LESSON PLAN Changing World - Welsh Governmentresources.hwb.wales.gov.uk/VTC/2011-12/esdgc/... ·...

TEACHING RESOURCES for schools

Changing World

Subject: Geography

Level: Key Stage 3, Yr 9

Developed by: Education for Rural Livelihoods and Food Sovereignty project schools

LESSON PLAN

OVERVIEW: Comprehensive scheme of work focusing on Zanzibar The comparisons are made between Pembrokeshire and Zanzibar but another area could be subsituted for Pembrokeshire

Links to: Geography in the National Curriculum for Wales

© Sazani Associates • www.sazaniassociates.org.uk • You may reproduce this document for educational purposes only. page 2

Lesson 1: Zany Zanzibar– overview Global issues and outlook• Our World• Identity and Culture

Key question: • Where is and what is Zanzibar like?

Skills: • Locating places and environments• Use maps, plans and imagery of different types and scales• Develop opinions and understand that people have different values, attitudes and points of view

on geographical issues• Assess bias and reliability of geographical evidence

Resources: • Powerpoint on Zanzibar• World map with Africa• Africa map with Tanzania and Zanzibar• Resource 1: Outline map of Zanzibar• Pack of photographs of Zanzibar

Learning objectives: • To complete a map Learning outcomes: • Completed map

© Sazani Associates www.sazaniassociates.org.uk • You may reproduce this document for educational purposes only. page 3

Lesson 1: Zany Zanzibar– plan

Introduction:Powerpoint presentation about Zanzibar to introduce the topic

Activities• Individually write down 10 facts about Zanzibar• Using the pack of photographs: Diamond 9 ranking photos of Zanzibar to reflect most

representative images• Mapwork

Global, National and Regional locaters –(Choose maps from memory or from powerpoint)

Differentiation: Through arrangement of groups or variation in detail added onto base maps

Plenary: • Back to diamond 9; would the ranking be the same?• Add 5 facts to map

Evaluation:Completed mapHomework: Find out 5 different facts about Zanzibar by next lesson


Lesson 2: Wish you were here? – overview Global issues and outlook• The Natural Environment, • Choices and Decisions

Key question(s): • What are the physical and human differences between Pembrokeshire and Zanzibar?• Where would you rather be? And why?

Skills: • Explain the spatial patterns of features, places and environments at different scales• Describe and explain physical and human features• Communicate findings,ideas and information using geographical terminology

Resources: • http://www.youtube.com/watch?v=JbBVdCV33Ls Zanzibar the spice islands 5:30min Good introduction lots of basic info• Resource fact sheet 2: on each of the topics, comparing Zanzibar and Pembrokeshire: Climate Relief / Mountains and lowlands Coast Towns and Cities Animal/Vegetable/Mineral Tourism Schools• Resource 2:Worksheet to collate information

Learning objectives: • To discuss similarities and differences between two localities

Learning outcomes: • Compare and contrast two localities


Lesson 2: Wish you were here? – plan

Introduction:Short film clip: Zanzibar the spice islands

Activities • Rotation of resources in groups for students to compare Pembrokeshire and Zanzibar using the

fact sheets. Information can also be collected from the Internet

Differentiation: • By outcome and grouping and simplified worksheet if needed

Plenary:Feed-back from groups – Class vote where you like to be and why?

Evaluation: Completed worksheet

Homework: Postcard from Pembrokeshire – hand drawn, computer generated or bought


Lesson 3: Living and learning in Zanzibar– overview Global issues and outlook• Identity and Culture• Wealth and Poverty• Health and Well-Being

Key question: • What are the Millennium Development Goals?

Skills: • Develop opinions and understand that people have different values, attitudes and points of

view on geographical issues• Explain the causes and effects of physical and human processes and how the processes

interrelate• Explain how and why places and environments change and identify trends and future

implications

Resources: • Sazani Associates website - media exchange short film Wales teacher’s visit or use this link http://www.youtube.com/watch?v=j8F37L60MTs• Photographs of MDGs

Learning objectives: • Consider the Millennium Development Goals 1, 2, 3,4,5 and 6 and how successful they have

been in Zanzibar Learning outcomes: • Demonstrable understanding of the MDGs


Lesson 3: Living and learning in Zanzibar – plan

Introduction:View the short film Welsh teacher’s visit to ZanzibarWhat are the differences between your school and the school in the film?

