This document outlines a summative project for students to create geographical and physical maps of each continent. It includes the intended outcomes, assessment indicators, guiding question, and tasks. Students will work in groups to create maps showing the physical features, climate regions, biomes, and notable features of each continent. They will also research hazards and disasters. Individually, students must analyze why continents have different geographical characteristics and hazards. The project will be assessed based on criteria for investigating, thinking critically, and communicating, with descriptors defining levels of achievement from 0 to 8.
This document outlines a summative project for students to create geographical and physical maps of each continent. It includes the intended outcomes, assessment indicators, guiding question, and tasks. Students will work in groups to create maps showing the physical features, climate regions, biomes, and notable features of each continent. They will also research hazards and disasters. Individually, students must analyze why continents have different geographical characteristics and hazards. The project will be assessed based on criteria for investigating, thinking critically, and communicating, with descriptors defining levels of achievement from 0 to 8.
This document outlines a summative project for students to create geographical and physical maps of each continent. It includes the intended outcomes, assessment indicators, guiding question, and tasks. Students will work in groups to create maps showing the physical features, climate regions, biomes, and notable features of each continent. They will also research hazards and disasters. Individually, students must analyze why continents have different geographical characteristics and hazards. The project will be assessed based on criteria for investigating, thinking critically, and communicating, with descriptors defining levels of achievement from 0 to 8.
Dynamic Earth The Geographical and Physical Map Summative Project
Outcomes: Students are able to describe the division of the earth surface in terms of the continents and oceans. Students are able to compare and contrast the geographical and physical features among continent. Students are able to communicate the information of hazards and disasters.
Indicators: Understand and able to use the Humanities terminologies in context of continent and ocean Recognize, describe and explain pattern and relationship in space, including natural and human environment, in context of continents and oceans relationship with the similarities and differences exist Understand the social structure and control in recent political cases Use resources such as map to locate continent and ocean
Guiding Question: Explain the physical features, world climate, biophysical regions, outstanding features, hazards and disasters of different continent
Task: Student work in group to draw the geographical or physical maps of each continent (one map each group) on A2 paper. Student research the geographical or physical information of every continents Students write and put the information all together with the geographical or physical map Physical features mountains, highlands, deserts, rivers, lake, etc. (represented by color and legend) World climate name and locate the different climatic region of the earth Biophysical regions rainforests, savannas, coral reefs, tundra, etc (make sure you has explain the reasons for their location) Outstanding features of different continent - Victoria Falls, Niagara Falls, Great Rift Valley, etc (max. 5 features). Hazards and Disasters Facts about the disasters and hazards , including; time, place, victims, type, etc. Student need to put map Title, Legend and scale on their maps Every group have to present it orally in front of the class
Individual Task: Students to have individual analysis on why different continents have different geographical and physical features including how they have different hazards and disasters.
Level Achievement Descriptors Criteria B Investigating Descriptors CRITERIA C (Thinking Critically) Descriptors CRITERIA D (Communicating) 0 The student does not reach a standard described by any of the descriptors below. The student does not reach a standard described by any of the descriptors below. The student does not reach a standard described by any of the descriptors below. 1-2 The student: formulates a very general research question collects and records limited information not always consistent with the research question makes a limited attempt to address the research question. The student: describes some sources in terms of origin and purpose and recognizes some values and limitations makes connections between information in a limited attempt to make arguments.
The student: communicates information and ideas by attempting in a limited way to use a style that is appropriate to the audience and purpose makes a limited attempt to document sources of information.
3-4 The student: formulates an adequate research question uses a method or methods to collect and record some information consistent with the research question partially addresses the research question.
The student: completes a simple analysis and/or evaluation of some sources in terms of origin and purpose, recognizing values and limitations makes connections between information to make simple arguments.
The student: communicates information and ideas by using a style that is sometimes appropriate to the audience and purpose sometimes documents sources of information using a recognized convention.
5-6 The student: formulates a clear research question uses methods to collect and record appropriate information consistent with the research question satisfactorily addresses the research question.
The student:
satisfactorily analyses and/or evaluates a range of sources in terms of origin and purpose, recognizing values and limitations synthesizes information to make valid arguments.
The student: communicates information and ideas by using a style that is often appropriate to the audience and purpose often documents sources of information using a recognized convention.
7-8 The student: formulates a clear and focused research question uses methods accurately to collect and record appropriate and varied information consistent with the research question effectively addresses the research question.
The student: effectively analyses and evaluates a range of sources in terms of origin and purpose, recognizing values and limitations synthesizes information to make valid, well- supported arguments. The student: communicates information and ideas effectively by using a style that is consistently appropriate to the audience and purpose
consistently documents sources of information using a recognized convention.