Topic 4: Economic activity and energy Week 1 4.1a The relative importance of different economic sectors and the location of economic activity varies spatially, and changes over time. 2 lessons Learning Objective: To understand the classification of employment by economic sector and the reasons for the differences in the employment structures in countries at different levels of development. Skills objective: and interpret triangular graphs to show the Should include: - economic sector (primary, secondary, tertiary and quaternary) - reasons for the differences in the employment structures in countries at different levels of development (Clark Fisher Model). Resources EDEXCEL INTERNATIONAL GCSE (9-1) GEOGRAPHY (2017) Student Book pages 97 - 100 BBC Bitesize economic sectors Lesson Ideas Explaining Interpretation Analysis Graphical skills Data and information research skills Interpretation Analysis
proportion of people employed in the primary, secondary and tertiary/ quaternary sector. Write a definition of each economic sector. Construct a mind map of different types of economic activity. Carry out research to gather data on the proportion of economic activity in various countries. Construct triangular graphs with the data. What does the data suggest to you in terms of levels of development? the Clark Fisher model Figure 4.2 on page 100 describe how the phases of the model change over time. Discuss with a partner the limitations of this type of model.
Week 2 4.1b The relative importance of different economic sectors and the location of economic activity varies spatially, and changes over time. 2 lessons Learning Objective: To be able to identify factors affecting the location of economic activity in each economic sector and how these factors can change over time. Should include how each of the following affect location for each sector: the availability of raw materials globalisation mechanisation demographic changes government policies. Factors affecting the changing location and growth of primary, secondary, tertiary and quaternary activities: - prosperity - new technology accessibility transport government policy. Resources EDEXCEL INTERNATIONAL GCSE (9-1) GEOGRAPHY (2017) Student Book pages 102 - 104 Lesson Ideas Students split into groups – each group takes on the role of creating a presentation which discusses the location of primary, secondary, tertiary or quaternary industries. Students should consider how factors differ in developed, Interpretation Analysis Interpretation Analysis
developing and emerging countries. Week 3 4.1c The relative importance of different economic sectors and the location of economic activity varies spatially, and changes over time. 2 lessons Learning Objective: To be able to identify and understand the reasons for the changes in the numbers of people employed in each economic sector. Should include: the availability of raw materials globalisation mechanisation demographic changes government policies. Resources EDEXCEL INTERNATIONAL GCSE (9-1) GEOGRAPHY (2017) Student Book pages 104 - 110 Lesson ideas Interpretation Analysis Reasoning Graphical skills Numerical skills Statistical skills Interpretation Analysis Reasoning
Create a summary explaining how reasons for change in economic sectors can be different in developed, developing and emerging countries. Week 4 4.2a The growth and decline of different economic sectors has resulted in a range of impacts and possible resource issues. 2 lessons Learning Objective: To investigate and understand positive and negative impacts of economic sector shifts in a developed and a developing or emerging country. Skills objective: be able to use numerical economic data to profile the chosen country. Should include: A located example of a developed and a developing or emerging country. Positive and negative impacts of economic sector shifts including social, economic and environmental changes. Resources EDEXCEL INTERNATIONAL GCSE (9-1) GEOGRAPHY (2017) Student Book 107 - 110 Lesson Interpretation Analysis Data and information research skills Numerical skills Interpretation Analysis Reasoning Graphical skills Numerical skills Statistical skills Interpretation Analysis Interpretation Analysis Reasoning
newspaper articles Use the student book, infographics and other resources to develop a fact file on the informal economy for example Dhaka in Bangladesh. Week 6 4.2c The growth and decline of different economic sectors has resulted in a of impacts and possible resource issues 2 lessons Learning Objective: To understand different theories (Malthus and Boserup) that are used to explain the relationship between population and resources. Skills Objective: be able to use and interpret line graphs Should include: theories of Malthus and Bosrup comparison of thinking between the theories consider how resources are a limiting factor for population growth. Resources EDEXCEL INTERNATIONAL GCSE (9-1) GEOGRAPHY (2017) Student Book pages 112 - 114 Critical thinking Problem solving Interpretation Analysis
