11-12 Years (MY1)

2020-24

Adaptability
Geography
 Adaptability: The ability to approach situations with
flexibility and alter or change our responses can be
advantageous.

Contents
Contents 2
Entry Point 3
Learning Goals 8
Big Picture 9
Geography Task 1 10
Geography Task 2 13
Geography Task 3 15
Geography Task 4 19
Geography Task 5 21
Geography Task 6 23
Geography Task 7 25
Journaling Questions 28
Exit Point 29

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 Adaptability: The ability to approach situations with
flexibility and alter or change our responses can be
advantageous.

Entry Point

The IMYC Process to Facilitate Learning

Each unit begins with an Entry Point. This is an exciting event or activity that sets the context for the
learning that is to follow.
In the structure of the IMYC, the Entry Point is not specifically designed to achieve any of the Learning
Goals. It is an activity that sets the context for the unit and it is intended to be engaging enough so that
students will begin to think about the Big Idea before they begin their more structured and focused
studies. In responding to an Entry Point, students’ brains begin to create a framework around the Big Idea
on which the later learning can be placed.
The Entry Point takes place before any of the ‘formal’ work begins. Consider activities outside of the box,
outside of your classroom and possibly outside of your school.
The Entry Point was designed to support the following needs of the adolescent brain:

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 Adaptability: The ability to approach situations with
flexibility and alter or change our responses can be
advantageous.

The need to link their learning. Taking part in the Entry Point activities should remind the students of
what they already know and give them a strong link to the Big Idea.
The need to be active and engage with their learning. The Entry Point is an opportunity for students
to engage with the new Big Idea, be active, and even take risks.
The need to learn with their peers. This is an opportunity to engage in a fun activity with other
students in the class.
Entry Points can typically last from one hour to a full day, depending on the activity and the school. Many
schools use assemblies or phase functions to stage the Entry Point for a unit. Sometimes Entry Points are
‘big occasions’ and sometimes they only take an hour.
Ideally, teachers will also plan for Entry Points together to develop the habit of collaborative planning and
create a creative environment for the upcoming weeks that will be spent on the unit.
Entry Points can be designed around a specific subject and shared by all students at the same time or be
more general in nature.

Shorter Entry Point Suggestions (one class or half a day)

Adapting to Teamwork
Required materials: Newspaper, sellotape, objects for students to wrap
Introduction: Define adaptability and discuss reasons why it is important to be adaptable in different
situations. Have students assess their own adaptability skills by rating statements about the activity (i.e. I
am able to work with any partner my teacher assigns. I can work under pressure.). Divide the students into
groups of up to five to complete the following tasks together.
Tasks: First, give the groups five minutes to wrap a bottle in newspaper. Then, working in the same
groups, give them five more minutes to wrap a chair using newspaper. For this task, they need to have
reduced resources and are NOT allowed to speak to each other. Finally, give them five more minutes and
ask them to wrap a PE cone. This time they have ample material, are allowed to talk, but they are not
allowed to use their hands. While they are working, give an additional object to wrap such as a ball, but
do not give them any extra time to complete the task.
Conclusion: Have students review their adaptability self-assessment and discuss if it was a true
assessment of their ability to adapt to these tasks. Have students reflect on the different ways they had
to adapt to difficult situations during this activity and how it will help them adapt in other areas of their
lives.
Refugees in School
Required materials: Pencils, several classrooms
Introduction: A school environment is a great way to help kids think globally about the real problems
people face today like mass migration and refugee rights. Pretend that each classroom is its own country
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 Adaptability: The ability to approach situations with
flexibility and alter or change our responses can be
advantageous.

