479869 BGE Series Geography Sample 01-16 · 2019-12-18 · Geography BGE S1-S3 Sample booklet...

GeographyBGE S1-S3

Sample bookletContains material from:● Student Book (pages 3–13)● Planning & Assessment Pack (pages 14–15)

Carly Blackman

Third and Fourth Level

New resources for BGE Geography (Third and Fourth Level)BGE Geography Student Book – available in three different formatsTextbookPrice: £14.99Available: March 2020ISBN: 9781510469419

Student eTextbook1-year subscription: £3.75 + VAT2-year subscription: £6.00 + VAT3-year subscription: £8.99 + VATAvailable: April 2020ISBN: 9781510483965

Whiteboard eTextbook1-year subscription:£50 + VAT for small school*£75 + VAT for large school*Available: March 2020ISBN: 9781510471542

*A small school is up to 900 students. A large school is 901+ students.

Planning & Assessment Pack – downloadable PDF for teachersReduce planning time, assess progress more easily and deliver BGE Geography with confidence.This downloadable teacher pack provides invaluable support for experienced teachers, probationers, cover teachers and non-specialists.

For planning:● A scheme of work with teaching notes, an

overview of the relevant CfE Es & Os and Benchmarks, and assessment opportunities

for each lesson

For assessment:● At least two worksheets per unit (ideal for

classwork or homework) and 11 end-of-unit assessments

Digital download (PDF)Price: £85.00Available: March 2020ISBN: 9781510471511

Try before you buyTo request Inspection Copies and free, no-obligation 30-day eTextbook trials,contact Karen Howatt, sales consultant for Scotland.Telephone: 07841 815971 • Email: [email protected] a bespoke quoteKaren would be delighted to prepare a bespoke quote for your school. Contact her today on 07841 815971 or [email protected]

A whole-school approach to BGE from Scotland’s No. 1 educational publisher

ContentsIntroduction

1 Map Skills1.1 Locational knowledge on a global map1.2 Maps – what are they and why do we use them?1.3 Map symbols on an OS map1.4 Reading an OS map1.5 Four-figure grid references on an OS map1.6 Six-figure grid references on an OS map

2 Coasts2.1 What shapes our coastline?2.2 Processes of coastal erosion2.3 Features of coastal erosion 12.4 Features of coastal erosion 22.5 Landforms of coastal deposition2.6 Land use on a coastal area – the Moray Firth Coast2.7 Coastal round-up

3 Weather3.1 What is weather and climate?3.2 How do we measure weather?3.3 What are clouds and how do they influence our weather?3.4 Air masses affecting the UK3.5 Forecasting the weather3.6 Anticyclones – areas of high air pressure3.7 Depressions – areas of low air pressure

4 Rivers4.1 What are rivers and how do they work?4.2 How do rivers erode, transport and deposit material?4.3 Features found in the upper course of a river4.4 Features found in the middle course of a river4.5 Features found in the lower course of a river4.6 Rivers on an OS map4.7 How are rivers important to people?

5 Glaciation5.1 What are glaciers and how do they move?5.2 How do glaciers change landscapes?5.3 Landscapes of glacial erosion – corries5.4 Landscapes of glacial erosion – U-shaped valleys5.5 How do we know Loch Lomond and the Trossachs National Park was glaciated?5.6 How do people use glaciated landforms within Loch Lomond and the Trossachs National Park?5.7 Land-use conflicts within an upland glaciated area5.8 How are land-use conflicts managed within an upland glaciated area?

6 Population6.1 How do we know populations are changing?6.2 Population distribution – why do people live where they do?6.3 Population pyramids – what can models tell us about population structure?6.4 What is the future for our population?

7 Urban7.1 What are settlements and how do they grow?7.2 How does land use vary within a city?7.3 Urban environments on a map7.4 Developments within a city7.5 Traffic congestion – why is it such a problem?7.6 What are the solutions to traffic congestion?7.7 Urban town-planning enquiry

8 Natural Regions8.1 The equatorial rainforest climate8.2 The equatorial rainforest and how it is used8.3 Land degradation within an equatorial ecosystem8.4 What is the impact of land degradation and how is it managed?8.5 The tundra8.6 Human activity within the tundra environment8.7 How are human activities managed within the tundra?

