Lesson 1: How much do you know about the world?
Watch this video to check your answers:
What shapes our views of the world?- Links to TOK
Does the rest of the BISH community have the same perception of the world as us?
Task:
•Create a survey- discuss in your groups how it would be best to do this, how will you take action?
•Collate the results- How will you do this? How could you share the information?
Present the your findings using an infographic:
Sites you can use for creating infographics:
Task:
•Create a survey- discuss in your groups how it would be best to do this, how will you take action?
•Collate the results- How will you do this? How could you share the information?
Present the your findings using an infographic:
Sites you can use for creating infographics:
| tok_and_geog-_ingnorance.pptx |
Lesson 2: Key understandings
Adapted from: http://www.ibgeographypods.org/getting-started.html
There are certain areas key to the understanding of the new IB course and it is crucial that you have an early awareness of each area to enable you to make the very most of the course and be able to carry out effective synthesis. Of course, you knowledge and understanding of each of these areas will be further enhanced during their incorporation into the vast majority of units of work within the HL and SL IB DP Geography curriculum.
1. The key concepts: The 4 Ps
There are four key concepts of place, process, power, and possibility at the centre and the organising concepts of scale and spatial interactions connecting them. Scale has both temporal and spatial perspectives. The activity on the worksheet (taken from geography pods.com) simply asks you to identify the concepts by deciding which description represents which concept and filling in the blanks accordingly.
There are certain areas key to the understanding of the new IB course and it is crucial that you have an early awareness of each area to enable you to make the very most of the course and be able to carry out effective synthesis. Of course, you knowledge and understanding of each of these areas will be further enhanced during their incorporation into the vast majority of units of work within the HL and SL IB DP Geography curriculum.
1. The key concepts: The 4 Ps
There are four key concepts of place, process, power, and possibility at the centre and the organising concepts of scale and spatial interactions connecting them. Scale has both temporal and spatial perspectives. The activity on the worksheet (taken from geography pods.com) simply asks you to identify the concepts by deciding which description represents which concept and filling in the blanks accordingly.
| lesson_2_4ps.pdf |
Now you have your correct definitions, let's put this to the test with some geographical analysis using some resources developed by the IBO. Below are two embedded photos with arrows pointing to key features of the diagram.
Calp Photo A by Anna Bennett on Scribd
Calp Photo b by Anna Bennett on Scribd
Working in pairs or small groups, study both images carefully. What are your first impressions of both images? What makes them different (disparity) and what might connect them?
Annotate your evidence using the arrows in each photo. The arrows aim to concentrate your focus on clues to help you in your unwrapping of the geographic issues and connections. What type of country does each image show? HIC / MIC / LIC ?
Task 3 - Now look again at your 'fill in the gaps' worksheet from Task 1. Create a simple four square grid on the back of each photo sheet with 'Place, Process, Power & Possibility' written individually into each segment. Discuss with other groups in the room and then start filling these gaps in with information that you have gleaned from the photos. For place, are you going to commit to a continent, a country, a region or even a specific settlement?
Task 4 - Each group should now be charged with finding two images, ideally contrasting ones within a country or at different levels of economic development. You must study the images carefully and make notes privately on what you see including what the actual place is and what the processes, power and possibilities are. However, unlike the previous activity, do not add any arrows. Print the sheets out in colour and pass them to another group to complete the analysis. Each group should aim to add at last 8 evidence arrows and complete the 4P's grid on the back of each photo.
At this stage, feedback between groups can take place. You should find that you have neatly looked at spatial interaction as well as different scales whilst considering your 4P's ......
Annotate your evidence using the arrows in each photo. The arrows aim to concentrate your focus on clues to help you in your unwrapping of the geographic issues and connections. What type of country does each image show? HIC / MIC / LIC ?
Task 3 - Now look again at your 'fill in the gaps' worksheet from Task 1. Create a simple four square grid on the back of each photo sheet with 'Place, Process, Power & Possibility' written individually into each segment. Discuss with other groups in the room and then start filling these gaps in with information that you have gleaned from the photos. For place, are you going to commit to a continent, a country, a region or even a specific settlement?
Task 4 - Each group should now be charged with finding two images, ideally contrasting ones within a country or at different levels of economic development. You must study the images carefully and make notes privately on what you see including what the actual place is and what the processes, power and possibilities are. However, unlike the previous activity, do not add any arrows. Print the sheets out in colour and pass them to another group to complete the analysis. Each group should aim to add at last 8 evidence arrows and complete the 4P's grid on the back of each photo.
At this stage, feedback between groups can take place. You should find that you have neatly looked at spatial interaction as well as different scales whilst considering your 4P's ......
2. Synthesis
Definition from: https://www.merriam-webster.com/dictionary/synthesis
Definition from: https://www.merriam-webster.com/dictionary/synthesis
Task: Discuss with your partner your understanding of the term synthesis and how the 4 Ps concept task completed above may show the idea of synthesis in Geography?
One way of visualising these links between the units in the IB DP Geography is by using the diagram below that shows the links between topics and also incorporates the 2030 Sustainable Development Goals (more on those later). This concept mapping graphic was produced by the IB and can be viewed in a zoomed in version by clicking on the link underneath the diagram. This should prove to be an excellent tool in helping you to write exam type essay responses.
One way of visualising these links between the units in the IB DP Geography is by using the diagram below that shows the links between topics and also incorporates the 2030 Sustainable Development Goals (more on those later). This concept mapping graphic was produced by the IB and can be viewed in a zoomed in version by clicking on the link underneath the diagram. This should prove to be an excellent tool in helping you to write exam type essay responses.
Zoomable version of the graphic above (produced by the IBO):
3: Key areas of knowledge
There are some key areas of knowledge that will be referred to throughout your IB Geography course.
1. UN Global Goals for Development (SDGs
We will look more in detail at the SDGs later in the course, but many of the areas of study will have direct links which is why it is important to have an understanding of them now.
Some good websites to look at as an introduction:
Some good websites to look at as an introduction:
CAS & SDG's
Although we are right at the beginning of the IB DP course, at this stage you might consider how the SDG's could provide you will project based work to carry out for your CAS requirements. Many of these goals are transferable into a school setting and much more could be done to raise the awareness of them in your community. How could you do this? How could you make a real difference? To start with, consult the document below for some ideas of how easy it can be to make a contribution towards achieving these goals.
2. The circular economy
The circular economy will also be a concept that occurs throughout the course. Look at the diagram below, read the article and watch the video and write down 100 words to summarize your understanding of the circular economy with some examples used in the sources.