and there is an emergency that urgently causes the displacement of the students.
Task: Students can only take a pencil with them as they flee the urgent situation and become refugees in
another classroom. The teacher and the students must migrate to this new “land” together. In their new
“country” there are different materials, different rules, different seating arrangements, etc. How will the
group adapt? Will the Mathematics teacher be able to teach a class successfully in the Science
classroom? Will the English students be able to learn grammar in the gym? Teachers and students must
attempt to complete a normal lesson under these conditions.
Conclusion: After the class period, have students and teachers reflect with the whole group about the
activity and discuss the ways they had to adapt during the class.
Adapting to Stress
Required materials: Video, worksheets
Introduction: Stress is a normal part of life and essential to a young student’s learning and development.
But too much stress for too long can be harmful or “toxic.” In this activity, students will reflect on their
own stress and learn a few techniques that will help them adapt to it.
Task: Start by asking students what they believe stress is and what causes it. You can ask questions to get
them thinking like: Have you ever had a headache because you were worried about something? Have you
ever had trouble sleeping before a big test or assignment? Have you felt butterflies in your stomach
before speaking in front of the class? Explain that those are a few ways that stress can affect the body.
Ask students to guess how many trips to the doctor’s office have something to do with the stress people
are feeling? Experts believe it’s about 8 out of 10. That’s eighty percent! Have students work out what a
proportionate number of the total class size is, and ask 80% of students to stand so that they can get a
sense of the magnitude of the impact of stress on health. This is why we need skills to help us adapt to
our stress. Have students watch this video:
Stress Management Tips for Kids and Teens! (7:15).
After the video, demonstrate other methods for reducing stress such as deep breathing or simple
mindfulness meditation exercises.
Conclusion: Have students complete the following to find areas where they can reduce their stress levels:
Stressed or Not Stressed? Have students take the self-assessment on pages 18 and 19
Discuss which techniques might best help them adapt to their stress.

Longer Entry Point Suggestions (All day)

Adapting to Ageing
Required materials: Earplugs for each student
Introduction: As people get older, they must adapt to the different ways their body changes. Some older
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 Adaptability: The ability to approach situations with
flexibility and alter or change our responses can be
advantageous.

people may lose their mobility while others must move to a care home because they cannot take care of
themselves anymore. Another important change that can force older people to adapt is hearing loss. We
often see this happen to our grandparents and can feel many emotions about it. We must adapt to their
difference as much as they must adapt to their new way of interacting with the world.
Task: Give every student a pair of earplugs and divide the whole group into pairs of two. These partners
should spend all day together. For half of the day, one of the students wears earplugs during all activities
and their partner needs to aid them when they struggle with hearing loss. For the second half of the day,
they will switch roles.
Conclusion: At the end of the day, have students reflect on the ways they adapted to hearing loss and
discuss the different emotions related to such adaptations. Make connections between their experiences
in the activity and those they may face with a grandparent or elder in their family or community.
International Climate Conference
Required materials: Videos, computers for conducting research
Introduction: Climate change is an issue that affects the whole world. As the planet warms and the
weather patterns change, we must all adapt to this new reality facing humanity. The adaptations we have
to make will be unique to each environment and ecosystem, and in order to develop a global perspective
of the issue, students can participate in an “International Climate Conference”.
Task: Using the country of Bangladesh as an example, have students watch two short videos.
The first, How Bangladesh Has Adapted to Climate Change (6:05), explains the problems the people of
Bangladesh are facing because of sea-level rise and changing weather patterns.
After viewing, discuss the perils Bangladeshis face and the ways they are adapting to them. Ask students
if they can think of any other suggestions for adaptations that could help the people there.
The second video, The Floating Farms of Bangladesh, is a more current revisiting of the adaptations
they are making. Explain that this is an ongoing process, and people must evaluate the solutions in
order to keep improving and adapting.
Divide the group into teams of three-five students. Provide each team with the name of a country, trying
to choose countries from all of the continents. Allow students to conduct research about:
1) The way climate change is currently affecting that country
2) The way climate change will affect that country in the near future
3) Several ways the people are adapting or trying to adapt to those changes.
Have the students think of their own ideas about climate adaptations for that country also. The groups
can make a short PowerPoint presentation to share their research with the whole group.
Conclusion: Finally, students will participate in an “International Climate Conference”, or a round table,
where the whole group can participate. Allow each group to present their research findings, and have an
open discussion about ideas and ways of adapting to climate change. Have students connect these
problems and solutions to their home country. How are they similar/different? Which ideas can be
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 Adaptability: The ability to approach situations with
flexibility and alter or change our responses can be
advantageous.

implemented or not?

