Years 7-10 Geography

YEARS 7-10 GEOGRAPHY

4G3

GLOBAL CHANGE

This program has a focus on water-related topics.

The program is a modified version of the sample program produced by

the Curriculum K-12 Directorate, NSW Department of Education and Training.

Focus area 4G3 /

Global Change

Focus / The changing nature of the world and responses to these changes
Outcomes
4.1  identifies and gathers geographical information
4.2  organises and interprets geographical information
4.3  uses a range of written, oral and graphic forms to communicate geographical information
4.4  uses a range of geographical tools
4.5  demonstrates a sense of place about global environments
4.7  identifies and discusses geographical issues from a range of perspectives
4.8  describes differences in life opportunities throughout the world
4.9  explains how geographical knowledge, understanding and skills combine with knowledge of civics to contribute to informed citizenship
4.10  explains how geographical knowledge, understanding and skills combine with knowledge of civics to contribute to informed citizenship
Suggested ICT
Use a range of digital images, maps, sound and other appropriate multimedia sources to develop a multimedia presentation or webpage.
Resources (Include resources available within your school and community.)
There are a variety of commercial textbooks that can support the tasks outlined in this topic to provide background for students and that have skills based activities incorporating mandatory tools. The use of the Internet is assumed as a source of information.
Publications
Assorted materials from global organisations
Websites
United Nations World Water Development Report – Facts and Figures
http://www.unesco.org/water/wwap/facts_figures/basic_needs.shtml
http://www.unesco.org/water/wwap/facts_figures/water_industry.shtml
http://www.unesco.org/water/wwap/facts_figures/sharing_water.shtml
http://www.unesco.org/water/wwap/facts_figures/knowledge_base.shtml
http://www.unesco.org/water/wwap/facts_figures/water_cities.shtml
http://www.unesco.org/water/wwap/facts_figures/valuing_water.shtml
United Nations – Water – events explanation of World Water Decade – Water for Life
http://www.unwater.org/w4life.html
Resources (Include resources available within your school and community.)
There are a variety of commercial textbooks that can support the tasks outlined in this topic to provide background for students and that have skills based activities incorporating mandatory tools. The use of the Internet is assumed as a source of information.
Publications
Assorted materials from global organisations
Some Internet sites for global organisationsWebsites
United Nations World Water Development Report – Facts and Figures http://www.unesco.org/water/wwap/facts_figures/basic_needs.shtml http://www.unesco.org/water/wwap/facts_figures/water_industry.shtml http://www.unesco.org/water/wwap/facts_figures/sharing_waters.shtml http://www.unesco.org/water/wwap/facts_figures/knowledge_base.shtml http://www.unesco.org/water/wwap/facts_figures/water_cities.shtml http://www.unesco.org/water/wwap/facts_figures/valuing_water.shtml
United Nations-Water - events explanation of World Water Decade - Water for Life
http://www.unwater.org/w4life.htmlGreenpeace Amnesty International
http://www.greenpeace.org http://www.amnesty.org
World Health Organisation Care Australia
http://www.who.int http://www.careaustralia.com.au
UNICEF OxFam
http://www.unicef.org http://www.oxfam.org
The Red Cross World Vision
http://www.redcross.org.au http://www.worldvision.org
International Campaign to Ban Landmines Australia for UNHCR
http://www.icbl.org http://www.unrefugees.org.au/
Learn abouts
Learn tos /

