Geography - Year 8

Week Beginning - 13th July

What I will be learning about - Review and test your knowledge of the UK’s weather and climate.

What I will need to know or be able to do by the end of the week -

  • To use a range of tasks to assess your understanding of weather and climate in the UK.

Resources I will need to use (above)

Weather sayings worksheet

Outline of weather game

https://www.bbc.co.uk/bitesize/guides/zjk7hyc/test

Tasks to complete:

Lesson thirteen and fourteen: Reviewing understanding of the UK’s weather and climate.

  1. Using the weather sayings worksheet match the correct picture with the correct saying and it’s correct meaning.

  2. Have a go at the bitesize multiple-choice test about the UK’s climate & weather.

  3. Either: Design your own weather game with question and answer cards or design a “snakes and ladders” style game where players move up or down, forward or backwards depending on how they answer a weather question. Play the game with your family.

  4. Use the equipment sheet to build your own weather equipment to record the weather in your garden this summer.

Week Beginning - 6th July

What I will be learning about - How to carry out your own investigation on microclimates – house and garden.

What I will need to know or be able to do by the end of the week -

  • To collect data to show how temperature varies within a garden.

Resources I will need to use (above)

Worksheet on microclimate around a house.

Tasks to complete:

Lesson Eleven: The microclimate of a house.

1. Use the worksheet to complete activities 1-5. Remember a northerly wind is a wind that blows from the north. 

2. Decide where you would place a washing line and draw it on your diagram. Explain why you have chosen this site. 

 

Lesson Twelve: The microclimate in your garden.

Either take a photo or draw a map or sketch of your garden. If you do not have a garden – draw an imaginary garden. You will need to add a compass rose or North arrow to show the aspect or direction that the garden faces. Remember the sun shines from the south at midday.

Add labels to your photo/sketch/map to show your understanding of microclimates, how and why the temperature will vary around your garden. You need to explain why the patio or greenhouse or washing line or BBQ is found at a particular location and how the temperature there is affected by:

i) wind/shelter 

ii) sunshine/shade

iii) tarmac or paving/grass

Week Beginning - 29th June

What I will be learning about - How local features affect the microclimate of an area.

What I will need to know or be able to do by the end of the week -

  • To explain how ground cover, aspect and shelter affect temperature.

  • To complete an isoline map.

Resources I will need to use (above)

Foundations p. 26-27

School site w/s with isoline map

KS3 textbook p.68-69

Tasks to complete:

Lesson Nine: How can local features affect temperature? 

 

1. Using the information on pages 26 -27, complete activities 1,2 and 3 about a school’s microclimate. 

2. Using pages 68-69 complete activity 1 explaining why cities have their own microclimate or “heat island” compared to the surrounding countryside. 

 

Lesson Ten: The microclimate of a school 

 

1. Follow the instructions on the worksheet to draw an isoline (lines that join up places with the same temperature) map showing how temperatures vary around a school site. 

2. Complete tasks 3 and 4 from the worksheet to show that you can describe the map and explain why the temperature varies in different parts of the site. 

Week Beginning - 22th June

What I will be learning about - How to record the weather.

What I will need to know or be able to do by the end of the week -

  • To understand why people need weather forecasts.

  • To observe weather features like wind speed and cloud type.

Resources I will need to use (above)

New Basics p. 12-13

Foundations p. 24-25

Key Geography Skills p. 78-79

https://www.bbc.co.uk/bitesize/guides/zw9qtfr/revision/2

https://www.metoffice.gov.uk/

Tasks to complete:

Lesson Seven: Describing, observing and recording the weather.

  1. Look at pages 12-13 and complete activities 1-3 about how to describe the weather.

  2. Describe today’s weather using clues like those in activity 3 above.

  3. Look at pages 24 –25 and complete activities 1 and 2. Choose from temperature, precipitation, wind speed, cloud type, wind direction, cloud cover, visibility and general weather to label your diagram in activity 2.

  4. Explain how the following are measured: a) temperature b) wind speed c) wind direction d) cloud cover

  5. Complete a weather observation chart for a week. Each day record the weather using the table headings in table J from page 25.

 

Lesson Eight: Forecasting the weather.

