IGCSE Geography Unit Plan

Unit title Theme 3: Economic development Duration Michaelmass and Lent (20 weeks)

Unit description IGCSE Geography is divided into three themes:

 Theme 1: Population and settlement
 Theme 2: The natural environment
 Theme 3: Economic development and the use of resources

This syllabus aims to encourage candidates to develop:

 A sense of place and an understanding of relative location on a local, regional and global scale
 An awareness of the characteristics and distribution of a selection of contrasting physical and human environments
 An understanding of some of the processes affecting the development of such environments
 An understanding of the spatial effects of the ways in which people interact with each other and with their environments
 An understanding of different communities and cultures throughout the world and an awareness of the contrasting opportunities
and constraints presented by different environments

Outcomes:
3.1 Development 3.2 Food 3.3 Industry 3.4 Tourism 3.5 Energy 3.6 Water 3.7 Environmental
 Use a variety of production  Demonstrate an  Describe and  Describe the  Describe methods risks of economic
indicators to  Describe and understanding of explain the importance of of water supply development
assess the level of explain the main an industrial growth of non-renewable and the  Describe how
development in a features of an system: inputs, tourism in fossil fuels, proportions of economic activities
country agricultural processes and relation to the renewable energy water used for may pose threats
 Identify and system; inputs, outputs main attractions supplies, nuclear agriculture, to the natural
explain processes and (products and of the physical power and domestic and environment and
inequalities outputs waste) and human fuelwood; industrial people. Locally
between and  Recognise the  Describe and landscape globally and in purposes in and globally
within countries causes and effects explain the  Evaluate the different levels of countries at  Demonstrate the
 Classify of food shortages factors benefits and development different levels of need for
production into and describe the influencing the disadvantages of  Evaluate the economic sustainable
different sectors possible solutions distribution and tourism to benefits and development development and
 and give to this problem location of receiving areas disadvantages of  Explain why there management
illustrations of factories and  Demonstrate an nuclear power are water  Understand the
each industrial zones understanding and renewable shortages in some importance of
 Describe and that careful energy sources areas and resource
explain how the management of demonstrate that conservation
proportions tourism is careful
employed in each required in order management is
sector vary for it to be required to ensure
according to the sustainable future supplies
level of
development
 Describe and
explain the
process of
globalisation and
consider its
impacts

Cognitions:
 AO1 Knowledge and Understanding (define, describe, compare, explain, give, identify, state, suggest)
o The wide range of processes, including human actions, contributing to the development of:
 Physical, economic and social environments and their effects on the landscape
 Spatial patterns and the interactions which are important within these environments
o The relationships between human activity and the environment
o The importance of scale (local, regional or global)
o The changes which occur through time in places, landscapes and spatial distribution
 AO2 Skills and analysis (calculate, devise, estimate, locate, plan, predict, sketch)
o Interpret and analyse geographical data
o Use and apply geographical knowledge and understanding to maps and in numerical, diagrammatic, pictorial, photographic and graphical
form
o Use geographical data to recognise patterns in such data and to deduce relationships
o Select and show understanding of techniques for observing and collecting data
 o Select and use techniques for organising and presenting data
 AO3 Judgement and decision making (justify, to what extent, how far do you agree)
o Reason and make judgements and decisions, including evaluations and conclusions which demonstrate where appropriate:
 An appreciation of attitudes, values and beliefs of others in issues which have a geographical dimension
 An awareness of the contrasting opportunities and constraints of people living in different places and under different physical and
human conditions
 A willingness to review their own attitudes in the light of the views of others and new knowledge acquired
o Make judgements and decisions and recognise how these are made within a geographical context as affected and constrained by:
 The physical and human contexts in which decisions are made
 The values and perceptions of differing groups or individuals
 The choices available to decision-makers
 The increasing level of global interdependence and the need for sustainable development

Resources  Lessons on PPTs and OneNote

o News articles and links to relevant videos (news/explainer videos etc)
 Geographypods
 Course textbooks
 Past papers (including homework skill papers with self-review mark schemes)