Teaching and learning activities

Assessment: The activities require students to demonstrate their learning and are all assessment for learning activities. Some activities might be selected and included in a school assessment schedule for assessment of learning.
The changing nature of the world
§  globalisation:
- the globalisation process
- changes in technology
- impacts of globalisation
§  changing global relationships:
- business
- nations
- organisations
§  outline the process of globalisation
§  recognise the role of technology in the globalisation process
§  identify examples of economic and cultural factors that are part of globalisation
§  identify the impact of globalisation at an individual, local, national and global scale
§  describe ways in which global relationships are changing as a result of globalisation / Task 1 Researching a global brand name
Scenario
Form groups of four to research and prepare a report on a global brand. For example Mattel, Porsche, or Kodak. The report will be sent to a new Australian company as a case study in the form of an email attachment. This attachment is to be no longer than 4 pages (including graphs / photos).
The report is to contain information on globalisation processes, changes in technology and their its impacts on globalisation.
:
Groups to select a global brand and research the brand for the following information:
Globalisation process
·  the year the brand was established
·  3 photographs that demonstrate the historical development of the brand
·  a map, using an appropriate key mapping conventions, with the locations of:
1.  - the head office
- the original production sites
the main sites currently producing the product
-  - ensure the map includes: key, direction, title, scale and border.
(note that the final map will need to be scanned so as to be included in the attachment)
·  outline the reasons for the changes in the manufacturing sites.
·  design a graph that shows the growth in the consumption of the brand for five countries
·  outline the role of technology in this expansion process.
Global Inequalities
§  extremes of poverty and wealth
§  variations in the access of people to essential aspects of life including:
- education
- food
- health
- shelter
- water
§  variations in the distribution, access and use of natural resources: / Impacts of Globalisation
·  identify the advantages and disadvantages for a country and its people when participating in the production of this brand. Include information relating to the:
- economy
- culture
explain how this brand has affected the relationships between countries, businesses and organisationsorganizations.
Teacher note
The students can make their attachments to a fictitious new Australian company if the teacher establishes an email address. Sites like Yahoo and Hotmail allow you to set up such addresses. You will need to discuss ethical behaviour when using email. The final map will need to be scanned so as to be included in the attachment for the email.
Task 2 Student perspective on global inequalities
Scenario
The Minister for Foreign Affairs has asked for a student perspective on nations that have high or low income per head of population, to assist the government in allocating its resources to aid programs.
To acquire this perspective the class will form pairs and each pair will investigate one nation with high income per head and one nation with low income per head. Students choose a their nations to investigate, and prepare a case study report on each nation. comparing the two nations.
Within the pairs, one student will be an expert on each nation selected to contribute to the combined report.
Each The case study report will contain:
a world map showing both nations chosen, and noting the map projection being used
a basic sketch map for each nation showing (including landforms, rivers, and other physical features and the location of major cities (including the capital city)for the chosen nations)
Global Inequalities
§  extremes of poverty and wealth
§  variations in the access of people to essential aspects of life including:
- education
- food
- health
- shelter
- water
§  variations in the distribution, access and use of natural resources: / ·  identify the advantages and disadvantages for a country and its people when participating in the production of this brand. Include information relating to the:
-  economy
-  culture
·  explain how this brand has affected the relationships between countries, businesses and organisations.
Teacher note
The students can make their attachments to a fictitious new Australian company if the teacher establishes an email address. Sites like Yahoo and Hotmail allow you to set up such addresses. You will need to discuss ethical behaviour when using email. The final map will need to be scanned so as to be included in the attachment for the email.
Task 2 Student perspective on global inequalities
Scenario
The Minister for Foreign Affairs has asked for a student perspective on nations that have high or low income per head of population, to assist the government in allocating its resources to aid programs.
To acquire this perspective the class will form pairs and each pair will investigate one nation with high income per head and one nation with low income per head. Students choose their nations to investigate, and prepare a case study report comparing the two nations.
Within the pairs, one student will be an expert on each nation selected, to contribute to the combined report.
The case study report will contain:
a world map showing both nations chosen, and noting the map projection being used
§  use of natural resources
§  sustainability of natural resources
§  different life opportunities and quality of life throughout the world
§  identify global patterns of poverty and wealth
§  describe global variations in the access of people to a range of essential aspects of life
