Ms Wilson's classes.

Geography, TOK, I&S, EE

Ms Wilson's classes.

Gender inequality

October 2, 2014 · No Comments · Geography 11

Examine the evidence of gender inequality in the 21st century.
Notes:
The essay must:
have between 1200 and 1600 words
be typed
1.5 spacing
have an appropriate structure
introduction
appropriate paragraphing
transitions
conclusion
have in-text referencing
a bibliography

You can work in pairs if you wish

The essay is due on Wednesday Oct 8th 2014

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Alternative energy

October 2, 2014 · No Comments · Geography 12

Choose an alternative energy

Wind, Solar, Nuclear, HEP, Biomass and Biogas, Tidal, Wave, Geothermal,

1. State how it works – briefly

2 Advantages

3 Disadvantages

4 Increasing or decreasing in use?

Produce a short powerpoint for this. 5 mins maximum. Due Tuesday 7th Oct

 

 

 

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Migration consequences

October 1, 2014 · No Comments · Geography 11

Answer the following:
To what extent do migrants bring benefits to both their origins and destinations? (15 )
Make sure you give a brief intro, which reflects key words in the question. Also, ensure you cover +/- and different categories
Refer to named examples

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Reducing use of Oil

September 24, 2014 · No Comments · Geography 12

Choose an area of use ( Transport, Farming, Plastics, Cosmetics, Pharmaceuticals, Printing, Domestic Fuel or other are ) and outline, using examples, how oil use/consumption is being reduced in this area….through conservation and reduction, reuse, recyling, substitution. Use these key terms and be concise. Please ad strategies to this doc I shared with you

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Maths, History, WOKs

September 22, 2014 · No Comments · TOK 11

Students to discuss what did last class, go through some of their ideas, discuss the role of Maths in History.
Watch this Ted talk and discuss it for 5 minutes.
Watch this Ted talk too on street numbers
Go through this simple powerpoint with the emphasis on History and power of numbers – generate some numbers which relate to them
2 minute elevator speech for next week in pairs or even begin in class tomorrow if there’s time.
Blog post for reflection?

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Migration presentation

September 18, 2014 · No Comments · Geography 11

Grade 11 Migration – Presentation

 

Use any method of presentation…your choice! Must have visuals.

Should be no more than 5 minutes long and you must include the following

1.     With reference to e.g.’s distinguish between forced and voluntary migration, internal and international migration.

2.     Why do people migrate – push /pull factors – refer to e.g.’s

3.     Discuss the way barriers operate with both forced and voluntary migration

4.     With reference to a variety of e.g.’s discuss the geographic consequences  (demographic, economic, social & environmental consequences – both positive and negative to both the host and origin

 

Use key terminology!!!

 

Due September 24th

 

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KIVA grant proposal

September 18, 2014 · No Comments · Grade 9 Individuals and Societies

The Kiva grant proposal and pitch are 2 summatives. You will work in pairs.

Part 1 – Grant Proposal:

This is where you demonstrate your research and understanding of your proposed proposal.

You should have the following information on your page:

  • Short summary of the project, where it is what it is

  • Information about loan (repayment schedule, length of loan, etc.)

  • Important information, including development indicators of the country being affected

  • Short persuasive argument for your project

TSC A & C

Due end of lesson Monday 29th Sept

 

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Beach study write up

September 18, 2014 · No Comments · Grade 10 Individuals and Societies

Assignment

When you return you will write up your findings as fieldwork

 

PART 1 – Introduction, location and method

 

You need a title page

Contents page ( this will be done last )

 

A brief introduction to the aims of the study, our research question and justify our hypotheses. Describe and explain location.

Hand drawn location map of area of study using correct geographic conventions. You may add more maps if you wish. Any maps you use other than one’s you have created must be cited clearly. Do not just use URL.

Draw a labelled or annotated fieldsketch

Method – explain how you conducted the surveys with brief justification ( why you used that method ) – use photographs

 

TSC – B & C due in 25th Sept

 

PART 2 – graphing results, analysis, conclusion and evaluation

 

You will graph your data in order to analyse your findings

* Note – Graphs can be computer generated or done by hand and must titled, referred to and be integrated into the text, where you talk about them.

