stewards pooi kei college teaching schedule (2013-2014 ... · pdf filestewards pooi kei...

Stewards Pooi Kei College TEACHING SCHEDULE (2013-2014)

Form: S3 Subject : Geography No. of periods per cycle: 4 Teacher: Mr. Ray Hon

1

Cycle

Topic Learning objectives Teaching resources

Geographical knowledge Skills Values and attitudes

1 (12) Part 2 Food problems－

Can we feed ourselves?

2.1 Can we produce enough food for our growing population?

‧ Trend of food production and consumption in China

‧ Trend of population growth in China

‧ Factors affecting food demand and supply

‧ Graph interpretation: bar graph (p. 3)

‧ Constructing and interpreting line graph (p. 4)

‧ Calculation skill: food balance (p. 6)

‧ Be aware of the problems brought by food shortages

‧ PowerPoint/E-book: Unit 2.1

‧ Summary quiz (p. 7)

‧ Lesson worksheets: Unit 2.1

‧ Unit test: Unit 2.1

Cycle Points of

enquiry Learning objectives Teaching resources


2 (12) 2.2

How do we farm? ‧ Definition of farming

‧ Farming as a system

‧ Classification of farming

‧ Major types of farming in the world

‧ Map-reading skills: calculating the area of a farm on a farm layout plan (pp. 8–9)

‧ Identify the types of farming from photographs (pp. 14–15)

‧

‧ Show interest in knowing more about different types of farming in the world







2

Cycle



2 (13) 2.3 Where is the farmland in China?

‧ Distribution of major farming regions in China

‧ Factors affecting the distribution of farming regions in China: - Climate - Relief

‧ Interpret climatic data (pp. 17–18)

‧ GIS skills: finding out the wet rice and wheat growing regions in China by using map overlays (p. 19)

‧ Show interest in knowing more about the types of farming in China


‧ TRC/PowerPoint: using map overlays to find out the major farming regions in China (p. 19)




3 (13) 2.4 What are the major farming problems in China?

‧ Major farming problems in China: - Environmental limitations - Natural hazards - Water shortages - Low levels of technology

and mechanization - Loss of farmland caused

by urban development, soil erosion and desertification

- Environmental pollution

‧ Calculation skill: average share of arable land per farmer (p. 28)

‧ Data interpretation (p. 29)







3

Cycle Topic Learning objectives Teaching resources


3 (13) 2.5 Can the use of scientific farming methods help solve farming problems in China?

‧ Scientific farming methods and their effects on farm production

‧ Constructing and interpreting bar graph (pp. 33–4)

‧ Data interpretation (pp. 33–4)





4(14) 2.6 What harmful effects do scientific farming methods bring?

‧ Negative impact and limitations of scientific farming methods

‧ Be aware of the negative impact caused by scientific farming methods to humans and the natural environment





4(14) 2.7 Are there other ways to solve farming problems in China?

‧ Other solutions to the farming problems in China:- Develop sustainable

farming - Better land use

management

‧ Field work: An organic farm visit in Ha Pak Nai (pp. 52–3)


‧ TRC: footage about an organic farm in Hong Kong (pp. 52–3)






4

Cycle Topic Learning objectives Teaching resources


5(15) 2.8 Do the same problems happen in the other parts of the world?

‧ Regions/countries where food shortages are most likely to occur

‧ Causes of and solutions to food problems in LDCs

- the Sahel

- North Korea

- Cambodia

‧ Finding data on the Internet (p. 54)

‧ Calculation skill: food balance (p. 54)

‧ Data interpretation (pp.58–60, p. 63, p. 67)

‧ Show concern and develop empathy to those people suffering from food problems

‧ Be aware of how lucky we are to be spare from any food problems





‧ Part summary (pp. 74–5)

‧ Part test: Part 2

Part 3 The trouble with water Cycle Topic Learning objectives Teaching resources


5(15) 3.1 What are the major threats to water resources?

