Month: September 2015 (page 1 of 2)

InS 9: Intro to Corporate Social Responsabilty

1. What is your opinion of these companies? If you had to describe each one as a person, what kind of person would it be?

2. Read this description of Corporate Social Responsibility. In groups, you will each create one slide for this ppt describing one of the key aspects of CSR, and giving one example.


Corporate social responsibility and the role of corporations

We will now discuss two case studies of corporations and their social responsibility:
1.  Nike Sweatshops: Behind the Swoosh

  • As you watch the videos, list the infractions committed by Nike and its contractors, and group them in categories related to the Definition of CSR we have studied.
Then, have a look at  Nike Inc.’s Corporate Social Responsibility website, with particular attention to labor conditions and audits.
  • Using the Definition of CSR we have studied, explain how Nike is following three of the points listed in the article.

Question: How can a company with such a CSR still use sweatshop?



IB Core, Unit 4, Patterns in Resource Consumption: Ecological footprint and Malthusian theory

IB learning outcome: Evaluate the ecological footprint as a measure of the relationship between population size and resource consumption. Identify international variations in its size.

Make sure to save your notes from this unit the the proper folder.


Mathis Wackernagel: Creator of The Ecological Footprint

1. As you watch the video, come up with your own definition fo Ecological footprint:


EF calculations take the following resources into account, and is calculated in terms of space: hectors per person. (Acres in the US)

  • Arable land
  • pasture land
  • forests
  • oceans
  • infrastructure
  • energy costs

2. In your groups, find out how EF is measured.

3. Using this website  and the map below, identify international variations in EF size. 



4.What is Earth’s optimal biocapacity?

5. What is the average ecological footprint per capita of Earth?

6. Define Earth’s EF deficit.

7. Evaluate the benefits and drawbacks of using the ecological footprint as an indicator.

8. Now, calculate your own ecological footprint using one of the following online calculator. 

What part of your life habits were most responsible for you ecological footprint?


For next class, read Codrington p. 145 to 154 and review these notes


Part 2: Malthusian Theory

IB learning outcome:

Discuss the two opposing views (neo-Malthusian and anti-Malthusian) of the relationship between population size and resource consumption


You will have some before the debate to plan your case: You will debate the opposing views of Neo-Malthusian (not Malthus himself…he was way off!) and Anti-Malthusians.

  • You are responsible for research
  • The class will be divided in 2 teams, with 2 or 3 speakers
  • The others can pass notes and diagrams during the discussion. on a shared document.
  • Topics to consider
    • Ecological footprint
    • Limits of Growth
    • The relationship between scarcity, price and long-term commodity trends
    • Increasing standards of living
    • Population projections
    • Environmental projections
  • Include case studies when possible

InS 9: Entrepreneurship

We have been working on our businesses and realizing the difficulties of getting our product to the consumer.

What is entrepreneurship?

The challenges of young entrepreneurs challenges by Maxim Gouchan.  As you watch, consider what is needed to start a business.

Where are Japan’s entrepreneurs?  BBC link.


What can you take away and use for your business?

How will you adjust for the last week of the project?

IB:11 Gender and Change

IB Outcome: Examine gender inequalities in culture, status, education, birth ratios, health, employment, empowerment, life expectancy, family size, migration, legal rights and land tenure

Read this article

  • Discuss:
    • Statistics are misleading
    • What is the true cause of gender inequality in the workforce?
    • Does this apply in LEDCs? How is it different?
    • Are women more equal in LEDCs or MEDCs? Explain
    • What is the difference between women equality and women empowerment?

IB12: Diversity and Change: Tropical Rainforest Case Study

BBC link

Vital Forest Graphics

You will have an open-book, in-class essay on Friday answering a question related to this IB outcome:   Explain the concept and importance of biodiversity in tropical rainforests. Examine the causes and consequences of reduced biodiversity in this biome.

To prepare, create detailed notes about the following issues:

  • Pick a rainforest biome of your choice
  • Explain the concept and importance of biodiversity in the biome (intro)
  • Describe an activity that humans are doing in your biome that results in lower biodiversity (body)
  • Examine the causes and consequences of reduced biodiversity in this biome (body)
  • You may choose to use a management strategy as a CS (body)
  • Make sure to include:
    • a specific location
    • a specific problem
    • proper vocabulary
    • a map of the area
    • Google Earth snapshot of deforested area
    • graphs
    • proper sourcing and bibliography

You will be graded based on the IB Paper 1 markband

My Diigo has a number of sources on the Amazon rainforest, see tags biodiversity, deforestation and rainforest

You may use Codrington’s case study if you wish.

InS 9: First Trimester Reports

Create a google presentation answering the following questions:

  1.  Financial report: Investment – spending = Profit/deficit
  2. How was your first week:
    1. What has gone well
    2. What has gone not so well
    3. How will you adjust in your final week
  3. What have you learned

Hyperlink your presentation here. 

IB 12: Biodiversity and Change

IB outcomes: 

Explain the concept and importance of biodiversity in tropical rainforests. Examine the causes and consequences of reduced biodiversity in this biome.


Part 1: Intro to Biodiversity

World Ecosystems


  • The sun supplies the overwhelming majority of energy
    • The energy is absorbed by plants through photosynthesis
    • It is then redistributed to other species through
      • Decomposition
      • Combustion
      • Consumption
  • The biosphere is the part of the earth where all living thing live.
  • All elements are directly or indirectly interdependent.
  • An ecosystem is an interdependent community of plants and animals together with the habitat to which they have adapted.
  • Organisms can be either producers or consumers:
    • Producers convert energy from the environment into carbon bonds
    • Plants are the most obvious examples of producers; plants take energy from sunlight and use it to convert carbon dioxide into glucose (or other sugars).
    • Another word for producers is autotrophs
    • Energy and nutrients are passed from organism to organism through the food chain as one organism eats another.
    • Decomposers remove the last energy from the remains of organisms.
    • Inorganic nutrients are cycled, energy is not.
  • Biodiversity is the biological diversity of all forms of life on earth: plants, animals and microorganisms. It refers to to species diversity, variations within species, interdependence of species, and habitat diversity.


