Category: IBDP 11 (page 1 of 6)

InS 10 on the YIS Website

Have a look at the school website for the article about the InS 10 field trip to Kamakura.



IB 11: Managemen Strategies

The IB guide reads:

  • Discuss the conflicts that arise from competing land uses and from attempts to manage coastal hazards (tsunamis and storm surges, erosion, cliff failure), pollution, habitat restoration and aquaculture.
  • Case study: Describe the conflicting pressures on a particular coastline.
    • Discuss the management strategies adopted to resolve these pressures and evaluate their effectiveness.

Homework read one of these articles:

  1. US Cities Lag in Race against Rising Seas
  2. This Sinking Isle
  3. Slip Sliding Away (Spring Break HW)

Also, read Codrington p. 237 to 267

Your case study is the Outer Banks of South Carolina


Make sure you have detailed notes on the Outer Banks and all parts of this blogpost stemming from your readings, blog exercises AND class discussions.

  • Using this PPT
  • Make sure you class notes to include definitions of
    • and use
    • natural threats
    • coastal management strategies

Part 1:

In teams,  you will read one of the following articles and explain how the competing land uses has lead to conflict, and evaluate  the attempts made to manage the issue.

Coastal Hazards: Sand Dune May Lose Part Of Its Top As Rustic Goes Chic

Pollution: Fishers still angry about 2010 BP oil spill

Habitat Restoration: Fishermen turned tourist guide

Aquaculture: The salmon business: Can marine farming ever be eco friendly?

Share your findings with the class.

Part 2

  • Discuss the conflicts that arise from competing land uses
  • What attempts have been made to manage coastal hazards?

Relevant for part 3 CS:

Part 3: Summative assessment. This will be your case study for the Management Strategies section. 

Read Codrington p. 260-267 (management strategies)


p. 262 Block 6N

  • #1 [4]
  • #2 [5]

p.267 Block 6O,

  • #1 [3]
  • #2 [3]
  • #3 {2+2+2]
Then, answer the following questions. You will be graded using the IB markscheme and rubric.

a) Using this map evidence, explain one likely conflict between types of human activity in: [2×3 marks]

  • (i) Area A,
  • (ii) Area B
(b) Explain two conflicts that could arise from attempts to manage cliff failure. [3+3]
 c) Discuss the conflicts that occur from attempts to manage coastal hazards. [10 marks]
Due Thursday June 16

IB11: Senkaku shoto or Diaoyudao? The Geopolitics of Oceans

IB Outcomes:

  • Discuss the sovereignty rights of nations in relation to territorial limits and exclusive economic zones (EEZ).
  • Examine a geopolitical conflict in relation to an oceanic resource, other than fishing.

The Dispute: 

In your table groups or individually, make a copy of this google doc and complete it together using first the 2 sources, and then the video.



IB Style Questions:

1. What rights and responsibilities does a country posses when it has sovereignty over an area of ocean? [5]

2. Explain two differences between sovereignty rights and EEZs. [2+2]

Choose 1:

3. Choose a current (ongoing) geopolitical conflict over an ocean resource that is not fishing. Describe the conflict and its implications and then suggest a realistic solution to the conflict. [10]


3. “Geopolitical conflicts over oceans, including their resources, will only get worse in the future.” Discuss this statement. [10] (m15-3c)

Work for Tuesday May 10th

I will be away all day today. I am going to Kamakura with the grade 9 Individuals and Societies classes to collect fieldwork for their Tourism unit.

Here is the work for today:

Grade 11: Work on Analysis of your Internal Assessment, due Wednesday May 18.

Grade 8B:

Period 1: You will peer assess part 1 of The Generations Project

  • Mr Culek will give you a TSC with the name of one of your peers (randomely, do not ask for a specific person)
  • Follow the hyperlinks here 8B to find your person’s paragraph, and ask for viewing rights
  • Give viewing rights to your own document
  • On the paper TSC, write your name next to the name of the person you are assessing: “Assessed by __________________”
  • Carefully read their part 1 and all of their research notes
  • Highlight one of each strand for criteria A and B
  • In the teacher comment section, clearly explain why you gave them these grades, referring to the specific strands and criteria
  • When you are done, return the TSCs to Mr Culek, not to the student. 