Activities : • Card sort Photos of MDGs to statements. Rank goals into order of priority• Answer questions to develop their understanding of the MDG

Differentiation: Writing frame for those with weaker literacy skills

Plenary:Continuum line using the MDGs from most to least successful

Evaluation:Q+A


Lesson 4: Dolphins, Turtles and Trees– overview Global issues and outlook• The Natural Environment• Climate Change

Key question: • What are the environmental issues in Zanzibar?• What are the potential solutions? (MDG 7)

Skills: • Use maps, plans and imagery of different types and scales and ICT to interpret and present

locational information• Explain the spatial patterns of features, places and environments at different scales and how

they are interconnected• Explain the causes and effects of physical and human processes and how the processes

interrelate• Develop opinions and understand that people have different values, attitudes and points of

view on geographical issues• Observe, measure, extract and record data through carrying out practical investigations and

fieldwork and using a variety of secondary resources• Communicate findings, ideas and information using geographical terminology, maps, visual

images, a range of geographical techniques and ICT

Resources: • Student sheet with 7 photos and 7 statements which include brief outline of issue. These need

to be cut out and stuck around template with map locating where these issues are

Learning objectives: • Understand environmental issues in Zanzibar and potential solutions

Learning outcomes: • Can link issues with solutions


Lesson 4: Dolphins, Turtles and Trees– plan

Introduction: Thought shower: What are the environmental problems in Pembrokeshire?

Activities: • Students to identify environmental problems in Zanzibar by selecting and creating a montage of

the issues i.e. Deforestation, Over fishing, Dolphins, Turtles, Water pollution and water shortages, damage to beaches

• Onto outline need to suggest up to 3 potential solutions for each issue

Plenary:AFL peer assessment traffic light which solution is the best

Evaluation:Completed worksheet


Lesson 5: Chumbe Island– overview Global issues and outlook• The Natural Environment • Wealth and Poverty• Choices and Decisions• Climate Change

Key question: • How can you develop Chumbe Island sustainably?

Skills: • Describe an explain physical and human features• Explain the causes and effects of physical and human processes and how the processes

interrelate• Explain how and why places and environments change and identify trends and future

implications • Communicate findings, ideas and information using geographical terminology, maps, visual

images, a range of geographical techniques and ICT

Resources: • Powerpoint to set the scene• www.chumbeisland.com/ • Resource 3: Instruction sheet• ICT Room

Learning objectives: • Understand issues surrounding sustainability

Learning outcomes: • Ability to produce an informative powerpoint with a clear message


Lesson 5: Chumbe Island– plan

Introduction: Powerpoint to set the scene – Chumbe Island Ecotourism

Activities: Produce a powerpoint or tourist brochure using Instruction sheet to identify format.

Differentiation: By outcome

Plenary: Some examples presentation of students work

Evaluation:Produced work


Lesson 6: No more Nemo– overview Global issues and outlook• The Natural Environment• Climate Change

Key question: • How are the coral reefs under threat in Zanzibar?

Skills: • Describe an explain physical and human features• Explain the causes and effects of physical and human processes and how the processes

interrelate • Explain how and why places and environments change and identify trends and future

implications • Develop opinions and understand that people have different values, attitudes and points of

view on geographical issues • Assess bias and reliability of geographical evidence • Communicate findings, ideas and information using geographical terminology, maps, visual

images, a range of geographical techniques and ICT Resources: • Resource sheet 4: Thinking Hats PowerPoint and outline sheet for students to record on• Resource sheet 5: Damage to Coral Zanzibar

Learning objectives: • Understand the effects of climate change on the natural environment

Learning outcomes: • Understand the effects of climate change


Lesson 6: No more Nemo– plan

Introduction: Short video clip of the coral seas

Activities: • Writing their findings • De Bono thinking hats on the damage to the coral reef

Differentiation:By outcome and grouping

Plenary:Feedback from the Blue hat

Evaluation:Feedback


Lesson 7: Spice up your life– overview Global issues and outlook • Identity and Culture• Health and Well-Being

Key question: • What are the Music and Food – Sounds and Sights – Culture of Zanzibar like?

