Task 6.3 Independent Learning Opportunity Resources Carbon Cycle’ article written by postgrad – ‘The – researchers in combination with Climatica, Geological Society and Quaternary Research Association Free online apps: a fun learning game, made online for free, can – ‘kahoots’ incorporate images, videos, diagrams to multiple-choice questions. Good as starters and plenaries students can – create and share their own in addition to teacher’s creations. another Q and A tool that can be used to create a range – of question types to assess students’ level of learning. This app has a function to run reports to gauge learning. Can be used on any device. Enquiry question 2: What are the consequences for people and the environment of our increasing demand for energy? Lesson 6 Key idea 6.4a Consumption (per Named locations (3) Graphical Starter capita and in terms of with varying analysis of the Discussion and clarification of important energy (1 hour) 6.4 Energy units of GDP) and energy levels of energy mix of terminology. Each student read out to the rest of the a security is a key mix (domestic and consumption and different definition they researched for homework; teacher to goal for countries, foreign, primary and energy diversity. countries facilitate and explain where appropriate. most relying on secondary energy, including Global distribution teacher displays a map showing fossil fuels. UK change in – – renewable versus change over the distribution of one fossil fuel. Suitable images can be energy mix over time. obtained from Chartsbin, a web-based data and statistical Suggested time. visualisation tool learning 6.4b Access to and Global objectives consumption of energy distribution To know the resources depends on Main distribution of physical availability, cost, Students describe the distribution of the fossil fuel. Once global energy technology, public finished, students peer-assess their answers using the resources. perception, level of following success criteria:
Task 6.3 Independent Learning Opportunity Resources – ‘The Carbon Cycle’ – article written by postgrad researchers in combination with Climatica, Geological Society and Quaternary Research Association Free online apps: – a fun learning game, ‘kahoots’ made online for free, can incorporate images, videos, diagrams to multiple-choice questions. Good as starters and plenaries – students can create and share their own in addition to teacher’s creations. – another Q and A tool that can be used to create a range of question types to assess students’ level of learning. This app has a function to run reports to gauge learning. Can be used on any device. Enquiry question 2: What are the consequences for people and the environment of our increasing demand for energy? Lesson 6 (1 hour) Key idea 6.4 Energy security is a key goal for countries, most relying on fossil fuels. Suggested learning objectives To know the distribution of global energy resources. 6.4a Consumption (per capita and in terms of units of GDP) and energy mix (domestic and foreign, primary and secondary energy, renewable versus 6.4b Access to and consumption of energy resources depends on physical availability, cost, technology, public perception, level of Named locations with varying levels of consumption and energy diversity. UK – change in energy mix over time. Global distribution (3) Graphical analysis of the energy mix of different countries including change over time. Starter Discussion and clarification of important energy terminology. Each student read out to the rest of the a definition they researched for homework; teacher to facilitate and explain where appropriate. Global distribution – teacher displays a map showing the distribution of one fossil fuel. Suitable images can be obtained from Chartsbin, a web-based data and statistical visualisation tool Main Students describe the distribution of the fossil fuel. Once finished, students peer-assess their answers using the following success criteria:
Edexcel2016_ASandAlevelGeography_Topic6_CarbonCycleandEnergySecurity_SOW_DRAFT.docx