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 Geography
For this introduction, please use the worksheet
for taking notes !
 Geography
Geography is unique in bridging the social sciences (human geography)
with the natural sciences (physical geography). Human geography
concerns the understanding of the dynamics of cultures, societies and
economies, and physical geography concerns the understanding of the
dynamics of physical landscapes and the environment.
http://www.rgs.org/geographytoday/what+is+geography.htm
 Geography
can be nomothetic (universally valid)
or
ideographic (exemplary - related to a specific
space/area)
 Geography looks at the whole
Geosphere which includes:
Lithosphere, Atmosphere,
http://www.ecologyedu.com/ecology_education_res
ources/ecology_primer/the_biosphere_files/biosphe
Morphosphere, Pedosphere, feelgrafix.com

Hydrosphere, Biosphere,
re-biodiversity.jpg

Anthroposphere

https://upload.wikimedia.org/wikipedia/commons/thumb/4/4d/531
7_-_Lauterbrunnental_-_View_from_Wegneralpbahn.JPG/260px-
5317_-_Lauterbrunnental_-_View_from_Wegneralpbahn.JPG

earthbeforeflood.com

http://inter3.kuicr.kyoto-u.ac.jp/album/KH94-4/FH000153.jpg

http://2.bp.blogspot.com/--eNh-
hq7vWc/Vmoi_bglCdI/AAAAAAAACmU/edzTVPPW0m0/s320/soil%2Bstructure.png
http://www.bpb.de/cache/images/6/38306-3x2-teaser300.jpg?965BC
http://www.geo.fu-berlin.de/v/pg-net/uebersicht/physische_geographie_uebersicht/sphaerensystem/
Physical Geography
(natural scientific)

Geography
Physical Geography Human Geography
(natural scientific) (related to how humans influences
space/area )

Geography
 Research on society
and environment

Geography
 In time and space

- Climatology
- Geomorphology
- Geology
- Pedology (soil) www.rundflug.ch

- Biology (flora and

fauna)
- Hydrology
- Landscape and
Urban Ecology

http://www.stratigraphy.org/index.php/ics-chart-timescale
 - Sociological Geography
- Geography of rural environments
- Geography of urban environments
- Economic Geography
- Transport Geography
- Political Geography
www.master-and-more.de
- Population Geography
- Geographical Development Studies
(Developing countries…)
- Historical Geography

http://mchsoates.weebly.com/uploads/1/1/1/2/11122758/2103890_orig.png
http://geography.mrdonn.org/powerpoints/banner_human_geography_copy.gif
 Research on society
and environment

-Nature and Culture http://www.20min.ch/schweiz/zentralschweiz/st

ory/12048498

-Conflicts regarding Resources

- Natural Hazards and Risks
- Global Challenges

www.uni-goettingen.de

http://archiv.nationalatlas.de/?p=264
 Research on society
and environment

- Climatology - Nature and Culture - Sociological Geography

- Geomorphology - Conflicts regarding Resources - Geography of rural environments
(Relief) - Natural Hazards and Risks - Geography of urban environments
- Geology - Global Challenges - Economic Geography
- Pedology (soil) - Transport Geography
- Biology (flora and - Political Geography
fauna) - Population Geography
- Hydrology (Water) - Geographical Development Studies
- Landscape and (Developing countries…)
Urban Ecology - Historical Geography
 Geography
Why a School Subject?
For the answer look at those pictures!
Work To Do: Number the pictures, give them short titles and relate
the key feature to the different spheres (see backside of the work
sheet!)
IB

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 Research on society
and environment

- Nature and Culture

- Climatology - Conflicts regarding Resources - Sociological Geography
- Geomorphology (Relief) - Natural Hazards and Risks - Economic Geography
- Geology - Global Challenges - Geography of rural environments
- Pedology (soil) Global climate – vulnerability and resilience - Geography of urban
- Biology (flora and fauna) P2 environments
- Hydrology (Water) Global resource consumption and security - Transport Geography
- Landscape and P2 - Political Geography
Urban Ecology Internal Assessment (“Consequences of the - Population Geography
Extreme environments P1 melting of the Titlis glacier “) Changing Populations P2
Freshwater – Drainage - Geographical Development Studies -
basins P1 Historical Geography

IB Geography Standard Level

Part 1: Options
Part 2: Core
Internal Assessment
A conceptual and contextual
approach to the geography
course
The opportunity to have concepts in the
foreground of the curriculum topics and
the focus for geographic inquiry allow for
more discussion, application of thinking
skills, and transparent assessments.
Students are required to discuss or
evaluate in a way that shows conceptual
insight into the context of the expected
knowledge and understanding. The
application of geographic skills allow for
the synthesis of knowledge and ideas, and
bring understanding of concepts and
contexts together through the study of
specified or appropriate content.
Global Perspective 1
Place, Power Processes & Possibilities.
Geography concepts
The “Geography concepts” model (figure 3) shows the six main concepts of the
course, with the four key concepts of place, process, power, and possibility at
the centre and the organizing concepts of scale and spatial interactions
connecting them. Scale has both temporal and spatial perspectives.
Places can be identified at a variety of scales, from local territories or locations
to the national or state level. Places can be compared according to their cultural
or physical diversity, or disparities in wealth or resource endowment. The
characteristics of a place may be real or perceived, and spatial interactions
between places can be considered.
Processes are human or physical mechanisms of change, such as migration or
weathering. They operate on varying timescales. Linear systems, circular
systems, and complex systems are all outcomes of the way in which processes
operate and interact.
Power is the ability to influence and affect change or equilibrium at different
scales. Power is vested in citizens, governments, institutions and other players,
and in physical processes in the natural world. Equity and security, both
environmental and economic, can be gained or lost as a result of the interaction
of powerful forces.
Possibilities are the alternative events, futures and outcomes that geographers
can model, project or predict with varying degrees of certainty. Key
contemporary questions include the degree to which human and environmental
systems are sustainable and resilient, and can adapt or change.
Global Perspective 2
The Sustainable
Development Goals
Global Perspective 3
The Energy Water
Food Nexus
TO DO:

1. PAIR UP IN TEAMS OF TWO STUDENTS. OUTDOORS, FIND A PLACE WITH A GOOD VIEW. WITH YOUR
MOBILE PHONE TAKE A PICTURE OF THE BROADER ENVIRONMENT.

2. INTO THE PICTURE ENTER THE DIFFERENT SPHERES OF THE GEOSPHERE (SEE SLIDES 5 AND 6). YOU CAN
DO THIS DIGITALLY OR BY HAND.

3. ADD YOUR PICTURE TO THE SCRIPT – NEXT SLIDE. THERE, ADD THE IB GEOGRAPHY CURRICULUM UNITS
AND ARROW THEM TO THE SPHERE WHERE YOU THINK THEY FIT BEST

4. SEND A SCREENSHOT OF THE SLIDE (INCLUDING YOUR NAMES) VIA TEAMS-CHAT TO YOUR GEOGRAPHY
TEACHER.

Text
Literature used for this introduction:

Gebhardt, H. et. Al (Hrsg.) [2007]: Geographie. Physische Geographie

und Humangeographie. Spectrum Verlag. München

http://www.geoib.com/

http://occ.ibo.org

http://www.ibgeographypods.org

All images and figures last viewed on 20.07.2017