Further reading

Exercise: In groups, you will explain one of the following model. Create a (max) one page factsheet to share with the class

  1. Trophic levels
  2. Energy flows within an ecosystem
  3. Pyramid of numbers, biomass and energy
  4. The importance of tropical ecosystems

We will present 20 minutes before the end of class, or when you are all done.

IB 11 – Movement Response – Migration

IB Outcome:  Discuss the causes of migrations, both forced and voluntary. Evaluate internal (national) and international

migrations in terms of their geographic (socio-economic, political and environmental) impacts at their origins and destinations.

Cool map on migration


We will discuss the causes of migration.

Part 1: Internal (national) Migration

In groups:

Using a national migration movement  that has occurred in recent times, created an annotated graphic of the movement using Lee’s migration model. (You may use China’s rural to urban migration or the Papua New Guinea Case study in Codrington p. 40-45)

Then, answer the following questions:

  • Complete this table listing the impacts of the migration at the origin and the destination. 
  • Considering the living standards at the destination, do you think that the migrants considered carefully whether or not they would migrate? Explain your answer.
  • Do you think push or pull factors were more important in influencing the migration?

Be ready to show your model and discuss your answers with the class.

Part 2: In class essay – Summative

International Migration

You will write a 5 paragraph essay answering a variation of the following question: Evaluate/To what Extent an international migrations  has  positive and/or negative geographic (S.P.E.E.D) impacts at its origin and/or destination. (I will pick one)

  • You will have today’s class to write your outline for a 5 or 6 paragraph essay
  • You will have 30 minutes to write it on Wednesday September 23rd
  • You will be graded using the IB paper 1 markband

Consider. You do not need all of these. You just need to give a complete answer to your questions. There are many possible approaches one may take. 

  • Fully understand the command term and what is expected of you. (deconstruct it)
  • Use proper vocab: what type of migration, what are the intervening obstacles etc.
  • Establish context (causes of conflict)
  • Refer to models (apply it to your CS if possible)
  • Give reasons for the migration
  • ™Analyze initiatives being implemented to address problems
  • ™Evaluate key players involved in the conflict
  • ™Use up-to-date maps, graphs and statistics
Possible Case studies:
Most of you should do the Syrian Refugees in Europe.
If you have a good reason/interest, you may choose from the list below:
  • Cambodia to Thailand ***™
  • Somalia Refugees
  • ™Afghan Refugees
  • Syrian Refugees
  • ™USA/Mexico border crossing
  • ™Filipino Women Migrant workers
  • Turkey to Germany
  • Immigration into Nigeria
  • Zimbabwe to South Africa
  • Other with teacher approval

Work for Monday September 14

Hi guys,

I will be absent today to go on the InS 10 field-trip to Kamakura.

Here is your work for today:

Gr 12:

  • Period 1: Work on individual part 1 and 2 of the water questions blogpost
  • Period 2: Group work (part 3)

Gr 8B

Have a nice day!


IB 12 – Water and Change

IB Requirements:

  1. Identify the ways in which water is utilized at the regional scale.
  2. Examine the environmental and human factors affecting patterns and trends in physical water scarcity and economic water scarcity.
  3. Examine the factors affecting access to safe drinking water

Create a google doc titles [IB 12 – Your Name – Water and Change Classwork]

Share it with me

Answer parts 1 and 2 questions individually

Due Thursday, September 17th


Part 1: Identify the ways in which water is utilized at the regional scale.

Read If You Think China’s Air is Bad… and Virtual Water

Watch these videos:

  1. Identify the ways in which water is utilized at the regional scale.

2. Write a 2 paragraph answer to this question:

  • Using specific examples, what is the relationship between water scarcity and development? [6]


2.Examine the environmental and human factors affecting patterns and trends in physical water scarcity and economic water scarcity.


Create an essay outline, with thesis statement and three or four supporting arguments answering one of the following question:

Your outline must include the following vocabulary: Potable water, aquifer, evapotranspiration, economic scarcity, physical scarcity, water stressed areas, water scarce areas, water table, groundwater

”Examine the environmental and human factors affecting patterns and trends in economic water scarcity in Ethiopia”


”Examine the environmental and human factors affecting patterns and trends in economic water scarcity in the Ogallala Aquifer in Texas”

 Reminder: Examine: Consider an issue or concept in a way that uncovers the interrelationships and assumptions


Part 3: Examine the factors affecting access to safe drinking water

Summative task:

In groups of 2 or 3,  create a 60 second video answering the following question:

For a specific region, examine the factors affecting access to safe drinking water and suggest a possible solution to the problem.

  • To answer your question, you will focus on at least one of the following themes:
    • Quantity vs Quality
    • Disease
    • Economic benefits of safe water
    • Pollution
    • Desalination
  • Your video must be 60 seconds and good enough to win 1000$! (You may submit your entry if you want.)
  • You will be graded on the IB paper 1 mark band.
  • We will continue working on this during class on Thursday.
  • Due Date TBD
  • Useful sources

    Sonaar Luthra demonstrates his quick and simple test to gauge if water is safe.

    Engineer Michael Pritchard demonstrates his Lifesaver Bottle, capable of sterilizing dirty water in seconds. He believes that his invention could easily help meet the Millenium Development Goal of halving the number of people without access to safe drinking water by 2015.


Eliodomestico from gabriele diamanti on Vimeo.

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