9 Natural Hazards9.1 Natural hazards – what are they and why should we be concerned?9.2 What is happening below Earth’s surface?9.3 How do plates move?9.4 Volcanoes – what do we know?9.5 Mount Merapi – case study of a volcanic eruption9.6 Earthquakes – what do we know?9.7 Sulawesi earthquake and tsunami – a case study

10 Climate Change10.1 What is climate change?10.2 Physical causes of climate change10.3 Human causes of climate change10.4 Local effects of climate change10.5 Global effects of climate change10.6 How can climate change be managed?10.7 How eco-friendly is your school?

11 Development11.1 What is development?11.2 How can we measure development?11.3 Why do people live in poverty?11.4 How can gender equality increase development?11.5 How can disease hinder development?

Answers

Glossary

Photo creditsp.5 © elxeneize/stock.adobe.com; p.12 top ©2mmedia/stock.adobe.com; bottom © astar321/stock.adobe.com.

© Carly Blackman

First published in 2019 by Hodder Gibson, an imprint of Hodder Education, an Hachette UK company, 211 St Vincent Street, Glasgow G2 5QY.

All rights reserved. Apart from any use permitted under UK copyright law, no part of this publication may be reproduced or transmitted

in any form or by any means, electronic or mechanical, including photocopying and recording, or held within any information storage and retrieval system, without permission in writing from the publisher or under licence from the Copyright Licensing Agency Limited. Further details of such licences (for reprographic reproduction) may be obtained from the Copyright Licensing Agency Limited, www.cla.co.uk.

Cover photo ©

Typeset and illustrations by Aptara. Printed in the UK by Ashford.

u Introduction

›› Welcome to BGE Geography for third and fourth levels!

›What is geography?‘The study of geography is about more than just memorising places on a map. It’s about understanding the complexity of our world, appreciating the diversity of cultures that exists across continents. And in the end, it’s about using all that knowledge to help bridge divides and bring people together.’� Barack�Obama

Geography is the study of Earth’s landscapes, people, places and environment. It helps us to make sense of our planet and to develop an understanding of the world in which we live.

Throughout this book, you will learn to think, question and explore like a geographer. What does that mean?

Well, to think like a geographer, you might ask questions such as:

● Where is this place?

● How was it formed?

● How is it changing?

● What problems may exist here?

● How might these problems be challenged?

How to get the most from this bookThis book covers the BGE benchmarks for Social Studies: People, Place and the Environment at Levels 3 and 4.

Every stand-alone chapter contains a series of lessons designed to bring breadth and depth to each topic area. Each lesson allows you to explore different geographical issues and develop your own geographical skills through a variety of activities and research opportunities.

At the end of the book, you will find:

● a glossary with definitions for all key words

● answers to the activities in each lesson.

In the associated Planning and Assessment Pack, you will find the following items to accompany each chapter:

● a planning sheet outlining the aims of each lesson, resources required, assessment opportunities and the associated experiences, outcomes and benchmarks

● home-learning materials

● a summative assessment with associated marking scheme.

▲� The�Fairy�Pools,�Isle�of�Skye

5

6

u 3.5 Forecasting the weather

›› Recording the weatherA meteorologist is someone who studies the weather. They study weather conditions all over the country and the world, then report back to us in weather forecasts. A weather forecast tells us what the current weather conditions are like and how they are likely to change over the next few days.

Weather conditions are recorded by weather ships in the oceans, satellites in space, aircraft and special balloons in the sky, as well as by local weather stations.

›Synoptic chartsOnce all the data is collected, meteorologists produce a map showing what the weather conditions are like across the country. This map is known as a synoptic chart, and is shown in Figure 3.18. A synoptic chart shows a series of lines called isobars. An isobar is a line that joins up places of equal air pressure. In order to forecast the weather, meteorologists need to know whether there is a low-pressure system (depression) or a high-pressure system (anticyclone), and which way the system is moving.

▲ Figure 3.17 How weather data is recorded around the world

METEOSAT geostationarymeteorological satellite

Polar-orbitingsatellites

Polar-orbitingsatellites

Driftingbuoys Fixed

buoys

Rigs

AMDAR

Groundstations

Radiosonde Satellitegroundstation

Manned stations

Automaticweatherstations

Commercialshipping

200 km 200 km

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▲ Figure 3.18 Synoptic charts

3 Weather

● Understand what a synoptic chart is and how it can tell us about the weather

● Interpret weather station circles

Learning intentions

A synoptic chart can tell us a lot about current weather conditions.

● The closer the isobars are together, the stronger the winds.

