and features of the Selection of summary resources to share and pass around CBD chosen megacity for students to extract and add information to their Inner city description (i.e. factsheets on different structural zones of To understand the Mumbai). Suburbs development of the structure of Rural-urban fringe Teacher provides outline of an urban model for Mumbai the chosen model (annotated). megacity Plenary Plenary pyramid. Students record: one question that they don’t know the answer to two new geographical terms they have learnt three new ideas or concepts that they understand four facts that they have learnt. 1 lesson One megacity in Interpretation Key idea 3.5: 3.5a Starter (1 hour) The megacity in Reasons for past and developing or of graphs of Students study a line graph showing population growth of the chosen country present trends in emerging country population chosen city from an emerging/developing country. Students is growing rapidly. population growth e.g. Mumbai. data. describe the changes (trends) that have occurred, and of natural increase, calculate the growth rate (% and/or index). Teacher leads national and discussion about why these changes have taken place. Suggested international migration, learning economic investment and objectives: Main growth) for the To understand the Students population structure (pyramid) of chosen city. megacity. population change What are the main age and gender features? Why do these and growth of the features exist? chosen megacity. Key words: Teacher provides data on migration patterns associated with Population growth the chosen city. Students create a table with push and pull Immigration factors relevant to the city, ensuring that a few facts are also included with their points. Rural to urban migration Natural increase in Where do the rural to urban migrants settle? Why in these population parts of the city? Land ownership change Rural change Plenary
and features of the chosen megacity To understand the development of the structure of the chosen megacity CBD Inner city Suburbs Rural-urban fringe model Selection of summary resources to share and pass around for students to extract and add information to their description (i.e. factsheets on different structural zones of Mumbai). Teacher provides outline of an urban model for Mumbai (annotated). Plenary Plenary pyramid. Students record: one question that they don’t know the answer to two new geographical terms they have learnt three new ideas or concepts that they understand four facts that they have learnt. 1 lesson (1 hour) Key idea 3.5: The megacity in the chosen country is growing rapidly. Suggested learning objectives: To understand the population change and growth of the chosen megacity. 3.5a Reasons for past and present trends in population growth of natural increase, national and international migration, economic investment and growth) for the megacity. Key words: Population growth Immigration Rural to urban migration Natural increase in population Land ownership change Rural change One megacity in developing or emerging country e.g. Mumbai. Interpretation of graphs of population data. Starter Students study a line graph showing population growth of chosen city from an emerging/developing country. Students describe the changes (trends) that have occurred, and calculate the growth rate (% and/or index). Teacher leads discussion about why these changes have taken place. Main Students population structure (pyramid) of chosen city. What are the main age and gender features? Why do these 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