Assessment:
 Skill questions set as homeworks and plenary’s which are self-reviewed with teacher input
 Command verb questions set in class and as homeworks which are teacher marked with students taught home to mark their own throughout the course
 End of unit tests [25 marks each]
 Content Teaching and Learning/Assessment Resources
3.1 Development Activities: Resources:
Introduce the term ‘development’ and add to key word glossary (see:  PPTs and OneNote lesson
www.bbc.co.uk/schools/gcsebitesize/geography/development/contrasts_develop resources
LO: Use a variety of indicators to ment_rev1.shtml). Define ‘More Economically Developing Country’ (MEDC) and  Course guide and
assess the level of development ‘Less Economically Developing Country’ (LEDC) followed by a whole class Syllabus outline
of a country discussion and mind map for each to show the characteristics – learners can add to  www.bbc.co.uk/
and update these diagrams as the unit progresses. Provide learners with a map schools/gcsebitesize/
showing the North-South divide – learners work in pairs to geography/
 describe the distribution of MEDCs and LEDCs and development/
 use an atlas to name and locate examples of each on the map. (I) contrasts_development_r
ev1.shtml
Introduce and define ‘indicators’ and how each is measured – card sorting activity,  www.oxfam.org.uk/
e.g. wealth – measured by GNP per capita – US dollars. Include ‘literacy’, ‘life education
expectancy’ and ‘composite measures’ such as the ‘Human Development Index’.  http://practicalaction.org/
Learners write up as a table. (I)

Assessment:
 Ongoing:
o Homework skill questions as starters or plenary’s
o Use of exam questions to check understanding within lesson

3.1 Development Activities: Resources:

 Introduce learners to how Gross National Product (GNP) can be used to rank  PPTs and OneNote lesson
countries using a simple game of ‘Play Your Cards Right’ (see Appendix: Play resources
LO: Identify and explain Your Cards Right) – provide GNP for a starting country and then learners  Course guide and
inequalities within and between have to decide whether the next country shown is higher or lower than the Syllabus outline
countries first. Follow this up by placing a list of countries in rank order for GNP. (I)  www.bbc.co.uk/schools/
 Repeat the activity for ‘literacy’ and ‘life expectancy’ – learners discuss in pairs gcsebitesize/geography/
what they notice about the rank order each time and use this to explain why it development/
is important to use more than one indicator to measure development. This is a contrasts_development_r
Content Teaching and Learning/Assessment Resources
good route into the Human Development Index (HDI) – explain what this is ev1.shtml
and how it can be used to measure development – define key words and  www.bbc.co.uk/schools/
learners order examples of countries based on the data provided. Use an atlas gcsebitesize/geography/
and choropleth maps to support this activity. (I) development/
 Extension activity: Explain why HDI might be a fairer way to measure factors_influencing_devel
development. opment_rev2.shtml
 Learners produce scatter graphs to show the relationships between different  www.bbc.co.uk/schools/
indicators of development – for example, literacy and GNP. Describe and gcsebitesize/geography/
explain the relationship shown. (I) Use this as a basis for a whole class development/
discussion of the factors that affect each measure of development – for uneven_development_rev
example, how variations in trade and employment structure will influence 1.shtml
GNP or how the level of GNP in a country affects literacy rates. Revisit
population at this point to explain life expectancy. Include explanations for the
measures within the HDI.
 Extension activity: Why does development vary between countries? Discuss
as a whole class – such as climate, resources, natural hazards, location,
historical factors, etc. Learners then independently research development
indicators for two contrasting countries to produce country fact files – data
tables, graphs of results, describe and offer explanations for the differences. (I)
 Introduce the concept of ‘core-periphery’ and learners show as a simple
annotated diagram to include the characteristics of each. Exemplify with
reference to an example country – graph or map indicators to illustrate and
offer reasons for the differences noted.

