The KING’S Medium Term Plan – Geography
Y8 Learning Cycle 4 Programme
Module
4
Title
Challenging
Question
Subject
Challenging
Question
Big
Picture
Lines of
Enquiry:
Geography
Extreme Environments
How do different environments cause challenges?
How and why are different areas of the world faced with different challenges?
LC3 allows students to develop their knowledge and understanding of extreme environments across the globe which links closely with the
new GCSE specification. Throughout this learning cycle, there will be opportunities for students to develop their case study knowledge
and improve on-going map skills from previous learning cycles. Students will begin by looking at what extreme environments are and
where they are located around the world. They will then focus on the characteristics of desert environments, including climate, the way
that plants and animals are adapted to survive there and the impacts that human activity has on desert environments. Finally, they will
focus on Antarctica, firstly looking at the physical features and climate of Antarctica, before looking at the impact that extreme tourism is
having there.
Week 1 – What are the world’s extreme environments and where are they located?
Week 2 – What are the key characteristics of a desert biome?
Week 3 – How does human activity impact deserts?
Week 4 – What are the key characteristics of Antarctica?
Week 5 – Is it possible for extreme tourism to be sustainable?
Week 6 – Assessment week
Week 7 – GAP Teaching week
Over the course of the learning cycle, all pupils will be expected to develop the following:
Progress
Objectives
Week
1
(2 hours classlearning and 1
hour homelearning)
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An understanding of what extreme environments are
Know where the world’s extreme environments are located and understand why they are found there
Recognize the key characteristics of desert environments
Understand how plants and animals are adapted to survive in deserts
Explain the impact that humans are having on deserts in HIC’s and LIC’s
Recognize the key characteristics of Antarctica
Describe the climate of Antarctica and how it is changing
Explain the impacts that extreme tourism is having on Antarctica
Understand how the Antarctic Treaty is used to protect Antarctica and make a judgement on whether this is
sustainable
LOE: What are the world’s extreme environments and where are they located?
Stage 1 – What are ecosystems?
Hypothesis: An ecosystem is made up of living and non-living components
KGP Objectives:
GP 1-2: Define an ecosystem and name both living and non-living components
GP 3-4: Describe how an ecosystem functions and explain how it would change if certain components were altered /
removed
GP 5-6: Explain in detail, using key terminology, how an ecosystem functions, the interdependence of components and how
this function would change if certain components were altered / removed
Stage 2 – Where are the world’s extreme environments located?
Hypothesis: The world’s extreme environments are evenly distributed across the world
KGP Objectives:
GP1-2: Locate a number of different extreme environments on a world map
GP3-4: Locate a number of different extreme environments and describe their distribution on a global scale
GP5-6: Explain in detail, using key terminology, why different extreme environments are located in those positions across the globe
Home learning:
Research - Are there areas of Britain which could be considered as extreme environments?
Think about: harshness, remoteness, climate (teacher marked)
Week
2
(2 hours classlearning and 1
hour homelearning)
LOE: What are the characteristics of a desert biome?
Stage 1: Desert Climate
Hypothesis: Deserts can be colder than the UK
KGP Objectives:
GP1-2: Describe the key characteristics of a desert biome
GP3-4: Explain the climate of the desert and the impacts this has on life there
GP5-6: Explain in detail, using key terminology, how the climate of the desert has affected vegetation and animal life there
Stage 2: Plant and animal adaptations in a desert
Hypothesis: Any plant or animal can adapt to survive in a desert
KGP Objectives:
GP1-2: Identify a range of ways in which plants and animals have adapted to survive in deserts
GP3-4: Explain a number of ways in which plants and animals can adapt to survive in deserts, using real-life examples
Gp5-6: Compare and contrast the different ways in which plants and animals are adapted to survive in deserts
Home learning: Design a plant that would be able to survive in a desert – using an understanding of adaptations, produce a
detailed sketch of an ideal desert plant (including annotations) – peer assessed
Week
3
(2 hours classlearning and 1
hour homelearning)
LOE: How does human activity impact deserts?
Stage 1: Deserts in HIC’s
Hypothesis: Human development in Las Vegas has caused issues for the desert
Weekly Overview of content – Including Mid-Term Assessment & review
KGP Objectives:
GP1-2: identify the ways in which humans use deserts in HIC’s
GP3-4: Explain how humans use of deserts presents challenges
GP5-6: Discuss how the development of the Mojave desert has caused problems to an HIC and suggest how the desert could be affected
in the future
Stage 2: Deserts in LIC’s
Hypothesis: Humans only have negative impacts of LIC deserts
KGP Objectives:
GP 1-2: Identify the ways in which humans use deserts in LIC’s
GP 3-4: Explain how humans cause problems in deserts in LIC’s
GP 5-6: Discuss how humans use of the Thar Desert is causing problems and suggest ways how this might change in the
future
Home Learning: Spelling and definitions test (key terms from LC4)
Week
4
(2 hours classlearning and 1
hour homelearning)
LOE: What are the key characteristics of Antarctica?
Stage 1: Antarctica’s Climate
Hypothesis: Antarctica’s climate is never consistent
KGP Objectives:
GP 1-2: To recognise how Antarctica’s climate makes it an extreme environment
GP 3-4: Explain why Antarctica’s climate is always changing
GP 5-6: Suggest how you think Antarctica’s climate will change in the future, linking it with climate change
Stage 2: Antarctica’s Physical Features
Hypothesis The physical features of Antarctica are always changing
KGP Objectives:
GP1-2: Identify the key physical features of Antarctica
GP3-4: Explain how the physical features of Antarctica have changed over the years
GP5-6: Discuss whether the physical features of Antarctica are likely to change in the future
Home learning: Research project – tourism in Antarctica. Why do people go on holiday to Antarctica? Why have tourist
numbers increased? What do people do on holiday in Antarctica?
Week
5
(2 hours classlearning and 1
hour homelearning)
LOE: Is it possible for tourism in Antarctica to be sustainable?
Stage 1: Extreme tourism in Antarctica
Hypothesis: Extreme tourism is damaging Antarctica
KGP Objectives
GP1-2: Identify reasons why people visit Antarctica and the impact they are having
GP3-4: Explain the social, economic and environmental impacts of extreme tourism in Antarctica
GP5-6: Discuss whether the tourism should be allowed in Antarctica
Stage 2: Sustainable Tourism in Antarctica
Hypothesis: Antarctica will never be sustainable due to the introduction of tourism
KGP Objectives:
GP1-2: List the management strategies used to protect Antarctica
GP3-4: Explain how the Antarctic Treaty has been used to manage Antarctica
GP 5-6: To form an opinion, based on evidence, to decide whether Antarctica is equipped to successfully manage the
impacts of extreme tourism
Home learning:
Revision for Assessment.
Week
6
(2 hours classlearning)
During the first lesson, students will identify specific areas where they need to target their revision to improve understanding,
enhance their skills and ensure a complete and thorough understanding of the content. Students will work, both individually
and in learning teams, to complete exam style questions and to create a range of revision which can be used both now and
in the remaining learning cycles.
Stage 2 will comprise of a written assessment based on a series of examination questions, with a range of multiple choice,
short and long answer questions.
Gap
Gap
Reinforcement
Analysis
Reinforcement
This end of module time will be allocated to re-teaching any gaps discovered in each individuals’ knowledge as a result of the
assessment process. The whole class will address any misconceptions which have been highlighted through the assessment
analysis but students will also be given time to work with the teacher individually or in small groups to address any areas of
the content where they feel they need additional help.