Subject @ SAA

Subject: Geography

Scheme of Work: Grades 9 -1

Term: Autumn/Spring/Summer

Topic / Unit(s) Urban Issues and Challenges

Overview / Context This unit is concerned with human processes, systems and outcomes and how these change both spatially and temporally. They are studied in a variety of places and at a range of scales and must include places in various states of development, such as higher income countries (HICs), lower income countries (LICs) and newly emerging economies (NEEs). The aims of this unit are to develop an understanding of the factors that produce a diverse variety of human environments; the dynamic nature of these environments that change over time and place; the need for sustainable management; and the areas of current and future challenge and opportunity for these environments

Assessment/Mastery

Success criteria

Curriculum Opportunities Art – students will be creating maps and using colour to shade them

English – Students will be describing and explaining where place are.

History – students will understand what is Britishness

SMSC Spiritual Moral Social Cultural

Assessment Opportunities

PAIR Marking to be completed:

Use maps to write a description of the UK – (Lesson 6)

Students given an Ordnance Survey map of Darlington - use four figure grid references to locate 3 human and 3 physical features (Lesson 7)

What are these places in Darlington? Use of Ordnance Survey map of Darlington with 6 figure grid references.

Assessment Cycle:

1 2 3

Key Vocabulary

Subject @ SAA

Wider Reading

Teacher Notes

The Three Peaks

Objectives

Teaching and Learning Activities Assessment Notes

What is the world pattern of

Urbanisation?

Lesson 1

1. Gathering.

Define Urbanisation. Name continents that have high/low rates of urbanisation

Identify patterns of urbanisation using a graph/map

2. Processing

Describe the global pattern of urban change using basic data manipulation

3. Applying

Analyse the global pattern of urban change using detailed data manipulation

Bell task

Where would you rather live and why?

Learning toolbox

Figure analysis of maps and graphs look at % of urban population in different countries and rates of urbanisation in HICs and LICs. Pupils to self assess answers

Plenary

‘Growing urbanisation is a global problem’ How far do you agree or disagree with the following statement? Why? Stretch and challenge - Predict future trends of urbanisation

Resources:

Key Vocabulary/Literacy opportunities

Marking Opportunity:

Recall/Homework:

SMSC:

Misconceptions:

Subject @ SAA

What are the factors affecting urbanisation?

Lesson 2

1. Gathering.

Define the term urbanization Identify push and pull factors

2. Processing

Explain push and pull factors

3. Applying

Fully justify why people live in certain areas

Bell task

Would you rather live in a rural or urban area? Why? – compare rural and urban areas in HICs and LICs

Learning toolbox

Look at why cities grow, migration and reasons for it – push and pull factors. Pupils to complete card dort to sort push and pull factors. Stretch and challenge – classify the factors into social, economic and environmental. Pupils analyse a figure to look at push and pull facfors in a HIC and explain the push and pull factors. Pupils to look at different rates of urbanization in HICs and LICs, explain this and then complete two exam question which will be self assessed.

Plenary

Pupils are show an array of images and need to identify the push or pull factor for each one.

Resources

Key Vocabulary/literacy opportunities

Marking Opportunity:

Recall/Homework:

SMSC:

Misconceptions:

The Three Peaks

Objectives

Teaching and Learning Activities Assessment Notes

Where are the worlds mega cities?

Lesson 3

1. Gathering.

Define the term megacity

2. Processing

Describe the location of megacities

Bell task

Pupils to rank the worlds megacities. Show video clip on megacities for answers.

Learning toolbox

Pupils to look at the three different types of megacities (slow growing, growing, rapidly growing) make notes and describe the differences between them and identify any patterns. Task – figure analysis exam question - Use the map showing megacities to describe

Resources:

Key Vocabulary/Literacy opportunities

Marking Opportunity:

Recall/Homework:

Subject @ SAA

3. Applying

Explain the different types of megacities Assess the positives and negatives of megacities

the changes in megacities between 2014 and 2030 (6 marks). Video clip – pupils top make notes on positive and negative aspects of megacities and then explain why each is a positive or negative. Stretch and challenge – Which are the biggest issues and benefits? Why?

Plenary

Are megacities good or bad? Justify your answer

SMSC:

Misconceptions:

How and why has Rio de Janeiro developed? Lesson 4 1. Gathering.

To describe where Rio is and what it is like

2. Processing

Understand why it has grown as a city, referring to physical and human reasons

3. Applying

Explain and evaluate the urban land use of Rio

Bell task

Where is Rio? Students write a geographical description of Rio de Janerio using differentiated criteria.

Learning toolbox

Mind map attractions of Rio. Describe the physical and human landscape of Rio using photographs. Explain reasons why people migrate to Rio using passage. Stretch and Challenge: Do you think migration is having a positive or negative impact on Rio? Explain. Annotate a LIC urban landuse model and use information on Rio to add specific information.