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 Adaptability: The ability to approach situations with
flexibility and alter or change our responses can be
advantageous.

Learning Goals
Students will:
4.01 Be able to create maps including spatially represented data
4.02 Be able to use and interpret a variety of images or maps including analysing scale, including
digital maps
4.03 Be able to design and /or select and use appropriate research tools and instruments to collect
data
4.04 Be able to analyse data in order to draw conclusions
4.05 Be able to evaluate data collection methods for validity, reliability, bias and cultural sensitivity
4.06 Know that weather and climatic conditions in different places create threats and opportunities
of an economic, social and political nature
4.07 Understand how humans respond to threats and opportunities caused by weather and climatic
conditions
4.08 Know how the earth is constantly changing due to natural geographical processes
4.09 Be able to evaluate the effectiveness of human responses to natural changes to the landscape
4.10 Understand the factors that influence the decisions that people make about where to live and
their perceptions of how liveable places are
4.11 Be able to compare geographical features from different places
4.12 Know about similarities and differences between places at different levels of economic
development and how environments affect economic activity
4.13 Be able to evaluate the sustainability of solutions to environmental issues exacerbated by
humans
4.14 Understand that there are conflicting perspectives on the use of environment and resources in
different places

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 Adaptability: The ability to approach situations with
flexibility and alter or change our responses can be
advantageous.

Big Picture
Students begin this unit by considering the ways in which they adapt to their environment, focusing on
the patterns that they see in the weather and climate around them. They then investigate how people in
different parts of the world (for example the Inuit, Bedouin, nomadic people of Africa, Mongolia and
Siberia) have been able to change with the weather, climate and topography of the places in which they
live. Throughout the unit students consider the inspiration for human determination to change and adjust
to different physical environments and their sustainability.
Note on Subject Tasks: Certain topics addressed in our units may be sensitive or not applicable to certain
countries. Tasks are suggested, not prescriptive, and they provide ways in which teachers can cover
Learning Goals through the Big Idea. If certain themes, scenarios, or examples may not be appropriate,
relevant or applicable to your local context, we encourage you to find suitable alternatives that can
address Learning Goals and their final outcomes within the unit.

Disclaimer
The IMYC is not responsible for the content of websites or videos listed in this unit. We cannot guarantee
nor accept any liability for the content or links of any websites or videos featured in this unit. For
safeguarding purposes, all websites and videos must be checked before being used in the classroom.
Many of the links will feature advertising, some of which may not be age-appropriate, and steps should be
taken when planning tasks to reduce the risk of exposure to unsuitable images or text. Due to the
increase in advertising in online sources, you may wish to explore a viewing platform to reduce the risk of
inappropriate content. Two such platforms are Videolink and Pure.
The websites and videos listed in this unit are not under the control of the IMYC. We have no control over
the nature, content and availability of those websites and videos. The inclusion of links to any websites or
videos does not imply a recommendation of, or endorse the views expressed within, those websites and
videos.
The IMYC takes no responsibility for, and will not be liable for, any website or video becoming
unavailable anywhere in the world.
If you find a link that does not function or no longer meets the intended resource need, please
email [email protected] stating the unit title, subject, task and link.

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 Adaptability: The ability to approach situations with
flexibility and alter or change our responses can be
advantageous.

Geography Task 1
Learning Goals
Geography
4.06 Know that weather and climatic conditions in different places create threats and opportunities
of an economic, social and political nature
4.07 Understand how humans respond to threats and opportunities caused by weather and climatic
conditions
4.08 Know how the earth is constantly changing due to natural geographical processes
4.09 Be able to evaluate the effectiveness of human responses to natural changes to the landscape

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 Adaptability: The ability to approach situations with
flexibility and alter or change our responses can be
advantageous.