  1. Look at pages 58-59. What is a weather forecast?

  2. Complete activity 5 from page 59. Remember to write full sentence answers naming each group of people and explaining why a forecast would be important to them.

  3. Use the internet link  for the Met Office to find out about the weather forecast for the week ahead. Write your own description of this forecast.

  4. Design your own weather app.

 

Remember to consider: 

  •  Who is your target audience?

  • What is your app’s name?

  • What type of weather data will it show?

  • What tools will it have?

  • What problem will it solve? 

  •  What’s the USP? (Unique Selling point) 

  •  How will the data be visualised?

Week Beginning - 15th June

What I will be learning about - How physical geography affects weather patterns in the UK.

What I will need to know or be able to do by the end of the week -

  • To explain the process of relief rainfall.

  • To describe and account for different weather patterns across the UK.

Resources I will need to use (above)

Foundations p. 30

KS3 textbook p. 66-67

Wider World p. 162-163

Tasks to complete:

Lesson five: Relief Rainfall

Read through page 30 - How it rains:

  1. Make a copy of diagram A and add labels to explain the meaning of: evaporation, condensation and precipitation.

  2. Read through page 8-9 about how rain varies across the UK. Copy the summary and then complete activities 1-4.

 

Lesson six: How does the weather vary across the UK?

Either: (harder) Look carefully at the maps A – D on page 76 and then answer questions 1-6. Remember to write full sentence answers.

 

Or: (easier) Read through pages 10 -11. Copy the summary and complete activities 1 and 2 from page 11.

Week Beginning - 8th June

What I will be learning about - Key factors affecting our weather.

What I will need to know or be able to do by the end of the week -

  • To understand how latitude, altitude, distance from the sea and wind direction affects our weather.

  • To identify different air masses and the weather they bring.

Resources I will need to use (above)

Wider World p. 160-161

KS3 textbook p.61

 

https://www.bbc.co.uk/bitesize/guides/zjk7hyc/revision/1

Tasks to complete

Lesson three: Key factors that affect our weather.

Read through page 161 and watch the Bitesize link.

  1. Produce self- quizzing questions and answers that show your understanding of how each of the following affect the UK weather. Try to include some diagrams.

  • Latitude

  • Ocean currents (The North Atlantic Drift)

  • Prevailing winds

  • Altitude (height of land above sea level)

 

 

Lesson four: Air masses and how they affect our weather.

Using ideas from page 61:

  1. Make a copy of the map showing the type of weather and wind direction that each air mass brings to the UK.

  2. Complete activity 3 from page 61.

Week Beginning - 1st June

What I will be learning about - How extreme weather events affect our daily lives.

What I will need to know or be able to do by the end of the week

  • To identify the impacts of the Beast from the East.

  • To have researched an extreme flood event within the UK.

Resources I will need to use (above)

KS3 textbook p.60-61 & p.72-73

https://www.bbc.co.uk/bitesize/articles/zm7hnrd

New Basics p.16-17

tasks to complete

Year 8 tasks for Weather and Climate – summer 2.

Remember to put a title, lesson number and date for each lesson.

Lesson one: The impacts of extreme weather events like the Beast from the East.

  1. Read through page 60 and complete activities 1 and 2.

Lesson two: The impacts of an extreme flood event in the UK.

  1. Research and write up your own example of a recent UK flood event and the impact that it had on both people and the environment. Use textbook resources and the internet link. Choose from either the Tewksbury floods in 2007 or the Somerset floods in 2014. Include a map and labelled pictures to illustrate the impacts that you have identified.

Week Beginning - 11th May and 18th May

What I will be learning about - Features of a specific African country, the Newly Emerging Economy of Nigeria.

What I will need to know or be able to do by the end of the week

  • To research and present information about the characteristics, challenges and opportunities of living in a named African country.

Resources I will need to use (above)

https://www.oddizzi.com/teachers/explore-the-world/places/africa/nigeria/

https://www.sciencekids.co.nz/sciencefacts/countries/nigeria.html

 

Resource book pages 128-131

Task to complete.

 

Weeks 5 and 6

You are going to research and produce your own project about an African country. You must choose Nigeria as a Newly Emerging Economy.

The resource book contains some basic information but you will need to carry out some further research on the internet.

