1 lesson Key idea 5.2 5.2b Interpreting Starter (1 hour) The level of Factors (physical, historic choropleth Match-up: Give students a series of pictures and statement development and economic) that have maps. cards that represent the key reasons for variations in global varies globally. led to spatial variations development. Once matched, review and discuss as a class in the level of students thoughts. development globally Suggested and within the UK. Main activity (1) learning From the starter activity, get students to produce a mind objectives Key words map with the different factors and their own illustrations. To have an awareness of the inequalities Students number the reasons on mind map in rank factors that have spatial order from the factor they believe has the greatest to least caused spatial effect on variations in development. variations in the levels of development. Main activity (2) Comprehension task looking at why are variations within the UK: Plenary My word: Give students (or let them choose) a word related to the lesson. One student chooses someone in the class to give the meaning. That student then chooses another student to pose a word. 2 lessons Key idea 5.3 5.3a UK Starter (2 hours) Uneven global Impact of uneven Brazil True or A review exercise on the definition of the key development has development on the development indicators: life expectancy, death rate, birth had a range of quality of life in different rate, etc. consequences. parts of the world: Main activity access to housing, Provide two contrasting stories on the quality of life in the UK health, education, Suggested and Brazil. Make references to the following quality of life employment, technology, learning indicators: education (average years in education and and food and water objectives literacy/illiteracy rate), access to Internet, doctors per 1,000 security. To appreciate that people, calorie consumption, % with access to clean drinking uneven global water, life expectancy, car ownership and employment rates. development has a Key words
1 lesson (1 hour) Key idea 5.2 The level of development varies globally. Suggested learning objectives To have an awareness of the factors that have caused spatial variations in the levels of development. 5.2b Factors (physical, historic and economic) that have led to spatial variations in the level of development globally and within the UK. Key words inequalities spatial Interpreting choropleth maps. Starter Match-up: Give students a series of pictures and statement cards that represent the key reasons for variations in global development. Once matched, review and discuss as a class students thoughts. Main activity (1) From the starter activity, get students to produce a mind map with the different factors and their own illustrations. Students number the reasons on mind map in rank order from the factor they believe has the greatest to least effect on variations in development. Main activity (2) Comprehension task looking at why are variations within the UK: Plenary My word: Give students (or let them choose) a word related to the lesson. One student chooses someone in the class to give the meaning. That student then chooses another student to pose a word. 2 lessons (2 hours) Key idea 5.3 Uneven global development has had a range of consequences. Suggested learning objectives To appreciate that uneven global development has a 5.3a Impact of uneven development on the quality of life in different parts of the world: access to housing, health, education, employment, technology, and food and water security. Key words UK Brazil Starter True or A review exercise on the definition of the key development indicators: life expectancy, death rate, birth rate, etc. Main activity Provide two contrasting stories on the quality of life in the UK and Brazil. Make references to the following quality of life indicators: education (average years in education and literacy/illiteracy rate), access to Internet, doctors per 1,000 people, calorie consumption, % with access to clean drinking water, life expectancy, car ownership and employment rates.
Edexcel_2016_GCSE_Geography_A_Topic_5-Global_development_Scheme_of_Work.docx