CW Date: 21st March 2018
Title:
How Equal is our World?
Entry Task:
You did not choose the country you were born
in, but if you could which country would it be?
Explain your choice.
Key Words:
Development - Change and improvement over time.
Activities:
1.
2. Look at this image... Something new has been brought into this African village.
a. What is it?
b. Why are the people so happy?
c. Why do you think this thing was not in the village previously?
d. Do you think there are many people in the world that don't have it?
2. Study the images on the sheet that has been given to you... cut them out and rearrange them into order from Least to Most developed. Explain how you have made your decisions.
NL
3. Reading from the Text Book (page 67)... from this information, did you make the correct decisions about the order of development?
Answer the two questions below:
Plenary:
Write a paragraph to suggest whether we live in an equal world or not... include evidence in your answer.
Discussion:
CW Date: 16th April 2018
Cover Work - HERE
Entry Task:
Review... from last term...
How did you answer these questions?
Title: So, what is Development?
Geog 3 pp 68/69
Source sheets:
- Features of development - HERE
- Kerboodle Activity (Sort it out) - HERE
- Home Learning sheet - HERE
- Example answer - HERE
Key Words:
Development - Change for the better
Indicator - A signal of something
Poverty - The condition of being poor. There are different ways of thinking about poverty...
Relative Poverty is being poor compared to other people in your society or group.
Absolute poverty is when a person is so poor they do not know, for example, where their next meal is coming from.
Activities:
Aspects of Development. The following two lists show the features of countries that are more or less developed. Use these (Copy to be provided - HERE)to answer the questions below.
1. Pick out the four most important features of a more developed country from the list above. Also select one that you think is not important.
2. Rewrite the four most important into rank order with MOST important at the top.
3. Explain why the first one in your list is the MOST important.
4. Now... for the one that you selected that was NOT important... explain why you have made that judgement.
Completion from here NL 18th April
5. Using the list above for a poorly developed country, complete the following task...
Plenary:
"Sort it out" activity (link on digital text activity bank pp 69)... select and give reasons... HERE
Home Learning - HERE
(This could be completed in twos or threes - for feedback and display... Groups might choose to make their response on their own sheets or as a presentation as the worksheet provided does not give much space... the ideas could be illustrated too :)
Example answer - HERE
CW Date: 25th April 2018
Title:
Measuring and mapping development
Geog 3 pp 70/71
Source sheets:
Tasks 3 and 4 - (HERE)
Worksheet - HERE
Entry Task:
Feedback from Home Learning and review of letters... (about what could be improved/developed in our local area) - HI letters.
Key Words:
Development Indicator - Information that signals or shows how developed a country is
Life Expectancy - A Social Indicator of Development... The average number of years a person born in a specific country might be expected to live.
Gross Domestic Productivity - An economic indicator of development ... A measure of the total value of goods and services produced in a country.
Activities:
Reading and discussion -
Write:
For most countries, data is collected every year about indicators of development. This allows progress to be monitored and places to be compared.
Some other Development Indicators:
1. Use the table above to complete the following task...
In the left hand column, write the questions from figure A pp 70 Geog 3.
In the right hand column, suggest which of the indicators from the list above, might answer it (list also on pp 70 (fig B).
Write if BLUE...
Title:
Measuring and mapping development
Geog 3 pp 70/71
Source sheets:
Tasks 3 and 4 - (HERE)
Worksheet - HERE
Entry Task:
Feedback from Home Learning and review of letters... (about what could be improved/developed in our local area) - HI letters.
Key Words:
Development Indicator - Information that signals or shows how developed a country is
Life Expectancy - A Social Indicator of Development... The average number of years a person born in a specific country might be expected to live.
Gross Domestic Productivity - An economic indicator of development ... A measure of the total value of goods and services produced in a country.
Activities:
Reading and discussion -
Measuring Development
When visiting another country, we can quickly get an idea of how developed it is, just by looking around us... Is that true? Look at the following photos... more or less developed?
New Delhi
Quito
Hackney
Write:
To measure development we have to be able to ask specific questions.
To measure development we have to be able to ask specific questions.
Verbal Q.
What might be good questions we could ask to assess the level of development of a country? Pairs... come up with two questions.
What might be good questions we could ask to assess the level of development of a country? Pairs... come up with two questions.
Write:
For most countries, data is collected every year about indicators of development. This allows progress to be monitored and places to be compared.
What is a development indicator?
A development indicator helps to tell how developed a country is. It is a signal of the level of development (see definitions).
For example, question three in the illustration above "How long can people expect to live". It is answered by development indicator called life expectancy.
Life expectancy means how long people can expect to live, on average, depending on where they are born. If you are born in a more developed country your life expectancy is longer than if you are born in a less developed country... ON AVERAGE! People in less developed countries usually have a low life expectancy because they may have too little to eat, a lack of clean water and fewer doctors to help them if they get sick.
Some other Development Indicators:
1. Use the table above to complete the following task...
In the left hand column, write the questions from figure A pp 70 Geog 3.
In the right hand column, suggest which of the indicators from the list above, might answer it (list also on pp 70 (fig B).
Write if BLUE...