‧ Identifying major threats to the global water supply

‧ Reading distribution map (p. 5)







5

Cycle/ Week



6(16) 3.2 Where does water come from?

‧ Water cycle ‧ Satellite photo interpretation (p. 8)

‧ Reading flow diagram (p. 11)




‧ Unit test: Unit 3.2 6(16)

3.3 What and where are China’s water resources?

‧ Major rivers in China

‧ Climate of China

‧ Distribution of water resources in China

‧ Major human activities in a river basin

‧ Map and data interpretation (p. 13)

‧ GIS skill: importing .kmz file into Google Earth (p. 18)

‧ Reading a climatic graph (p. 23)



‧ Summary quiz (pp. 25–6)





6

Cycle/ Week



7(17) 3.4 What are the major water problems in China?

‧ China’s major water problems and their distribution – flooding – drought – water pollution

‧ Harmful effects of flooding and drought

‧ Photo and map interpretation (p. 27)


‧ Graph interpretation: pie chart (pp. 34–5)

‧ Be aware of and show concern for water resources and environmental problems of China





7(17) 3.5 Is nature to blame?

‧ Causes of flooding in China

‧ Causes of drought in China

‧ How population growth and rapid economic development affects the water problems in China

‧ Information search (p. 37)

‧ Graph interpretation: line graph (p. 43)

‧ Appreciate the interdependence between human beings and the natural environment







7

Suggested time allocation for Unit 3.6:3.5 periods Cycle Topic Learning objectives Teaching resources


8 (18) 3.6 What can be done to solve water problems in China?

‧ Measures to flood problem in China

‧ Measures to drought/water shortages in China

‧ Multi-purpose water projects: – Three Gorges Dam Project – South-North Water Transfer Project

‧ Critical thinking (p. 51)

‧ Appreciate the interdependence between human beings and the natural environment

‧ Develop a sense of responsibility for resource conservation





8 (18) 3.7 What can we learn from the water management experiences of other countries?

‧ Water problems in the following countries and how these countries deal with these problems: – Singapore – Bangladesh – UK

‧ Map-reading skill: direction and hemisphere (p. 53)

‧ Graph interpretation: climatic graph (p. 54 and p. 59)

‧ Map interpretation (p. 54, p. 59, p. 63)

‧ Data interpretation (p. 54, p. 59, p. 63)

‧ Appreciate the importance of sustainable development

‧ Show empathy towards the problems and difficulties encountered by other people in different parts of the world





‧ Part summary (pp. 70–1)

‧ Part test: Part 3



Year/Month Cycle Topics / Subjects to be covered Class work/ Homework

Remarks/ Adjustments

September

2013

1 Chapter 6 Disappearing green canopy—Who should pay for the massive deforestation in rainforest regions?

6.1 What is happening to tropical rainforests?

6.2 What does a natural tropical rainforest look like?

- Comprehensive Assessment 6

- Structured Questions- MC 1050 (3)

- Chapter tests

September2013

2 6.3 How does a tropical rainforest ecosystem function? - Comprehensive Assessment 6

- Structured Questions- MC 1050 (3)

- Chapter Tests

October 2013

3 6.4 What causes tropical deforestation?

6.5 What is the impact of large-scale deforestation on tropical rainforests?

‧ Comprehensive Assessment 6

‧ Structured Questions‧ Short Essays

‧ Chapter Tests

October 2013

4 6.6 How can we prevent tropical rainforests from disappearing? ‧ Comprehensive Assessment 6

‧ Structured Questions‧ MC 1050 (3) ‧ Short Essays

‧ Chapter Tests



November 2013

5 Chapter 5 Combating famine—Is technology a panacea for food shortages?

5.1 What is famine? Where do most famines occur?

5.2 What are the factors affecting agricultural production?


‧ Structured Questions‧ MC 1050 (2)

‧ Chapter Tests

November 2013

6 5.3 What are the agricultural characteristics of nomadic herding in the Sahel?

5.4 What are the agricultural characteristics of irrigation farming in southern California?



‧ Chapter Tests

December 2013

7 5.5 To what extent can technology help increase agricultural production and alleviate food shortages?