Your project runs over 4 lessons so you will need to plan out how to divide your time. You should try to include a map, a graph and some images to illustrate your work. Do not “copy and paste”. Try to focus on specific aspects that interest you about your chosen country. The project can be completed using paper or on power point or word.

Week Beginning - 4th May

What I will be learning about - How strategies like Fair Trade and Aid can help to reduce poverty.

What I will need to know or be able to do by the end of the week

  • To appreciate how Fair Trade helps farmers in LICs.

  • To explain how the “Loan a Goat” scheme helps break the cycle of poverty.

Resources I will need to use (above)

https://www.fairtrade.org.uk/What-is-Fairtrade/What-Fairtrade-does

Resource book pages 206-209

 

https://www.youtube.com/watch?v=eA4aXa8T_zs

 

Resource book NB pages 132-133

Week four:

Lesson seven: Using Fairtrade to break the Cycle of Poverty.

Watch the video clip and then:

  1. Read through pages 206-207  The Geography of Chocolate in the resource book and complete activities 1-3 from page 207.

  2. Read through pages 208-209 in the resource book and complete activities 4-8.

  3. : Research the Fairtrade logo and make a list of as many Fairtrade products as you can find in your house.

 

Lesson eight. Aid schemes like “Loan a Goat” as a means of reducing poverty.

Watch the video clip and then:

  1. Read through pages 132-133 Loan a Goat in the resource book and complete activities 1-3 from page 133.

Extension: Design a poster that could be put up in villages in Kenya to tell people about the benefits of the “Loan a Goat” scheme and how it works. Try to make it eye-catching and informative.

Week Beginning - 27th April

What I will be learning about - The consequences of food, water and health inequality.

What I will need to know or be able to do by the end of the week

  • To understand how resource scarcity affects people in LICs.

Resources I will need to use (above)

https://www.bbc.co.uk/bitesize/clips/zq3qxnb

Resource book pages 198-199

Resource book pages 202-203

Lesson 5 Food Inequality
Use the resource book pages 198-9 to complete activities 1-3. (Map F is shown on page 193 that you used last lesson.)

 

Extension 
Explain why people in South Sudan are undernourished.

Research how charities like The Red Cross and UNICEF are trying to help reduce food insecurity in countries like South Sudan.

Lesson 6 Health Inequality and water insecurity.

httpswww.bbc.co.ukbitesizeclipszq3qxnb

Use the hyperlink and the resource book pages 202-3 to complete activities 1-5.

 

Extension
Produce a poster showing what can be done to help protect people against the spread of malaria caused by mosquitoes breeding on stagnant water.

Week Beginning - 20th April

What I will be learning about - Using a range of indicators to measure different levels of development.

What I will need to know or be able to do by the end of the week

  • To explain how employment structure, literacy rates and birth rates can be used to assess a country’s level of development.

Resources I will need to use (above)

https://www.bbc.co.uk/bitesize/guides/zvp39j6/revision/2

 

Lesson 2 above

Resource book NB pages 192-193

Resource book pages 192-193

Week Beginning - 14th April

What I will be learning about - Identifying countries at different stages of development.

What I will need to know or be able to do by the end of the week

  • To understand what we mean by development and to identify examples of HICs, NEEs and LICs.

  • To be able to explain how physical and historical conditions can lead to a cycle of poverty.

Resources I will need to use (above)

https://www.bbc.co.uk/bitesize/guides/zvp39j6/revision/4

 

Lesson 1 above

Resource book pages 190-191

Resource book NB pages 130-131

Resource book pages 194-5

Other useful learning resources

Click the link below to download your Knowledge Organiser. 

Year 8: Home study - Tsunamis

Lesson 1:  

What were the effects of the tsunami?

Task:

Use your Spring 2 Knowledge Organiser and the resource below to complete activities 1 to 4 on page 94 - 95.

Lesson 2:  

How did the world help?

Task:

Use your Spring 2 Knowledge Organiser and the resource below to complete activities 1 to 3 on page 97.

Lesson 3:  

How can the tsunami damage be reduced?

Task:

Use your Spring 2 Knowledge Organiser and the resource below to complete activities 1 to 4 on pages 98 - 99.

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