 

Write up your analysis under the headings of each Hypotheses. You will state what we expected with reference to our studies on coastal processes and landforms. You will analyse ( describe and explain ) the data you collected with regard to the expectations of a destructive beach, and state whether or not you have proved or disproved each Hypothesis.

 

1. The beach gradient is steeper towards the back of the beach

 

Create a beach profile by graphing the angle of slope from each quadrat of your transect and analyse this bearing in mind what we know about a destructive profile ( use class averages )

 

2. Beach material will be larger and more angular towards the back of the beach

 

Create 1 graph  to illustrate your findings for type, roundness and size and analyse what you found. ( use class averages )

 

3. The waves will be high ( 1 metre or more ) and frequent ( more than 12 per minute )

Using a table to illustrate the data.

 

4. There will be a strong longshore drift

Analyse your findings referring to prevailing wind, direction of movement  and time taken for any movement of material over 10m. If it is over 20m per minute then it is considered strong.

 

5. There is natural evidence (erosional landforms) and mitigation (man made defences) which illustrate that show the beach is being destroyed.

 

Using a field sketch and the observational notes you made as well as photographs present any evidence of the above. Use lots of photos and be creative here. Annotate your photographs to show what they illustrate.

Be as creative as you want when illustrating all of your work!

 

Conclusion

Sum up what you found. Are your hypotheses mainly proven or disproven?  Based on the summary of your findings you will conclude and give your answer to the question

“ Is the beach at Kamakura Kokomae a destructive beach?”

 

Evaluation

Briefly evaluate the methods and suggest how the study might be improved or extended.

 

TSC for this  A, C & D

Due 9th Oct

 

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Grade 12 Geography – Disaster response

September 15, 2014 · No Comments · Geography 12, Lesson Plan

Grade 12

Whilst I am on fieldtrip with grade 10′s you are on your own, so please make sure you get organised and stick to the time limits. Thanks in advance to all of you I have asked to take some responsibility.

Please make sure the google doc we did last lesson is complete. If not, do so before next lesson, but not during this lesson.

Lennart please hand out the Blue IB course companion books as soon as you arrive, which are on the bottom right shelf of the bookcase at the back of the room.

 

1)

You need to Read pages 226 and 227 regarding what to do during Hurricanes and immediately after.

Now on this shared doc please state what should be done during and immediately after an Earthquake – use your own experiences here, think about what we do at home, school and in the community.

This should take the first 20 minutes of the lesson.  Saka – please keep time on this and remind them at 15 minutes to check and edit for repetition or omissions.

 

2)

Go to Geographyalltheway – Hazards – Disaster responses.

You are to watch the short videos on the responses to the Haitian Earthquake. Olivia please set up your computer using the overhead projector and show to the class.

Should take 15 minutes tops!

 

3)

Get into 3 groups – Kelly please see to this. Can you please download and print 3 copies of the Haitian Earthquake Classification slips, which are below the videos and graphs, and hand out  1 Copy to each group. Scissors in the yellow trays in the stand by the board.

Each group is to cut out the slips and sort onto an A3 piece of paper.

These can be found in the cupboard at the back – 3rd or 4th from left….there is some grey recycled paper in there. DO NOT STICK ANYTHING DOWN WITH GLUE UNTIL THE CLASS HAS EDITED EACH OTHERS WORK! Should take 5 minutes

 

Group 1 will do task 1

Group 2 will do task 2

Group 3 will do task 3

 

You will need to mark on headings of the task clearly on the A3 paper and any relevant information asked for. Make sure you can all see the slips and discuss where to place them.

This should take 15 minutes. Arvin – keep time on this please and give them 5 minutes warning.

 

4)

Groups should move onto another table and check out the other classifications for 5 minutes. If you think any are in the wrong place, put a red dot on it and move the slip.

 

5) Move again after 5 minutes to the other table and do the same.

When you get back to your desk recheck your groups responses. If there are any red dotted slips these are under dispute, so discuss with the class to resolve where the slip should be placed.

When you are all happy with the classification stick down with a little glue. Put your names on the back and place on my desk.

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Population questions

September 12, 2014 · No Comments · Geography 11

Answer all these questions..Handwritten please..no more than 2 and half pages. Due Thurs 18th Sept

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