UNIT PLAN – Geography

TEACHER: Kirby Harripersad

CLASS: Form 4, Term 2
UNIT: Natural Systems.
UNIT TOPIC: Fluvial and Coastal Processes
GOALS: This unit should help student to:
Understand atmospheric and biotic systems. Students should be aware of the geographical processes that occur in their immediate surroundings and recognize the level
of importance these systems represent both socio-economically and ecologically. Students will be able to display an appreciation for these key roles and raise the concept
of sustainability.

RATIONALE: This unit is pertinent to students since they encounter aspects of these systems in their everyday agenda . It is important for students to understand how the hydrological
cycle operates as water is vital for all life on Earth. Living on a tropial island, fluvial and coastal environments can easily be part of students’ activity space, representing
their spatial patterns of routine actvity. Being exposed to the importance of coastal environments will sow seeds of the concept of sustainability and stimilate a sense of
respect for these services, all while encouraging interest. Students can be stewards and disseminate this awareness in their homes and communities in an attempt to
promote a national sense of responsibility.

UNIT GENERAL OBJECTIVES (UGO): It is expected that students will:

1. Identify and explain the input, flows, output and storage of water on a global scale.
2. Examine the processes and resulting fluvial and coastal landforms of erosion, transportation and deposition of material.
3. Recognize the optimal conditions of and evaluate the importance of coastal environments with respect to coral reefs and mangroves.

CONCEPTS TO BE TAUGHT: (Concept map /Graphic organiser): PDF attached.

Lesson Number Duration UGO in Key Concepts In Cognitive Learning Affective Learning Materials / Teaching/Learning Assessment Strategies
and Title of Lesson Lesson The Lesson Outcomes: Outcome: Resources Activities
Students Will Be Able To Students Will Be Able
To

1. The 70 mins 1,2 Environment Examine the water cycle as Evaluate the - Bleasdell et - Realia Formative: Constructed
hydrological Interconnection a system. (Analyzing) importance of the al., 2008- - Read-aloud response
cycle water cycle. (Valuing) Chapter 14. - Journaling
Summative: Constructed
- Water cycle response
video

2. Drainage 70mins 1,2 Environment - Explain key terms related -Recognize the - Bleasdell et -Lecturing Formative: Constructed
system Change to the drainage system. importance of rivers in al., 2008- -Questioning and selected response
(Understanding) your community. Chapter 14. -Cooperative learning
(Valuing) -Role play Summative: Constructed
- Categorize the fluvial - Fluvial response
processes into erosional, processes
depositional and
transportation. (Analyzing).

3. River 70 mins 1,2 Environment -Describe the formation of -Share your views on - Bleasdell et -Jigsaw Formative: Constructed
landforms Space river landforms. man’s altering of river al., 2008- -Hands-on learning response
(Understanding). landforms. Chapter 14. - Journaling
(Valuing) Summative:Constructed
-Create a representative Upper course response
model of a drainage basin. landforms
(Creating).
Model
 supplies:
Boards
Coloured
plasticine
Toothpicks
Labels

Middle course
landforms

Lower course
landforms
4. Drainage 30 mins 1,2 Environment -Differentiate drainage -Share your views on - Bleasdell et -Peer teaching Formative: Selected
patterns Space patterns from topographic man’s altering of al., 2008- -Role playing response
maps. drainage patterns Chapter 14.
(Analyzing) (Valuing) Summative:Constructed
Drainage response
patterns

5. Coastal 70mins 1,2 Environment - Explain key terms related - Evaluate the - Bleasdell et -Lecturing Formative: Constructed
system Change to the coastal system. importance of al., 2008- -Graphic organizer response
(Understanding) understanding coastal Chapter 16. -Read aloud
processes. (Valuing) - Role play Summative:Constructed
- Categorize the coastal Coastal response
processes into erosional, processes.
depositional and
transportation. (Analyzing).

6. Coastal 70 mins 1,2 Environment -Describe the formation of -Share your views on - Bleasdell et -Field experience Formative: Constructed
landforms Space coastal landforms. man’s altering of al., 2008- (virtual) response
 (Understanding). coastal landforms. Chapter 16. -Hands-on learning
(Valuing) -Journaling Summative:Constructed
-Create a representative Coastal response
model of a coastline. landforms
(Creating).
Model
supplies:
Boards
Coloured
plasticine
Toothpicks
Labels

7. Coral reefs: 35 mins 3 Environment -Recall the conditions -Recognize the effect - Bleasdell et -Reciprocal teaching Formative: Constructed
Types and Space necessary for successful humans have on the al., 2008- -Note booking response
necessary coral reef growth conditions necessary Chapter 16.
conditions for (Remembering). for successful coral Summative:Constructed
successful reef growth. Types of reefs response
growth. -Examine the types of coral (Receiving).
reefs (Understanding)
8. Importance 35 mins 3 Environment -Create a Venn Diagram -Display an - Bleasdell et -Jigsaw Formative: Constructed
of coastal Interconnection showing the importance of appreciation for the al., 2008- -Graphic organizer response
environments Sustainability coral reefs and mangroves. importance of coral Chapter 16. - Effective
(corals and (creating) reefs and mangroves. (corals), questioning. Summative:Constructed
mangroves). (Characterization by chapter 7 response
value). (mangroves).

