Suggested learning objectives: To describe and understand the population distribution of the UK. To understand the location of the major urban centres in the UK. Key words: Population density Agglomerations Hierarchy Region Function Accessible rural ICT skills: Production of GIS resource (using Insert circle shapes, and Drawing Tools Format toolbar to define diameters of circles – scale to be considered). why there are more people in some places than others. Main Study map showing population distribution in the UK: Teacher-led writing to describe pattern, especially noting regional pattern. Teacher-led writing to explain pattern – with links to prior learning of physical and human geography of the UK. Students produce GIS resource: Proportional circles for 20-30 largest cities in the UK (hierarchy) over a saved satellite image of the UK. Students write a description of the pattern shown, and suggest reasons for the location of the major urban centres. Plenary Brief open discussion on what may be the reasons behind the pattern of urban population. Students then summarise their understanding of population distribution in the UK in no more than 150 words. (Teacher reference: Centre for Cities - http://www.centreforcities.org/) Lessons Learning objectives Content (vocabulary, concepts, processes, ideas) Place exemplification Integrated skills Teaching activities and resources 1 lesson (1 hour) The degree of urbanisation varies across the UK. 4.2b Factors causing the rate and degree of urbanisation to differ between the regions of the UK. Starter Recall the work of the last lesson and the pattern discovered through a ‘key word’ challenge (on the board or via PowerPoint): For
1 lesson (1 hour) Key idea 7b: Investigating human landscapes (central/inner urban area OR rural settlements). Suggested learning objectives: To understand aim and hypothesis. To understand fieldwork methods (primary and secondary data). To understand how to conduct fieldwork safely. To understand the purpose of the fieldwork in relation to assessment. To understand how the fieldwork links to the Changing cities topic. 7b Changing city environments: investigating change in central/inner urban area(s). Key words: Aim Enquiry question Hypothesis Risk assessment Methodology Quantitative Qualitative Primary data Secondary data Transect Index of Multiple Deprivation Census Planning Selected urban area. Fieldwork skills: Planning of fieldwork, including primary and secondary research sources. Starter Practical arrangements for fieldwork. Provide an image of the central/inner urban area and students use Who? What? When? etc. to decide on the possible health and safety risks. Main Establish link between growth/decline and chosen local urban area. Enquiry question: What changes have taken place in the inner urban area? Hypothesis: The changes that have taken place in the inner urban area have made the city more sustainable. Method: Primary data – quantitative data include present land use pattern (to compare with past), and location of functions, and qualitative data on quality of built environment (areas or transects). Secondary data – planning information (perhaps meet with a planner); 2011 census information (or updates from council); IMD data. Plenary Explain the process that takes place after fieldwork and establish links to the examinations (i.e. how students
will be expected to use the fieldwork information and experience). 1 day fieldwork Investigating human landscapes. Suggested learning objectives: To be able to carry out fieldwork tasks with rigour and accuracy. Changing city environments: Investigating change in central/inner urban area(s). Selected local urban area. Fieldwork skills: primary research. Starter Importance of rigour and accuracy. Main Practical data collection using recording sheets. Follow the method explained in the previous lesson. Plenary Collate group data. 1 lesson (1 hour) Key idea 7b: Investigating human landscapes. Suggested learning objectives: To be able to present data in a variety of ways. 7b Changing city environments: investigating change in urban area(s). Selected local urban area. Presentation of primary and secondary data: one graph, one map, one image, one statistical method, one table. Process and present the data: use of manual skills as well as ICT. 1 lesson (1 hour) Investigating human landscapes. Suggested learning objectives: To be able to present data in a variety of ways. Changing city environments: Investigating change in urban area(s). Selected urban area. Presentation of primary and secondary data: one graph, one map, one image, one statistical method, one table. Process and present the data: use of manual skills as well as ICT. Summarise secondary information. 1 lesson (1 hour) Key idea 7b: Investigating human landscapes. Suggested learning objectives: To use fieldwork information in a written analysis. Changing city environments: Investigating change in central/inner urban area(s). Key Analysis Explanation Selected urban area. Interpretation of data sources. Write analysis of results, making full use of the presentation of data and secondary sources. prepared
To understand the patterns of change that have taken place in the inner area of a city. To understand whether the changes have brought greater sustainability or not. 1 lesson (1 hour) Investigating human landscapes. Suggested learning objectives: To understand whether or not the changes have brought greater sustainability. Changing city environments: Investigating change in central/inner urban area(s). Key words: Evaluation Conclusion Selected local urban area. conclusion and evaluation of fieldwork enquiry, with attention to the enquiry question and hypothesis. 1 lesson (1 hour) Key idea 4.3: The context of the chosen UK city influences its functions and structure Suggested learning objectives: To know the site, situation and connectivity features of a selected UK city 4.3a Site, situation and connectivity of the chosen UK city in a national (cultural and environmental), regional and global context Key words: Function Site Situation Accessibility Connectivity Sphere of influence (hinterland) Culture Environmental After consideration of available data and proximity to school, select a UK city: London, Liverpool, Manchester, Birmingham, Bristol, Newcastle, Glasgow, or Norwich. If large enough, this could be same place as used for fieldwork (7B). Interpretation of OS maps, including historical ones to help show change, and communications routes. Starter Establish location of selected city Google Earth and atlas maps. Students then describe the site and situation features of the chosen city. Teacher reviews the site and situation factors that could be mentioned. Review through whole class discussion. Main Using road atlas or Google maps and OS maps, students identify physical connectivity (roads, rail, airports, sea ports, coach or bus stations etc.) for the selected city. Teacher checks understanding of accessibility, connectivity, routeways, transport nodes etc.