● The numbers on a synoptic chart represent the current air pressure. The lower these numbers, the worse the weather.

● Anything above 1012 mb is generally considered to be high pressure and anything below this is low pressure.

Reading a synoptic chart

479869_BGE_Series_Geography_Sample_01-16.indd 6 8/22/19 3:47 PM

7

3.5 Forecasting the weather

›Weather station circlesOther weather elements are shown on a synoptic chart using a series of symbols. These symbols are known as weather station circles and are used all over the world.

▲ Figure 3.19 Weather station circle

12Temperature

Wind direction

Wind speed Present weather

Cloud cover

Symbol Symbol SymbolPrecipitation

Drizzle

Shower

Rain

Snow

Hail

Thunderstorm

Heavy rain

Sleet

Snow shower

Mist

Fog

Cloud cover

Clear sky

One oktas

Two oktas

Three oktas

Four oktas

Five oktas

Six oktas

Seven oktas

Eight oktas

Sky obscured

The sky is divided intoeighths or oktas to recordhow much cloud coverthere is.

Wind speed

Calm

1-2 knots

5 knots

10 knots

15 knots

20 knots

50 knots ormore

1 What is the role of a meteorologist?

2 Name the different ways in which weather data can be collected around the world.

3 a) What is a weather forecast?

b) Why is a weather forecast important to us in our daily lives?

c) How do you find out about the weather? What are the advantages of this method?

4 What is a synoptic chart?

5 What information can we learn from looking at the isobars on a synoptic chart?

6 Make a copy of the large weather station circle in Figure 3.19. Label your diagram to show all the different elements.

7 For each of the weather station circles in Figure 3.20 on the right, decode the current weather conditions.

8 Test a friend. Make up four weather station circles and give them to a partner to see if they can decode them.

Taking it furtherMake a point of looking at a weather forecast. This could be in a newspaper, on the television or radio, or on the Internet.

Note down the current weather conditions, then draw a weather station circle to show the weather conditions for that day.

Activities

1 14–2

161

2

43

▲ Figure 3.20 Weather station circles


The content covers all CfE Third and Fourth Level Experiences & Outcomes and Benchmarks for Social Studies: People, Place and Environment

The skills, knowledge and understanding established through the course will set pupils up for success at National 5 and beyond

Clear explanations and diagrams make the content accessible and engaging for all pupils

Key terms are defined in the glossary to boost pupils' vocabulary

The content and activities are designed to ensure accessibility for all pupils

Activities build pupils' skills and knowledge as they interpret, analyse and evaluate geographical data

Answers for all activities are provided in the back of the Student Book

Extension tasks provide stretch and challenge for higher ability pupils

98

5 After the cold front 4 At the cold front 3 In the warm sector 2 At the warm front 1 Before the warm front

● Wind speed drops off (north westerly)

● Low temperature● Scattered showers

● Wind picks up (north westerly)

● Cumulus clouds● Thick cumulonimbus clouds● Sudden drop in temperature● Very heavy rain and thunder

● Westerly wind● Warmest part of

depression● Broken stratus

clouds (dull)● Isolated showers

● Wind getting stronger (south westerly)

● Nimbostratus clouds (lower and thicker)

● Temperature increasing● Steady rain

● Wind increasing (southerly)

● Temperature cool● Cirrus/ Altostratus

clouds● Dry

u 3.7 Depressions – areas of low air pressure

›The passing of a depressionAs a depression passes over, there are considerable changes in weather conditions.

▲� Figure�3.23�Features�of�a�depression

▲� Figure�3.24�The�movement�of�a�low-pressure�weather�system.�Stages�1-5�from�the�table�on�page�8�have�been�highlighted�on�the�diagram�above.

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LOWPRESSURE

Warm front –where the warm airrises over cold air

Warm sector –a wedge of warm air

1012 – unit of airpressure, in millibars(mb)

Cold front – wherecold air is undercuttingwarm air

Windspeed – isobarsclose together showstrong winds; isobarswide apart show gentlewinds

Wind direction –winds blow in ananticlockwise directionaround and towards thelow pressure

Occluded front –where the cold frontmeets the warm front

Isobars – linesjoining places withthe same air pressure

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Cross-section from A to B

Cirrus

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WARM SECTOR (11°C)

COLD SECTOR (4°C)

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Altostratus

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Position of cold front at ground level Position of warm front at ground level

Cold front

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1

›› What is a depression?A low-pressure weather system is known as a depression. Depressions are weather systems that last a few days, and which pass from west to east over the country. In a depression, wind blows in an anticlockwise direction, bringing cold and wet conditions. Depressions are very common in Britain with over 100 per year occurring.