Skills: • Observe, measure, extract and record data through carrying out practical investigations and

fieldwork using a variety of secondary resources• Analyse and evaluate ideas and evidence, answer questions and justify conclusions

Resources: • http://www.youtube.com/watch?v=a4JW5otQ2Xc - Street Food Zanzibar part 1• Collection of artifacts

Learning objectives: • Learn about the different sights, smells etc. of Zanzibar

Learning outcomes: • Able to distinguish between different spices


Lesson 7: Spice up your life– plan

Introduction:•• Selection of spices and foods to show children - tastes and smells • Short film clip of street food

Activities: • Produce a mind map to catalogue their experiences of Zanzibar culture• Children arranged in groups around their sensory tables

Plenary:What is the class’ most memorable moment from Zanzibar?

Evaluation:N/A


Lesson 8: Window on Zanzibar: Creating a classroom display– overview Global issues and outlook• All seven ESDGC themes

Key question: • What makes a good display?

Skills: • Working together• Decision making

Resources: • Exercise books and worksheets from previous lessons• Sugar paper etc. for display • Access to a computer for headings and pictures, etc.

Learning objectives: • Working together to produce a display• How to collate material

Learning outcomes: • Produced classroom display


Lesson 8: Window on Zanzibar: Creating a classroom display– plan

Introduction: Discuss the reasons for having a classroom display and what should be in the display

What the display needs to contain:-• Map of both Locations Pembrokeshire and Zanzibar• Physical and Human features• Environmental Issues• Tourism• Culture

Activities: In groups:• Using the resources produce a display based on the above features. • Decide on who will do what before starting

Plenary:Viewing the displays

Evaluation:Completed displays


Changing World

Subject: Geography

Level: Key stage 3 Level 2

Developed by: Education for Rural Livelihoods and Food Sovereignty project schools

RESOURCES

OVERVIEW: All the resources linked to each lesson plan Copyright Sazani Associates. These photographs may be reproduced for educational purposes only.

http://www.youtube.com/watch?v=a4JW5otQ2Xc - Street Food Zanzibar pt 1 http://www.youtube.com/watch?v=vTSo5Rb0F3M&feature=fvw - Street food Zanzibar pt 2 http://www.youtube.com/watch?v=Sm4HQomMkGM - Zanzibar by world of travel – 2 min starter? http://www.youtube.com/watch?v=3cnj1h_tM1w - Nat Geographic – Zanzibar Dhow

- boat http://www.youtube.com/watch?v=lhirMrIKlVQ&feature=related - south African into to Stone Town http://www.youtube.com/watch?v=JbBVdCV33Ls Zanzibar the spice islands 5:30 good intro lots of basic info http://www.youtube.com/watch?v=fcDaN92Czxk SOS childrens village one girls story http://www.youtube.com/watch?v=79TtVDXrHKA African impact – 8 min volunteer project


Resource 1: Map of Zanzibar Island - Unguja


Resource 2: Facts comparing Pembrokeshire and Zanzibar

CLIMATE: Pembrokeshire’s climate is milder than other parts of Wales due to the maritime influence. Surrounded by sea on three sides, the summers are cool but the warming effect of the North Atlantic Drift helps to keep the winters mild. Annual range of temperature is small. Monthly average in January 7.2° C to 17.1°C in July South Westerly prevailing winds give Pembrokeshire a wet climate with an annual precipitation of over 1000mm per year.

CLIMATE: Zanzibar has a tropical climate with a mean annual rainfall of 1750mm. The climate is dominated by the movements of the Indian Ocean monsoons and characterized by wet and dry seasons. Temperatures do not vary greatly throughout the year ranging from a mean minimum of 19.4°C in September to a mean maximum of 33.6°C in January. Temperatures are generally lower between March and October.

RELIEF: Pembrokeshire is surrounded on three sides by a 259km rocky coastline ,which is dotted with islands such as Skomer and Skokholm. The Pembrokeshire coast was designated a National Park in 1952. The area is mainly lowland, with the highest land in the north of the county where the Preseli Hills rise to over 500m. Two large rivers, the Eastern and Western Cleddau, drain from the Preseli Hills and merge to become the Daugleddau. Near the coast the Daugleddau broadens into the Milford Haven Waterway, a fine example of a ria and one of the largest natural harbours in the world.

