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Interactive resources and e-book available on

The Educational Company of Ireland

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KATE MCCARTHY

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JUNIOR CYCLE GEOGRAPHY

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Published 2025 The Educational Company of Ireland Ballymount Road Walkinstown Dublin 12 www.edco.ie

A member of the Smurfit Westrock Group plc

© Nessa Davey, Kate McCarthy, 2025

All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without either the prior permission of the Publisher or a licence permitting restricted copying in Ireland issued by the Irish Copyright Licensing Agency, 63 Patrick Street, Dún Laoghaire, Co Dublin.

Cover, design and layout: Ailbhe Hooper Editor: Jane Rogers Images: Shutterstock, Nessa Davey, Compuscript, Ailbhe Hooper

While every care has been taken to trace and acknowledge copyright, the publishers tender their apologies for any accidental infringement where copyright has proved untraceable. They would be pleased to come to a suitable arrangement with the rightful owner in each case.

Web references are intended as a guide for students and teachers.

At the time of going to press, all web addresses were active and contained information relevant to the topics in this book. However, The Educational Company of Ireland and the authors do not accept responsibility for the views or information contained on these websites. Content and addresses may change beyond our control and students should be supervised when investigating websites.

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Junior Cycle Geography | Our World

CONTENTS 1: Overview of JC Geography* Specification materials Learning Outcomes

2: Planning Materials 02 Yearly schemes – linear Yearly schemes – non-linear Units of learning

3: Chapter Activities 04 One scaffolded exercise and one extension exercise per chapter

4: Tests

14

Chapter tests: Digital multiple-choice style Unit tests and marking scheme Suggested term tests and marking scheme

5: Classroom-Based Assessments

20

Planning documents Marking rubric

6: Teacher’s Toolkit

22

Teaching and learning strategies

7: Supplementary Teacher Resources*

* This section will be included in the full Teacher's Resource Book.

Contents | 1

1

2

Junior Cycle Geography | Our World

1.10 investigate a range of physical processes active in a chosen location and the connections between them

1.9 differentiate between the types of energy resources produced by the physical world

Volcanic activity

Three types

Skills Book Chapter 3 Activity 4

Questions 1 and 2, page 64

Action point! 3-2-1 activity

Skills Book Chapter 3 Activity 3

Question 4, page 60

Action point! Thinking for myself

75–76

Categorise the impacts of volcanic activity in Iceland into positive and negative, as well as social, economic and environmental

Distinguish between renewable and 219–223 non-renewable energy sources (leave out irrelevant case studies)

74–75

Identify what volcanic activity is occurring in Iceland

Distinguish between different types 68–71 of volcanic activity at different boundaries

Skills Book Chapter 14 Activities 1 and 2

Action point! Categorising energy types

2023 exam question, page 77

Question 5, page 77

Action point! Categorising impacts of volcanoes (75)

Skills Book Chapter 4 Activities 1 and 2

SEC Sample Question, page 78

Questions 1–4, page 76

Action point! Misconceptions

EBL – Assessing map and Consider why Iceland is a significant 61 discussing significance of Iceland country to study when learning Figure 3.8 about plates and volcanoes

61–4

Explain what happens at the three plate boundaries

What is a plate boundary?

1.2 distinguish between different categories of rock type, referring to composition and formation

59

Describe how plates move

How/why do plates move?

Textbook Learner experiences/ pages formative assessment

1.1 describe the formation and global distribution of volcanoes, earthquakes, and fold mountains in the context of plate tectonics and the structure of the Earth

Students should be able to:

Topics

Learning Outcomes

Summative assessment – Unit of Learning Test Past and sample questions

•

•

Assessment

2. PLANNING MATERIALS Iceland: The Land of Fire and Ice

Planning Materials | 2

3

2.9 assess the interrelationships between the physical world, tourism and transport

Textbook pages

Identify the links between the 308–309 physical landscape, transport and tourism in Iceland

Assess the impacts of tourism in Iceland

75

Examine tourism in Iceland 306–308

Action point! Reflecting on personal experiences as a tourist

298

Discuss the factors that influence tourism (emphasis on Iceland)

Action point! Categorise impacts of tourism into social or economic as well as positive and negative

Action point! Create a poster/brochure, page 308

Action point! Tourism in Iceland: analysing bar chart (opportunity for numeracy), page 306

EBL – Which of these factors relate to Iceland?