Assessment:
 Ongoing:
o Homework skill questions as starters or plenary’s
o Use of exam questions to check understanding within lesson
 Content Teaching and Learning/Assessment Resources
3.1 Development Activities: Resources:
Learners complete a ‘heads and tails’ game (matching key words and definitions)  PPTs and OneNote lesson
activity to define the ‘primary’, ‘secondary’, ‘tertiary’ and ‘quaternary sectors’. Sort resources
LO: Classify production into and classify example jobs into each and show as a table.  Course guide and
different sectors and give Syllabus outline
illustrations of each Extension activity: by taking a product – for example, a piece of furniture – and  www.bbc.co.uk/schools/
drawing labelled cartoons/diagrams to illustrate each stage of production. (I) Or gcsebitesize/geography/
collect examples of advertisements and classify into the different sectors. economic_change/
characteristics_industry_r
Assessment: ev1.shtml
 Ongoing:
o Homework skill questions as starters or plenary’s
o Use of exam questions to check understanding within lesson

3.1 Development Activities: Resources:

Introduce the term ‘employment structure’ and update key word glossary (see:  PPTs and OneNote lesson
www.geography.learnontheinternet.co.uk/topics/empstruct.html). (I) Select an resources
LO: Describe and explain how example MEDC and provide the current employment structure – display as a  Course guide and
the proportions employed in triangular graph. (I) Syllabus outline
each sector vary according to the  www.geography.learnon
level of development Provide learners with data tables and pie charts or divided bar charts for this same theinternet.co.uk/topics/
country over time – learners have to describe the changes and explain the changes. empstruct.html
(I) Also use indicators of development to illustrate.

Select a LEDC example and provide the current employment structure – learners
can choose how to display this from the skills modelled earlier. Provide
information over time – learners describe and explain the changes. (I) Make the
link to globalisation – will be covered later in the unit. Could do a couple of
examples to include a Newly Industrialised Country (NIC). Also use indicators of
development to illustrate.
 Content Teaching and Learning/Assessment Resources
Learners work in pairs to compare the current employment structure for the
MEDC and LEDC that they have been given and independently research other
examples – describe the differences and explain based on knowledge of
development gained so far. Write up as a short presentation for their peers.

learners produce a scattergraph of countries at

Extension activity:
different levels of development – employment vs GNP – describe the
relationship and explain. (I)

Assessment:
 Ongoing:
o Homework skill questions as starters or plenary’s
o Use of exam questions to check understanding within lesson

3.1 Development Activities:  PPTs and OneNote lesson

 Learners define the key word ‘globalisation’ (see: resources
www.bbc.co.uk/schools/gcsebitesize/geography/globalisation/globalisation_  Course guide and
LO: Describe and explain the rev1.shtml). (I) Provide information that learners understand the reasons for Syllabus outline
process of globalisation and globalisation such as improved technology, improved transport links, freedom  www.bbc.co.uk/schools/
of trade, labour availability and skills, growth of transnational corporations gcsebitesize/geography/
consider its impacts globalisation/
(TNC), etc.
globalisation_rev1.shtm
 Globalisation (video):
 www.bbc.co.uk/
www.bbc.co.uk/schools/gcsebitesize/geography/globalisation/globalisation_
schools/gcsebitesize/
video.shtml
geography/
 Learners write up as an explanation. Learners draw the positive multiplier
globalisation/
effect to show the impact of new industry in a local area and explain – make
globalisation_video.shtm
the link to a new factory opening up in an area within LEDC. (I)
l
 Learners complete a mystery activity to find out why a person working in a
MEDC factory has been made redundant.
 Use the results of this for a whole class discussion of the growth of
 Content Teaching and Learning/Assessment Resources
transnational corporations and the impacts on both MEDCs and LEDCs.
 Learners follow this up with a definition of a TNC, a list of their characteristics
and a table to show the advantages and disadvantages for both the host
countries and elsewhere. (I)
 Include deindustrialisation as part of this and the impact upon industrial
regions in MEDCs – negative multiplier effect. Learners produce their own
version of the negative multiplier effect diagram in pairs based on previous
knowledge and explain. (I)
 Ensure that discussions include a consideration of the impact of globalisation
at a local, national and global level.
 Provide a location map of a selected TNC – could be the case study you plan to
use later – learners try to work out the reasons in pairs why TNCs locate in
LEDCs – whole class discussion to confirm and write up as a mind map – the
factor on each branch with development of the reason. Factors such as reduced
transport costs, wider market, avoidance of quotas and tariffs, cheaper labour,
work ethic, health and safety, lack of unions, less environmental control, etc.
 Follow up with a decision-making activity – provide information about
possible locations for a new TNC branch plant – work in groups to choose the
best location, justify decision and then discuss impact at different levels.

