What happens to water when it reaches the ground



Homework Extended Project [TEAM WORKER]

Subject: Geography Year: 7

Start date: 20th February 2017 Hand-in date: 3rd March 2017

Expected duration of project: 2 weeks / 8 hours

Unit of study: Dangerous places:

Title: What happens to water when it reaches the ground? – The Board game

Outcome of learning:

Students will have learned about the physical and human causes of flooding. To demonstrate their understanding, students are required to do the following:

• In teams of four, identify their own geographical questions, which they can use in their themed board game about the hydrological cycle and flooding.

• Demonstrate an ability to co-ordinate roles to ensure all aspects of the task are completed.

• Use their own initiative in deciding the design and presentation of the board game (which should include ICT).

• Use a wide range of geographical words to devise questions and answers. This could be extended through research which explores the links between land use and how this can affect the rate of surface run-off. Students may also research and include ideas from recent flood events.

• In teams, be able to evaluate their work and how it could be improved.

• The project is organised and the board game is ‘user-friendly’

This work enables you to reach the following levels

| |

|6-7 |Achieved all task requirements with some guidance |

| |Good research and attempts at using appropriate resources |

| |Final ideas & planning show excellent understanding |

| |Game is creatively and neatly presented with unique ideas and attention to detail |

| |Written report is very well structured, detailed and includes justification of decisions made using key terms |

| |Excellent evaluation showing an ability to identify problems and seek solutions and rate their efforts as a team |

|5 |Achieved a satisfactory amount of the task requirements |

| |Some research attempted using appropriate resources |

| |Game is good overall but lacks some attention to detail and originality in the ideas |

| |Written report is well structured but lacks detailed justification of the decisions made as a team, with some use of key |

| |terms |

| |Good evaluation: identifying 1 / 2 problems & how they were solved. |

|3-4 |Only small parts of the task achieved |

| |A small number of initial ideas have been demonstrated but vague links to lesson content |

| |Game is satisfactory overall but poor presentation and attention to detail |

| |Written report is poorly structured which includes simple statements with little or no evaluation of the project. |

Roles: All team members

All team members will need to use the website links and their own ideas to complete their ‘Initial planning design sheet’ to share as a group.

A team meeting will decide the final design & content.

-------------------

Role 1: Game board builder

This team role involves creating a board of A4 size (equivalent to the front or back of a cereal packet); to a maximum size of A3 (front & back of a cereal packet which is stuck together & can be folded out).

Role reminder:

The game board will need to follow exactly the ‘Final design’ sheet & game board content agreed in class.

Quality construction and presentation is crucial.

Role 2: Packaging

This role involves creating a box for the board game. This should include:

• a brief outline of the game

• number of players

• age range and;

• basic instructions

Role reminder:

Like all good board games, this needs to be colourful, eye-catching and large enough to store the board!

Quality construction and presentation is crucial.

-------------------

Role 3: Content creator

This role involves creating:

• question & answer cards (depending on choice of game)

• counters (depending on choice of game)

• dice

• detailed instructions

Role reminder:

It is important to ensure that:

➢ the question & answer cards are accurate and match the age-range for the game

➢ counters are the right size for the board

➢ instructions are clear so that they can be followed without needing help.

-------------------

Role 4: Advertiser

This role involves creating an advertising campaign which must include at least one of the following options:

• advertising leaflet / flyer

• advertising poster

• advertising jingle

• power point

Role reminder:

This role is crucial because you have to communicate to people the idea behind the game and why they should play it.

Use persuasive language using catchy wordplay and techniques such as alliteration e.g. ‘Wacky Water Cycle 4 Winners!’

Role: All Team Extension Task:

In your teams, you could produce a movie to advertise your board game and why people will enjoy playing it!

You will need a digital camera which can record film though you may be able to obtain some suitable images from ‘google images’:

and Microsoft clip art:



Have a look at the You Tube link for ideas:



Task 1: What is the hydrological (water) cycle?

To check your understanding of the key terms you can use in your board game, complete the activities below:

The Hydrological Cycle and the Drainage Basin

Match the heads and tails

|Evaporation | |

| |evaporation from trees and plants |

|Transpiration | |

| |a surface that does not allow liquid to pass through it |

|Condensation | |

| |surface water soaks into soil |

|Precipitation |very slow flow occurs in rocks and feeds rivers and springs |

|Permeable | |

| |water vapour cools as it rises and forms clouds |

|Infiltration | |

| |clouds release water as rain, hail, sleet or snow |

|Impermeable | |

| |water is heated by the sun – becomes water vapour and rises. |

|Groundwater flow | |

| |a surface that allows liquid to pass through it |

Extension Task: Try to find the definitions for these extra hydrological cycle key words and use them in your board game.

|Key word |Definition |

|Interception | |

|Surface run-off | |

|Surface storage | |

|Infiltration | |

|Soil storage | |

|Throughflow | |

|Percolation | |

Now apply your understanding by completing the diagram below and the description, by placing the key words in the correct spaces (use the ‘Words to use box below).