Research activity
Begin by asking your students these questions about their home country or the country
where they go to school:
What have people done to help cope with living with rain?
What have people done to help cope with living with heat and the sun?
A range of different answers to each of these questions exist, based on where people live
and what impact the sun and rain have on them. (The umbrella, for example, is a response to
both.) Using these simple questions we can look at how humans have adapted, how animals
have adapted and how some buildings have been adapted in response to their environment.
Encourage your students to come up with a range of objects that are designed to help
humans adapt to particular weather conditions, e.g. a waterproof coat, suncream, a hat,
sandals, an umbrella, a sheepskin hat or an item made from wool. If possible, the objects
should be a range of artificially manufactured products and items sourced from the natural
world.
Ask your students to discuss the different objects and answer the following questions about
each object:
How does it adapt to weather changes?
How effective is it?
Where did the idea for it come from?
How sustainable is its production?
Who might wear it? Where? When?
How do people know when they are going to need it?
Then ask your students to consider how their homes are adapted to different conditions:
What do you have to help you in the winter?
What do you have to help you in the summer?
Do you invest in these adaptations in advance?
How do you decide what you are going to need?
Ask them to consider other things in their lives that are adapted to changes in the weather,
e.g. cars, local buildings, sports grounds, parks and their facilities. Is it possible to identify
adaptations through the seasons? Why might this be the case?

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 Adaptability: The ability to approach situations with
flexibility and alter or change our responses can be
advantageous.

Recording activity
In small groups, ask your students to record their findings from Geography Task 1 in a visual
way. Ask them to use this table to organise their findings and then choose a visual way to
present this to the class.

Reflection activity
Ask students to share their ideas with the class. They could then select a journaling question
to answer.

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 Adaptability: The ability to approach situations with
flexibility and alter or change our responses can be
advantageous.

Geography Task 2
Learning Goals
Geography
4.06 Know that weather and climatic conditions in different places create threats and opportunities
of an economic, social and political nature
4.07 Understand how humans respond to threats and opportunities caused by weather and climatic
conditions
4.08 Know how the earth is constantly changing due to natural geographical processes
4.09 Be able to evaluate the effectiveness of human responses to natural changes to the landscape

13
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 Adaptability: The ability to approach situations with
flexibility and alter or change our responses can be
advantageous.

Research activity
Contrast the ideas in Geography Task 1 with adaptations found in other places, particularly
those with a different climate. How are their adaptations different or the same? Why?

Recording activity
Summarise the findings by asking your students to record a mind map of all the things that
can be adapted to changes in the weather. They should use different categories as branches
of the mind map, e.g. clothing, buildings, transport, activities, and use different colours to
represent adaptations in different climates.
Guide your students towards recognising that people and places are adapted to the
environment in which they exist but that these adaptations vary depending on the weather,
climate and topography.

Reflection activity
Ask students to evaluate the effectiveness of these human responses to the natural
environment. For example, does changing the type of clothing worn improve conditions for
people?

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 Adaptability: The ability to approach situations with
flexibility and alter or change our responses can be
advantageous.

Geography Task 3
Learning Goals
Geography
4.02 Be able to use and interpret a variety of images or maps including analysing scale, including
digital maps
4.04 Be able to analyse data in order to draw conclusions
4.06 Know that weather and climatic conditions in different places create threats and opportunities
of an economic, social and political nature
4.07 Understand how humans respond to threats and opportunities caused by weather and climatic
conditions
4.08 Know how the earth is constantly changing due to natural geographical processes
4.09 Be able to evaluate the effectiveness of human responses to natural changes to the landscape
4.11 Be able to compare geographical features from different places
4.13 Be able to evaluate the sustainability of solutions to environmental issues exacerbated by
humans

International
4.13 Understand the impact of different forms of governance on society

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 Adaptability: The ability to approach situations with
flexibility and alter or change our responses can be
advantageous.

