 41% of the total amount of water used water than less industrialised countries. Japan (an globally and also have the highest populations. industrialised country) is one of the highest users China (Eastern Asia) and India (Southern Asia) of water and Congo is a country that uses very each have populations of over 1 billion people. little water. A high population means that a range of Some forms of agriculture use lots of water, for agricultural resources is needed to cope with this example, rice production… population. China and India traditionally rely on The examples above relate to only part of what is rice as a staple food and rice production uses required, and are just indicative. large amounts of water. The process of industrialisation has resulted in high water use in some countries, which is shown in the global pattern of water use. This is linked to the process of economic development. Industrialisation is a key factor that encourages economic development of a country. Some countries, which are rapidly growing economically, have experienced a great surge in industrialisation. This is linked to water use, which is needed in a range of industries. Some industries that use large amounts of water produce such commodities as food, paper, chemicals, refined petroleum, or primary metals. India (an example of a rapidly industrialising country) is one of the highest users of water. The Congo (an example of an under-industrialised country) uses very little water. Increased water use is likely to result in a reduction of the availability of water resources. The processes which have led to this pattern of water use are unsustainable in the long term… The examples above relate to only part of what is required, and are just indicative.

Final grades will be decided using professional judgement based on a holistic examination of the evidence provided against the criteria in the Achievement Standard.