Wealth as a development indicator
Now look at question seven in the illustration. It is answered by a development indicator called GDP per person (PPP).
The GDP or Gross Domestic Product is the total value of the goods and services a country produces in a year. You can think of it as the total amount earned in that country, in a year. The higher the GDP, the richer overall is the country.
From HereNL
GDP per person (or per "capita") divides the GDP by the population to give an average level of wealth if it was equally divided among all people in the country.
2. Go back to your table of indicators. Add an "H" next to where the value would be High for a less developed country. Add the letter "L" if it would be low.
Complete tasks 3 and 4 on the sheet provided (HERE) and then go on to the Worksheet - HERE
Plenary:
Would you expect high or low values for the UK for the following:
- Life expectancy
- GDP per person
- Number of doctors per 10,000 people
- Adult literacy rate
- % of children under 5 years who are underweight.
HW complete the Worksheet for next lesson.
CW Date: 30th April 2018
Covered lesson: GDP stuff from text + Malawi work from text.
CW Date: 2nd May 2018
Title:Living in Malawi - Sefora's Day
Entry Task:
Quick quiz - Source from Kerboodle (Malawi pp)
Key Words:
Activities
Kerboodle Sheet (Higher) - Adapted for cover lesson (2nd May)
Covered lesson: GDP stuff from text + Malawi work from text.
CW Date: 2nd May 2018
Title:Living in Malawi - Sefora's Day
Entry Task:
Quick quiz - Source from Kerboodle (Malawi pp)
Key Words:
Activities
Kerboodle Sheet (Higher) - Adapted for cover lesson (2nd May)
Plenary:
CW Date: 9th May 2018
Title: Meet Singapore - A developed country
Entry Task:
View the image links from pp 74 of the text... (also on pp74/75). What do these suggest about the development of Singapore (try to give specific examples/evidence to support your answer)
Key Words:
Colony -
Independent -
Cargo -
Shipping Hub -
Transhipment Port -
Activities
Title: Meet Singapore - A developed country
Entry Task:
View the image links from pp 74 of the text... (also on pp74/75). What do these suggest about the development of Singapore (try to give specific examples/evidence to support your answer)
Key Words:
Colony -
Independent -
Cargo -
Shipping Hub -
Transhipment Port -
Activities
Answer questions 1 to 6 on pp 74 + Foundation Wk Sheet (copied already)
Some questions to complete NL
Some questions to complete NL
Plenary: Done
Where in the world activity from text book link...
CW Date: 16th May 2018
Title: How did the Development Gap Grow?
Entry Task:
Study the information of the worksheet... complete the two spider diagrams to identify things that would contribute to a country becoming more developed and things that would prevent development.
Key Words:
Activities
Title: How did the Development Gap Grow?
Entry Task:
Study the information of the worksheet... complete the two spider diagrams to identify things that would contribute to a country becoming more developed and things that would prevent development.
Key Words:
Activities
In today's lesson we are going to examine why some countries became more developed than other and how differences in development continue to grow.
Follow the directions on the resource sheet you have been given (HERE)... Remember, you may be asked to feedback your findings to the class.
Plenary:
Complete the ranking activity provided...
CW Date: 23rd May 2018
Title: The Development Gap
Entry Task:
Key Terms:
Activities:
On Kerboodle Assessments - Complete the following in this order:
Title:
Escaping from Poverty
Read pages 80/81 in the Geog 3 text book.
Complete the activities on the worksheet: "Escaping from Poverty".
CW Date: 6th June 2018 + 13th
Title: Origins and Destinations
Source: HERE
Entry Task - Discussion:
What problems and dangers did Seydou face on his journey from Mali to Europe?
What do you think might have encouraged Seydou to stay in Mali?
In what ways does Seydou's story show the interconnections of our world? For example... has the UK contributed to pressures on people in Mali to migrate? To what extent are we in the UK affected by such movements of people?
Key Terms:
Refugee Origin - Where refugees come from.
Refugee Destination - Where refugees go to.
Intro (Diff Version on source sheet pp3):
Since the earliest human origins, groups of people have migrated. Throughout history there have been episodes when substantial numbers of people moved from one region to another. Sometimes to escape conflict and persecution or avoid the effects of environmental deterioration. Many migrations have also been stimulated by a desire to improve ones prospects and and quality of life e.g. the mass migration of Europeans into North America was driven by a combination of factors including seeking religious freedom, economic opportunity and freedom from oppression or to escape famine caused by poor harvests.
Activities:
1. Work in pairs... one person produce a graph for each of the sets of data below. Make sure that you both use exactly the same type of graph and, ideally, the same scales... Use pencil, ruler and graph paper!
To complete NL (Tyler and Noah absent - need to pair up for this work).
Copy of data sheets on desk in D10
2. Together, compare your graphs and answer the following questions in your exercise books:
Plenary:
If you were forced to leave your home to escape poverty or conflict, what do you think would be the most frightening aspects of the process?
What would you say to someone who protests against the arrival of refugees into their country?
"Home" learning:
Using your knowledge about why some people migrate and perhaps some wider research on this topic, suggest what could be done in the origin countries to reduce the flow of refugees.