In Lesson 3.4, we learned that five different air masses influence the weather in the UK. Sometimes, when two of these air masses meet we get a front. A front is a boundary that separates two air masses. A warm front has warm air behind it whilst a cold front has cold air behind it. Whenever two air masses meet, we get rain. The two most common air masses to meet are the Polar maritime (mP) air mass and the Tropical maritime (mT) air mass. When air masses meet, a low-pressure weather system is formed creating a depression.

● Describe what is meant by a depression

● Understand the weather associated with the different parts of a depression

Learning intentions

When describing the weather at different points in a depression you should always refer to these four aspects:

● temperature● wind● clouds● precipitation.

Points to remember1 What is a weather front?

2 What are the two most common air masses to form a depression?

3 Collect a blank map of the British Isles from your teacher. Using Figure 3.23 to help you, annotate your map to show the key features of a depression. You should mark up:

a) warm and cold fronts

b) isobars (include air pressure and arrows)

c) annotations to show key characteristics.

4 Make a copy of Figure 3.24 in your jotter. Underneath your diagram, note down the weather associated with each part of the depression.

5 What part of a depression has:

a) the warmest temperatures b) the heaviest rainfall c) the thickest clouds

d) steady rain e) no rain f) strong winds?

Activities

3 Weather 3.7 Depressions – areas of low pressure

1110

BGE S1-S3 Geography Level 3 and 4

u 10.3 Human causes of climate change

▲� Figure�10.7�Global�greenhouse�gas�emissions,�2010,�from�the�World�Resource�Institute

Key

Current emissions(millions of metric tons)

Argentina359.0

SouthAfrica559.7

Australia587.5

Brazil1 162.6

Indonesia823.4

India2 326.2

SaudiArabia542.1

Mexico688.3

USA6 866.9

Canada726.6

EU4 918.1

China10 385.5

SouthKorea678.3

Japan1 298.9

Russia2 326.1

As of March 2019, the current world population was 7.7 billion. This is set to increase to 9.8 billion by 2050.

Did you know?

10 Climate Change

›› Human causesReferring back to Figure 10.XX in Lesson 10.1 it is clear that global temperatures have increased dramatically over the last 30 years. Many scientists now believe that humans have played a significant role in this increase. As a result of a growing population and economic development, levels of carbon dioxide, methane, nitrous oxide and chlorofluorocarbons (CFCs) have increased, but what activities have led to such a growth?

Increased carbon dioxideEver since the Industrial Revolution in the eighteenth and nineteenth centuries, developed countries have been heavily reliant on fossil fuels. The burning of fossil fuels releases carbon dioxide into the atmosphere, which is responsible for 57 per cent of all greenhouse gas emissions today.

Fossil fuels are used to power our factories, heat our homes, produce our electricity and drive our cars. Human lives are heavily dependent on them and they are now being used up 100 000 times faster than they are formed.

There is now the added problem of increased production from newly industrialised countries, such as China, which produce approximately 30 per cent of global carbon dioxide emissions.

Deforestation is also an increasing problem, where the removal of trees results in an increase of carbon dioxide in the air. According to the World Bank, 1.3 million square kilometres of forest was lost worldwide between 1990 and 2016.

● Identify ways humans are adding greenhouse gases to the atmosphere

● Understand how changes to greenhouse gases can lead to climate change

● Identify the top polluting countries in the world

Learning intentions

1 Your teacher will give you a blank map of the world.

a) On a scale of 1 to 10 (where 1 is the most and 10 is the least), rank the countries in order of global greenhouse gas emissions.

b) Annotate your map to show:

(i) the location of the top 10 global contributors to greenhouse gas emissions

(ii) the amount of greenhouse gases emitted by each country.

2 What are the two main factors responsible for an overall increase in greenhouse gas emissions?

3 For each greenhouse gas, identify the ways in which humans are adding to its concentration in the atmosphere.

4 In your opinion, what is the ‘worst’ greenhouse gas? Explain your answer.

5 Using the figures in the table below, draw a pie chart to show the concentration of different greenhouse gases in the atmosphere.