[pic]

C______________ happens when invisible water vapour (gas) turns into liquid droplets which are visible as clouds. When clouds reach their dew point, ___________ falls from the sky as ______, ______, ______ or ______. Some of the water is intercepted by tree leaves and may return to the air by ___________; the rest of the water falls to the ground. This water may return to the air by _______________, or may flow over the ground straight away as surface run-off, especially if the ground is ________________; though if it is ______________, like soil, it may sink into the ground by ________. This water may slowly flow underneath the surface as _________ _______.

Words to use:

Groundwater flow Rain Condensation Snow Transpiration

Impermeable Infiltration Hail Permeable Sleet

Precipitation Evaporation Surface run-off

Task 2: Team design ideas

• You now need to discuss your initial ideas in your teams. The team leader must ensure that all members of the group share their ideas so that the final design will include ideas from all team members.

• Use the ‘Final Design’ sheets on the following pages to record your group decisions. This will allow each person to know exactly how they will be completing their roles in this project.

• Use the checklist below as a guide only – please feel free to add to this list.

|Task |Included?: |

|A name for the game | |

|A logo for the game | |

|Agreed layout for the game | |

|(including materials to be used) | |

|Agreed packaging for the game which includes: | |

|a brief outline of the game | |

|number of players | |

|age range and; | |

|basic instructions | |

|Agreed content for the game which includes: | |

|question & answer cards (depending on choice of game) | |

|counters (depending on choice of game) which will fit the layout of the board game | |

|dice | |

|detailed instructions (which are clear and can be followed without needing help) | |

|Agreed design and (persuasive) content for advertising campaign which should include at least one of the | |

|following | |

|(circle choice(s)): | |

|advertising leaflet / flyer | |

|advertising poster | |

|advertising jingle | |

|power point | |

|Movie (optional all team extension task) | |

| | |

| | |

Final Design: Board game design layout

|Key terms?: Titles & content ideas: |

| |

| |

| |

| |

| |

| |

| |

| |

| |

|Board design: |

| |

| |

| |

| |

| |

| |

| |

| |

| |

| |

| |

• Design a layout in the box below

WEEK 2: Task 3 - The written report

Note: An individual report needs to be written by each team member about their role in the group.

To help you write your report the writing frame below hints at what to include and how to start your sentences. Use this guide as much or as little as you need to.

You MUST: For Level 4

1. The first stage in our homework project was to decide on group roles and responsibilities, we did this by…

2. Our group decided on a team name which was… and also a name for our board game, this was…, we agreed on these by…

3. My ideas for designing a board game were easy/hard to design and I thought overall they were…

4. As a team I think we worked well/not well together because…

You SHOULD also ....: For Level 5

5. Our final design was chosen by…, I agreed/disagreed with the

overall design because…

6. As a group we were good/poor at making decisions together, we did this mainly by…

7. I think learning to work as part of a team is a good skill because…

You COULD also....: For Level 6-7

8. The things we did very well as a team were…, the things we could have improved on as a team were…

9. If I could have changed something about our board game, it

might have been… because…

10. I enjoyed/did not enjoy the opportunity to be creative with my

ideas because…

11. In future, to improve the role I play in a group I will…

12. I enjoyed/did not enjoy the board game task because…

13. I think in future the task could be improved by…

WEEK 2: TASK 4 - SWOT analysis

In all subjects, to be able to evaluate is really important, if you are going to improve as a leaner and always achieve high marks. Now use the notes you have made to write 4 paragraphs evaluating your work.

|Strengths: [WHAT WENT WELL?] |Weaknesses: [WHAT PROBLEMS DID I COME ACROSS?] |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

|Keywords: teamwork, responsibilities, organisation, geographical questions, |Keywords: teamwork, responsibilities, organisation, geographical questions, |

|geographical key terms, presentation, planning, advertising, report writing |geographical key terms, presentation, planning, advertising, report writing |

|Opportunities: [IF I DID THIS AGAIN, WHAT MIGHT I DO DIFFERENTLY?] |Threats: [EVEN IF I DID THIS AGAIN, WHAT PROBLEMS MIGHT I STILL FACE?] |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

|Keywords: teamwork, responsibilities, organisation, geographical questions, |Keywords: teamwork, responsibilities, organisation, geographical questions, |

|geographical key terms, presentation, planning, advertising, research |geographical key terms, presentation, planning, advertising, research |

[pic]

-----------------------

[pic]

Anything

else?

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download