Research activity
Your students should watch the Managing Our Mangroves – CARE Vietnam video
(http://vimeo.com/7977062) and make notes about the way the Vietnamese have adapted
their local environment to protect their livelihood. In groups, your students discuss the
following questions:
Where did the local people get their inspiration from?
Have they adapted to their environment or have they adapted their environment for
their own benefit?
Use an atlas, Google Earth (www.google.com/earth/index.html) or a similar geographic
platform or application to find the Agadez region in Niger. The town of In-Gall, located in
the Agadez region, is the location for Gerewol (Guérewol), an annual festival during which
the tribal people of the Wodaabe meet at a desert oasis for celebration and dance. The
event can only take place during the rainy season, in a fertile location, as during all other
times of the year the weather is too dry to support the thousands of animals and people that
arrive. Show your students photographs or images of the event. The following website is a
good source of images, though you may wish to use your own images/photographs of the
event.
https://africageographic.com/stories/the-wodaabe-nomads-north/#1 – This webpage
contains information and photographs on the Wodaabe, Nomads of the North, by travel
photographer and writer Trevor Cole.

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 Adaptability: The ability to approach situations with
flexibility and alter or change our responses can be
advantageous.

Recording activity
After considering the way in which the Vietnamese and the Wodaabe people have adapted
the geography of their environment to either protect their livelihood or for entertainment,
your students should create a comparison table (like the one below), recording the type of
adaptation, the reason, the effect and how sustainable it is.

Use pictures and diagrams of hurricane damage prevention systems in the USA to compare
with the examples already analysed. Focus on the technology used, the money involved and
the high profile news coverage. It might be useful for your students to compare the
effectiveness of these strategies by looking at key statistics from recent extreme weather
events.
The following websites are good starting points:
http://www.nhc.noaa.gov/prepare/ready.php – This is the website for the National
Hurricane Center (NHC), the division of the United States' National Weather Service.
It contains up-to-date information on hurricanes and hurricane prevention.
https://www.epa.gov/natural-disasters/hurricanes – The website of the United States
Environmental Protection Agency contains a range of advice and recommendations for
preparation and recovery associated with a hurricane.
http://hurricanesafety.org – This is the website of the National Hurricane Survival
Initiative, a USA organisation dedicated to saving lives and minimising the damage
created by hurricanes. The website contains substantial useful information, including
information on hurricane statistics.
http://www.metoffice.gov.uk/learning/learn-about-the-weather – The UK Met
Office Learning website is dedicated to help students learn more about the weather and
its impacts. It contains a range of useful case studies of different types of severe
weather, including one on Hurricane Katrina.

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 Adaptability: The ability to approach situations with
flexibility and alter or change our responses can be
advantageous.

Reflection activity
Ask students to consider the nature of the different adaptations that we make to extreme
weather. How are they affected by:
Money
Nature
Patterns in the weather
Cultural history
Being sustainable?

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 Adaptability: The ability to approach situations with
flexibility and alter or change our responses can be
advantageous.

Geography Task 4
Learning Goals
Geography
4.01 Be able to create maps including spatially represented data
4.06 Know that weather and climatic conditions in different places create threats and opportunities
of an economic, social and political nature
4.09 Be able to evaluate the effectiveness of human responses to natural changes to the landscape
4.11 Be able to compare geographical features from different places
4.12 Know about similarities and differences between places at different levels of economic
development and how environments affect economic activity

Personal Goals
Adaptable - 4.04 question and re-evaluate my own values, views and opinions based on new
information
Collaborator - 4.08 recognise group dynamics and the strengths of individuals in the group

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 Adaptability: The ability to approach situations with
flexibility and alter or change our responses can be
advantageous.

