MYP X XXXXXXX Yearly Plan

Maps
MYP 1 Geography Yearly Plan
Unit AOI Significant Concepts Objectives Concepts/Skills Assessment
ATL: Searching To gain an
A1-2 Students will complete various activities so that they are Students will draw a
for location using understanding of local C-T1 &4 familiar with using a map.
map of the school
various skills, and global locations. D1-3
ground including
grid systems,
specific features.
degrees/minutes, To develop skills on
indexes etc. how to use a map.
Unit Q: Where
am I in the
world?
What is latitude and longitude? Students will learn about
these terms, what they mean and how to use them
effectively. They will also study degrees and minutes as
well as recapping the earth’s rotation.
How can we describe where we are on a map in various
ways? Students will use local maps to calculate distance
accurately.
What is scale? How can I use scale? Students will
answer these questions using and creating their own
maps.
Draw 15 individual
connections on a
world map, table
them and present at
least 5 to the class.
Test on using an
atlas, map skills,
capitals, countries
and continents.

People
ATL:
Researching
skills, graphing
skills.
Env: Begin to
understand the
concept of
population
density and
distribution.
Guiding Q: Can
the world cope
with the change
of population
size, density and
distribution?
Population density
and distribution.
A1-2
C-T1-4
B-P1
C-I1
To gain an awareness of the concept of population.
To participate actively in discussions.
To read, understand, draw and use population pyramids
in different ways.
See connections and link problems in society with
population structure.
ATL: To participate actively in discussions.
1. What is the world's total population? How and why is it
changing? What will it be in 50 years' time? 2. Which
parts of the world are densely and which sparsely
populated and why? 3. What is a settlement? Where do
we build our settlements and why? 4. Where should all
the new houses go? 5. How is land used in a town or
city? Where are the different land-use zones found and
why? How has the pattern developed? How is the pattern
changing? How are different groups of people affected?
Draw a population
pyramid and explain
it.
Individual poster on
the distribution and
structure of the
population in a certain
country.
Individual
presentation of
poster.

Flood disaster: How do people cope?
Env: What is the
impact of floods
on people’s
lives?
Guiding Q: What
causes a flood?
Students consider the
causes and effects of
flooding and how
people deal with
them.
A1-2
C-T2
B-P2
D-4
What causes flooding?
· to ask geographical questions and make predictions
· to collect, record and present data
· to select and use appropriate fieldwork techniques
· to summarise their understanding in annotated
diagrams
· to share and refine ideas and information in small
groups
· what happens to water when it reaches the ground?
· to describe the components and links in the water cycle
· to identify the main causes of flooding
How do individuals and communities respond to flood
hazards?
· how individuals and communities respond to a hazard
over different timescales
· to observe and speculate (about hazard damage)
· to share ideas
· to classify
· to evaluate critically
Draw a summary
diagram, with notes to
record all the causes
of flooding
mentioned, including
the role of infiltration.
Poster
Group Presentation
Are the effects of flooding greater on the UK compared
with Bangladesh?
· to develop a range of thinking skills, e.g. to make
predictions, to evaluate, to compare, to discuss and
share ideas, to transfer and adapt learning to new
contexts
· to use an atlas to locate places and analyse
photographs
· to determine Bangladesh's global context
· to identify the effects of floods in Bangladesh
· to assess the relationship between development and
flood response
Is there a pattern in how people respond to all natural
hazards?