What can be done by citizens? (Ask students to Affordable housing think about what individuals and families could Energy-efficient housing do.) Emissions zone What could be done by the urban government? Congestion charging zone Teacher then provides a summary sheet about what Bicycle hire and lanes the actual chosen UK city has done. Students add some details to their article. buildings What can the national government do? Teacher then introduces two schemes initiated by the UK government. Students add some more detail to their article. What can the EU government do? Teacher introduces one EU initiative for urban areas. Students add some more detail to their article. Plenary Teacher introduces, perhaps with visual stimuli, schemes from selected world cities that have tackled an urban problem (e.g. Curitiba transport, Chicago greening see Green City Index (Siemens – Sustainable Cities) for current ideas). Students take a vote on the best scheme, and then suggest reasons why it is the best. 1 lesson Key idea 5.7: 5.7a Chosen UK city Local fieldwork Starter (1 hour) The city is The city and accessible rural investigation. Discussion: What is a commuter? Where does the Local urban area interdependent with areas are interdependent typical commuter live? rural areas, leading (flows of goods, services and to changes in rural labour), which leads to Teacher provides a rural image and an urban image. areas. economic, social and Using these images, students suggest answers to: environmental costs and What benefits do commuters gain from living in Suggested learning benefits for both. the rural-urban fringe? objectives: What problems do commuters bring to the rural To understand the Key words: area and to the urban area? linkages between an Accessible rural
Affordable housing Energy-efficient housing Emissions zone Congestion charging zone Bicycle hire and lanes buildings What can be done by citizens? (Ask students to think about what individuals and families could do.) What could be done by the urban government? Teacher then provides a summary sheet about what the actual chosen UK city has done. Students add some details to their article. What can the national government do? Teacher then introduces two schemes initiated by the UK government. Students add some more detail to their article. What can the EU government do? Teacher introduces one EU initiative for urban areas. Students add some more detail to their article. Plenary Teacher introduces, perhaps with visual stimuli, schemes from selected world cities that have tackled an urban problem (e.g. Curitiba transport, Chicago greening – see Green City Index (Siemens Sustainable Cities) for current ideas). Students take a vote on the best scheme, and then suggest reasons why it is the best. 1 lesson (1 hour) Key idea 5.7: The city is interdependent with rural areas, leading to changes in rural areas. Suggested learning objectives: To understand the linkages between an 5.7a The city and accessible rural areas are interdependent (flows of goods, services and labour), which leads to economic, social and environmental costs and benefits for both. Key words: Accessible rural Chosen UK city Local urban area Local fieldwork investigation. Starter Discussion: What is a commuter? Where does the typical commuter live? Teacher provides a rural image and an urban image. Using these images, students suggest answers to: What benefits do commuters gain from living in the rural-urban fringe? What problems do commuters bring to the rural area and to the urban area?
Edexcel_2016_GCSE_Geography_B_Topic_5_The_UK's_evolving_human_landscape_Scheme_of_Work.docx