Research activity
Tell your students that they are going to plan an expedition to the North Pole. Using a range
of sources – e.g. an atlas, the internet – your students briefly research the climate they are
going to expect when they arrive. Provide them with pictures of different adaptations used
by local Inuit people, e.g. husky dogs, sealskin kayaks, animal skin clothes, sledges, bone
knives, harpoons. Ask them to annotate the pictures with different ideas, e.g. materials,
function, weight, durability, and so on. Using their knowledge of the climate in the North
Pole, your students can make reasonable assumptions about their function and use.
Ask your students to think of a series of questions they would like to ask the Inuit about the
objects they use. Then, ask some of your students to ‘hot seat’ as they role-play members of
the Inuit tribe. All other students question the role-play group about their society and their
roles within it.
Choose one student to act as the ‘wise man/woman’ of the tribe, ready to step in if the
student in the ‘hot seat’ needs help. The student playing the role of ‘wise man/woman’
needs to be prepared beforehand with detailed information about each object and also be
told that they must offer advice or help as need.

Recording activity
Give your students a blank map of the world and in groups ask them to:
Plan a route that they could take to get to the North Pole
Write a packing list of items they would need
Develop a safety plan for what they could do if something went wrong.

Reflection activity
Ask students to share their ideas with another group, asking questions about why they made
certain decisions. Give students some time to adapt their plans afterwards.

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 Adaptability: The ability to approach situations with
flexibility and alter or change our responses can be
advantageous.

Geography Task 5
Learning Goals
Geography
4.01 Be able to create maps including spatially represented data
4.02 Be able to use and interpret a variety of images or maps including analysing scale, including
digital maps
4.06 Know that weather and climatic conditions in different places create threats and opportunities
of an economic, social and political nature
4.07 Understand how humans respond to threats and opportunities caused by weather and climatic
conditions
4.09 Be able to evaluate the effectiveness of human responses to natural changes to the landscape
4.11 Be able to compare geographical features from different places
4.12 Know about similarities and differences between places at different levels of economic
development and how environments affect economic activity
4.13 Be able to evaluate the sustainability of solutions to environmental issues exacerbated by
humans

21
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 Adaptability: The ability to approach situations with
flexibility and alter or change our responses can be
advantageous.

Research activity
Ask your students to use the internet to research the adaptations of Bedouin nomadic tribes,
the Aboriginal peoples of Australia, the nomadic peoples of Africa, Mongolian nomads and
Siberian groups such as the Sakha (Yakuts).
Ask your students to think about the following questions:
What techniques do these people use to adapt to their climate?
Are these natural solutions?
To what extent are they ‘modern’ ideas?
Did they inherit this knowledge from their elders? Why is this important?
What impact does their adaptation have on their culture and traditions?
What can we learn from the respect they have for their environment?

Recording activity
Students should use a world map to create a layered picture of climate, adaptations and
people. Ask your students to consider the links between the people they found out about in
the research activity and some of the unifying themes. One example could be the use of
sustainable natural resources.

Reflection activity
Ask students to reflect on and outline in their journals how their unifying themes link with
the Big Idea.

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 Adaptability: The ability to approach situations with
flexibility and alter or change our responses can be
advantageous.

Geography Task 6
Learning Goals
Geography
4.02 Be able to use and interpret a variety of images or maps including analysing scale, including
digital maps
4.03 Be able to design and /or select and use appropriate research tools and instruments to collect
data
4.06 Know that weather and climatic conditions in different places create threats and opportunities
of an economic, social and political nature
4.07 Understand how humans respond to threats and opportunities caused by weather and climatic
conditions
4.10 Understand the factors that influence the decisions that people make about where to live and
their perceptions of how liveable places are
4.12 Know about similarities and differences between places at different levels of economic
development and how environments affect economic activity
4.13 Be able to evaluate the sustainability of solutions to environmental issues exacerbated by
humans

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 Adaptability: The ability to approach situations with
flexibility and alter or change our responses can be
advantageous.

