GLOBAL GEOGRAPHY

Unit 2 - Planet in Peril

Tracking Card

Assignments / Page / Date / Value / Mark
Assignment 1 - The Essentials
1 / Definitions / 5 / /20
2 / Quiz / 5 / /10
3 / Sacred Balance / 5 / /10
Assignment 2 Global Implications
1
2
3
4 / Part A: Research
1. Hurricanes and/or tornadoes / 6 / /40 /20
2.  Earthquakes and/or volcanoes / 6 / /40 /20
3.  Infectious disease/insects / 6 / /20 /10
Part B: Case Study x 2 / 6 / /30 /15
Part C: Man’s Role / 6 / /10
FINAL Unit Mark / /180 / /115 / /20

This unit will take from 4 to 6 weeks
Unit 2 – Graduate and Academic use technology tools to investigate various issues resulting from the relationship between people and our planet. Students also explore how various occupations apply knowledge of physical geography. This unit should take 4 weeks to complete.

Academic students extrapolate and manipulate data to predict differing potential scenarios.

Students will:

·  investigate the relationship between the state of the planet and humans by manipulating data

·  describe geographic issues using computer-based technology (e.g. GIS, spreadsheets, web browsers and presentation software)

·  formulate an argument about the current state of an issue (relating to the planet in peril using the discipline of geography

·  describe how occupations (NSCC courses) apply knowledge of physical geography

·  propose contrasting scenarios for an issues that impacts Planet Earth (e.g. desertification, deforestation, global warming) through the use of quantitative and qualitative methods

·  extrapolate data to predict differing results for contrasting human interventions including practices, policies and/or laws

·  identify bias in the differing results

Assignment Options

You have some choice in how you complete your assignments. If you are unsure if your method is acceptable, check with your instructor.

Part A:

Option 1 – for the ALP student who enjoys using the computer

·  Using the online tool, PowerPoint (available in Microsoft Office) or Prezi (available at http://prezi.com create a colourful and informative presentation graphic that provides clear, relevant and required information.

Option 2 – for the artistic ALP student who enjoys drawing maps or creating graphs

·  Create a creative and organized map and/or graph that provides clear, relevant and required information.

Option 3 – for the ALP student who enjoys writing

·  Write a creative and organized essay that provides clear, relevant and required information.

Assignments

Assignment 1

·  Graduate and Academic – 3 – definitions, quiz and Sacred Balance

Assignment 2

·  Graduate – 5 - research

·  Academic – 9 – research

Assignment Totals

·  Graduate = 8

·  Academic = 12

Unit 2 – Planet in Peril

Assignment 1 – The Essentials

1.  Definitions (20 marks):

In complete sentences, write clear definitions for any 20 of the following words. Your definition can include diagrams, images, maps, etc., if that makes it clearer. Remember to cite your sources

Global Geography Unit 2 – Planet in Peril

Waterfront (NSCC) 7 2012-13

1.  The Gaia Hypothesis

2.  Greenhouse Effect

3.  Albedo

4.  Photosynthesis

5.  Lithosphere

6.  Hydrosphere

7.  Atmosphere

8.  Biosphere

9.  Nitrogen cycle

10.  Carbon Cycle

11.  Water Cycle

12.  Oxygen Cycle

13.  Food chain

14.  Aquifers

15.  Transpiration

16.  Water table

17.  Denitrification

18.  Ecosystems

19.  Types of rocks

20.  Prevailing winds

21.  Food chain

22.  Neap tide

23.  Tectonic process

24.  Open system

25.  Closed system

26.  Natural hazard

27.  Natural disaster

28.  WHO

29.  Tectonic plate

30.  Omnivore

Global Geography Unit 2 – Planet in Peril

Waterfront (NSCC) 7 2012-13

2.  Quiz (10 marks)

When you are ready, see your instructor to write a quiz on your definition list.

3.  Sacred Balance (10 marks):

View the David Suzuki documentary, A Sacred Balance, on youtube (three parts)

Part 1: http://www.youtube.com/watch?v=TVqnmX4Lh9U

Part 2: http://www.youtube.com/watch?v=q8T0hsYLUAo&feature=relmfu

Part 3: http://www.youtube.com/watch?v=4Sf_0ajeifA&feature=relmfu

This video will explain the term balance, interconnectedness and interdependence. Using illustration or words, explain what happens to earth’s balance when imbalance occurs. For example, plants or animals in unnatural habitats. Climate change is affecting different species. You may select one cycle if that makes your exploration easier – i.e. water cycle or you could look at a food chain or web (cross curricular with science?)

Assignment 2 Global Implications

Part A: Research

1.  Graduate students investigate one of the following natural atmospheric hazard. Include at least one example of a disaster that has occurred.

·  hurricane

·  tornado

·  floods

·  drought

Use the 5w and h approach to your investigation. Include a world map showing where event has occurred in the last five years. Include diagrams that clearly show how the event is created. Include information on how your event is measured and analyzed. Your research should include a reflection of the impact of your event on a specific area and also globally. Cite your sources! Academic students investigate two and predict what will happen in the future.

2.  Graduate students investigate one natural geological hazard. Include at least one example of a disaster that has occurred.

Use the 5w and h approach to your investigation. Include a world map showing where event has occurred in the last five years. Include diagrams that clearly show how the event is created. Include information on how your event is measured and analyzed. Your research should include a reflection of the impact of your event on a specific area and also globally. Cite your sources! Academic students investigate two and predict what will happen in the future.

·  earthquake

·  volcano

·  tsunami

·  landslide (mud/avalanche)

3.  Graduate students investigate one natural biological hazard. Include at least one example of a disaster that has occurred.

Use the 5w and h approach to your investigation. Include a world map showing where event has occurred in the last five years. Include diagrams that clearly show how the event is created. Include information on how your event is measured and analyzed. Your research should include a reflection of the impact of your event on a specific area and also globally. Cite your sources! Academic students investigate both and predict what will happen in the future.

·  Infectious and parasitic disease

·  Insect

Part B: Case Studies/Articles

Graduate students: Choose one of the following threats to our world. Find one case study, short film/video, or article that supports your view of the current situation. Summarize the article using the 5ws and h approach. Academic students: Choose two of the following threats to our world. Find case studies, short films/videos, or articles that supports your view of the topics you have chosen. Summarize the article using the 5ws and h approach.

Threats:

Global Geography Unit 2 – Planet in Peril

Waterfront (NSCC) 7 2012-13

·  Global warming/climate change

·  Deforestation

·  Desertification

·  Pollution

·  Oceanic Dead Zones

·  Loss of Biodiversity

·  Overpopulation/Migration

Global Geography Unit 2 – Planet in Peril

Waterfront (NSCC) 7 2012-13

Part C: Man’s Role in Natural Disasters

Find an example of one/two disasters that were a direct result of man’s interference with nature. Refer back to Commoner’s Laws as you recap man’s role. What laws were broken? What was the result? What was or can be done to fix the damage?

Global Geography Unit 2 – Planet in Peril

Waterfront (NSCC) 7 2012-13