Scheme of Work for Component 2, Topic 4: Changing cities Lessons Learning objectives Content (vocabulary, Place Integrated skills Teaching activities and concepts, processes, ideas) exemplification resources 1 lesson Key idea 4.1: 4.1a scale Interpreting world Starter (1 hour) Urbanisation is a global Contrasting trends in maps. Show images of parts of urban Some individual process urbanisation over the last 50 areas such as central business – cities years in different parts of the Interpreting GIS districts (CBDs), inner urban, inner Suggested learning world (developed, emerging images (e.g. world at suburbs, and outer suburbs: objectives: and developing countries). night, or NOx discuss what can be seen to help To understand the nature emissions) which clarify definitions. (See text book or of an urban area. Key words: help to identify urban local urban area photos). concentrations. To understand that the Main Urbanisation pattern of urbanisation Students record definitions. Developed country has changed. World maps (proportional circles?) showing megacities in 1960 and Emerging country now (UN websites). Students Developing country describe the change in pattern, and Megacity then hold a class debate about what may have caused the change in pattern with notes on board. Questions may be based on economic change, trade, migration, birth rates or development of countries. Debate may lead to thinking problems (e.g. air pollution, shanty towns) depending on images used. Plenary The plenary can then from the debate. Students should record the outcomes of the debate in electronic format or the standard method. 1 lesson Urbanisation is a global 4.1b World scale Interpretation of data Starter (1 hour) process How and why urbanisation has from a table. Show a sequence of satellite images Country scale (e.g. occurred at different times and (for example, London, Mexico City, India)
Scheme of Work for Component 2, Topic 4: Changing cities Lessons Learning objectives Content (vocabulary, concepts, processes, ideas) Place exemplification Integrated skills Teaching activities and resources 1 lesson (1 hour) Key idea 4.1: Urbanisation is a global process Suggested learning objectives: To understand the nature of an urban area. To understand that the pattern of urbanisation has changed. 4.1a Contrasting trends in urbanisation over the last 50 years in different parts of the world (developed, emerging and developing countries). Key words: Urbanisation Developed country Emerging country Developing country Megacity scale Some individual cities Interpreting world maps. Interpreting GIS images (e.g. world at night, or NOx emissions) which help to identify urban concentrations. Starter Show images of parts of urban areas – such as central business districts (CBDs), inner urban, inner suburbs, and outer suburbs: discuss what can be seen to help clarify definitions. (See text book or local urban area photos). Main Students record definitions. World maps (proportional circles?) showing megacities in 1960 and now (UN websites). Students describe the change in pattern, and then hold a class debate about what may have caused the change in pattern with notes on board. Questions may be based on economic change, trade, migration, birth rates or development of countries. Debate may lead to thinking problems (e.g. air pollution, shanty towns) depending on images used. Plenary The plenary can then from the debate. Students should record the outcomes of the debate in electronic format or the standard method. 1 lesson (1 hour) Urbanisation is a global process 4.1b How and why urbanisation has occurred at different times and World scale Country scale (e.g. India) Interpretation of data from a table. Starter Show a sequence of satellite images (for example, London, Mexico City,