008 - Desertification

Factual Question

What is desertification?
How does desertification occur?


Debatable Question

Is desertification always made worse by human activities? Discuss

Key Terminology

  • Desertification
  • Degradation
  • Erosion
  • Agriculture
  • Aquifer
Using the links below and your own knowledge define the key words above.

Useful Links

Activity One - Describe


  1. Describe the photo.
  2. Why do you think that there are few crops able to grow in this photo?
Taken From: http://i.unu.edu/media/ourworld.unu.edu-en/article/5769/Desertification.jpg



Activity Two - Jigsaw

In teams you will be asked to research a certain aspect of desertification. You will become experts in that 'field'. Once your team become experts you will decide on one person to pass on that information to the rest of the group. The other members of the team will then rotate around the other groups learning about their areas of expertise. Once your team has visited all of the groups they will come back to their expert to inform he/she of what they have learnt.

Team One - What is desertification? How does it occur?

Desertification



Team Two - What problems are caused by desertification?

  • Use the slightly blurry pictures in this YouTube clip to give you start.

Desertification




Team Three - Can desertification be stopped and improved?

UNCCD - Prevent the desertification

    


Team Four - Example of desertification

Worksheet - Use the worksheet below to record your notes.

Desertification




Activity Three - Essay

Your task is to write an essay that brings together all the information that you have just learnt on desertification. You will be answering the question:

"Desertification is caused by human" Discuss

To help you with this use the google doc guide below.

Desertification Essay


How will I be assessed?

How will I be assessed? Desertification Essay

Criterion A: Knowing and Understanding

Achievement level

Level descriptor

T

S

0

The student does not reach a standard described by any of the descriptors below.




1–2

i.   makes a limited use of terminology

ii.  demonstrates basic knowledge and understanding of content and concept through limited descriptions and/or examples.




3–4

i.   uses some terminology accurately

ii.  demonstrates satisfactory knowledge and understanding of content and concepts through simple descriptions, explanations and examples.




5–6

i.   uses considerable and relevant terminology accurately

ii.  demonstrates substantial knowledge and understanding of content and concepts through descriptions, explanations and examples.




7–8

i.   consistently uses a range of terminology accurately

ii.  demonstrates detailed knowledge and understanding of content and concepts through developed and accurate descriptions, explanations and examples.



Criterion C: Communicating

Achievement level

Level descriptor

T

S

0

The student does not reach a standard described by any of the descriptors below.




1–2

i.   communicates information and ideas in a style that is not always clear

ii.  organizes information and ideas in a limited way

iii. lists sources of information inconsistently.




3–4

i.   communicates information and ideas in a style that is somewhat clear

ii.  somewhat organizes information and ideas

iii. creates an adequate reference list and sometimes cites sources.




5–6

i.   communicates information and ideas in a style that is mostly appropriate to the audience and purpose

ii.  mostly structures information and ideas according to the task instructions

iii. creates an adequate reference list and usually cites sources.




7–8

i.   communicates information and ideas in a style that is completely appropriate to the audience and purpose

ii.  structures information and ideas completely according to the task instructions

iii. creates a complete reference list and always cites sources.




Criterion D: Thinking Critically

Achievement level

Level descriptor

T

S

0

The student does not reach a standard described by any of the descriptors below.





1–2

i.   begins to analyse concepts, issues, models, visual representation and/or theories in a limited way

ii.  begins to identify connections between information to make simple arguments





3–4

i.   completes a simple analysis of concepts, issues, models, visual representation and/or theories

ii.  summarizes information to make some adequate arguments





5–6

i.   completes a substantial analysis of concepts, issues, models, visual representation and/or theories

ii.   summarizes information to make usually valid arguments





7–8

i.   completes a detailed analysis of concepts, issues, models, visual representation and/or theories

ii.   summarizes information to make consistent, well-supported arguments