‧ Chapter Tests

January 2014

8 First Term Examination (2/1-15/1)

‧

January 2014

8 Chapter 7 Global warming—Are humans responsible?

7.1 Is our earth getting warmer?

7.2 What is the normal global distribution pattern of temperature?



‧ Chapter tests



February 2014

9 7.3 What are the causes of global warming? ‧ Comprehensive Assessment 7


‧ Chapter tests

February 2014

10 7.4 How does global warming affect us? ‧ Comprehensive Assessment 7


‧ Chapter tests

March 2014

11 7.5 How can we ease the problem? ‧ Comprehensive Assessment 7


‧ Chapter tests

March 2014

12 Chapter 4 Building a sustainable city－Are environmental conservation and

urban development mutually exclusive?

4.1 How has the urban population in Hong Kong changed?

4.2 How has the internal structure and urban areas of our city changed?


‧ Structured Questions‧ MC1050 (1)

‧ Chapter tests



April 2014

13 4.3 What problems does a growing city bring? ‧ Comprehensive Assessment 4


‧ Chapter tests

April 2014

14 4.4 Sustainable city: Is it a possible solution? ‧ Comprehensive Assessment 4


‧ Chapter tests

May 2014

15 4.5 What are the costs of developing Hong Kong into a sustainable city? ‧ Comprehensive Assessment 4


‧ Chapter tests

May 2014

Final examination (29/5-13/6)



1

Year/Month Cycle Topics / Subjects to be covered Skills Class work/ Homework

2013 September

1 3.1 Where were manufacturing industries in Hong Kong mainly located in the past? Where are they now?

‧ Different stages of industrial development in Hong Kong (1950s–1970s)

‧ Four sectors of industry: primary, secondary, tertiary and quaternary

‧ Definition of manufacturing system and classification of manufacturing

‧ Changes of Hong Kong manufacturing industries since the 1980s: – Decrease in the number of manufacturing workers and firms – Decrease in the share of GDP by manufacturing industry sector Relocation of manufacturing industries to the southern parts of China

‧ Photo interpretation (p. 1)

‧ Short essay writing skills

‧ Interpreting data and drawing conclusions from line graphs and bar graph (pp. 9-10)

‧ Reading to learn: Changing location of Hong Kong manufacturing industries


‧ Data-based questions

‧ Short Essays

‧ MC 1050 Book (2)

2 ‧ Types of manufacturing activities that have been relocated to the Zhujiang Delta Region:

– Reasons for moving production operations to the Zhujiang Delta Region: pull factors of the Region and push factors of Hong Kong:

~ Labour costs ~ Land: land price and land availability ~ Government policies ~ Proximity to Hong Kong

– Reasons for keeping company headquarters in Hong Kong: good transport network and telecommunication facilities, politically stable and easy to recruit professionals

‧ Industrial relocation is a logical response to changing location factors over time

‧ Map-reading skill: finding out actual distance (p. 16)

‧ Calculation skill (p. 16)

‧ Comprehensive assessment 2

‧ Map reading exercises

‧ Data-based questions

‧ Short Essays

‧ MC 1050 Book (2)



2

3 3.2 Where should manufacturing activities be located?

‧ Causes of industrial inertia: expensive to relocate, difficult to find skilled labour, disrupts good linkages with other business sectors and personal preferences

‧ Map-reading skill: finding out actual distance (pp. 20-2)

‧ Analytical and generic skills

‧ Calculation skill (pp. 20-2)

‧ Short essay writing skills


‧ Structured Questions & Short Essays


‧ MC 1050 (2)

4 3.3 How has the location of the iron and steel industry in China changed over time?

