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Lesson 4 - Group Activities
 

Lesson 4 - Group Activities

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    Lesson 4 - Group Activities Lesson 4 - Group Activities Presentation Transcript

    • Group 1 – Dairy Farming
      • In your groups…
      • Identify what the pattern is.
      • Decide what other information you need to outline what the pattern is and describe the relationship.
      • Ask the teacher for the information you require.
      • Study all the information. Compare and contrast different regions of interest.
      • Describe your pattern. Remember – identify, outline and state the opposite (where as..).
      • Finished? Try out another task.
      Resource 4a
    • Climate and relief affect farmers greatly. If the climate is too extreme (too hot, cold, wet, dry) then things will not grow. Farmers need a moderate climate, where there is balance of warmth, sunshine hours and rainfall – but not too much of one thing. Most farmers also need flat land to farm. Imagine trying to grow corn on a steep hill! Or trying to get cows down to milk from a mountain twice a day!! Describe your pattern… New Zealand’s dairy farming is _______________ in __________ where there is a mild ________ and _________ relief, where as dairy farming is __________ in the __________ Island where the climate is quite _____________ and there is _________ relief. Group 1 – Dairy Farming Climate and Relief maps for New Zealand Resource 4a
    • Group 2 – NZ mountain ranges Resource 4a
      • In your groups…
      • Identify what the pattern is.
      • Decide what other information you need to outline what the pattern is and describe the relationship.
      • Ask the teacher for the information you require.
      • Study all the information. Compare and contrast different regions of interest.
      • Describe your pattern. Remember – identify, outline and state the opposite (where as..).
      • Finished? Try out another task.
    • Fault lines are lines of weakness on the earth’s crust. Earthquakes occur fault lines. Look at the images on the wall to get an idea as to what an earthquake can do to the surface of the earth. Earthquakes move the land and build land features like mountains or in the case of the Napier earthquake big gapping holes! Describe your pattern… New Zealand’s mountain ranges follow a __________ pattern along the main ______ ______ up and down the _______ and _______ _________. Group 2 – NZ mountain ranges Resource 4a
    • Group 3 – Earthquakes Map showing the occurrence of earthquakes Each dot represents an earthquake Resource 4a
      • In your groups…
      • Identify what the pattern is.
      • Decide what other information you need to outline what the pattern is and describe the relationship.
      • Ask the teacher for the information you require.
      • Study all the information. Compare and contrast different regions of interest.
      • Describe your pattern. Remember – identify, outline and state the opposite (where as..).
      • Finished? Try out another task.
    • Group 3 – Earthquakes Red dots are volcanoes Earthquakes occur as tectonic plates move. It is believed that the earth’s crust is broken into parts called tectonic plates. These plates float on top of the boiling hot magma below the crust. As these plates move, they create earthquakes. The plate boundaries (where two plates meet) are where the plate movement is experienced. Describe your pattern… Earthquakes follow a __________ pattern along the ___________ ______ _____________ whereas the further _______ from the plate boundaries, the fewer the number of ____________. Resource 4a
    • Group 4 – World Vegetation Map of the principal world vegetation and climate types. Source: http://tpittaway.tripod.com/sphinx/biog.htm Accessed: 08/05/07 Resource 4a
      • In your groups…
      • Identify what the pattern is.
      • Decide what other information you need to outline what the pattern is and describe the relationship.
      • Ask the teacher for the information you require.
      • Study all the information. Compare and contrast different regions of interest.
      • Describe your pattern. Remember – identify, outline and state the opposite (where as..).
      • Finished? Try out another task.
    • Group 4 – World Vegetation Climate affects vegetation. Warm areas with a moderate amount of rainfall will have trees, whereas hot and dry or cold and dry areas will not have very much vegetation at all. Describe your pattern… Tropical forests are __________ above and below the __________ where there is a _________ climate (warm and wet) whereas, there is little to no vegetation in the northern tundra of ______ __________ and ________ where there are ________ conditions. World Climates Source: http://www.blueplanetbiomes.org/climate.htm Accessed 08/05/07 Resource 4a
    • Group 5 – World Hunger Map of World Hunger: Proportion of Undernourished People 1998-2000 Image Source: www.feedingminds.org/info/world_en.htm Accessed: 24/02/2008 Resource 4a
      • In your groups…
      • Identify what the pattern is.
      • Decide what other information you need to outline what the pattern is and describe the relationship.
      • Ask the teacher for the information you require.
      • Study all the information. Compare and contrast different regions of interest.
      • Describe your pattern. Remember – identify, outline and state the opposite (where as..).
      • Finished? Try out another task.
    • Group 5 – World Hunger GNI (Gross National Income) per capita (per head/person). This tells you the average income per working age person in each country. The lower the income the less likely they are able to provide for themselves, thus increasing the likelihood of hunger. Describe your pattern… World hunger is ________________ in Africa where there is an overall ______ ________, where is there are ___________ hungry people in Europe, North __________ and parts of Australasia where there is ________ GNI’s. Source: http://www.earthday.net/involved/teachers/world-map-gross-national-income-per-capita.gif Accessed: 24/02/2008 Resource 4a
    • Group 6 – World Population Source: http://www.countrywatch.com/facts/facts_default.aspx?type=image&img=PDAG Accessed 07/05/07 Resource 4a
      • In your groups…
      • Identify what the pattern is.
      • Decide what other information you need to outline what the pattern is and describe the relationship.
      • Ask the teacher for the information you require.
      • Study all the information. Compare and contrast different regions of interest.
      • Describe your pattern. Remember – identify, outline and state the opposite (where as..).
      • Finished? Try out another task.
    • Group 6 – World Population A growing number of people around the world live in cities. This is because there are better access to doctors, education, jobs, running water and electricity. Describe your pattern… World population is ________________ in cities around the world, where as the ____________ populated areas of the world are the rural areas, where there are no ________. Global Population of Cities Distribution 1997 (UN) Source: http://www.reliefweb.int/mapc/world/globcity.html Accessed: 08/05/07 Resource 4a