Madagascar sow

May 29, 20121 like527 views

This document analyzes the content knowledge covered in a Year 9 inquiry-based unit on Madagascar's uncertain future. It shows how students acquired foundational knowledge about Madagascar's location, development, and biodiversity in early lessons. Later lessons required applying and linking this content knowledge, as well as developing procedural knowledge through activities on illegal rosewood logging and sustainable decision making. The unit assessed students' understanding of why Madagascar faces an uncertain future based on three possible futures scenarios.

Analysis
?of
?the
?knowledge
?Content
?of
?the
?Year
?9
?Inquiry
?Based
?Unit
?of
?Work
?
��Why
?Does
?Madagascar
?Face
?an
?Uncertain
?Future?��
?

?
Application
?and
?assessment
?of
?knowledge
?in
?

? Guitar
?lesson,
?decision
?making
?and
?
assessment
?based
?on
?futures
?

?

?

?
Acquisition
?of
?knowledge
?

?
?
? Content
?knowledge.
?Linking
?key
?concepts.
?
Lesson
?bringing
?human
?and
?physical
?aspects
?
together
?requiring
?deeper
?understanding
?

?
Core
?knowledge
?regarding
?location,
?
development
?and
?biodiversity.
?Human
?and
?
?
physical
?geography
?kept
?separate.
?
?

?

Disjuncture
?from
?
Procedural
?knowledge
?through
?the
?
existing
?knowledge
?
? Rosewood
?logging
?enquiry
?and
?sustainable
?
(from
?Schwartz)
?
decision
?making
?exercise.
?
?

?

?

?
? Lesson
?Number
?
?
?
?
?

?

1
? 2
? 3
? 4
? 5
? 6
? 7/8
? 9
? 10
?
Why
?is
?Madagascar
?the
?World��s
?Worst
?Economy?
?

Rosewood
?Crisis.
?Note:
?Writing
?a
?campaign
?song
?
What
?makes
?Madagascar
?a
?Biodiversity
?hotspot
?
Is
?Madagascar
?Like
?the
?Movies?
?Critical
?analysis
?

What
?happens
?when
?poverty
?and
?biodiversity
?

A
?Sustainable
?Alternative?
?A
?Decision
?Making
?
Madagascar?
?
?Google
?Earth
?enquiry
?into
?the
?

Assessment:
?Why
?does
?Madagascar
?face
?an
?
What
?is
?more
?important
?social
?issues
?or
?
of
?prior
?knowledge
?about
?Madagascar.
?
?

against
?the
?illegal
?trade
?in
?Rosewood
?
Who
?is
?to
?blame
?for
?illegal
?logging
?in
?

Exercise
?based
?on
?three
?futures.
?
?
environmental
?conservation?
?
?

uncertain
?future?
?
?
occur
?together?
?
?

Hitting
?the
?Right
?

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Madagascar sow

1. Analysis ?of ?the ?knowledge ?Content ?of ?the ?Year ?9 ?Inquiry ?Based ?Unit ?of ?Work ? ��Why ?Does ?Madagascar ?Face ?an ?Uncertain ?Future?�� ? ? Application ?and ?assessment ?of ?knowledge ?in ? ? Guitar ?lesson, ?decision ?making ?and ? assessment ?based ?on ?futures ? ? ? ? Acquisition ?of ?knowledge ? ? ? ? Content ?knowledge. ?Linking ?key ?concepts. ? Lesson ?bringing ?human ?and ?physical ?aspects ? together ?requiring ?deeper ?understanding ? ? Core ?knowledge ?regarding ?location, ? development ?and ?biodiversity. ?Human ?and ? ? physical ?geography ?kept ?separate. ? ? ? Disjuncture ?from ? Procedural ?knowledge ?through ?the ? existing ?knowledge ? ? Rosewood ?logging ?enquiry ?and ?sustainable ? (from ?Schwartz) ? decision ?making ?exercise. ? ? ? ? ? ? Lesson ?Number ? ? ? ? ? ? 1 ? 2 ? 3 ? 4 ? 5 ? 6 ? 7/8 ? 9 ? 10 ? Why ?is ?Madagascar ?the ?World��s ?Worst ?Economy? ? Rosewood ?Crisis. ?Note: ?Writing ?a ?campaign ?song ? What ?makes ?Madagascar ?a ?Biodiversity ?hotspot ? Is ?Madagascar ?Like ?the ?Movies? ?Critical ?analysis ? What ?happens ?when ?poverty ?and ?biodiversity ? A ?Sustainable ?Alternative? ?A ?Decision ?Making ? Madagascar? ? ?Google ?Earth ?enquiry ?into ?the ? Assessment: ?Why ?does ?Madagascar ?face ?an ? What ?is ?more ?important ?social ?issues ?or ? of ?prior ?knowledge ?about ?Madagascar. ? ? against ?the ?illegal ?trade ?in ?Rosewood ? Who ?is ?to ?blame ?for ?illegal ?logging ?in ? Exercise ?based ?on ?three ?futures. ? ? environmental ?conservation? ? ? uncertain ?future? ? ? occur ?together? ? ? Hitting ?the ?Right ?

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