Week 7 4.3a Countries increasingly experience an energy gap and therefore seek energy security by developing a balanced energy mix and sustainable energy use 2 lessons Learning Objective: To understand how energy demand and production varies globally. Should include consideration of: Global variation in energy demand and energy production Factors that affect energy demand and production: population growth increased wealth technological. Resources EDEXCEL INTERNATIONAL GCSE (9-1) GEOGRAPHY (2017) Student Book pages 114 - 118 Lesson ideas Using the map on Page 118 write a report which outlines the distribution of energy deficit and surplus. Identify and explain factors that you think could create increased energy demand. For each of the objectives in key idea 4.3 teachers Interpretation Analysis Decision making Atlas and map skills Interpretation Analysis Decision making
could teach through case study material as the specification expects that students know a case study for a developed and a developing or emerging country. See lesson on 4.3c for named case studies that could be used. Week 8 4.3b Countries increasingly experience an energy gap and therefore seek energy security by developing a balanced energy mix and sustainable energy use. 2 lessons Learning Objective: To understand how non-renewable and renewable energy sources have advantages and disadvantages for people and the environment. Should include: - Non-renewable sources e.g. coal, oil, natural gas, uranium and shale gas/oil. - and renewable sources of energy, e.g. solar, wind, hydroelectric power (HEP), geothermal, biomass. Resources EDEXCEL INTERNATIONAL GCSE (9-1) GEOGRAPHY (2017) Student Book pages 118 - 121 Interpretation Analysis Decision making Interpretation Analysis Decision making
Week 9 4.3c Countries increasingly experience an energy gap and therefore seek energy security by developing a balanced energy mix and sustainable energy use 2 lessons Learning Objective: To understand how energy can be managed in a sustainable way. Skills Objective: to be able to calculate carbon and ecological footprints. Should include: the role of education, increase in energy efficiency and conservation within industry, the home and transport. Resources EDEXCEL INTERNATIONAL GCSE (9-1) GEOGRAPHY (2017) Student Book pages 122 – 126 Lesson ideas Students develop a video journal to explore how energy is being managed in a sustainable way. The journal should include a case study of energy resource management in a developed country Critical thinking Reasoning Critical thinking Reasoning
Week 10 Revision and of topic test and feedback. 2 lessons Learning Objective: To develop and understanding of the types of questions that students will be asked to respond to for this unit. Should include: Common question types Coverage of core unit content Questions giving students the opportunity to demonstrate knowledge of case study material. Resources EDEXCEL INTERNATIONAL GCSE (9-1) GEOGRAPHY (2017) Student Book page 127 SAMs (Sample Assessment Materials) Topic 5: Rural Environments Week 1 5.1a Rural environments are natural ecosystems that are exploited by human activities. 2 lessons Learning Objective: To be able to understand the distribution and characteristics of the world’s biomes. Skills Objective: world maps to show Should include: tropical forest temperate forests boreal forests tropical grasslands temperate grasslands deserts tundra. Resources EDEXCEL INTERNATIONAL GCSE (9-1) GEOGRAPHY (2017) Student Book pages 129 - 132 Interpretation Analysis Atlas and map skills
Week 2 5.1b environments are natural ecosystems that are exploited by human activities 2 lessons Learning Objective: To understand the types of goods and services provided for people by natural ecosystems. Should include good and services from: timber tourism food energy water resources health services natural protection climate regulation. Resources EDEXCEL INTERNATIONAL GCSE (9-1) GEOGRAPHY (2017) Student Book pages 132 - 133 Lesson ideas Produce a fact file which identifies goods and services for each major biome. Interpretation Analysis Self direction Interpretation Analysis Self direction
Week 3 5.1c Rural environments are natural ecosystems that are exploited by human activities 2 lessons Learning Objective: To understand how humans change ecosystems and rural environments to obtain food through farming systems. Skill objective: flow diagrams to represent the effects of different human activities on ecosystems and rural environments. Should include exploration of: arable and pastoral farming commercial and subsistence intensive and extensive. Students should be of consequences of changes and offer an opinion. Should include goods and services from: timber tourism food energy water resources health services natural protection climate regulation. Resources EDEXCEL INTERNATIONAL GCSE (9-1) GEOGRAPHY (2017) Student Book pages 134 - 138 Lesson ideas Students should carry out a research activity which explores the impact of different types of farming on ecosystems. Information should include the Critical thinking Critical thinking
difference between types of farming. Students produce flow diagrams to show the effects of different human activities on ecosystems and rural environments. Students should also explore the idea of changing from one type of farming to another and the impact this might have on ecosystems and rural environments. Week 4 5.2a Rural environments have contrasting physical, social and economic characteristics and are experiencing significant changes. 2 lessons Learning Objective: To understand the characteristics of a rural environment. Should include: landscape climate settlement population land use employment accessibility development management conservation management. Resources EDEXCEL INTERNATIONAL GCSE (9-1) GEOGRAPHY (2017) Student Book pages 138 - 139 Lesson ideas Interpretation Analysis Interpretation Analysis