Action point! Categorising tertiary economic activities

Action point! Categorising impacts of exploiting renewable energy sources

Action point! Analysing and understanding energy use in Iceland

Learner experiences/ formative assessment

296

234

232

Examine energy use in Iceland 227–231 (emphasis on geothermal)

Students should be able to:

Volcanoes Define tourism as a tertiary and tourism economic activity

Volcanoes and energy

2.1 describe the economic and social impacts of how we interact with the occurrence of volcanoes, earthquakes, and fold mountains

2.2 evaluate the environmental, economic, and social consequences of rock exploitation and energy resources

Topics

Learning Outcomes

Summative assessment – Unit of Learning Test Past and sample questions

•

•

Assessment

3: CHAPTER ACTIVITIES Chapter 1: What is Geography?

Activity 1: Local map Draw a simple map of your local town showing the physical and human geographical features in your area. Mark on your map where you live and the school you go to.

Features on your map could include: •

Local roads

•

Land uses: farming, housing, retail (shops), factories, etc.

•

Physical features: the coast, rivers, mountains, etc.

Extension exercise: Where will geography take you?

The world is more interconnected than ever before. The study of geography gives a better understanding of today's world. Here are some jobs for which it is important to have some geographical knowledge: Cartographer

Town planner

Meteorologist

University lecturer

Geography teacher

Archaeologist

Recycling officer

Civil engineer

Vulcanologist

Pilot

Geologist

Landscape gardener

Seismologist

Army officer

Conservationist

Taoiseach

Examine the table above and answer the following questions.

4

1.

Are there any jobs on the list that you have never heard of? See if you can find out what the job entails.

2.

Which of the jobs would you be interested in doing when you leave school? Give a reason for your answer.

3.

List any other jobs you can think of that a knowledge of geography would be important for.

Junior Cycle Geography | Our World

Chapter 3: The Earth Activity 1 Draw pictures to illustrate the mind map below.

crust

constructive

mantle

destructive

The Earth’s structure

Plate boundaries

inner core

passive outer core

Plate tectonics oceanic

The Earth Plates matching fossils

continental

Continental drift

Convection currents

continental jigsaw puzzle matching mountain ranges

Chapter Activities | 3

5

Extension exercise: Model making Materials required: Large Styrofoam ball, scissors, paint.

Instructions: Students are put into groups and design a model of the earth.

They must include the four layers they learned about in this chapter. The students collaboratively develop a design and assign individual tasks.

Examples of possible models:

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Chapter 4: Volcanoes Activity 1 Insert the following labels on the diagram below: lava flow

cone

ash cloud

crater

magma chamber

vent

6

3 5

4 2

1

Match your labels to the following descriptions: Magma is stored under the crust here The tube that brings magma to the surface The top of a volcanic cone Ash released into the air The shape of the volcanic mountain Lava running down the sides of the cone

Chapter Activities | 3

7

Extension exercise: Scratch Coding Activity During this lesson students will need access to a digital device. This activity introduces coding in a fun and creative way and it encourages active, creative and critical engagement with digital technologies. The animations will encourage students to engage in the curriculum in an innovative way.

Instructions: Students design a Scratch animation of a news report from the scene of a volcanic eruption. This activity is based on a question that appeared in the SEC Junior Cycle Geography sample paper. The learning intentions for this activity were: •

Students use their creative skills to produce a Scratch animation. They will peer assess, reflect on their learning, and give feedback.

•

Literacy skills will be developed by writing a script.

•

Teamwork and collaboration will be fostered, and roles clearly defined.

•

Students learn to code and thereby improve their IT skills.

The activity ties in with Learning Outcomes 1.1, 2.1 and 2.8 from the JC Geography specification. Doing the research will help students understand plate tectonics and the global distribution of volcanoes. They will be aware of the social and economic impacts of a volcanic eruption. They will understand how humans interact with volcanoes and how humans respond to a natural disaster such as a volcanic eruption.