Concentration of greenhouse gases in the atmosphere (%)

Carbon dioxide 75%

Methane 14%

Nitrous oxide 8%

CFCs 3%

6 Under the following headings, make a list of everything you do on a daily basis that contributes to the greenhouse gases in our atmosphere:

● Carbon dioxide ● Methane ● Nitrous Oxide ● CFC

Work with a partner to write down simple changes you could make to help reduce your greenhouse gas emissions.

Activities

Increased methaneAlthough methane only makes up 14 per cent of global greenhouse gas emissions, it is able to absorb far more heat than carbon dioxide. Two-thirds of global methane comes from human activity, such as the burning of fossil fuels, decay of waste that we dump in landfill sites and farming activities.

Increased nitrous oxideNitrous oxide only makes up approximately 8 per cent of global greenhouse gas emissions. However, it is up to 300 times more effective at trapping heat than carbon dioxide. The main contributors are believed to be nitrogen-based fertilisers, sewage treatment plants and the burning of fossil fuels and wood. Increased car ownership is also a major factor.

Increased chlorofluorocarbonsChlorofluorocarbons (CFCs) are gases which are almost entirely the result of human activities. When compared to carbon dioxide, their atmospheric concentration is very small, yet they are up to 13 000 times more effective at trapping heat. They are released into the atmosphere through the use of air-conditioning units, aerosol cans, polystyrene insulation and packaging, refrigerators and solvents.

Table�10.XX�Concentration�of�greenhouse�gases�in�the�atmosphere

10.3 Human causes of climate change

1312

u 10.4 Local effects of climate change

›› Future changesBased on Scottish Government projections, Scotland is expected to get warmer but wetter. It is expected that summers will be hotter but shorter, while winters will be milder yet windier. All of these changes will alter local environments, which will have a dramatic impact on our lives.

›Increase in floodingFrom records dating back to 1961, the east of Scotland has seen a 36.5 per cent increase in precipitation, while the north and west of the country have seen a 69 per cent rise. This has resulted in a notable increase in the frequency of floods causing damage to homes, disruption of travel, loss of business and interruption of key local services. More flooding in low-land areas such as Oban, Wester Ross and parts of Aberdeenshire will cause a reduction in the availability of land and an increase in the cost of home insurance and flood defences.

›Rising temperaturesRecords show that the average temperature in Scotland has increased by 0.5 °C in the last 100 years. This may not sound like much, but the slightest of changes can have dramatic effects on agriculture, human health and biodiversity. Droughts and heatwaves will become more frequent and increased exposure to the sun may lead to an increase in skin cancers, with heat-related deaths expected to double in the next 20 years.

An increase in the average winter temperature will also have an impact on Scotland’s ski industry. A record high temperature of 18.3 °C was recorded in February 2019 forcing snow resorts to close and putting a strain on local economies. Four of Scotland’s resorts, including the Nevis Range and Glencoe near Fort William, have invested in snow machines in an attempt to keep part of their snow resorts in operation, following a decline in snow cover over the last 40 years.

›Threats to coastal communitiesWith sea levels set to rise by more than 40 cm, coastal communities are under threat from an increased risk of flooding, coastal erosion and coastline retreat. People may be forced to move further inland, putting increased pressure on space and resources. Over 100 coastal sites in Scotland have been identified as being under threat including Greenock, Ayr and Dunoon.

›Marine environmentsRising temperatures of our seas and oceans are likely to affect marine life such as fish, mammals and seabirds. Species such as cod and haddock will be forced to move further north in search of cooler waters. This will have an impact on local fishing industries, which will in turn have a knock-on effect on local economies.

›AgricultureHigher temperatures could cause an increase in insect pests, diseases and non-native species, putting crop yields and livestock at risk. Additional spending on pesticides and fertilisers may be required to encourage crop growth and to prevent crops rotting due to increased heat or moisture.

However, there are some positive impacts too. As temperatures continue to rise, Scotland is set to produce more food as growing seasons lengthen. Some areas on the east coast such as Kelso and Montrose will see a boost in the growth of fruits, with multiple yields being grown each year. This will bring in additional income for farmers and boost local economies.

▲� Flooding�has�huge�financial�impacts�for�local�people�and�businesses

● Understand the impacts of climate change on Scotland

● Explain the future consequences of climate change on people and the environment

Learning intentions Visit www.sepa.org.uk to find out the flood risk for your home town and surrounding area.