Create a mind map showing the characteristics of environments. Week 5 5.2b Rural environments have contrasting physical, social and economic characteristics and are experiencing significant changes. 2 lessons Learning Objective: To understand the factors that contribute to rural change in a developed country. Should include: located example of rural change in a developed country explore various factors including rural isolation, decline in farm employment due to mechanization, rural isolation, farm employment, tourism pressures, suburbanization, and the negative multiplier effect. Resources EDEXCEL INTERNATIONAL GCSE (9-1) GEOGRAPHY (2017) Student Book pages 140 - 143 Lesson ideas Using the UK as an example produce a mind map and a series of short summary statements of factors that have contributed to rural change. Critical thinking Analysis Critical thinking Analysis
developing and emerging countries. Case studies could include diversification in the UK for a developed country. Week 8 5.3b Rural environments need to adapt to be socially, economically and environmentally sustainable. 2 lessons Learning Objective: To be able to investigate a range of possible strategies aimed at making rural living more sustainable and improving the quality of life. Skills Objective: data to provide evidence that the quality of life has improved. Should include: soil quality air quality, water supplies, crop yields, health, employment housing. These lessons should include case study material for both a developed country and developing or emerging country. Resources EDEXCEL INTERNATIONAL GCSE (9-1) GEOGRAPHY (2017) Student Book pages 148 – 151 Lesson ideas In brainstorm ideas for making rural environments more sustainable. Suggest advantages and disadvantages of each idea. Rank the ideas in terms of their success. Critical thinking Analysis Reasoning Decision making Critical thinking Analysis Reasoning Decision making
Week 9 5.3c environments need to adapt to be socially, economically and environmentally sustainable. 2 lessons Learning Objective: To explore and understand the role of different groups of people in managing the social, economic and environmental challenges within the chosen rural environment. Should include: national and local government IGOs NGOs communities. Resources EDEXCEL INTERNATIONAL GCSE (9-1) GEOGRAPHY (2017) Student Book pages 152 – 154 Lesson ideas Prepare a video journal which discusses the roles that different organisation’s play in managing the challenges of rural environments. This should be prepared on the basis of providing a detailed case study of a developed country and either a developing or emerging country. Critical thinking Analysis Reasoning Decision making Critical thinking Analysis Reasoning Decision making
For example the UK and either China or Kenya. Week 10 Revision and of test and feedback. 1 lesson Learning Objective: To develop skill and understanding of the types of questions that students will be asked to respond to for this unit. Resources EDEXCEL INTERNATIONAL GCSE (9-1) GEOGRAPHY (2017) Student Book page 155 SAMs (Sample Assessment Materials)
Topic 6 urban Environments Week 1 6.1a A growing percentage of the world’s population lives in urban areas. 2 lessons Learning Objective: To understand contrasting trends in urbanisation over the last 50 years in different parts of the world. Skills objective: world maps to show the trends in urbanisation over the last 50 years. Should include: global trends urbanisation suburbanization Resources EDEXCEL INTERNATIONAL GCSE (9-1) GEOGRAPHY (2017) Student Book pages 158 – 161 Lesson ideas Using the resources above create an infographic which gives key trends in urbanisation over the last 50 years. Critical thinking Analysis Reasoning Critical thinking Analysis Reasoning Decision making urbanisation.
Week 2 6.1b A growing percentage of the population lives in urban areas. 2 lessons Learning Objective: To understand factors affecting the rate of urbanisation and the emergence of megacities. Should include: factors affecting the rate of urbanisation such as population growth, economic development, poverty, migration emergence of megacities. Resources EDEXCEL INTERNATIONAL GCSE (9-1) GEOGRAPHY (2017) Student Book page 162 – 164 Ted Talk on Megacities Lesson Give the students a table of data showing population sizes over time of selected world cities from contrasting countries. Students locate cities on a world map. Students calculate the % growth rate of cities from 1960 to present. Discuss the nature of the cities that have grown the fastest and the slowest. Students describe and explain the changes with the assistance of the resources above. Interpretation Analysis Interpretation Analysis
Think: Create a mind map of problems of rapid urbanisation. Pair: Students compare mind maps and identify similarities and differences. Share: Pairs present their mind maps to the class. Rank the urban problems in terms of severity from highest to lowest. Give reasons to support your ranking. Suggest ways in which you would limit the effects of these problems.