§  identify global patterns of resource use
§  explain the link between resource use and sustainability
§  describe different global life opportunities and quality of life, including those based on gender / a basic sketch map for each nation showing landforms, rivers, other physical features and the location of major cities (including the capital city)
a climate graph for each capital city, including data on the maximum and minimum temperatures and the total rainfall
a table showing lifestyle comparisons between the two nations
·  a table that shows the different natural resources found within the each nation in terms of:
-  where they are found
-  how they are used
how is the country ensuring sustainability
a description of evidence collected about the each nation to substantiate its poverty and/or wealth
pairs will then share their findings and make comparisons between the two nations selected
write a ½ half page report for the Minister for Foreign Affairs recommending ways to allocate its resources to aid programs.
Task 3 Assessing relationships
Scenario
Aid Aabroad, a new non-government organisation has asked for your assistance in assessing the relationships between the points listed below and their impact on peoples’ opportunities and quality of life.
To prepare your report for Aid Abroad, you need to:
To do this you need to:
lLocate thematic maps of the world that show the global variations in accessibility to:
income
education
food
health
shelter
water
natural resources
aAnalyse the maps and complete the following:
Global Inequalities
§  different life opportunities and quality of life throughout the world
§  describe different global life opportunities and quality of life, including those based on gender / ·  analyse the maps and complete the following:
·  rRank the continents in terms of the quality of access to each of the above resources
(1 – excellent, 5 – very poor)
·  Do compare nations with low income per head of population have nowith distribution of natural resources?
·  If this is not so, why havesuggest reasons why these nations have not gained wealth from the sale of their natural resources?
·  What isdetermine the relationship between the accessibility of food, water and shelter, and health on the different continents?
·  Is there adetermine the relationship between the level of education attained and average income level?
1.  prepare a one-page report for Aid Abroad Based on the information collected, outlininge the relationship between the resources of different nations and the life opportunities and the quality of life of the people. (one page)
Task 4 Access to water and gender issues
Scenario
You are responsible for planning an event celebrating ‘World Water Day’ for your school. Your research about increasing inequalities of worldwide access to fresh water resources makes you realise the importance of raising awareness through ‘World Water Day’. You are determined to promote understanding about who has access to water and who does not and the lifestyle consequences that result from such inequality. You want to deepen public understanding and increase empathy for others. You investigate the role of governments, organisations and individuals that influence opportunities of access to water. Research about global variations of access to fresh water inspires you to develop the best possible ‘World Water Day’ event. You want to help participants to understand the global situation: global patterns concerning the use of water and the different life opportunities access to water determine. You want to raise public understanding and empathy for others. Investigations into the role of governments, organisations and individuals, influencing access to fresh water supplies, makes Yyou want to get as many people as possible actively involved in water issues.
Your ‘World Water Day’ event will include a presentation at an assembly, posters and brochures to raise the awareness of your peers.
The assembly could have guest speakers eg women refugees from a poor country
1.  The posters around the school should be designed to be eye-catching and educative for other students, especially about the issues of gender and water
2.  The brochures will raise the students’ awareness to the work of UNESCO and waterVisit the website and research the facts and figures around various aspects of the issue.
Global organisations
§  global organisations by investigating:
§  a group involved in reducing global inequalities
discuss methods used by groups to influence the global community
Global organisations
§  global organisations by investigating:
§  a group involved in reducing global inequalities
§  discuss methods used by groups to influence the global community / 1. The presentation at the assembly could have guest speakers eg women refugees from a poor country.
2. The posters around the school should be designed to be eye-catching and educativeinformative for other students, especially about the issues offocussing on issues of gender and water.
3. The brochures will raise the students’ awareness toof the work of UNESCO andwith water issues.
Research the UNESCO and UN Water websites to plan your World Water Event.
The posters should display a range of geographical tools such as:
3.  United Nations World Water Development Report – Facts and Figures http://www.unesco.org/water/wwap/facts_figures/basic_needs.shtml
http://www.unesco.org/water/wwap/facts_figures/water_industry.shtml
http://www.unesco.org/water/wwap/facts_figures/sharing_waters.shtml
http://www.unesco.org/water/wwap/facts_figures/knowledge_base.shtml
http://www.unesco.org/water/wwap/facts_figures/water_cities.shtml
http://www.unesco.org/water/wwap/facts_figures/valuing_water.shtml
Plan a World Water Day event for your school to raise the awareness of your peers to the facts around access to water and life opportunities.