Schedule and resources: Lesson

Activity

Lesson 1

•

Students are placed into groups

•

Collaborative selection of team names

Brainstorm: •

Think of as many ways as possible that we use computers in our everyday lives

Exercise 1: •

Direction exercise: Students create a set of directions to a location in the school for other teams to follow

•

Feedback and reflection on the activity

Lesson 2 Exercise 2: •

Students within each team are divided into pairs sharing an iPad

•

Students complete the map exercise on the Blocky app

Lesson 3 Planning session:

8

•

Roles are decided

•

A storyboard is planned

•

Research is undertaken

Junior Cycle Geography | Our World

Resources

Notes

Paper, markers, class computer, interactive board, feedback rubrics, assessment rubrics, Post-it notes, clipboards, scaffolded worksheets, and iPads

Students are put into groups of no more than three to four students. Team leaders are selected by the teacher.

Feedback is given orally to students.

Each pair work together to complete the map exercise. This program is similar to Scratch.

Each group is given several scaffolded worksheets to help them plan their animation.

Lesson

Activity

Resources

Notes

Lessons 4–6

Three lessons are given for students to complete their animation.

Paper, markers, class computer, interactive board, feedback rubrics, assessment rubrics, Post-it notes, clipboards, scaffolded worksheets, and iPads

Teacher acts as a facilitator of the learning. Students are encouraged to ask their teammates in other groups for assistance.

Lesson 7

Lesson 8

•

Students develop sprites and backgrounds

•

Images are sourced

•

Research is undertaken

•

Voiceovers and sound effects are recorded

•

An animation is created

•

Animations are shared with the teacher

•

Presentation of the animation and details of the processes involved in the creation of the video

•

The role that each member had is explained

•

Students complete peer feedback rubrics on each presentation and animation

•

Each group receives their feedback

•

Each group receives their formative and summative feedback rubric from the teacher

•

Students complete their reflection sheets

Every student must present the animation and give details of the role they had in the creation of the animation.

Reflection is given through a scaffolded rubric.

Chapter Activities | 3

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Approach to assessment and how it demonstrates student learning: During this module several methods could be used to assess students’ learning. Written feedback can be given using a scaffolded student feedback rubric. This rubric has both formative and summative assessments.

Students also list positive aspects and areas for improvement.

Success criteria are set in each category. These tie into the learning intentions for the module. Students complete a reflection exercise, two stars and a wish.

Scratch animation student feedback rubric: Team name:

Category

Scoring criteria

Total Score points

Organisation

Each member had a role

5

15 marks

Showed good teamwork

5

Clearly state what their animation is about

5

Animation

Good use of sound and music

5

25 marks

Voiceover is clear

5

Material is relevant to the topic

5

Good use of images, backgrounds and sprites

5

Good use of chapter key words

5

Information is well communicated

5

Each member of the team contributed

5

Speakers use a clear, audible voice

5

Engaging presentation

5

Total points

60

Presentation 20 marks

Score

Positive comments Improvements that could be made

This activity: Strongly disagree Improved my ability to work with others Developed my research skills Increased my confidence in using technology Allowed me to make new friends Improved my communication skills Allowed me to be creative Helped me learn and explore new topics and information

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Disagree

Unsure

Agree

Strongly agree

Chapter 15: Primary Economic Activities Activity 1: Matching exercise 1.

Match each job in the box with its corresponding photograph in the table below.

2.

State whether the job is in the primary, secondary or tertiary sector.

3.

Which job would you like to do after you finish school? Why would you like to do that job?

Write a few lines on what your job would involve. garda

farmer

forester

nurse

baker

factory worker

Job name Primary, secondary or tertiary

Job name Primary, secondary or tertiary

Job name Primary, secondary or tertiary Chapter Activities | 3

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Extension exercise: Geography in the news CASE STUDY

Controversial plan for a Dublin Mountains Visitor Centre at the Hellfire Club, Dublin

The Hellfire Club is a popular forest walk for visitors to the Dublin mountains. The site gets its name from a hunting lodge built on the top of Montpellier Hill in 1725. The area offers spectacular views over Dublin city.

Planning permission has been sought by South Dublin County Council, Coillte and the Dublin Mountains Partnership to develop a visitor centre at the historic Hellfire Club in the Dublin Mountains. The development would include a café, shop, toilets, education centre, exhibition space, a 50-seater auditorium and an extension to the existing car park for 275 cars plus coach parking. The project is projected to cost €15 million.

