004 - Safest State to Live

Debatable Question

The US is prone to many natural disasters and as a result it is unsafe to live there. Discuss

Key Terminology

  • Opportunities
  • Challenges
  • Management
  • Diurnal
  • Social factors
  • Economic factors
  • Environmental factors
We will be defining and using the words above throughout the lesson but if you are unsure of their meaning click on the links below:


Activity One - Definitions

Taken from: www.telecoms.com

  1. Define the words opportunities and challenges.
  2. With the person next to you discuss whether the words below could be an opportunity or challenge. Make sure you can justify your answer.

 
 1. Volcanic area

 
 2.  Flat land
 
 3.  Rivers
 
 4.  Dry conditions
 
 5.  Mountains
 
 6.  Marsh land
 
 7.  Wide diurnal range
 
 8.  Strong wind
 



Activity Two - Research and Record

Where is the safest place to live in the USA?

Taken From: wordpress

Each team member will be given a specific hazard to investigate and will record their findings on an information sheet. Once each team member has completed their investigation the group will decide which is the safest State to live in. The team will need to be convincing as you will be presenting your findings to the whole class. Each team will be focusing on four key hazards:

      1. Drought
      2. Floods
      3. Tornadoes
      4. Plate tectonics - volcanoes and earthquakes

Things to investigate:
      • Where the natural hazard is most likely to hit.
      • What type of damage has the hazard caused in recent years?
      • Has there been any opportunities created by the hazard?
Remember geographers use data to illustrate their points, examples or case studies are crucial in illustrating your claims.

Year 9 - The Safest State in the USA



How will I be assessed?

How will I be assessed?

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 concepts 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 B: Investigating

Achievement level

Level descriptor

T

S

0

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




1–2

iii. collects and records limited or sometimes irrelevant information



3–4

iii. uses a method(s) to collect and records some relevant information



5–6

iii. uses methods to collect and record appropriate relevant information




7–8

iii. uses methods to collect and record appropriate and varied relevant information







Activity Three - Critically Think

Now you have researched the key natural hazards in the USA, which State is the safest to live in and why?

How will we present our findings?

      • A2 Poster board to record the information
      • Use choropleth mapping to illustrate where the hazards occur or the cost of them
      • Summary table to illustrate the geographic factors of the safest State
      • Clear argument to convince the class which State is the safest to live in
      • 5 minute presentation

How will I be assessed?

How will I be assessed?

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




3–4

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

ii.  somewhat organizes information and ideas




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




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




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






Resources