MYP X XXXXXXX Yearly Plan

MYP 4 Geography Yearly Plan
Unit AOI Significant
Concepts
ATL: Analyzing
skills, research
skills.
DevelopmeWhat is
nt?
Unit Q: What is
development?
Students will
use a range of
indicators to
analyse world
patterns of
development
and go on to
evaluate the
effectiveness of
similar
indicators in
assessing the
quality of life of
different people
in particular
locations.
Objectives Concepts/Skills Assessment
A1-2
B-T1
B-P3-4
B-C6
B-S1
B-S7
B-G1-6
C-T1-3
C-A2
C-D1-2
D1-3
What is development? What factors do we need to
consider?
•Explain why it is difficult to agree a definition of
'development' in a geographical context
•identify development issues in the school's local area
•generate their own appropriate geographical enquiry
questions
•analyse photographs of contrasting localities to identify
similarities and differences in the quality of life of residents
•explain how development occurs at different scales and in
all localities
• describe and explain how countries are linked in a global
context
How do we measure development and identify
differences?
Why are different perspectives important?
Presentation on
research
Answers to study
questions

Tourism:
Good or
Bad?
Env: What is the
impact of tourism
on our
environment?
Unit Question: Is
tourism good or
bad?
Students will
examine the
changing
patterns, and
the processes
that cause
them, in one
particular
economic
activity -
tourism.
A1-2
B-P1-4
B-G1-7
C-T1-4
D1-3
Through two case studies in contrasting economic contexts
pupils assess the social, economic and environmental costs
and benefits of this rapidly expanding industry. They also
investigate aspects of sustainability and its implications for
the management of tourist resorts in the future.
There are opportunities for pupils to analyse data and select
their own methods for representing it.
These questions will guide the students learning;
1) What is tourism? How important is tourism as an
economic activity?
2) How and why is the tourist industry changing?
Analyse statistics
about the contribution
tourism makes to
selected MEDCs and
LEDCs. Present this
information using
appropriate maps,
graphs and diagrams,
and to describe and
suggest explanations
for it.
Mini-enquiry on a local
resort.
3) What is the impact of the tourist agency? Good or
bad?

Virtual
Volcanoes
and
Internet
Earthquak
es
ATL
Guiding Q: How
can using the
internet increase
my knowledge of
tectonic activity?
Students will
learn how to
use the internet
to research the
occurrence of
tectonic events
and the impact
of these
processes in
countries at
different states
of economic
development.
They will use a
more analytical
approach than
during the
previous MYP 2
unit.
A1-2
B-P1-4
B-S6-7
B-G3
B-G5-6
C-T1-4
C-A1-2C-
D1-2
C-I2
D1-4
What is a real volcano like?
Explain to pupils that they are to carry out a 'virtual' field visit
to Stromboli (locate on an atlas map) using an internet
website at www.educeth.ethz.ch/stromboli/. The purpose of
the 'visit' is to gather relevant information to produce an A4-
size brochure of Stromboli's geographical features for tourists
who visit the volcano. Focus: details of altitude, relief,
Mediterranean vegetation, hazards, eruption evidence,
settlements and other human features.
Are all volcanoes identical?
Investigate a recent volcanic eruption, in groups, using a
range of appropriate resources and to consider the nature of
the eruption (explosive/gentle), and its products, e.g. lava,
ash, pyroclastics. Distinguish between local effects, e.g. ash
falls, lava flows, and global effects, eg climate, and shortand
longer-term effects. Share and compare their findings in
a table
These questions will also guide student learning during the
unit:
Where do earthquakes and volcanoes occur? What
causes earthquakes and volcanoes? How do people live
with earthquakes and volcanoes?
Leaflet
Presentation of
findings using correct
tools.
Write up findings in the
style of a newspaper
report, emphasising
the sequence of
events, and the effects
on buildings,
infrastructure and
people.
Plan and organise a
piece of extended
writing entitled 'Living
on the earth's plate
margins'.

The Global
Fashion
Industry
Env:
Guiding Q: How
does the fashion
industry influence
economic activity
around the world?
Students will
develop their
understanding
of the global
nature of
economic
activity and
development
through a study
of the fashion
industry.
A1-2
B-C5-6
B-S1-5
B-S7
B-G2-3
B-G5-7
C-T1-4
D1-4
Students will investigate the interdependence between
people, places and environments in this industry and through
this study begin to understand the concept of globalisation,
and i.e. what happens in one part of the world affects people
everywhere.
These study questions will guide student learning throughout
the unit:
1. What is meant by the global fashion industry?
2. How does the fashion industry connect people around the
globe?
3. How does the world trade work? How does this affect the
countries involved? How have trade patterns changed?
4. What do we mean by globalisation?
5. How does globalisation affect the fashion industry?
6. How does globalisation affect people at a global level?
What happens if the chain is broken?
7. Who are the winners and losers in the globalisation
progress? Is this fair?
8. What might the future be like?
Compare differences
in hourly rates of pay
between selected
countries for the
production of
clothing/footwear.
Write up the results as
an article for a
newspaper entitled
'Who's the fashion
victim?'
A piece of extended
writing which: explains
what globalisation is
and what its effects
are; considers the
extent to which effects
are good or bad;
makes predictions for
the future; and
considers the issue of
sustainable
development.