employers? Which economic sector is important? (Show film Economic structure clips at appropriate points). Working conditions Provide stories of a worker in Mumbai and London. Students their own story comparing the working conditions of both. Plenary Ask students to give an example of a similarity or difference in the working conditions from stories. Teacher provides data sheet on economic factors in London and Mumbai. 1 lesson Key idea 3.3: 3.3a Selected Use of Starter (1 hour) Cities change over How urban population megacities in statistics on Show a sequence of satellite images demonstrating spatial time and this is numbers, distribution range of countries population growth of selected megacities: Can students identify the reflected in and spatial growth size, cities? Students describe what happens to cities over changing land use. change over time population time. Show location of these cities on a world map. (urbanisation, density, and suburbanisation, spatial area. Suggested Main Interpretation learning Students provided with of data showing population counter-urbanisation and of satellite objectives: sizes, population density, and areas over time for selected in some cases, images. To understand world megacities. Discuss which have grown fastest in terms regeneration). how urban Interpretation of these factors, and begin thinking about how these cause population growth of satellite changes to the structure and functions of urban areas. causes changes to Key words: images of the structure and selected cities Students answer questions: As a city grows, what does it Land use function of urban (1980 to need to provide for the population? Is it easy to provide Population size areas. present) to these things? Is it easier for a more developed country to identify provide these things than a poorer country? Population distribution To understand that change. Population density cities change over Teacher provides data on selected cities regarding housing Spatial growth time through provision, infrastructure development, number of services several stages. etc over time. Urbanisation Suburbanisation Student notes to vary depending on ability level for – De-industrialisation example essay, question answer, or annotated diagram. Counter-urbanisation
Economic structure Working conditions employers? Which economic sector is important? (Show film clips at appropriate points). Provide stories of a worker in Mumbai and London. Students their own story comparing the working conditions of both. Plenary Ask students to give an example of a similarity or difference in the working conditions from stories. Teacher provides data sheet on economic factors in London and Mumbai. 1 lesson (1 hour) Key idea 3.3: Cities change over time and this is reflected in changing land use. Suggested learning objectives: To understand how urban population growth causes changes to the structure and function of urban areas. To understand that cities change over time through several stages. 3.3a How urban population numbers, distribution and spatial growth change over time (urbanisation, suburbanisation, counter-urbanisation and in some cases, regeneration). Key words: Land use Population size Population distribution Population density Spatial growth Urbanisation Suburbanisation De-industrialisation Counter-urbanisation Selected megacities in range of countries Use of statistics on population size, population density, and spatial area. Interpretation of satellite images. Interpretation of satellite images of selected cities (1980 to present) to identify change. Starter Show a sequence of satellite images demonstrating spatial growth of selected megacities: Can students identify the cities? Students describe what happens to cities over time. Show location of these cities on a world map. Main Students provided with of data showing population sizes, population density, and areas over time for selected world megacities. Discuss which have grown fastest in terms of these factors, and begin thinking about how these cause changes to the structure and functions of urban areas. Students answer questions: As a city grows, what does it need to provide for the population? Is it easy to provide these things? Is it easier for a more developed country to provide these things than a poorer country? Teacher provides data on selected cities regarding housing provision, infrastructure development, number of services etc over time. Student notes to vary depending on ability level – for example essay, question answer, or annotated diagram.
Edexcel_2016_GCSE_Geography_B_Topic_3_Challenges_of_an_urbanising_world_Scheme_of_Work.docx