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A2 Summer Plan
 

A2 Summer Plan

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An outline teaching plan for Edexcel B, intergrating teaching the Ecosystems component of Global Challenge with the Managing Wilderness option in Global Futures. I will require modification & detail ...

An outline teaching plan for Edexcel B, intergrating teaching the Ecosystems component of Global Challenge with the Managing Wilderness option in Global Futures. I will require modification & detail adding in terms of learning activities.

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    A2 Summer Plan A2 Summer Plan Presentation Transcript

    • Fact or Opinion exercise e.g. Clayoquot Sound –develop e.g. further research http:// www.youtube.com/watch?v =Xf9syYPPSm8 http:// www.youtube.com/watch?v =8EMd-22iRRg
      • Identifying current rates of destruction of wilderness areas, eg Indonesian forests; to what extent might these represent features worth protecting and why?
      • Whose values systems might promote their protection, or their destruction?
      • Identifying physical significance and ecological value of some wilderness areas – eg glaciated landscapes, Antarctic ice caps, hot desert terrains and ecology.
      • Identifying indigenous lifestyles in wilderness areas; assessing their value.
      What is the significance of wilderness regions? To what extent do these areas present features that are worth protecting? The fragility of wilderness environments. Wilderness environments contain landforms and ecosystems of outstanding global importance, and sometimes unique indigenous lifestyles. Such features may be fragile and be vulnerable to exploitation and, possibly, irreparable damage. 11 th Photo sort, mapping of distributions Examination of different definitions. Establishing a research ‘file’ using Antarctica as an example. Compare wilderness value of Antarctica with Clayoquot Sound. Choose a third contrasting area & compare. http:// www.youtube.com/watch?v =4qhqmoD4i1A http:// www.youtube.com/watch?v =o_Rj6AivUNE http:// www.youtube.com/watch?v = VwADGPfjerI
      • Identifying, defining and classifying wilderness types (eg by remoteness, ecosystem, harsh environment); global distributions.
      • Analysing how wilderness areas can be defined – the extent to which wilderness may be defined in terms of scale (eg small, regional, national/international scale), and the extent to which eg Scottish Highlands represent ‘wilderness’.
      • Investigating physical characteristics of two or three types of wilderness landscapee.g. Antarctica, Clayoquot Sound, Kalahari, and comparing value as wilderness landscapes.
      Introduction to the key ideas: What are wilderness environments? Where are they located? What are the characteristics of wilderness landscape and environments? The concept of wilderness is relative and linked to a continuum; such areas may be defined by a number of criteria, including remote location and physical characteristics (eg harsh climate). 2 nd July Planned Student Activates/ resources Lesson Outline Key Question & Generalisations: Managing Wilderness & Managing Ecosystems Week
    • Odd one out Notes Concept map summary Section c question(s)
      • Nutrient cycle, trophic levels, energy flows. Ecological value of coniferous, deciduous, rainforests. Look at a range of forests, for example mangroves, temperate rainforests, taiga, and broad leaf woodland to assess causes and rates of degradation.
      • Best practice forest management v exploitation. Forest conservation schemes. Agro-forestry. Debt for nature. Assessment of progress world-wide. Contrast LEDCs with MEDC examples.
      • Issue of inter-linkage of timber trade.
      Why has the degradation of the world’s forests become such a global issue? Distribution of the world’s major forest types. Comparison of structure/functioning and ecological value. Issues of forest degradation in a variety of forests, looking at comparative causes and rates of destruction, and regeneration. Issues of wilderness and future of indigenous peoples. Why are forest biomes so difficult to conserve? Possible solutions to forest degradation, via conservation, sustainable management, reforestation. 5 th Nov, 12 th Nov & 19 th Nov
      • Card sort/ mystery
      • Research exercise
      • Conflict matrix based on 2-3 case studies to show pressures. Identifying values positions of those involved (eg TNC, tourists, indigenous people, Greenpeace ).
      • ESSAY
      • Investigating economic pressures on different wilderness areas – classifying them based on certain criteria eg environmental or economic (oil slick versus long-term quarrying/mining/forestry), short-term or long-term, and from where the pressure is coming, eg tourism, government (eg defence), TNCs (eg resources).
      • Exploring social and economic pressures, eg westernisation and the tourist industry, and their impacts on indigenous lifestyles.
