Last bits of revision!

Hi everyone,

Just a quick (hopefully) post for those of you who missed the 1st half of today's lesson at prize giving practice.

The first part of the lesson was looking at population sustainability and how India is planning to sustain it's growth. It's current problems are the fact such a large proportion of the population are young so they need to provide more education services, healthcare services and supply enough food. Their other major problem is that the current population growth rate of 1.58% which is still reasonably high and they need to slow this down to ensure the amount of land can sustain the population. To combat this problem they need to work on reducing the birth rate through education and increasing the availability of contraceptives. They also need to work on improving the amount of food available for the large population they currently are supporting and increase the amount of electricity they are producing (but in a sustainable way, like hydroelectricity and solar energy).

A quick table to summarise these points was drawn, which was split into method, what was done, result and diagram. 

A helpful tool with some of this information is HERE which was the diagrams we drew earlier in the year and HERE which is the article we got the information from.

The other part of today's lesson was on the concept of taonga which is a resource (natural or cultural) that can be found in an environment. A natural taonga could be lakes, rivers or mountains. A cultural taonga could be whakapapa, te reo - culture, a church or marae. A taonga is useful to people and usually holds some significance to the people around it because of this.

TUESDAY'S LESSON: POPULATION MIGRATION

Tuesday's lesson was all about population migration, we drew and labelled a migration model with all it's parts : push factors, pull factors, origin, destination, counterstream, migration.

In an exam, you would select to write about either urbanisation, rural to urban migration, internal migration or migration by choice. Any of these will allow you to write about the main trend of people in rural areas moving to urban areas in India.

Remember, all your information needs to be specific to India, not general stuff like more jobs and you should use THIS sheet to help you complete a revision migration model.

You also need to know about the impacts of this type of migration on both the origin and the destination. As revision, 2 annotated diagrams (one for the origin and one for the destination) were drawn to represent the impacts on both regions. Again, these need to be specific to India  and you should pick 3 good impacts to write about for each.

Phew! I think that is all! Any questions let me know, remember we have our final lesson on Tuesday for some last minute pieces of advice and our shared lunch. See you then!

Population Change Revision

So for all of you awesome level 1 Geography students that were absent period 1 today learning how to accept your prizes, here is what you missed today....

First things first, click HERE to get the revision sheet that we filled in.

There are 2 main methods of showing population change over time that we looked at in class. You should be able to describe and explain both of these and use specific detail to relate them to India.

1. DEMOGRAPHIC TRANSITION MODEL

The first row on the sheet is to do with the Demographic Transition Model, in the first column you needed to draw a basic diagram showing the main characteristics of this model and in the next column, you needed to EXPLAIN (say what and why) the changes this model shows. For example, Stage One: Birth Rate and Death Rate high so little population change. Reason is no healthcare or education, poor sanitation. If you have forgotten all of this stuff, HERE is the link to the blog post about the DTM. Remember to identify where the natural increase is, this is how the population is growing.

If you can't find the notes in your book, here is an idea of what it should look like with some basic reasons for the changes underneath. IMPORTANT NOTE: This diagram says India is in Stage 2, this is incorrect in 2014 India was at the beginning of Stage 3 .



In the last column, you should state some statistics about the population changes in India.

• India is currently at the beginning of Stage 3
• It has moved from Stage 2 to Stage 3 as education on contraceptives and family planning was improved in the 1970s decreasing the birth rate from 41/1000 to 21/1000.
• India's current death rate is 7/1000
• India's population growth rate is 1.58%

2. AGE SEX PYRAMIDS

In the first column of the second row, draw 3 basic diagrams representing India's age sex pyramids in 1950, 2014 and a prediction of what it will look like in 2050. Click HERE to access the web page that will model this for you. On each pyramid, label the characteristics of it. For example, wide base = high birth rate, steep sides = high death rate and short pyramid = low life expectancy. If you have forgotten about all of this, HERE is the link to the blog post about interpreting age sex pyramids.

In the next column, EXPLAIN (say why) the population pyramids have changed from 1950 to 2014 and then use the last population pyramid of 2050 to predict why the population might change during this period. Don't forget to use terms youthful and aging population, young dependents (aged 0-14) , old dependents (aged 65+) and working age (aged 15-64)

The last column is for some specific detail relating to India. You could include, population totals at each stage, % of population currently under the age of 14, their current population growth rate and you could compare their birth rate and death rate in 1950 to their current birth rate and death rate.

Hope this is helpful! For all of you amazing level 1 geographers who were present in class today and who completed this task already, don't forget about the essay question that you could answer as revision at the bottom of the page. I am more than happy to mark this for you so get amongst it! 

Only TWO MORE GEOGRAPHY PERIODS LEFT!!

Arts and crafts time!

Today's lesson we are focusing on different groups responses to volcanic eruptions. The 2 best case studies to select for this particular question are Mt Pinatubo and Mt Ruapehu. 

We are making fortune tellers to help you with your revision so you can test your knowledge on this particular criteria. The outside is going to look like this....

Select 1 eruption as your case study. Information for each is below:

• Mt Pinatubo Case Study
• Mt Pinatubo responses diagrams (not specific to groups)

• Mt Ruapehu Case Study
• Mt Ruapehu responses diagrams (not specific to groups)

Construct your fortune teller and then select 3 different groups who were involved in and responded to this volcanic eruption.

For each group, write their name on the flap and then add whether their response was before, during or after. You need 2 responses for each group.

You should have 2 spare flaps, 1 needs to be a diagram and 1 needs to be the application of a geographic concept.

It should look like this......

On the inside of each flap, explain in detail their response to the volcanic eruption and voila you have a great little study resource to help self test your knowledge.

You're welcome!

Approaching Def Con 5

Welcome back to the blogosphere everyone!

Today we started in earnest on our revision program for your end of year NCEA exams which are rapidly approaching! Looking at the timetable for the next 2 and a bit weeks we really only have SEVEN periods left together so we are going to have to make the most of this time so I can send you off knowing that you are well prepared to reach your potential in your externals.

First off we looked at the 5 main criteria for the 1.1 extreme natural events standard and you guys were given your chunking, chewing and checking task sheet to look out what to base your study around. Remember, your 1st revision task tonight is to check you have ALL THE NOTES for each criteria

The focus in our lesson today was processes that cause volcanic eruptions. We divided a volcanic eruption into 3 stages of convection currents, subduction and volcanism, drew a diagram for each stage and then annotated this specific to Ruapehu as our case study. Remember, you MUST use a case study in order to score so always talk directly about either Ruapehu, Tarawera or Mt Pinatubo, never just generally.

Click HERE for an example of 3 annotated diagrams that Miss Gill kindly drew up for one of the revision classes we ran last term.

For those looking to extend themselves, click HERE for an essay question to attempt based around this criteria.

Don't forget to read the question carefully, looking for key instruction words like describe (what is there), show (what is there) and explain (what and why). Also, apply the definition given of at least ONE concept in your answer. Once you have completed this, I would love to mark this for you to give you some helpful feedback to make your answers more awesome :)

Until tomorrow!