‧ Manufacturing system of the iron and steel industry

‧ Importance of the iron and steel industry in China

‧ Spatial distribution of the iron and steel industry in China

‧ Changing location of the iron and steel industry:

3.4 What are the location factors of the IT industry?

‧ Location of the US IT industry

‧ Characteristics of the IT industry: research and development-intensive, products have short life-cycle, multinational and multi-point production, concentration in clusters, global markets and green field sites

‧ Location factors of the IT industry: Development stage: access to researchers, technicians and scientists, near universities and research institutes, access to high levels of technology, availability of venture capital and favourable government policies

‧ Graph interpretation: pie chart (p. 36), bar graph (p. 38), line graph (p. 38)

‧ Identifying distribution pattern on maps (pp. 40-1)

‧ Structured questions’ problem solving skills




‧ MC 1050 (2)



3

5 Elective section 2: A regional study of the Zhujiang Delta－From agricultural region to world factory 11.1 Where is the Zhujiang Delta Region?

11.2 How has agriculture changed in the ZDR?

‧ Physical and human characteristics of the ZDR in relation to agricultural development in the region

‧ Factors affecting the agricultural development of the ZDR

‧ Development and changes in agriculture of the ZDR since 1978 – Commercialization – Shrinking of agricultural land – Specialization – Technological advancements and intensification

‧ Photo interpretation skill

‧ Calculation skill

‧ Map reading skills

‧ Lesson worksheets: Unit 11.1-11.2

‧ Structured Questions


‧ MC 1050 (2)

6 11.3 How has the Zhujiang Delta grown and developed as a manufacturing region?

‧ Factors hindering the industrial development in the ZDR before 1978:

‧ Reasons for the rapid industrialization in the ZDR since 1978:

‧ Characteristics of the industries in the ZDR:

‧ Drawing bar and line graphs (p. 33)

‧ Calculation skill and the map-reading skill of measuring distance (p. 43)

‧ Lesson worksheet Unit 11.3





4

7 11.4 What environmental problems are found in the ZDR?

‧ Air, water and soil pollution in the ZDR: situation, types, sources, spatial distribution and temporal variation

‧ Relationship between pollution problems, economic development and government policy

‧ Impact of environmental pollution: – Environmental costs – Social costs:

health problems, food safety problems, shortage of safe and usable water – Economic costs

‧ Impact on Hong Kong: air and water pollution Pollution management strategies: legislation, prevention, control, treatment, government policies, inter-governmental cooperation, education, public monitoring

‧ Graph interpretation skill:

‧ Data analytical skill

‧ Problem solving skill: a framework approach (p. 86)

‧ Calculation skill (p. 91)

‧ Lesson worksheet: Unit 11.4


‧ Short Essay


‧ MC 1050 (2)

January 2014 8 1st term examination (2/1-15/1) ‧

February

2014

9 Section 5 Combating famime – Is technology a panacea for food shortage? Unit 1 I. Is the availability of food supplies uneven? Does it match demand on a global

scale? II. What is famine’? Where do most famines occur? III. What are the causes of famine?

To interpret information from diagrams, tables, data and news clips


‧ Short Essay


‧ MC 1050 (2)



5

10-11 Unit 2 I. What is agriculture? II. What is a farming system? III. What are the factors affecting agricultural production of an area? IV. How do these factors shape the characteristics of farming in an area?

Unit 3 I. Where are Southern California and the Sahel? II. What are the characteristics of the natural environment in Southern California

and the Sahel? III. What are the farming activities in Southern California and the Sahel? IV. What are the human factors of farming activities in Southern California and

the Sahel? V. What are the processes of farming activities in Southern California and the

Sahel? VI. What are the outputs of farming activities in Southern California and the

Sahel?

To interpret information from data, figures, diagrams and news clips

To express opinions

and make a value judgment

To write a short

essay


‧ Short Essay


‧ MC 1050 (2)



6

12 Unit 4 I. Why are agricultural characteristics so varied even in a similar natural

environmental setting? II. How true is it to say that human factors are becoming more dominant than

physical factors in influencing agriculture?