When you are done, you have the rest of the class to work on part 3 your Generations Project

Remember, you can present your findings in any way you choose: Video, essay, powerpoint, song, skits etc.

  • If you haven’t conducted the interview yet ,you can:
    • start working on the introduction of your project (historical background, biography, presenting the research question etc)
    • work on the visual aspect of your presentation (powerpoint, diigo, collecting images, video etc)
    • Work on your MLA bibloiography

IB 11: Coasts: Physical Characteristics

  • Examine the relationship between coastal processes (tides, wave action, littoral drift, wind action), lithology, subaerial processes and different coastal landforms. Identify the major landforms of beaches, dunes and cliffs along advancing and retreating coasts.
  • Codrington p. 246 to 260
  • Useful sources on my diigo and BBC Bitesize

After each lecture, you will create a little notebook you can carry with you to the beach (IA field-trip) with  labeled diagrams of each of the processes and landforms described.

You need to be able to draw and explain the processes of each of the following.

For the next week, classes will be divided into  one period of lectures, and one period where you will be required to read Michael Hill’s Coasts and Coastal Management, and answer the review questions in preparation to your IA, as well as Codrington p. 245 to 263.

Review questions should be answered as IB paper 2 short answer questions worth 3, 4 or 5 points. You be the judge…

Here are the scheduled readings.

Hyperlink all your answers here

  • Read Hill p 1 – 18 and answer all questions on p 18.  Due Wednesday March 9
  • Read Hill p 19 – 38 and answer all questions on p 38 Due Friday March 11
  • Read p 39 – 57 and answer questions 1, 2, 4, 5 on p 57 Due Tuesday March 15
  • Read p. 93 to 113 and answer questions 1 to 5 on p 113 Due Thursday March 17
  • Read Codrington p. 245 to 263 for Tuesday March 15

IB11: The Value of Oceans: Pollution

IB learning Outcomes:

  • Describe the sources and distribution of pollution in the oceans.
  • Discuss the implications of the pollution of oceans by the disposal of radioactive material, oil and chemical waste.

1: Here is the worksheet for the lecture.

2: As you watch the videos,create a brain frame diagram on the source(s) and consequences of each type of ocean pollution

  • Oil – We will cover oil in more depth in the Hazards Unit next semester.
  • Radioactive Material
  • Chemical Waste
  • Plastic


The Pacific Gyre Garbage Patch

Oceanos de poluição – Vida marinha em perigoOceanos de poluição – Vida marinha em perigoCurta: EcosurfBacalhau é encontrado com lata de alumínio no sistema digestivo.Vídeo: Max Christensen K 148 Jamik

Posted by Ecosurf on Friday, January 29, 2016

Part 1 at 18:00

Part 3 at 6:40

Nuclear Waste

Chemical Waste:

Marine pollution:

Part 3: On the shared Google doc, give a brief timeline and explain the source, distribution and implications of one of the following case studies:

  • Radioactive waste disposal in Russia
  • The London Dumping Convention
  • “Plastic Soup” of waste in pacific Ocean (great garbage patch)
  • Nuclear Waste dumping off the coast of Somalia

You will present your CS to the class on Friday


IB11 Coasts: Summative Assessment: Sustainable Management of Fisheries

Write a 5 to 8 paragraph essay  (750 words max) answering the following question. You will be graded on the Paper 2 IB essay  markband.

Evaluate a national conservation policy implemented to provide sustainable fish yields. [10]

This CS will double up with your core topic 3 CS on conservation strategies. IB outcome:

Evaluate a strategy at a local or national scale aimed at reducing the consumption of one resource.