effective in improving quality of life in UK cities. Development World City Hinterland Accessibility 4.5c How economic change is increasing inequality in the city and the differences in quality of life. 4.5e The of possible strategies aimed at making urban living more sustainable and improving quality of life (recycling, employment, education, health, transport, affordable and energy-efficient housing) for the chosen UK city. Key words: Inequality Quality of life Sustainable living Recycling Employment Education Health Transport Affordable housing Energy efficiency Define eco-footprint. Writing task: Complete the following sentence: “Larger urban areas will have larger eco-footprints because…” Develop a spider diagram through class discussion to show a range of schemes that could be used to improve quality of life, and/or reduce eco-footprint. Teacher provides factual detail sheet on what the chosen UK city has done to try and reduce inequalities and improve quality of life. Teacher chooses one neighbourhood scheme and students study the IMD data for the ward or SOA over time. Has the scheme made any difference? Explain. Plenary How do students feel about the area in which they live? What would they want to be improved and why?
1 lesson (1 hour) Key idea 4.6: The context of the chosen developing country or emerging country city influences its functions and structure Suggested learning objectives: To know the site, situation and connectivity features of a selected city from an emerging/developing country. 4.6a Site, situation and connectivity of the chosen city in a national (cultural and environmental), regional and global context. Key words Cultural factors Environmental factors Site situation Function Structure Land use Connectivity Globalisation Development World City Hinterland Accessibility Chosen city from emerging or developing country (e.g. Mumbai). Use of Google Earth and atlases. Starter Location established using Google Earth, atlas maps, textbook map, and Internet site map. Students note site and situation features of Mumbai. Teacher reviews understanding by presenting true and false statements about Mumbai and students spot the false ones. Main an atlas or Google maps, students investigate the proximity of Mumbai to other Indian cities, trade routes, air routes and rail, other countries. Discuss what connections cannot be seen on these resources. Teacher presents data on other connections (e.g. trade, financial flows, work of NGOs, tourism, migration, government links etc.): How strong are the national, South Asia, and global connections, and why? Students annotate a base map (provided) to show this information and demonstrate their learning. Plenary Discuss how the site, situation and connectivity may have influenced structure and functions. Give students a copy of an annotated site map for Mumbai – is this a suitable site for a megacity? Students summarise in 100 words how the site and situation of Mumbai has influenced its characteristics.
B. Two geographical terms you understand that you didn’t know before C. Three new ideas or concepts of vocabulary you now understand D. Four that you have learned. 1 lesson (1 hour) Key idea 4.7 The character of the chosen developing country or emerging country city is influenced by its fast rate of growth. Suggested learning objectives: To know how to describe and explain trends from graphs. To understand the population structure of a typical city in an emerging/developing country. To understand the impacts of migration on a city in an emerging/developing country. 4.7a Reasons for past and present trends in population growth (rates of natural increase, national and international migration, economic investment and growth). 4.7b Causes of national and international migration and the impact on different parts of the chosen city (age structure, ethnicity, housing, services). Key words: Structure Function Population growth Migration Urban zones Natural increase Economic Age structure Ethnicity Chosen city from emerging or developing country (e.g. Mumbai). Line of growth rate. Rate of change calculations (using an index). Calculating growth rate percentages. Population pyramids. Starter Students a line graph showing the population growth of the chosen city from an emerging/developing country. They describe the changes (trends) that have occurred, and calculate the growth rate (% and/or index). Teacher leads a discussion about why these changes have happened. Main Students study population structure (pyramid) of chosen city. What are the main age and gender features? Why do features exist? Teacher provides data on migration patterns associated with the chosen city. Students create a table with push and pull factors relevant to the city, ensuring that a few facts are also included with their points. Where do the rural-to-urban migrants settle? Why in these parts of the city? Plenary Students write an answer to the following question: What challenges
a of quantitative data a of qualitative data for the city that matches their written summary of each challenge. They use these items to make a collage page. Plenary Was sufficient data available? How accurate is the data? What are the implications of this for managing the challenges of the city? 1 lesson (1 hour) Rapid growth, within the chosen developing country or emerging country city, results in a number of challenges that need to be managed. Suggested learning objectives: To understand the range of schemes that is available and the origin of these. To understand that management approaches have both advantages and disadvantages. To understand the role of urban and national governments in helping 4.8b Advantages and disadvantages of both bottom-up and approaches to solving the chosen city’s problems and improving the quality of life or its people. 4.8c The role of government policies in improving the quality of life (social, economic and environmental) within the chosen city. Key words: Bottom-up approach Top-down approach Quality of life Government policy Social/economic/environmental factors Chosen city from emerging or developing country (e.g. Mumbai). Starter Discussion: What would the poor people living in a shanty town want? What would the owners of formal businesses located in the CBD want? What would the managers of a suburban industry want? What would the city government want? What would a foreign business wanting to establish a call centre want? Can these groups all agree? Teacher input on social, economic, or environmental concerns within this discussion. Main Venn diagrams of characteristics of bottom-up and top-down schemes (e.g. and Dharavi in Mumbai). Discuss the advantages and disadvantages of each in general terms.