To write a short essay


‧ Short Essay


‧ MC 1050 (3)

March 2014 13 Unit 5 I. To what extent can technology help to increase agricultural production and

alleviate food shortages? II. Is genetically modified food a possible solution? III. Have we really overcome the majority of farming constraints imposed by the

natural environment? What price will we pay for this ‘success’? IV. Is it possible for us to minimise the negative impact of using technology in

agriculture, and at the same time produce enough food for everyone?


To write a short

essay


‧ Short Essay


‧ MC 1050 (3)



7

14 Section 7 Global warming – Is it fact or fiction? Unit 1 I. What is the evidence of global warming? II. Is global warming just a long-term fluctuation of temperature? III. Is there a consensus on global warming? Unit 2 I. What is the difference between incoming solar radiation and terrestrial radiation? II. How is insolation distributed on the Earth’s surface? III. What are the factors that influence the global temperature distribution pattern?

To interpret information from figures, tables and data

To draw a line graph

April 2014 15 Unit 3 I. What is the greenhouse effect? II. To what extent is global warming a natural process? III. What is the role of human activities in global warming? IV. Why do some people argue that ‘global warming’ is fact while others say it is fiction?

To interpret information from figures, tables and data



8

16 Unit 4 I. How will global warming affect our environment? II. How will global warming affect human societies?

1.

May 2014 17 Unit 5 2. What are the possible measures in mitigating global warming?

Assessment of the possible measures in combating global warming.

Final examination (29/5-13/6)



1

Year/Month Cycle Topics / Subjects to be covered Skills Class work/ Homework

September 2013

1-2 Section 2: Managing river and coastal environments: A continuing challenge Unit 1 I. What are the major features of rivers and coasts? II. What are some examples of rivers and coasts?

Unit 2 I. What is the water cycle? II. How does water flow within a river basin? III. What is a coast?

To interpret information from photos, diagrams, maps and news clips

To make a value

judgment To identify landform

features by interpreting photos

‧ Reading to learn material

‧ Lesson worksheets: Unit 2.1, 2.2

‧ Workbook Chapter 2.1, 2.2

‧ DBQs and MCs



2

October

2013

3 Unit 3 I. What are fluvial processes? II. What are the major fluvial processes operating at different parts of a river? III. How do velocity, discharge, efficiency and channel shape change from a

river’s upper course to its lower course? What are the major landform features created along different courses of a river as a result of varying gradient and velocity?

To interpret information from photos and figures

To do an

experiment and observe results

To draw a

watershed To calculate

drainage density







3

4 Unit 4 I. What are the major processes operating along coasts? II. How do coastal processes change over space? What are the major features created as a result of variations in coastal processes? Unit 5 I. What are the human activities and their consequences for river and coastal

environments? II. How does the management of river and coastal systems pose a continuing

challenge for people? III. Evaluation of methods and strategies used for river and coastal management

To interpret

information from figures and maps

To make a value

judgment To do an experiment

and observe results






4

5

6 Elective Section 3 Transport development, planning and management Unit 1 I. What are the major transport patterns in Hong Kong? II. What are the major modes of transport in Hong Kong? IV. How has How has Hong Kong’s logistics industry developed? V. Hong Kong’s transport system developed?

Unit 2 I. What is the relationship between transport, energy and the environment? II. What transport problems exist in Hong Kong? III. Why do such transport problems exist in Hong Kong?

To interpret information from figures, photos, maps, news clips and other secondhand information

To express opinions

and make a value judgment




‧



5

7 Unit 3 I. How does the Hong Kong government cope with transport problems? II. To what extent are these measures effective?

Unit 4 IV. What is the spatial pattern of the transport infrastructure in the Zhujiang

Delta? V. How do Hong Kong and Guangdong cooperate and compete with each other

in transport development? VI. How has logistics developed in the Zhujiang Delta?

To interpret information from maps, data, graphs, news clips, etc.

To conduct a survey To search

information from the Internet

‧ Lesson worksheets



8 Revision and drilling of HKCE & HKAL past papers Pre-mock exmaination

stewards pooi kei college teaching schedule (2013-2014 ... · pdf filestewards pooi kei...

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