RELIEF: Formed mainly of coral limestone, Zanzibar island is flat and low lying. The highest point is 120m and lies where western and central areas have some low hills. A coast of rocky inlets and sandy beaches, with lagoons and mangrove swamps surrounds Zanzibar. On the eastern side of the island coral reefs lie beyond the shoreline.


Location: Pembrokeshire is a peninsula situated in the south west of Wales, UK. It has an area of 1,590 sq km Location: Zanzibar lies in the Indian Ocean off the North East coast of mainland Tanzania, in east Africa. It has an area of 1,666sq km. It is approximately 85km long and between 20 and 30km wide.

Biodiversity: Due to the relative lack of development Pembrokeshire has a rich variety of ecosystems. This includes a number of endangered species such as the bottle nosed dolphin, the harbour porpoise and the butterfly the marsh fritillary. However, loss of biodiversity can be attributed to increased agriculture and unsuitable practices e.g. the planting of coniferous woodland, draining of wetlands. The Pembrokeshire National Park Authority is engaged in a number of activities to bring land into economic use beneficial to biodiversity.

Biodiversty Two distinct ecological environments dominate Zanzibar Island. A coral rag area extends along the eastern and south side of the island, while a sandy loam area dominates the west side. The natural vegetation of the sandy loam areas was coastal forest while a mosaic of thicket forest is likely to have covered the coral rag. Human habitation has resulted in widespread clearance and only a few isolated pockets of indigenous forest remain. The last remaining areas of natural vegetation are protected as Jozani Reserve now designated a National Park. Some of the most endangered species of plants and animals can be found on Zanzibar island. The red colobus monkey, Zanzibar leopard, Ader’s duiker, a type of antelope, green and hawksbill turtles and giant tortoises.

Resource 2 cont: Facts comparing Pembrokeshire and Zanzibar


Population and Settlement As of 2008 Pembrokeshire had a population of over 155,000 people. 21% of the population is currently 65 and over. The birth rate is lower than the death rate meaning the population would be in decline but for in–migration. Most of the inward migration is of elderly people for retirement. The county is sparsely populated with an average density of 71 people per sq km. The largest urban areas are the old market town of Haverfordwest, and the communities around Milford Haven, Pembroke Dock and Fishguard. Both Pembroke Dock and Fishguard are busy ferry ports to Ireland. Other coastal towns such as Tenby and Saundersfoot are popular tourist resorts.

Population and Settlement The population of Zanzibar was estimated to be 839,243 in 1998 with a growth rate of 3.3% per annum. This high growth rate means that Zanzibar has a young population with approximately 50% of the population under the age of 15. Population density is high (260 people per sq km) with the greatest concentrations in the more fertile non coral rag area. The largest settlement is Zanzibar Town (Stone Town) with about 100,000 inhabitants. Outside the town most people live in small villages

Resource 2 cont: Facts comparing Pembrokeshire and Zanzibar


Resource 2: Collating fact sheets

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Resource 3: Chumbe Island

Chumbe Island: How is Chumbe Island being managed sustainably? Task: • Create a leaflet or PowerPoint presentation that:

– Describes and explains how Chumbe Island has been managed in a sustainable way. You should refer to:

Cultural and social management • Relationship to the community, provision of education, training and

welfare services.

Built environment • Technology, infrastructure and / or conservation and built heritage.

Natural environment • Conservation and / or habitat management

Visitor numbers • How growth in visitor numbers is being managed.

Pollution, waste control & environmental impact • Ways in which these impacts are being managed.

Communication • Responsible and effective environmental communication.

Sustainable tourism • Contribution to this long term goal where sustainable development is

described as “development that meets the needs of the present generation without compromising the ability of future generations to meet their own needs.”

Leadership • Value of the project as a model for others in the same or different

sector of the industry.

• Resources: Website - http://www.chumbeisland.com


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Resource 5: Damage to coral reefs

Zanzibar’s coral reefs are a major tourist attraction Coral reefs are important globally because they are among the most diverse and productive ecosystems in the world.They also provide coastal protection, opportunities for recreation and potential sources of medicinal products


Sazani Associates: Supporting sustainable rural livelihoods around the world through participatory research and the development of innovative approaches to global learning. For more information please visit our website www.sazaniassociates.org.uk

LESSON PLAN Changing World - Welsh Governmentresources.hwb.wales.gov.uk/VTC/2011-12/esdgc/... ·...

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