Task 6.8 Independent Learning opportunity Resources RGS: UK water and climate risks (2014) – Lesson 14 Key idea 6.8a Forest loss has Contrasting Starter implications for human locations: Display Kuznets’ curve model, ask students to interpret the (1 hour) 6.8 There are well-being, but there is developed and model and to think of locations to apply to the curve. implications for evidence that forest developing world Informal Q and A activity. human well-being stores are being examples. from the protected and even degradation of the Main expanded, especially in water and carbon Kuznets’ curve students develop a factsheet to include a countries of higher levels – cycles. sketch, a description of the model, named contrasting of development locations with justification. Application of attitudes how (environmental Kuznets’ – consumer attitudes and behaviours to environmental issues curve model). (A: Suggested change with development and declining inequality. attitudes of global learning consumers to objectives environmental issues.) Exam technique workshop: Interpretation and application of makes a good A Level answer?’ class discussion. ‘What knowledge to new Key words Provide students with model answers to discuss merits information. and improvements. Kuznets curve Students could write an example question. Conservation Skills objective Cryosphere Practice Plenary River regime questions. Students write an answer under timed conditions. Task 6.9 Independent Learning Opportunity Resources SAMs Past papers Lesson 15 Key idea 6.8b Increased Arctic (7) Analysis of Starter temperatures affect climate model (1 hour)
Task 6.8 Independent Learning opportunity Resources – RGS: UK water and climate risks (2014) Lesson 14 (1 hour) Key idea 6.8 There are implications for human well-being from the degradation of the water and carbon cycles. Suggested learning objectives Interpretation and application of knowledge to new information. Skills objective Practice questions. 6.8a Forest loss has implications for human well-being, but there is evidence that forest stores are being protected and even expanded, especially in countries of higher levels of development (environmental Kuznets’ curve model). (A: attitudes of global consumers to environmental issues.) Key words Kuznets curve Conservation Cryosphere River regime Contrasting locations: developed and developing world examples. Starter Display Kuznets’ curve model, ask students to interpret the model and to think of locations to apply to the curve. Informal Q and A activity. Main Kuznets’ curve – students develop a factsheet to include a sketch, a description of the model, named contrasting locations with justification. Application of attitudes – how consumer attitudes and behaviours to environmental issues change with development and declining inequality. Exam technique workshop: ‘What makes a good A Level answer?’ class discussion. Provide students with model answers to discuss merits and improvements. Students could write an example question. Plenary Students write an answer under timed conditions. Task 6.9 Independent Learning Opportunity Resources SAMs Past papers Lesson 15 (1 hour) Key idea 6.8b Increased temperatures affect Arctic (7) Analysis of climate model Starter
Edexcel2016_ASandAlevelGeography_Topic6_CarbonCycleandEnergySecurity_SOW_DRAFT.docx