Research task

▲� Ski�resorts�have�been�forced�to�close�early�due�to�a�lack�of�snowfall

1 According to the Scottish Government projections, how is Scotland’s climate expected to change in the future?

2 Explain the impact of an increase in flooding on the people and the landscape in Scotland.

3 a) How will Scotland’s ski industry be affected by climate change?

b) What has been done to try to minimise the impacts of rising temperature on Scotland’s ski industry?

4 What impact will a rise in sea level have on the people of Scotland?

5 Why might those involved in the Scottish fishing industry be concerned about rising temperature?

6 Discuss the positive and negative effects climate change will have on Scottish agriculture.

7 Your teacher will give you a blank map of Scotland. Annotate your map to show the impacts of climate change across Scotland, referring to specific named areas where appropriate.

8 As a young person growing up in a changing world, what change do you believe will have the biggest impact on Scotland? Explain your answer.

Taking it further9 a) With your partner, think of three things you could change in your

school to make it a more environmentally friendly place.

b) What could you and the rest of your class do to help make these changes happen?

Activities

10 Climate Change 10.4 Local effects of climate change

BGE Geography Third and Fourth Levels © Hodder & Stoughton 2020 1

BGE Geography Third and Fourth LevelsClimate Change Assessment: Worksheet 2

Name Class Date

Climate change – a summary1 Write a definition of climate change.

__________________________________________________________________________________

__________________________________________________________________________________

2 Explain why the carbon dioxide level in the atmosphere has increased since 1950.

__________________________________________________________________________________

__________________________________________________________________________________

3 Explain the relationship between increased greenhouse gas emissions and a rising population.

__________________________________________________________________________________

__________________________________________________________________________________

4 How far do you agree that the most developed countries in the world are responsible for causing climate change?

__________________________________________________________________________________

__________________________________________________________________________________

5 In your opinion, where is the worst area in the world to live for extreme weather events?

__________________________________________________________________________________

__________________________________________________________________________________

6 Are there any areas of the world that will benefit from a change in climate? Explain your answer.

__________________________________________________________________________________

__________________________________________________________________________________

7 What can be done at a local level to try to minimise the impacts of climate change?

__________________________________________________________________________________

__________________________________________________________________________________

8 In your opinion, how successful have International strategies been in trying to minimise the global effects of climate change?

__________________________________________________________________________________

__________________________________________________________________________________

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ompe

tenc

e in

geo

grap

hica

l enq

uiry

and

ski

lls:

R

ead

and

inte

rpre

t a ra

nge

of g

raph

s

Ann

otat

e m

aps

usin

g a

rang

e of

info

rmat

ion

P

roce

ss g

eogr

aphi

cal d

ata

appr

opria

tely

Less

onTe

achi

ng n

otes

Expe

rienc

es a

nd

outc

omes

Ben

chm

arks

Ass

essm

ent

oppo

rtun

ities

10.3

Hum

an

caus

es o

f cl

imat

e ch

ange

Text

book

pa

ges

130–

131

In th

is le

sson

you

will

nee

d:

Bla

nk w

orld

map

P

ie c

hart

mak

erA

ctiv

ities

in th

is le

sson

incl

ude:

A

nnot

ate

wor

ld m

ap

Cre

ate

a pi

e ch

art

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less

on le

nds

itsel

f to:

P

aire

d ac

tiviti

es

Cla

ss d

iscu

ssio

n/de

bate

on

how

hum

ans

can

redu

ce th

eir c

arbo

n em

issi

ons

Mon

itorin

g pu

pil p

rogr

ess:

Pup

ils c

an s

ucce

ssfu

lly id

entif

y w

ays

hum

ans

are

addi

ng g

reen

hous

e ga

ses

into

the

atm

osph

ere

P

upils

can

suc

cess

fully

und

erst

and

how

cha

nges

to g

reen

hous

e ga

ses

can

lead

to c

limat

e ch

ange

P

upils

can

suc

cess

fully

iden

tify

the

top

pollu

ting

coun

tries

in th

e w

orld

Key

ski

ll: P

roce

ss g

eogr

aphi

cal d

ata

I can

iden

tify

the

poss

ible

co

nseq

uenc

es o

f an

envi

ronm

enta

l iss

ue

and

mak

e in

form

ed

sugg

estio

ns a

bout

w

ays

to m

anag

e th

e im

pact

.SO

C 3

-08a

I val

ue th

e op

portu

nitie

s I a

m

give

n to

mak

e fri

ends

an

d be

par

t of a

gro

up

in a

rang

e of

si

tuat

ions

.H

WB

3.1

4a

Col

lect

s, o

rgan

ises

and

dis

play

s da

ta a

ccur

atel

y in

a v

arie

ty o

f w

ays

incl

udin

g th

roug

h th

e us

e of

di

gita

l tec

hnol

ogie

s, fo

r exa

mpl

e,

crea

ting

surv

eys,

tabl

es, b

ar

grap

hs, l

ine

grap

hs, f

requ

ency

ta

bles

, sim

ple

pie

char

ts a

nd

spre

adsh

eets

.A

naly

ses,

inte

rpre

ts a

nd d

raw

s co

nclu

sion

s fro

m a

var

iety

of d

ata.

Con

tribu

tes

regu

larly

in g

roup

di

scus

sion

s or

whe

n w

orki

ng

colla

bora

tivel

y, o

fferin

g re

leva

nt

idea

s, k

now

ledg

e or

opi

nion

s w

ith

supp

ortin

g ev

iden

ce.

Suc

cess

ful

com

plet

ion

of

anno

tate

d m

aps

Suc

cess

ful

crea

tion

of a

pie

char

t

14


BGE Geography Third and Fourth Levels © Hodder & Stoughton 2020 1

BGE Geography Third and Fourth LevelsClimate Change Assessment: Worksheet 2

Name Class Date


__________________________________________________________________________________

__________________________________________________________________________________


__________________________________________________________________________________

__________________________________________________________________________________


__________________________________________________________________________________

__________________________________________________________________________________

4 How far do you agree that the most developed countries in the world are responsible for causing climate change?

__________________________________________________________________________________

__________________________________________________________________________________


__________________________________________________________________________________

__________________________________________________________________________________


__________________________________________________________________________________

__________________________________________________________________________________


__________________________________________________________________________________

__________________________________________________________________________________

8 In your opinion, how successful have International strategies been in trying to minimise the global effects of climate change?

__________________________________________________________________________________

__________________________________________________________________________________

BGE Geography Third and Fourth Levels © Hodder & Stoughton 2020

BGE Geography Climate Change

Name Class Date




4 How far do you agree that the most developed countries in the world are responsible




8 In your opinion, how successful have Internatclimate change?

15


SAMPLE

MATE

RIAL

from

Planning &

Assess

ment Pac

k

SAMPLE M

ATERIAL

from

Planning & Assessment Pack

t: 01235 827827e: [email protected]:

ISBN: 9781510479869

Try before you buyTo request Inspection Copies and free, no-obligation 30-day eTextbook trials,contact Karen Howatt, sales consultant for Scotland.Telephone: 07841 815971 • Email: [email protected] a bespoke quoteKaren would be delighted to prepare a bespoke quote for your school. Contact her today on 07841 815971 or [email protected]

This sample booklet contains material from:● Student Book (pages 3–13)● Planning & Assessment Pack (pages 14–15)To see all of the resources for BGE Geography, turn to the inside front cover.

BGE S1-S3

GeographyTake your pupils on a journey where they will think, question and explore like geographers, developing their geographical skills, knowledge and understanding throughout S1–S3.Covering all CfE Third and Fourth Level Benchmarks for Social Studies: People, Place and Environment, this ready-made and fully differentiated BGE Geography course puts progression for every pupil at the heart of your curriculum.

● Build understanding of geographical ideas, issues and processes: Clear explanations, diagrams and definitions of key words make the content accessible and engaging for all pupils

● Interpret, analyse and evaluate geographical data: Pupils will practise and improve their geographical skills by completing a range of activities that involve maps, photos, graphs and case studies – with answers provided at the back of the Student Book

● Meet the needs of each pupil in your class: The content and activities are designed to ensure accessibility for those with low prior attainment, while extension tasks will stretch and challenge higher ability pupils

● Effectively check and assess progress: All activities in the Student Book support formative assessment, helping you monitor progression against the Experiences & Outcomes and Benchmarks (with additional assessments and worksheets in the separate Planning & Assessment Pack)

● Lay firm foundations for National qualifications: The skills, knowledge and understanding established through the course will set pupils up for success at National 5 and beyond

● Deliver the ‘responsibility for all’ Es and Os: Plenty of activities that address literacy, numeracy and health and wellbeing skills are threaded through the Student Book

479869 BGE Series Geography Sample 01-16 · 2019-12-18 · Geography BGE S1-S3 Sample booklet...

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