Plenary

Exam question: Explain how migration has been responsible for the growth and racial make up of cities in LIC’s or NEE’s (6 marks)

Resources

Key Vocabulary/literacy opportunities

Marking Opportunity:

Recall/Homework:

SMSC:

Misconceptions:

Subject @ SAA

The Three Peaks

Objectives

Teaching and Learning Activities Assessment Notes

What are the social and economic challenges and opportunities in Rio?

Lesson 5

1. Gathering.

To categorise social and economic challenges and opportunities that arise in Rio de Janeiro

2. Processing

To evaluate the challenges and opportunities

3. Applying

Bell task

Using pictures identify the opportunities and challenges of living in Rio

Learning toolbox

Students complete a table of opportunities and challenges using the card sort Stretch and Challenge: Do you think opportunities in Rio outweigh challenges? Can Rio ever be sustainable? Why / why not?

Plenary

Exam question – To what extent do urban areas in LIC’s or NEE’s provide social and economic opportunities for people? (6 marks)

Resources:

Key Vocabulary/Literacy opportunities

Marking Opportunity:

Recall/Homework:

SMSC:

Misconceptions:

Subject @ SAA

What are Rio’s environmental challenges

Lesson 6 1. Gathering.

To understand the environmental challenges that cities in LIC’s and NEE’s face due to rapid urbanisation

2. Processing

To discuss solutions to environmental issues

3. Applying

Bell task

Students categorise the issues shown on the map into physical and human

Learning toolbox

Watch video clip and note down: • What are the environmental problems? • What is the impact of the problems for

Rio? Complete mind map of environmental issues using information on Rio. Completion should be done using differentiated criteria.

Plenary

Slef assess mind map

Resources

Key Vocabulary/literacy opportunities

Marking Opportunity:

Recall/Homework:

SMSC:

Misconceptions:

The Three Peaks

Objectives

Teaching and Learning Activities Assessment Notes

What are the conditions in Favala’s like

Lesson 7

1. Gathering.

Understand what the conditions are like in Rochina – a favela in Rio de Janeiro

2. Processing

3. Applying

Bell task

Watch the video “Good morning Rocinha” and make notes usi (6 marks)ng the record sheet. Criteria

Learning toolbox

Amber (grade 3 to 4): Include notes about each aspect of the favelas in the boxes below Green (grade 5): Ensure that you include specific information about Rio, e.g. place names, project names

Blue (grade 6 to 7): Ensure that notes are detailed and include facts and figures. Explain

Resources:

Key Vocabulary/Literacy opportunities

Marking Opportunity:

Recall/Homework:

SMSC:

Subject @ SAA

why the area is like it is.

Plenary

Misconceptions:

How can Rocinha be managed?

Lesson 8

1. Gathering.

To describe the characteristics and problems in squatter settlements

2. Processing

To understand how problems can be reduced

3. Applying

Bell task

Write down 5 geographical questions about the photograph

Learning toolbox

Mind map ways that conditions in favela’s can be improved Complete exam question “Study figure 7 on the insert, which shows part of a squatter settlement in the poor world can be reduced” (6 marks) Watch video about the Favela Bairro Project and add information onto mind map from video and power point. Stretch and Challenge: Is Rocinha a slum of hope or slum of despair? Explain your answer. Plenary

Use the mark scheme to peer assess exam questions and make improvements based on peer assessment and new learning.

Resources

Key Vocabulary/literacy opportunities

Marking Opportunity:

Recall/Homework:

SMSC:

Misconceptions:

The Three Peaks

Objectives

Teaching and Learning Activities Assessment Notes

Where is Newcastle and why is it important to the UK and the wider world?

Lesson 9

1. Gathering.

Bell task

Match the populations with main UK cities

Learning toolbox

Where is Newcastle? Students write a

Resources:

Key Vocabulary/Literacy opportunities

Subject @ SAA

To describe where Newcastle is

2. Processing

Describe how Newcastle has changed as a city

3. Applying

Explain how Newcastle has grown to become an important city

Explain how Newcastle has had a global influence

geographical description of Newcastle using differentiated criteria.(Extension activity – gap fill exercise, brief history on the history of Newcastle). Students to compare and contrast similar scenes of Newcastle to help recognise change in the city. Differentiated criteria for different abilities. Through the use of historical sources, students answer key questions about how Newcastle has grown to become important national and and international city. Stretch and Challenge:

Plenary

Using the Twitter dialogue box, students say what they have learnt in 140 characters

Marking Opportunity:

Recall/Homework:

SMSC:

Misconceptions:

How has migration impacted on the growth and character of Newcastle?

Lesson 10 1. Gathering.