Positives to the proposed development: •

The project is designed to boost visitor numbers from 100,000 to 300,000. It will bring people to the area and serve a as starting point for visitors to the Wicklow and Dublin mountains.

•

The increased number of visitors will also boost the local economy and provide jobs.

•

There will be improvements to services for local residents.

•

It will encourage people to use outdoor amenities for exercise.

Several local farmers, conservationists and residents’ groups have objected to the plans and lodged a legal challenge to an Bord Pleanála.

Here are their concerns:

12

•

The development is seen as a ‘vanity project’ that is too large and over-scaled for the fragile natural wilderness of the mountain forest.

•

The landscape and natural beauty of the area will be spoiled by an increase in visitor numbers.

•

Disturbance to local wildlife. Concerns were raised about impact on the natural habitats of red squirrels, marsh fritillary butterflies, otters, woodpeckers and bats.

•

Trees will be cut down at the entrance of the Hellfire Club to accommodate increased visitor numbers.

•

Worry about damage to the archaeological heritage of the site.

•

Traffic problems on narrow local roads from increased visitor numbers.

Junior Cycle Geography | Our World

Prepare: Divide the class into groups representing the different viewpoints on this proposal. For example: •

South Dublin County Council

•

Local business groups

•

Local farmers

•

Conservationists

•

Residents’ groups.

Research: Students read the following newspaper articles and the Save the Hellfire website and make notes.

•

www.thejournal.ie/hellfire-club-works-in-dublin-mountains-to-begin-tomorrow-6489444Sep2024

•

www.waterford-news.ie/2020/11/26/residents-secure-right-to-appeal-plan-for-hell-fire-clubvisitors-centre

•

www.independent.ie/irish-news/we-havent-been-heard-anger-over-plans-for-hellfire-club-amidfears-for-beauty-spot/39327254.html

•

www.thejournal.ie/hell-fire-club-4487941-Feb2019

•

www.newstalk.com/news/14000-objections-to-proposed-hell-fire-club-development-513851

•

www.thejournal.ie/new-visitor-centre-hell-fire-club-dublin-5015133-Feb2020

•

www.savethehellfire.com/about-us

•

www.savethehellfire.com/sdcc-proposal

Discuss: In their groups students discuss what they think and come up with a plan that best represents their view.

Debate: Hold a classroom debate. Listen to all the viewpoints about whether this planned development should go ahead.

Chapter Activities | 3

13

4: TESTS Unit test: Iceland – The Land of Fire and Ice Question 1 (40 marks) (a)

Examine the following image and answer the questions that follow.

Eurasian plate

North American plate

Pacific plate

Pacific plate

African plate

Nazca plate

South American plate

Indo-Australian plate

Antarctic plate

(i) Name the two plates on which Iceland is located.

and

(ii) Name the plate on which Ireland is located.

(iii) Name the type of plate boundary found where the following plates meet.

Plates

Type of boundary

African and South American Pacific and North American South American and Nazca

(iv) Describe how plates move.

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(b)

Volcanoes occur at convergent and divergent plate boundaries. Discuss what type of volcanic activity occurs at either a divergent or a convergent plate boundary. Use one of the diagrams below to help you.

(c)

Using an example you have studied, discuss one impact of volcanic activity.

Question 2 (20 marks)

Energy source

(a)

Coal

(i)

Indicate whether each type of energy source is renewable or non-renewable by ticking the correct box. The first one has been done for you.

Renewable

Non-renewable

3

Oil Solar Biomass

(ii)

Name one other type of renewable energy source and one other type of non-renewable energy source in the boxes below.

Renewable energy source

Non-renewable energy source

Tests | 4

15

(b) Examine the image and answer the questions that follow.

(i) What type of energy is shown in the image above?

(ii) Is this energy renewable or non-renewable?

(iii) Name a country you have studied that uses this type of energy.

(iv) What is this energy mostly used for?

(v) The country you named in part (iii) generates 78% of its electricity through the exploitation of another renewable energy source. Name this energy source. (vi) Briefly explain two benefits of this country using renewable sources of energy.

1.

2.

Question 3 (40 marks)

(a) Define tertiary economic activities.

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Junior Cycle Geography | Our World

Number of visitors (to the nearest 100, 000)

(b) Examine the graph below and answer the questions that follow.