Research activity
Ask your students to use a map or atlas and research general information about the climate
and topography of the tropical rainforest.
Give your students two locations, some distance apart in the Amazon rainforest, e.g. Anama
and Manaquiri (200km apart), and ask them to explore the different obstacles and challenges
that they would encounter on their journey.
Google Earth (www.google.com/earth/index.html) or a similar geographic platform or app
may help with identifying the specific route and some of the relief and waterways
encountered.
Use photographs of indigenous peoples navigating waterways, hunting, and building
shelters.
Students could work in pairs for this activity and present their findings to the class. The class
could debate which group had the most challenging journey and why.

Recording activity
Ask your students to write a travel diary of their expedition, imagining they had a local
tribesperson as a guide and reflecting on all the adaptive techniques they would see and
experience as part of their journey.

Reflection activity
Ask students to compare the adaptations made in the rainforest environment with those
made in other areas that they have studied in this unit.

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 Adaptability: The ability to approach situations with
flexibility and alter or change our responses can be
advantageous.

Geography Task 7
Learning Goals
Geography
4.02 Be able to use and interpret a variety of images or maps including analysing scale, including
digital maps
4.03 Be able to design and /or select and use appropriate research tools and instruments to collect
data
4.04 Be able to analyse data in order to draw conclusions
4.05 Be able to evaluate data collection methods for validity, reliability, bias and cultural sensitivity
4.06 Know that weather and climatic conditions in different places create threats and opportunities
of an economic, social and political nature
4.07 Understand how humans respond to threats and opportunities caused by weather and climatic
conditions
4.08 Know how the earth is constantly changing due to natural geographical processes
4.09 Be able to evaluate the effectiveness of human responses to natural changes to the landscape
4.11 Be able to compare geographical features from different places
4.14 Understand that there are conflicting perspectives on the use of environment and resources in
different places

Personal Goals
Collaborator - 4.05 take responsibility for different roles depending on the needs of the group and on
the goal in a variety of contexts
Collaborator - 4.06 support others in their roles in order to achieve shared goals
Collaborator - 4.07 apply leadership skills and strategies when appropriate

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 Adaptability: The ability to approach situations with
flexibility and alter or change our responses can be
advantageous.

Research activity
Divide your class into two groups, one side representing the Himalayas (mountain
topography) and the other side representing the Mongolian steppe (grassland plain
topography).
Give each group some key facts about their environment and examples of some of the
people who live there. Ensure that your students have sufficient time to carry out
worthwhile research before the recording activity.
Essential information:

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 Adaptability: The ability to approach situations with
flexibility and alter or change our responses can be
advantageous.

Recording activity
Ask each group to present an argument, stating the case for their land topography being the
most challenging in which to live. The discussion should be focused on the following areas:
The adaptations required in order to survive the environment
Comparative data about the topography
Case studies of the people who live in these areas
Challenges faced by travellers who have little knowledge of this environment
Images of the topography and successful adaptations
Other influencing factors, e.g. the effect of topography on the weather or climate.

Reflection activity
Ask your students to consider the adaptations they have explored so far in this subject
section. Using the following categories, ask them to create a mind map linking the ideas
together and showing the similarities and differences between these adaptations:
Adapting to the local environment
Using natural resources
Learning from the past
Integrating culture
The cost of adaptation
Using manufactured resources
Sustainability.

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 Adaptability: The ability to approach situations with
flexibility and alter or change our responses can be
advantageous.

Journaling Questions
Why do people adapt to the geography of their environment?
Where do humans get their inspiration for adaptation from?
What can affect the ability of adaptations to survive?
How are you adapted to the geography of your environment?
Do economically wealthy countries adapt to their environment in different ways to the
developing world?
What role do the natural resources of an area have in the adaptations of the people who
live there?
To what extent do adaptations affect the geography of an area and place pressure upon
the natural balance?

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 Adaptability: The ability to approach situations with
flexibility and alter or change our responses can be
advantageous.