Coral Reef
Resource Form 4
 - YouTube

Mangrove
resource
material

Resource Reference:
Bleasdell, S. G., Cheong, E., & Tan, K.-S. (2008). CSEC new integrated Geography. Caribbean Educational Publishers; San Fernando, Trinidad.

Table of Specifications

Lesson # in Unit Objectives Level and type Strategy Formative/Summative Marks

plan of domain
1 1. Examine the water cycle as a system. Cognitive - Realia Formative (Section 1): Selected response 5 questions
(Analyzing) - Read-aloud (MCQ) (1 mark each)

Summative Constructed response (Quiz)

2. Evaluate the importance of the water cycle. Affective - Journaling Formative (Section 2): Constructed response N/A
(Valuing) (Journal entry)

2 1. Explain key terms related to the drainage Cognitive -Lecturing Formative (Section 1): Constructed response N/A
system. (Understanding) -Questioning (Short answer)

N/A
2. Categorize the fluvial processes into erosional, -Cooperative learning Formative (Section 2): Constructed response
Cognitive
depositional and transportation. (Chart)
(Analyzing).

Summative: Constructed response (Quiz) 5 questions

 (1 mark each)

3. Recognize the importance of rivers in your Affective -Role play Formative (Section 3): Constructed response N/A
community. (Valuing) (Performance-skit)

3 1. Describe the formation of river landforms. Cognitive -Jigsaw (Section 1): Constructed response (Formative N/A
(Understanding) Short answer)

2. Create a representative model of a drainage Cognitive N/A

-Hands-on learning Formative (Section 2): Constructed response
basin. (Creating)
(Display and describe model)
N/A
Summative: Constructed response (Essay)

3. Share your views on man’s altering of river Affective - Journaling Formative (Section 3): Constructed response N/A
landforms. (Valuing) (Journal entry)

4 1. Differentiate drainage patterns from Cognitive -Peer teaching Formative (Section 1): Selected response N/A
topographic maps. (Analyzing) (MCQ)

4 statements
Summative: Selected response (Matching)
(1 mark each)
2. Share your views on man’s altering of drainage Affective -Role playing Formative (Section 2): Students pretend to be
patterns (Valuing) an employee at WASA, managing drainage
basins
5 1. Explain key terms related to the coastal system. Cognitive -Lecturing Formative (Section 1): Constructed response N/A
(Understanding) (Questioning)
2. Categorize the coastal processes into erosional, -Graphic organizer
Cognitive
depositional and transportation. -Read aloud Formative (Section 2): Selected response
(Analyzing) 8 questions
 (MCQ) (1 mark each)

Summative: Constructed response (Short

answer)
3. Evaluate the importance of understanding Affective - Journaling Formative (Section 3): Constructed response- N/A
coastal processes. (Valuing) (Journal entry)

6 1. Describe the formation of coastal landforms. Cognitive -Field experience (virtual) Formative (Section1): Constructed response 10 questions
(Understanding). (Understanding) (Cloze test) (1 mark each)

Cognitive -Hands-on learning Formative (Section 2): Constructed response

2. Create a representative model of a coastline. (Creating) (Display and describe model) N/A
(Creating).

Summative :Constructed response (Short

answer)
3. Share your views on man’s altering of coastal Affective - Role play Formative (Section 3): Constructed response- N/A
landforms. (Valuing) Students respond as coastal managers

7 1. Recall the conditions necessary for successful Cognitive -Reciprocal teaching Formative (Section 1): Selected response N/A
coral reef growth (Remembering) (Quiz)

4 Questions
2. Examine the types of coral reefs Formative (Section 2): Constructed response
Cognitive (2 marks
(Short answer)
(Understanding) each)

3. Recognize the effect humans have on the Affective -Note booking Summative: Constructed response (Case N/A
conditions necessary for successful coral reef (Receiving) study)
growth.

8 1. Create a Venn Diagram showing the Creating/ Jigsaw, graphic organizing. Formative (Section1): Constructed response N/A
importance of coral reefs and mangroves. Cognitive Students will use info from their presentations

2. Display and appreciation for the importance of
coral reefs and mangroves.
to create a Venn diagram from template
provided and justify their end result.
Summative: Constructed response
(Performance) N/A
Students will record themselves with a media
of choice (video, voice note, audio only)
explaining the importance of coral reefs and
mangroves to Trinidad and Tobago.
Characterization Effective questioning. Formative (Section 2). N/A
by value/ Students respond to the following
Affective - How do these images make you feel and
why?
-Did the local pictures make you feel strongly
about the role these habitats play in our
economy? If so, why?
-What aspect of loss for these habitats do you
think affected you the most and why?