Suggest reasons why Newcastle has emerged as a major modern UK city

2. Processing

Outline ideas which indicate that Newcastle has become an international city

3. Applying

Understand that Newcastle has become a diverse city

Explain how migration to Newcastle has had an impact on the city

Bell task

Exam question which links population and water stress. Students to make a link between water stress and large populations.

Learning toolbox

Task 1: Draw a spider diagram using student’s knowledge of what are the features of what Makes Newcaslte a major city. Students are shown a diagram which shows how Newcastle is linked internationally and nationally. Task 2: Using a pie chart, which has a break down of the ethnicity of the city of Newcastle, students are to analyse the chart and describe the ethnic population. Task 3: Students are to think of positive and

Resources

Key Vocabulary/literacy opportunities

Marking Opportunity:

Recall/Homework:

SMSC:

Misconceptions:

Subject @ SAA

negative benefits that migration to Newcastle has brought to the city. Stretch and challenge: In your opinion has Newcastle benefitted from migration? Justify your answer. Task 4: Students understand how ethnic segregation is a feature of life in a city. Sudents are given 3 possible reasons why people from an ethnic background prefer to live close to each other and therefore separate themselves from other people. Students are to rank the reasons in order of importance and then justify why they have done that.

Plenary

Students are to summarise in three setences why people come to Newcastle to live.

How can urban change create social and economic opportunities in Newcastle?

Lesson 11

1. Gathering.

Recognise how positive urban change has created opportunities

2. Processing

To categorise social, economic and environmental challenges and opportunities that in Newcastle

3. Applying

Evaluate these opportunities and understand how they

Bell task

Students are given some photos of some features of Newacastle life. Using these as stimulus students are to write three of their favourite things about Newcastle. They may have others favourites, not just the ones on the slide.

Learning toolbox

Task 1: This colour coded task has a card sort. Students have to read the about the challenges and opportunities in Newcastle and then categroise the information into challenge or opportunity. Some of the cards may have both

Resources

Key Vocabulary/literacy opportunities

Marking Opportunity:

Recall/Homework:

SMSC:

Subject @ SAA

have affected local people

categories. Students should then categorise the challenges into social, economic or environmental factors. Task 2: Case study question (marks) How are inequalities being reduced in urban areas in developed countries?

Plenary

What challenges does Newcastle face if the government doesn’t support initiatives with money? Students have to think about the consequences of what may happen if no money is available to support the projects that are currently supporting the opportunities.

Misconceptions:

How can Newcastle face the challenges of urbanisation in the 21st Century?

Lesson 12

1. Gathering.

Understand why cities need to regenerate

2. Processing

Analyse the impacts of a regeneration project

3. Applying

Evaluate the success of a regeneration project

Bell task

Students are given some photos of old derelict railway arches in Newcastle. They have to say how they think that they could be reused.

Learning toolbox

Students introduced to the idea of a Brownfield Site and a Greenfield Site. The have to decided what the advantages and disadvantages are. The Grainger Town is used as an example of urban regeneration. Task 1 is a source analysis of Newcastle. Students say what they would do to increase the appeal of the area.

Plenary

Resources

Key Vocabulary/literacy opportunities

Marking Opportunity:

Recall/Homework:

SMSC:

Misconceptions:

Subject @ SAA

What are the features of sustainable urban living?

Lesson 13

1. Gathering.

Identify 5 sustainable strategies

2. Processing

Explain how each strategy would be sustainable

3. Applying

Assess the benefits of each sustainable strategy?

Name a sustainable city and give specific examples of how they have reduced pollution and waste

Bell task

What are the benefits and issues if cities continue to grow? Answer question using images to help give ideas.

Learning toolbox

task 1: Complete sustainable city model. Task 2: Complete spider diagram, test own knowledge then red pen as a class. What can cities do to become more sustainable? Task 3: Annotate pictures of Bedzed, a sustainable area within London using the information sheet provided. Then complete annotations of other images.

Plenary

Complete exam question Stretch and challenge:

Explain why involving local people in decision-making can make sustainable living more successful.

Resources

Key Vocabulary/literacy opportunities

Marking Opportunity:

Recall/Homework:

SMSC:

Misconceptions

Subject @ SAA

What does a sustainable city look like?

Lesson 14

1. Gathering.

Compare brownfield sites and greenfield sites

2. Processing

Understand the importance of conserving the historic and natural environment

3. Applying

Create a case study for a sustainable city

Explain the characteristics of a sustainable city.

Bell task

Why is it important for a city to be sustainable? List suggestion in the back of books.

Learning toolbox

Compare the differences between greenfield and brownfield sites. Describe the location of Curitiba. Annotate picture of Curitiba showing how it is sustainable. Watch information video and answer questions given about Curitiba. Plenary

Answer exam question. Stretch and challenge:

Are greenfield or brownfield sites better for development?

Resources

Key Vocabulary/literacy opportunities

Marking Opportunity:

Recall/Homework:

SMSC:

Misconceptions