International visitors to Iceland 2009–2020 2,500,000 2,000,000 1,500,000 1,000,000 500,000 0

2009 2010 2011 2012 2013 2014 2015 2016 2017 2018 2019 2020 Year

(i) How many international tourists visited Iceland in 2014? _________ (ii) Which year had the highest number of visitors to Iceland? ___________ (iii) Which year had the lowest number of visitors to Iceland? ___________ (iv) Explain one reason why the numbers in tourism dropped dramatically during that year.

(v) List two jobs that may have been negatively impacted as a result of this decrease in visitor

numbers.

1.

2.

(c)

Describe two physical factors that influence tourism in Iceland.

1.

2.

(d) Discuss two impacts of tourism in Iceland. One should be positive and one should be negative.

1.

2.

Tests | 4

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Unit Test Marking Schemes Iceland – The Land of Fire and Ice Total marks – 100

Question 1 (a)

Marks

Total marks

(i) Eurasian and North American

3+3

6

(ii) Eurasian

2

2

(iii) Divergent or constructive

3

9

Transform or passive

3

Convergent or destructive

3

(iv) Description with three VP points

3×2

6

Must include terms convection currents and/or slab pull to gain full marks (b)

Explanation with four valid points

4×2

8

(c)

Impact named

3

9

Two valid points

2×3 40

Question 2 (a)

Marks

Total marks

(i) Oil – Non-renewable

1

3

Solar – Renewable

1

Biomass – Renewable

1

(ii) Renewable – any valid answer, for example wind, hydroelectric power Non-renewable – any valid answer, for example natural gas (b)

2

4

2

(i) Geothermal

3

3

(ii) Renewable

2

2

(iii) Iceland

3

3

(iv) Heating homes, etc.

3

3

(v) HEP

3

3

(vi) Any two valid points, for example:

3+3+3 9

•

Reduction in the importation of energy sources

•

Reduction in carbon emissions (40%)

•

Economic development 30

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Question 3 Marks

Total marks

(a)

(i) One valid point, for example activities or jobs that provide services

2

2

(b)

(i) 1,000,000

2

2

(ii) 2018

2

2

(iii) 2020 (also accept 2009 or 2010)

2

2

(iv) Any valid point, e.g. COVID-19/coronavirus meant people could not travel

2

2

(v) Any two relevant jobs, e.g. pilots, restaurant workers, hotel workers, tour guides, etc.

2+2

4

Factor 1 named

2

8

Factor 1 explained – one valid point

2

Factor 2 named

2

Factor 2 explained – one valid point

2

(c)

For example: Iceland is a tourist attraction because of the volcanic landscape (N2).

People like to visit attractions like geysers, which spout hot water (VP2). (d)

Positive impact named

2

Positive impact discussed – one valid point

2

Negative impact named

2

Negative impact discussed – one valid point

2

8

For example: One positive impact is the creation of jobs (N2). Most of these jobs are in the tourism industry, such as hotels and tour guides (VP2).

30

Tests | 4

19

5: CLASSROOM-BASED ASSESSMENTS Correction Rubric CBA 1 Geography in the News Student Name: Title of Project: Format:

Date:

Tick the relevant box for each feature of quality: Statement

Yet to meet Tick In line with expectations expectations

Engages in the Geographical Questions

Engages with few

Engages with some

Effectively engages

Comprehensively engages

Geographical Significance

No consideration

Some consideration

Consideration

Analysis

Sustainability

No consideration

Some consideration

Consideration

Analysis

Conclusions

Draws limited conclusions

Interesting but may not be relevant

Draws relevant conclusions

Insightful and relevant conclusions

Process

Little or no awareness of processes

Some awareness of processes

Good awareness of processes

Comprehensive awareness of processes

Patterns

Little or no awareness of patterns

Some awareness of patterns

Good awareness of patterns

Comprehensive awareness of patterns

Systems

Little or no awareness of systems

Some awareness of systems

Good awareness of systems

Comprehensive awareness of systems

Detailed, informed, well-organised and creative

Haphazard or poorly organised, lack of detail

Has a purpose and demonstrates good understanding

Very detailed and informed, well organised, clear purpose

Exceptionally informed, detailed and creative

Comments:

Result:

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Junior Cycle Geography | Our World

Tick Above expectations

Tick Exceptional

Tick

Key terms Geographical process: A sequence of natural and/or cultural processes that shape and change environments, places and societies. Examples include erosion, migration, desertification and globalisation.