Evaluate: Make an appraisal by weighing up the strengths and limitations

Possible case studies:

  • Sea of Cortez – (recommended)
  • South African Sustainable Seafood Initiative
  • Canadian Sustainable fisheries framework (SFF)
  • Any other with teacher consent
Your essay must include:
  • A clear outline
  • A title
  • A thesis statement (underlined)
  • A clear definition of sustainability
  • A clear description of the management strategy
  • At least 10 vocabulary terms directly related to this unit, underlined and defined either in the text or in a footnote
  • maps
  • Graphs
  • Varying perspectives on the issue
  • 3 – 5 sources mainly coming from jstor, Ebsco or Questia
  • MLA, in-text citations
  • Max 750 words


RIO +20 UN conference on sustainale development

My Diigo library


Tragedy of the commons:

Limits to economic growth:

Sustainable Fishing:

IB11: The Value of Oceans

Homework Discussion:

  • Examine the spatial and temporal consequences of overfishing. 
  • Explain “fishing down the food chain” -name the fish at the top and bottom of the food chain in the sea of Cortez
  • What was the role of Japan in overfishing in the Sea or Cortez? America?
  • How has overfishing influenced socio-economic problems in Kino, Sonora?
  • Explain the benefits and drawbacks of fish farms in Sonora.
  • Discuss the trawler vs pangas debate. What conclusion does Vance reach?
  • What solutions were found in Puerto Adolfo López Mateos?
  • What is the Mexican government doing? How successful were they?

Write notes of our socratic seminar here

IB Requirement: Identify the biotic and abiotic resources of continental shelves, oceans and ocean floor deposits.

As you watch one of the videos:

  • Consider the various needs oceans fulfil for humans and the Earth as a whole.
  • Consider the need for a global agreement on the preservation of oceans.
  • Consider the difficulties in regulating oceans.

Overfishing Visually Explained

Explain the 3 ways that natural resources can be valued. (How van you measure it’s worth?)
Explain why we fail to account for many the oceans values
Explain the problems that we cause by failing to accurately account for the ocean’s value


1. Read this article on ocean resources

2. Draw a sketch map identifying the biotic and abiotic resources of continental shelves, oceans and ocean floor deposits.

  • Annotate your sketch map showing the main areas where various types of fishing, tourism and mining occurs in the ocean.
  • Color code the biotic and abiotic resources
  • Clearly state wether each resource is found on the continental shelves, in the open oceans or on the ocean floor

3. Rank the top 5 most valuable resources of oceans and justify your answers.

Homework: Read Codrington up to p. 243 (if you haven’t already done so.)

IB11: The Carbon Cycle

IB expectation: Examine the role of oceans as a store and source of carbon dioxide (CO2).

Carbon is present in all living things and is in a state of dynamic equilibrium i.e. it is constantly the same level on Earth but always changing forms and location. It is an a state of constant flux. (Continuous change)



See also: Carbon Cycle explained, and Keeping up with Carbon


  1. Draw a labeled diagram explaining the carbon cycle
  2. Describe the chemical process of ocean acidification
  3. Explain the effect of ocean acidification on crustaceans
  4. Explain the effect of ocean acidification on humans

In class, open book essay

  1. Write a 25 minute, 10 point, essay on the following IB style Question:

Examine the role of oceans as a store and source of CO2

Make sure to include a thesis statement, three arguments and a clear conclusion.

Also, include all of the following vocabulary terms:

  • Carbon sink
  • Solubility
  • Carbon cycle
  • Oceanic conveyor belt
  • Carbon transfer
  • Acidification


Homework for the break:

Watch The End of the Line, read Erik Vance’s Emptying the World’s Aquariums and read Codrington up to 243


IB 11: El Niño Southern Oscillation (ENSO) & La Niña

IB Outcomes: Explain the atmosphere–oceanic interactions associated with ENSO.

Explain the El Niño and La Niña phenomena and their climatic, environmental and economic effects


Begin the video below at 1:17

Case study:

Groups of 2, you have the whole period to complete all questions.

  • Although ENSO occurs in the Pacific, it’s impact is worldwide.

1. Answer the following questions using  graphs and short paragraphs:

1. What is El Nino? Draw a labeled diagram of the oceanic and atmospheric conditions of El Nino.

2. What is La Nina? Draw a labeled diagram of the oceanic and atmospheric conditions of La Nina. (differentiati it from normal conditions)

3. What causes El Nino?

4. What happens to the South Pacific Ocean during an El Nino event?

5. What happens to the Atmosphere during an El Nino event?

6. How does the Pacific Ocean thermocline change during an El Nino event?

2: Using a named,  recent major El Niño event, draw a table explaining the climatic, environmental and economic effects of El Nino

3. Using a named,  recent major La Nina event, draw a table explaining the climatic, environmental and economic effects of La Nina

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