<body><script type="text/javascript"> function setAttributeOnload(object, attribute, val) { if(window.addEventListener) { window.addEventListener('load', function(){ object[attribute] = val; }, false); } else { window.attachEvent('onload', function(){ object[attribute] = val; }); } } </script> <div id="navbar-iframe-container"></div> <script type="text/javascript" src="https://apis.google.com/js/plusone.js"></script> <script type="text/javascript"> gapi.load("gapi.iframes:gapi.iframes.style.bubble", function() { if (gapi.iframes && gapi.iframes.getContext) { gapi.iframes.getContext().openChild({ url: 'https://www.blogger.com/navbar.g?targetBlogID\x3d23069377\x26blogName\x3dOdblog\x26publishMode\x3dPUBLISH_MODE_BLOGSPOT\x26navbarType\x3dBLUE\x26layoutType\x3dCLASSIC\x26searchRoot\x3dhttp://geodonn.blogspot.com/search\x26blogLocale\x3den_GB\x26v\x3d2\x26homepageUrl\x3dhttp://geodonn.blogspot.com/\x26vt\x3d1097178303674089262', where: document.getElementById("navbar-iframe-container"), id: "navbar-iframe" }); } }); </script>


A weblog designed to share Geography resources with students and colleagues

Sunday, March 10, 2013

Wee reminder to me

This is a template of what I would like to do with S3 for their end of unit presentations comparing development of nations. From the choice of Kenya, India and Brazil, students must compare one other country to the United Kingdom. The presentations can be completed using the following methods:

- PowerPoint
- Prezi http://www.prezi.com
- a Flickr slideshow http://www.flickr.com
- Movie (windows for presentation or narrated)
- An infographic
- A poster

The important element of the presentation is the content and the geographical skills exhibited. For skills purposes, there should be evidence of these key skills:

- The use of maps to support comparisons. For example, it may be that a student feels that the physical geography of Kenya has impacted greatly on development and they could compare climate, resources, relief and vegetation to the UK. Students may wish to use other types of specialised maps, such as those found at Worldmapper http://sasi.group.shef.ac.uk/worldmapper/ or the 3D visualisations of the CIA world Factbook at http://www.kmlfactbook.org/#&db=ciafb&table=2002&col=2008& . Students should use at least one map for comparison purposes. The map should be titled and referred to within the presentation.

- The use of development indicators to compare levels of development. Students should use at least 3 indicators of development with at least one economic and one social indicator. This may overlap with the mapping if using something like the kml Factbook. Students should explain the advantages and disadvantages of using these indicators for comparison. It may be useful to look at http://www.bbc.co.uk/scotland/education/int/geog/health/development/economic/index.shtml as well as the resources used in class when preparing this. Useful sites include http://www.gapminder.org and https://www.cia.gov/library/publications/the-world-factbook/ , both of which the class have already used.

- Students may present information in a variety of ways e.g. Graphs, tables, proportional symbols on maps etc

For the content, students must include the details below:

1) A comparison of the location of the two countries
2) A comparison of the physical and human factors which influence each country's development
3) A comparison of development data (this is where the maps, indicators and presentation skills are most likely to be used)
4) A detailed explanation of at least one way in which the development 'gap' could be narrowed e.g. Aid and how effective this might be

I think this is a bit ambitious and it's needing to be put into language that's a bit less threatening for the kids, but my laptop is not playing and this is really just a memo for me for tomorrow



Post a Comment

<< Home