1. Explanation of the concept, performance assessment and rubric.

1a) (i) &(ii)

According to Meadows (2020), Geography is a discipline which spans both the human and

physical world, it studies the interactions between humans and their environment. As a

consequence, one of the major concepts which has emerged in the study of Geography is

sustainability. Sustainability is a crucial concept in Geography which can be utilised to teach

students to think critically and realize the need for sustainable development as we depend on the

physical environment.

In teaching the Geography CSEC level it is important for the overarching concept of

sustainability to be taught. This big idea transcends many areas in Geography as it can be found

in Climate Change as well as in Environmental Degradation due to economic activities, just to

name a few. Sustainability in Geography is the practice of using natural resources responsibly

today, so they are available for future generations tomorrow (National Geographic Society,

2019). It shows an appreciation for the interconnectedness of humans and their physical

environment and the need to preserve the physical environment to ensure the survival of future

generations.

In the instructional unit of Weather and Climate: Climate Change, I expect my students to be

able to understand that humans depend on the environment and that some of our human activities

can lead to atmospheric degradation. Therefore, I would like them to develop an understanding

for the need of the sustainable management of human activities in an effort to mitigate the effects

of climate change. Therefore, there is a need to live sustainably.

The anticipation is that the students will learn about the ways in which the climate system works

and the different ways in which human activities contribute to the acceleration of Global
Warming and the resultant Climate Change. They would have also discovered that some human

activities have already hastened the rate of Global Warming. The knowledge of this big idea

would equip the students to evaluate recent events such as the most recorded storms in the

Atlantic Hurricane season in 2020 followed by a devasting winter storm in the Texas, USA

winter of 2021. Hence the students would should see the need for an intervention. The teaching

of the concept of sustainability should equip the students to evaluate similar situations.

Additionally, they should inevitably change their thinking and be the agents of change to ensure

sustainable goals are met. Consequently, by teaching this concept the students would also be able

to propose ideas for sustainable living.

At the end of teaching the sustainability concept in this instructional unit it should allow the

students to evaluate the human activities which result in climate change and propose ideas for

sustainable management of the human activities to mitigate climate change.

(446 words)

1b) The Performance Assessment

Task description: The 2020 Atlantic hurricane season was the most active season you have ever

witnessed in your 25 years of being a meteorologist in a low-lying coastal area in Florida. In fact,

it has been proved that 2020 hurricane season had the most named storms with 30 named storms

and they even occurred earlier in the season (see appendix I for further details Appendix A

Article). The then president of the USA Mr. Trump has made the following comments see photo

below.
Source BBC news BBC article

Write a letter to the Donald Trump administration (DTA):

Explain to the DTA why the information that they are spreading is false. Do this by outlining the

reasons for climate change and also describe TWO consequences of climate change (use some of

DT’s comments as a guide and the article presented). Discuss TWO reasons justifying the need

to practice sustainable living. The letter must contain at least 4 paragraphs approximately 250-

300 words.

Time Frame: 1week

The purpose of the performance assessment would be evaluating the students

understanding of the need for sustainability to mitigate the effects of climate change. The

students would have to evaluate the information presented and relate it to the concept of

sustainability learnt in the instructional unit of Weather and Climate: Climate Change. The

student would have to produce a letter for assessment. This would assess the depth of

understanding of the relationship between human activities and climate change and the

subsequent need for sustainable living.

 The insight students would gain into the concept taught would be to evaluate a real-world

situation and propose ideas to the then President of the USA. This should encourage the

development of critical thinking skills and equip the students to become 21st Century citizens.

One of the most striking qualities of a 21st Century Citizen is being flexible to adjust to the ever-

changing environment. This citizen should also be able to utilize their critical thinking skills to

access situations and propose solutions. This should translate into responsible adults who would

hold their leaders to a high standard and thereby encouraging change and the movement to live

sustainably.

This performance assessment should therefore allow the teacher to assess what the

students have gained from the concept which was taught. If the student has been enlightened by

completing the exercise to understanding the importance of sustainable living in our lives.

(400 words)
1c) Rubric

Criteria Poor Fair Good Excellent Total

Only includes Only includes Only includes Includes Four 4

ONE of the TWO of the THREE of of the

following following the following following

Letter components components components components

Structure of a letter: of a letter: of a letter: of a letter:

Address, Address, Address, Address,

Date Date Date Date

Subject Subject Subject Subject

Greeting Greeting Greeting Greeting

(1 mark) (2 marks) (3 marks) (4 marks)

None of the

above

(0 marks)

One reason One reason Two fairly Two reason 6

stated for stated and developed stated and

cause of well reasons very well-

Climate developed outlining the articulated

change but no outlining the causes of and

explanation causes of Climate developed

offered Climate change outlining the

Causes for (1 mark) change (4 marks) causes of

Climate (3 marks) Climate

Change No Reason change

(0 marks) OR (5-6 marks)

Two reasons

just stated for

the causes of

Climate

change no

explanations

given

(2 marks)
One reason One reason Two fairly Two reason 6

stated for stated and developed stated and

consequences well reasons very well-

of Climate developed outlining the articulated

Consequences change but no outlining the consequences and

of Climate explanation consequences of Climate developed

Change offered of Climate change outlining the

(1 mark) change (4 marks) consequences

(3 marks) of Climate

No Reason change

(0 marks) OR (5-6 marks)

 Two reasons

just stated for

consequences

of Climate

change no

explanations

given

(2 marks)
Criteria Poor Fair Good Excellent Total
One reason One reason Two fairly Two reasons 6

stated for stated and developed stated and

sustainable well reasons very well-

living but no developed for outlining the articulated

explanation sustainable need for and

offered living. sustainable developed

Reasons for (1 mark) (3 marks) living. outlining the

Sustainability (4 marks) need for

OR sustainable

living.

Two reason (5-6 marks)

just stated for

sustainable

living no
 explanations

given

(2 marks)
Over the Over the Over the Within the 3

Word Limit word limit by word limit by word limit by word limit

60 words or 31-59 11-30 words OR

more (1 mark) (2 marks) over by 10

(0 mark) words or less.

(3 marks)
Total 25 Marks