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You belong to the group of teachers who achieve high values across all conceptions, and therefore you fall into all three groups. We have a unique offer for you to grasp geographical educational content. That is GEOWHEEL (ALL IN ONE).
What is the cause of drought in the countryside?
Why do we distinguish hydrological, meteorological, agricultural and random drought and what is their cause and what are their consequences?
How long are drought processes – when is it and when is it no longer dry?
The student will explain the causes of different types of drought in the countryside.
The student will explain how drought manifests itself in the landscape.
The student will justify why drought occurs in selected regions.
The student will clarify the connections between natural and climatic conditions and drought in the landscape.
Deforestation:
EL-NINO
What impact does drought have on the landscape?
What threats do different types of drought pose?
How to solve the problem of drought in the countryside to prevent a disaster?
What challenges can drought present in the landscape?
The student will propose a scenario/s of how to deal with drought in the landscape (of the selected region, place).
Using relevant sources, the student will propose a solution to slow down the desertification process in the selected region.
The student presents conclusions from selected scientific texts that address the issue of drought in the countryside.
In what ways can drought be solved in the countryside?
What is the value of drought to you?
How would a lack of water or drought affect you?
Is the issue of drought in the countryside adequately addressed?
The student will evaluate different ways of solving drought in the countryside.
The student defends the solution to the drought in the countryside from a pre-assigned role.
The student presents a synthesis of various types and concepts of drought, which he has looked up in relevant sources.
What is drought?
What types of drought do we have?
Where can we encounter drought?
In what regions and places can drought be located?
The student lists the types of drought.
The student shows the largest deserts on the world map.
The student lists the biomes in which we can encounter drought.
The student explains what drought is.
How does one contribute to deepening the drought in the landscape?
How does one contribute to different types of drought?
How does drought affect human life?
How important are drought and water management to humans?
The student will explain how the process of desertification affects human life.
The student will explain how a person participates in the desertification process.
The student explains how people adapted to life in deserts.
The student analyzes how humans have contributed to the current state of the Aral Sea.
What signs of drought can occur in my area?
What measures can they use to solve the problem of drought in my area?
How are local manifestations of drought related to global climate change?
The student will assess how global climate change is related to the manifestations of drought in the local landscape (local region).
The student searches for measures to combat drought on the websites of local authorities and evaluates them according to predetermined criteria.
The student locates the potentially driest places in their surroundings on maps and then verifies and describes them in the field.
The student will describe the effects of drought on the local life of people.
How is drought shown on maps?
What map sources are most suitable for identifying drought in the landscape?
How could processes of increasing or decreasing drought be mapped?
The student creates a map according to cartographic principles, which shows the drought in the landscape.
The student selects relevant maps that will enable him to analyze the manifestations of drought in the landscape.
The student evaluates the topicality of the topic of drought in various map sources.
The student evaluates the change in drought in a certain location using satellite images.
Why are the driest places on earth?
How do people live in the driest places on Earth?
What is typical of the driest places on Earth and can they be different?
What is the genius loci in the driest places on Earth?
The student assesses what people do for a living in the selected driest place on Earth.
The student compares the two driest places that lie in one climate zone.
The student evaluates one of the driest places on Earth according to the criteria and explains why he would or would not like to live there.
How can drought be expressed using chemistry and physics?
How does mathematics solve the problem in the given landscape?
How does the drought expressed in the pictures on the Internet look aesthetically?
How does democracy contribute to solving the problematic drought?
The student applies mathematical calculations and physical principles to express drought in a selected location.
The student demonstrates drought in the landscape using a selected art technique.
The student evaluates the effect of drought on fauna and flora in the selected locality.
The student will search for and evaluate legislative support for mitigating drought in the countryside.
The assessment offered reflects the meaning of each conception and also includes key competencies.
If you choose different assessment criteria, ask yourself how this will change what you ask students to do and whether you will deviate from the given conception.
In the assessment, you will not find developed indicators for individual criteria. We’ll leave it up to you!
A criterion is an area of interest that you monitor in students. The indicators for the criteria focus on specific student performances (either you can observe the performance or not).
It is advisable to present the evaluation criteria and indicators to the pupils before or during the assignment of learning tasks.
Pupils then clearly know what is expected of them.