Exit Point
Each of the IMYC units is written to be completed in about six weeks. During the sixth week, teachers and
students come together in a final formal opportunity for students to demonstrate the understanding they
have developed through a project.
Over each year and for each IMYC unit within that year, students will conceive, design and produce an
Exit Point project. Students can work independently or in groups. Groups can be either prescribed by
teachers or spontaneous.
The hard work is in the thinking and planning which is at the heart of the Exit Point. Students choose,
plan, design and execute the project. They could be involved in:
Reviewing and reflecting on their personal learning in subjects, the personal meaning they have
made during the six weeks or about links in their learning to or around the Big Idea.
​Deciding how they can represent the meaning within the context of the particular project that is
being attempted. The Exit Point does not necessarily have to include the use of modern media such
as videos, podcasts, web documents or presentations; it could also be debates, dramas, extensive
writing projects, magazine articles or even cartoons. As long as it is an engaging hands-on opportunity
for students to demonstrate their learning and deeper understanding in any of the following:
In subject concepts
Through connecting subject learning through the Big Idea
To make personal meaning of their learning
To develop the ideas they have experienced in a particular subject or multiple subjects
Through any action that they have taken as a result of their learning.
We recommend that you plan for the time students need to design and create the projects but also
carefully consider the different opportunities that can be created for the students to present their work
to an audience. This is an opportunity to invite parents into school to share in their child’s learning.
Although the goal of the Exit Point is for students to demonstrate the understanding they developed over
the six weeks, we do not recommend assessing it. Instead, we strongly recommend that you thoroughly
plan for proper feedback to students from teachers, parents and very importantly, from their peers.

Exit Point Suggestions

Create a presentation about the adaptations learned about in science or history class. Focus on the
causes and effects of such adaptations in animals or people. Did the adaptations have advantageous
effects or not? If not, were the people or animals able to adapt a second time?
Create a podcast about coping with ageing. Interview people you know who are adapting to life with
an ageing grandparent or speak to your own family elders. You might also consider volunteering to
work with elderly people in a care home. By hearing and sharing the experiences of others, all
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 Adaptability: The ability to approach situations with
flexibility and alter or change our responses can be
advantageous.

students can learn to adapt. Have a listening party to share your podcast with others.
Create a video to help other students in your school adapt to stress. You should use real examples
from your own classes, school activities, and campus to make the video more meaningful. You can
include skits and advice about different ways to reduce stress. This video could be used as an
introduction video for new students.
Create an art piece about how you adapted to a challenge during this unit. Use the feelings you
experienced during the challenging moment to create an emotional feel to your art piece. Create a
poem or other creative writing to accompany the art piece. This can be presented along with work
from other students in the form of an art gallery.

Exit Point Suggestions with Sustainable Development Goals (SDGs)

Goal 1: No Poverty / Goal 2: Zero Hunger / Goal 10: Reduced Inequalities – Create a school-wide
donation drive to help international refugees or the local unhoused/low-income population in your
home country. You can plan, promote, and campaign for the awareness of the issues these people
face every day and ways that you can help them adapt. Consider creating a presentation to show in
front of your class or the whole school to raise awareness. After holding a donation drive, your job is
to ensure the money, food, or other goods are sent to the aid organization of your choice.
Goal 13: Climate Action – Create a presentation about the climate problems that face your school
and community. Consider several options that can help your local community adapt to these changes.
Create a series of artistic posters with specific calls to action such as Plant More Trees! or Conserve
Water by Taking a Three-Minute Shower! Of course, the calls to action should reflect the problems
facing your specific community. Share these posters in your school, on community notice boards, or
even in the local library.
Goal 11: Sustainable Communities / Goal 13: Climate Action – Organise an event to help raise
awareness about climate change and offer suggestions about ways to adapt. For example, you can
organize a “No Car Day” and encourage students, teachers and other school staff to walk, ride a bike
or use public transportation on that day. Another event could be a “Zero Plastic Week”. For this
activity, you can explain ways to cut plastic out of our daily lives and have your community members
pledge to do it for one week. Write a reflection on the successes and failures of the event, and
consider how to improve it for next time. What adaptations are sustainable solutions to the problem?

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