Geographical pattern: An actual or perceived pattern related to a specific series of events or occurrences. The concept involves recognising characteristics or traits. For example, relief impacts transport, agriculture, settlement patterns.

Geographical systems: Geography deals with complex interrelationships between various geographical patterns. For example, soil impacts the type of crops planted. This impacts ecosystems and what the farmer can sell in the market. The market is controlled by the supply of products.

Classroom-Based Assessments | 5

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6: TEACHER’S TOOLKIT Teaching and learning strategies Exit tickets and student reflection sheets Exit tickets and reflection sheets are used to check on the learning in lessons or after a topic has been covered. They evaluate the student’s understanding of a topic and encourage students to reflect on their learning. They also help teachers to assess the learning and identify areas that may require further attention.

Geography lesson exit ticket A Name: Before this lesson I thought:

Now I know that:

B Name:

Date:

Write a short paragraph on what you learned from today’s lesson:

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Learning intention exit ticket Geography exit ticket Name: Today’s learning intention was:

Rate your understanding of the lesson: I’ve got this

I am still a little confused

Help! I’m struggling

One question I still have:

What I would like to learn more about from this lesson:

Teacher’s Toolkit | 6

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Reflection topic/Unit of Learning exit ticket Topic exit ticket Name:

Topic covered: Three things I learned: 1.

2.

3.

What I found interesting:

What I enjoyed most about this topic:

Stop! I still need help with this topic.

I am getting there but I still have some questions.

I understand the topic fully and am ready to move on to the next topic.

Questions I still have on this topic:

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Junior Cycle Geography | Our World

Geography exam exit tickets Geography exam exit ticket Name: Exam: What went well:

Questions I still have:

How I can improve my result:

My next steps:

Teacher’s Toolkit | 6

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Differentiated exit ticket Name: Topic covered: Draw a picture of what you learned today:

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Junior Cycle Geography | Our World

Student self-assessment stickers These editable sticker sheets can be stuck in students’ copies for them to self-assess their learning.

Physical landform

Diagram

I have included the following:

I have:

Description

Included a title

Explanation

Drawn in pencil

Example

Labelled features

Processes (at least two)

Shaded in colouring pencil

Diagram (labelled and in pencil)

Drawn neatly and accurately

Sketch map I have: Included a frame

Drawn in pencil

Drawn to scale

Included all features requested

Added a title

Added a coastline (if on the map)

Added a key

Teacher’s Toolkit | 6

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Large editable sticker template 1. Homework assignment Describe and explain how volcanoes and earthquakes occur.

Success criteria: You must have:

3 Included a clear title 3 Described what causes the Earth’s crust to move 3 Stated at what type of boundaries earthquakes and volcanoes occur

You should have:

3 Explained the difference between constructive and destructive plate boundaries 3 Given a named example of where an earthquake occurred 3 Given a named example of where a volcano erupted

You could have:

3 Included labelled diagrams

Areas for improvement:

2. Success criteria template Name: Chapter/unit of learning:

Tick

Learning intentions: 1.

3.

2.

4.

I am now able to: (list 5) • • • • •

Key words I now know from this chapter/topic:

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Student reflection sheets Two stars and a wish Two things I did well

One thing I could improve on next time

Group work student reflection sheet A In my team:

Never Only now and again Sometimes Nearly always Always

I enjoyed working with my team I had a clear role in my team I trusted my teammates I made a good contribution to my team I got on well with my teammates I was bossy with some teammates I liked working with my team I listened to my teammates’ opinions I didn't help my teammates when they needed it B Working in a team:

Strongly disagree Disagree

Unsure

Agree

Strongly agree

Improved my ability to work with others Developed my research skills Increased my confidence Allowed me to make new friends Improved my communication skills Allowed me to be creative Helped me learn and explore new topics and information

Teacher’s Toolkit | 6

29

Showdown

30

•

Students will need access to whiteboards and markers.

•

The teacher asks a question and gives time for the students to write down their answer.

•

The teacher then calls ‘Showdown!’

•

The students raise their boards with their answers facing the teacher.

•

All boards are shown at the same time, and the teacher can quickly assess the students’ answers.

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