Assessment and Revision:
Assessment:
Scheduled for 18th June (Monday)
We will be in iCt room C211 ICT Suite (ICT5)Assessments will be online/Kerboodle.
HW:
Check that you are able to access Kerboodle - www.kerboodle.com
- username format: dnoraika
- password format: dnoraika (unless you have changed it).
Revision topics:
CW Date: 20th June 2018
Title: Putting an End to Poverty
EntryTask:
If poverty is living without enough of the things that are needed to be healthy and happy, what are the core things that you NEED?
How can people's needs be provided i.e. what could be done to reduce poverty?
Intro:
Living in poverty can mean not having enough food to eat, clean water to drink, employment and opportunities for such things as an education.
About 1 billion people (1/7th of the world population) live in extreme poverty where they literally do not know where their next meal is coming from... many more live in lower levels of poverty.
The question, then, is can they be helped out of poverty? If so, how?
Activities:
Reading pp 82/83
Discussion
Complete the activities the sheet provided.
Plenary:
Its the 21st Century... why are there still so many people in poverty?
Home learning:
CW Date: th June 2018
Title:
Entry Task:
Key Terms:
Intro:
Activities:
Plenary:
Home learning:
CW Date: th June 2018
Title:
Entry Task:
Key Terms:
Intro:
Activities:
Plenary:
Home learning:
Follow the directions on the resource sheet you have been given (HERE)... Remember, you may be asked to feedback your findings to the class.
Plenary:
Complete the ranking activity provided...
CW Date: 23rd May 2018
Title: The Development Gap
Entry Task:
Key Terms:
Activities:
On Kerboodle Assessments - Complete the following in this order:
- 4 Self Assessment
- 4.1 End of Lesson Assessment
- 4.3 End of Lesson Assessment
- 4.6 End of Lesson Assessment
- 4 Test Yourself
CW Date: 4th June 2018
Title:
Escaping from Poverty
Read pages 80/81 in the Geog 3 text book.
Complete the activities on the worksheet: "Escaping from Poverty".
CW Date: 6th June 2018 + 13th
Title: Origins and Destinations
Source: HERE
Entry Task - Discussion:
What problems and dangers did Seydou face on his journey from Mali to Europe?
What do you think might have encouraged Seydou to stay in Mali?
In what ways does Seydou's story show the interconnections of our world? For example... has the UK contributed to pressures on people in Mali to migrate? To what extent are we in the UK affected by such movements of people?
Key Terms:
Refugee Origin - Where refugees come from.
Refugee Destination - Where refugees go to.
Intro (Diff Version on source sheet pp3):
Since the earliest human origins, groups of people have migrated. Throughout history there have been episodes when substantial numbers of people moved from one region to another. Sometimes to escape conflict and persecution or avoid the effects of environmental deterioration. Many migrations have also been stimulated by a desire to improve ones prospects and and quality of life e.g. the mass migration of Europeans into North America was driven by a combination of factors including seeking religious freedom, economic opportunity and freedom from oppression or to escape famine caused by poor harvests.
Activities:
1. Work in pairs... one person produce a graph for each of the sets of data below. Make sure that you both use exactly the same type of graph and, ideally, the same scales... Use pencil, ruler and graph paper!
To complete NL (Tyler and Noah absent - need to pair up for this work).
Copy of data sheets on desk in D10
2. Together, compare your graphs and answer the following questions in your exercise books:
Plenary:
If you were forced to leave your home to escape poverty or conflict, what do you think would be the most frightening aspects of the process?
What would you say to someone who protests against the arrival of refugees into their country?
"Home" learning:
Using your knowledge about why some people migrate and perhaps some wider research on this topic, suggest what could be done in the origin countries to reduce the flow of refugees.
Assessment and Revision:
Assessment:
Scheduled for 18th June (Monday)
We will be in iCt room C211 ICT Suite (ICT5)Assessments will be online/Kerboodle.
HW:
Check that you are able to access Kerboodle - www.kerboodle.com
- username format: dnoraika
- password format: dnoraika (unless you have changed it).
Revision topics:
- Population - Geog 2
- Urbanisation - Geog 2
- Russia - Geog 3
- Development - Geog 3
CW Date: 20th June 2018
Title: Putting an End to Poverty
EntryTask:
If poverty is living without enough of the things that are needed to be healthy and happy, what are the core things that you NEED?
How can people's needs be provided i.e. what could be done to reduce poverty?
Intro:
Living in poverty can mean not having enough food to eat, clean water to drink, employment and opportunities for such things as an education.
About 1 billion people (1/7th of the world population) live in extreme poverty where they literally do not know where their next meal is coming from... many more live in lower levels of poverty.
The question, then, is can they be helped out of poverty? If so, how?
Activities:
Reading pp 82/83
Discussion
Complete the activities the sheet provided.
Plenary:
Its the 21st Century... why are there still so many people in poverty?
Home learning:
CW Date: th June 2018
Title:
Entry Task:
Key Terms:
Intro:
Activities:
Plenary:
Home learning:
CW Date: th June 2018
Title:
Entry Task:
Key Terms:
Intro:
Activities:
Plenary:
Home learning:
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