Week 4 6.2a Cities face a range of social and environmental challenges resulting from growth and resource demands. 2 lessons Learning Objective: To understand factors affecting urban land use patterns. Skills objective: be able to use satellite images to identify different land uses in the chosen urban environment. Should include: locational needs accessibility land values think about why similar land uses group together. Students should be able to use local and global examples. Resources EDEXCEL INTERNATIONAL GCSE (9-1) GEOGRAPHY (2017) Student Book pages 166 – 168 Lesson ideas Provide students with a of satellite images of urban areas. Interpretation Analysis Reasoning Decision Making Atlas and maps skills Graphicacy skills Interpretation Analysis Reasoning Decision Making
Week 5 6.2b Cities face a range of social and environmental challenges resulting from growth and resource demands. 2 lessons Learning Objective: To understand the urban challenges in a named developed country. Skills objective: be able to use and interpret data. Should include: food energy transport waste disposal demand resource consumption segregation Resources EDEXCEL INTERNATIONAL GCSE (9-1) GEOGRAPHY (2017) Student Book 168 - 170 UNEP urban issues homepage: Lesson ideas Students take on the role of a new arrival in a city in a developed country and a government official. As the new arrival students discuss some of the issues they would face in relation to food, transport and waste disposal. As a government official think about how you Interpretation Analysis Reasoning Decision Making Interpretation Analysis Reasoning Decision Making
would respond to these types of problems. Students suggest responses to the problems in urban areas. Week 6 6.2c Cities face a range of social and environmental challenges resulting from rapid growth and resource demands. 2 lessons Learning Objective: To understand urban challenges in a named developing country or emerging country. Should include: squatter settlements informal economy urban pollution low quality of life. Resources EDEXCEL INTERNATIONAL GCSE (9-1) GEOGRAPHY (2017) Student Book pages 170 - 172 UN Habitat is a portal for information on urban areas in the developing world: Critical thinking Reasoning Analysis
Discuss the importance of the informal economy in a squatter settlement. Week 7 6.3a Different strategies can be used to manage social, economic and environmental challenges in a sustainable manner 2 lessons Learning Objective: To understand factors that affect the development of the rural-urban fringe. Should include: housing estates retail business and science parks industrial estates greenfield versus brownfield debate. Resources EDEXCEL INTERNATIONAL GCSE (9-1) GEOGRAPHY (2017) Student Book page 173 - 175 Lesson ideas Critical thinking Reasoning Analysis
Using the resource above write a letter to be posted online either inviting businesses to come and locate at Cambridge science parks or a letter that describes the negative impact the park will have on the rural environment. Week 8 6.3b Different strategies can be used to manage social, economic and environmental challenges in a sustainable manner. 2 lessons Learning Objective: To understand the range of possible strategies aimed at making urban living more sustainable and improving the quality of life. Skills objective: be able to use quantitative and qualitative information to Should include strategy exploration in the following areas: waste disposal transport education health employment housing. Case study material for a developed and developing or emerging. Resources EDEXCEL INTERNATIONAL GCSE (9-1) GEOGRAPHY (2017) Student Book pages 175 - 178 Lesson Prepare two case studies on a developed and developing or Critical thinking Interpretation Analysis
the scale in variations in environmental quality. emerging country which look at strategies to make urban living more sustainable. Examples that could be used are Curitiba in Brazil and Masdar City in Abu Dhabi UAE. Week 9 6.3c Different strategies can be used to manage social, economic and environmental challenges in a sustainable manner. Learning Objective: To explore the role of different groups of people in managing the social, economic and environmental challenges in the chosen urban area. Should include an exploration of the following groups: - planners, politicians, property developers and industrialists. Resources EDEXCEL INTERNATIONAL GCSE (9-1) GEOGRAPHY (2017) Student Book 178 - 179 Lesson This provides a good opportunity for a small group activity Critical thinking Critical thinking Problem solving
with students developing their thinking around different viewpoints. Students can also begin to think about alternative solutions where some compromise is evident. Week 10 Revision and of topic test and feedback. 1 lesson Learning Objective: To develop skill and understanding of the types of questions that students will be asked to respond to for this unit. Should include: Common question types Coverage of core unit content Questions giving students the opportunity to demonstrate knowledge of case study material Resources EDEXCEL INTERNATIONAL GCSE (9-1) GEOGRAPHY (2017) Student Book page 181 SAMs (Sample Assessment Materials)