Assessment:
 Ongoing:
o Homework skill questions as starters or plenary’s
o Use of exam questions to check understanding within lesson
Activities  PPTs and OneNote lesson
3.1 Development
 Learners should know a case study of a transnational corporation and its resources
global links.  Course guide and
LO: Know a case study of a  Sketch map to show the worldwide location of the transnational corporation Syllabus outline
transnational corporation (TNC) (TNC) – describe the distribution of HQ and branch plants with named
examples for place-specific reference.
and its global links
 Content Teaching and Learning/Assessment Resources
 Show the global links that the TNC has on a world map.
 Create a fact file on the transnational corporation (TNC) – growth over time
and key facts.
 Write a newspaper article to include reasons for location of the TNC and the
impacts it has had locally, nationally and globally. Include statistics for place-
specific reference and examples – illustrate with photographs. Focus on a
specific country included.
 In groups or whole class, learners have a debate to consider the different
viewpoints – Are the transnational corporations (TNC) good or bad for the
economies of LEDCs?

Assessment:
 Answer a 7 mark case study question
 Ongoing:
o Homework skill questions as starters or plenary’s
o Use of exam questions to check understanding within lesson
 End of unit assessment [25 marks]

3.2 Food production Activities:  PPTs and OneNote lesson

Define ‘agriculture’ and ‘farming’ and add to the key word glossary. Recap resources
agriculture as a type of primary industry. Introduce how we classify agriculture  Course guide and
LO: Describe and explain the and define the different farming types – ‘commercial’, ‘subsistence’, ‘arable’, Syllabus outline
main features of an agricultural ‘pastoral’, ‘intensive’ and ‘extensive’. (I)  www.s–cool.co.uk/gcse/
system: inputs, processes and geography/agriculture
Agriculture:  www.bbc.co.uk/
outputs
www.s–cool.co.uk/gcse/geography/agriculture schools/gcsebitesize/
geography/
Farming in rural areas: rural_environments/
www.bbc.co.uk/schools/gcsebitesize/geography/rural_environments/farming_ru farming_rural_areas_rev
ral_areas_rev1.shtml 1.shtml
 www.bbc.co.uk/
Content Teaching and Learning/Assessment Resources
Characteristics of farming (video): schools/gcsebitesize/
www.bbc.co.uk/schools/gcsebitesize/geography/video/agriculture/characteristics geography/video/
_farming_video.shtml agriculture/
characteristics_farming_
Types of farming (video): video.shtml
www.bbc.co.uk/schools/gcsebitesize/geography/video/agriculture/types_farming  www.bbc.co.uk/
_video.shtml schools/gcsebitesize/
geography/video/
Learners update glossary with appropriate key words. Provide headlines or agriculture/
photographs about different farming systems for learners to analyse and classify types_farming_video.sht
into the different farming types. Learners add an example of each farming type to ml
their definitions. Complete an ‘odd one out’ activity to consolidate understanding  www.sln.org.uk/
of the key characteristics of each type of farming. geography/Economic
%20activity.htm
Discuss the factors affecting farming and show as a mind map. Sort into natural
and human. Learners can then further divide the human factors into economic and
social. Learners show results in a table and then explain in detail how each one will
influence farming – including the scale of production, methods and products of
agricultural systems. Illustrate with reference of examples. (I)

Introduce farming as a system and define key words ‘system’; ‘inputs’, ‘processes’
and ‘outputs’. Provide a systems diagram for the type of farming that you plan to
use for your case study later in the unit – learners colour code and annotate to
understand the concept of ‘a system’. (I)

In pairs learners answer questions to analyse and understand the diagram.

Learners sort cards to produce another systems diagram for a contrasting type of
farming and compare the inputs and how this has influenced the scale of
production, methods and products of the agricultural systems. Write up ideas. (I)
(Alternatively two case studies can be done later in the unit.)
 Content Teaching and Learning/Assessment Resources

Map work opportunity: describing the agricultural patterns in an

area shown on a map extract and using map evidence to identify
the factors that have influenced its location.

Fieldwork opportunity: examining the land use/agricultural

patterns in an area and giving explanations for the patterns.

Link to 3.7 – describe how economic activities may pose threats to the natural
environment locally and globally – discussion of how agriculture can cause noise,
air, water and visual pollution – learners mind map ideas for each and then write
up to develop/explain. Suggest solutions for each.