      What are the pressures on wilderness regions? How and why are pressures on such areas increasing? Improved technology and affluence in the industrialised world has made wilderness areas more accessible, (eg transport networks, communication satellites, survival technology), so that they are increasingly sought after by resource developers (eg forestry, mining, tourism.). This leads to conflicts between indigenous people, wilderness quality, and resource developers. 2 nd Oct, 8 th Oct & 22 nd Oct
      • Mapping exercise
      • Annotate/animate
      • Exercise using issues from current environmental magazines/ journals, /newspapers (inc. online) to identify the diversity of threats to ecosystems (in a variety of countries). E.g. Commercial exploitation, population pressure, pollution, poverty.
      • Powerpoint presentation
      • Study to include a summary of world distribution of major terrestrial and marine ecosystems and an overview of the distribution, climate characteristics, soils, flora/fauna of either grasslands or forests or coastal marine ecosystems.
      • General assessment of value of ecosystems (ecological tree).
      • Assessment of one chosen forest biome to explore the issue of loss of biodiversity.
      Introduction to Managing Ecosystems: What factors are responsible for the pattern of global biomes? Concept of world biomes. Global distribution of biomes. Factors influencing distribution – role of climate. Variations in primary productivity. Concept of the increasing influence of human activities leading to very few truly natural ecosystems. What is the importance of global ecosystems? The importance of ecosystems environmentally (CO 2 /O 2 regulatory mechanisms), hydrologically (micro-climate role) and economically (products, gene pool, tourism, etc). What are the major threats to their survival? An assessment of the threats posed by human activities to marine and terrestrial ecosystems. The loss of biodiversity – a world-wide issue for concern. 10 th Sept, 17 th Sept & 24 th Sept
    • Complete as appropriate!
      • Consideration of the roles people play as decision makers as individuals, group members, or in private companies or public organisations as scientists, managers etc.
      • Conservation of environments; the essential conflict between development and conservation in global ecosystems of agreed scientific value.
      • The need for strategic thinking to protect and manage global ecosystems in a sustainable way, and for local developments to play an important role. (Community forestry or local coral reef conservation.)
      • How are individuals and organisations playing an increasing part in ecosystem management?
      • What is the future for global ecosystems? Role of decision makers in developing conservation areas in one country. An evaluation of work of one green organisation and one major campaign (eg Greenpeace and whaling, WWF and the panda).
      • Study of two contrasting areas of world heritage value and high biodiversity (eg biosphere reserves, Galapagos, Korup, Antarctica).
      • Global overview (eg World Summits). World-wide legislation (eg on marine ecosystems). One example of small scale sustainable development. Evaluation of its success and feasibility.
      Feb. 2008
      • Pos. notes, development of the generalisation. Concept map
      • Exploring the meaning and implications of different policies aimed at reducing pressure.
      • Evaluating effectiveness of strategies to protect eg Antarctica.
      • Investigating alternative strategies to protect wilderness areas, the role of governments in establishing national and international laws eg National Park strategies in Australia, USA. Evaluating the effectiveness of these strategies.
      Should wilderness regions be protected and conserved? What are the ways in which such strategies might be attempted? Strategic thinking may be necessary to protect wilderness regions either individually or collectively, which might require international agreement. Sensitive or sustainable use is essential in order to conserve environmental quality. GENERALISATION AVAILABLE 10 th Dec. Research/ peer/presentation /directed blog entry Essay DME
      • Investigating strategies used to protect wilderness areas at different scales (eg globally – World Heritage Coasts, nationally – national parks), by whom they are introduced, with what purpose, and with what effects.
      • Identifying wilderness areas whose environments have been less successfully managed, and assessing reasons for this (eg tourist pressure on the Himalayas).
      • Identifying strategies which might be introduced to resolve conflicting demands (eg eco-tourism), and assessing the effectiveness of such strategies.
      • How and why might protection of wilderness areas constrain or conflict with economic development? How can such pressures be managed? By whom, and with what effects.
      • The conflict between economic development (eg mineral development, tourism) and conservation may not be reconcilable. Some pressures can be more easily managed(eg eco-tourism) than others in maintaining wilderness quality.
      26 th Nov, 3 rd Dec.