The following link provides ideas for the whole unit:

www.sln.org.uk/geography/Economic%20activity.htm

Assessment:
 Ongoing:
o Homework skill questions as starters or plenary’s
o Use of exam questions to check understanding within lesson

3.2 Food production Activities:  PPTs and OneNote lesson

 Learners should know a case study of a farm or agricultural system. resources
 Learners produce sketch map to show the location of the farm or system and  Course guide and
LO: Know a case study of a farm describe it. Syllabus outline
or agricultural system  Classify the farming type. 
 Produce a systems diagram for the farm or system.
 Write a short report to explain all of the factors that have influenced the
location of the farm or system. Include place-specific information and diagrams
as appropriate – for example, climate data and a climate graph.
 Content Teaching and Learning/Assessment Resources
 Describe the methods used in production and the scale of the operation.
Present as a case study booklet.
 Please ensure appropriate place-specific information through the case study.

Assessment:
 Answer a 7 mark case study question
 Ongoing:
o Homework skill questions as starters or plenary’s
o Use of exam questions to check understanding within lesson
o End of unit assessment [25 marks]
Activities:  PPTs and OneNote lesson
3.7 Environmental risks of
Suggested opportunity to deliver the content for soil erosion and desertification resources
economic development
from 3.7 here. See later scheme for content.  Course guide and
Syllabus outline
LO: Describe how economic Assessment:
activities may prose threats to  Ongoing:
the natural environment, locally o Homework skill questions as starters or plenary’s

and globally o Use of exam questions to check understanding within lesson

3.2 Food production Activities:  PPTs and OneNote lesson

 Learners define the key word ‘food shortage’ and add to key word glossary. resources
World map of countries that suffer from food shortage (choropleth map of  Course guide and
LO: Recognise causes of food kcal/per person per day or % population suffering from malnutrition or Syllabus outline
shortages and describe possible alternative) – learners describe the distribution. Research key facts about food  www.bbc.co.uk/
solutions to this problem shortages using websites. (I) schools/gcsebitesize/
Content Teaching and Learning/Assessment Resources
 Investigation – what is the cause of food shortages? Provide appropriate geography/
resources to each pair of learners such as climate data, photographs, extracts development/
from newspaper reports, visual clips for them to analyse. Learners also aid_video.shtml
conduct independent internet research. (I) Write a report to explain why food  www.bbc.co.uk/
shortages occur around the world – make the link to natural factors as well as schools/gcsebitesize/
economic and political factors as shown in the syllabus. geography/
 Discuss the impacts of food shortages – both positive and negative. Learners development/
complete card sorting activity to classify effects in these two categories and aid_rev1.shtml
record in a table.
 Show how food shortages can cause a cycle of poverty and learners display in
an annotated diagram. Learners also research the impact of food shortages
upon health (including malnutrition and diseases as a result of under–
nutrition) and the knock on effects such as migration/refugees, loss of
productivity etc. – write up their ideas as a letter to a president of a country
expressing concern. (I)
 Introduce aid and different types of aid. Learners complete heads and tails
activity to understand the different types of aid. Learners are split into two –
half the class researches the benefits of giving aid whilst the others research the
problems of giving aid. Present their views and conduct short whole class
debate about the benefits and problems of giving aid – write up as two
viewpoints and then give their own, justifying their decision. (I) Discuss ways
in which food aid can address the problem of food shortages but also how
other approaches may be more sustainable in the long term.
 Aid (video):
www.bbc.co.uk/schools/gcsebitesize/geography/development/aid_video.sht
ml

 Aid:
www.bbc.co.uk/schools/gcsebitesize/geography/development/aid_rev1.shtml

 Discuss how food shortages can lead to measures to increase output – learners
 Content Teaching and Learning/Assessment Resources
write a description of measures such as irrigation, fertilisers, mechanisation,
pesticides, GM crops, education farmers, etc. and explain how each increases
output. Can illustrate with photographs and diagrams. (I)

Assessment:
 Ongoing:
o Homework skill questions as starters or plenary’s
o Use of exam questions to check understanding within lesson

3.2 Food production Activities:  PPTs and OneNote lesson

 Learners should know a case study of a country or region suffering from food resources
shortages.  Course guide and
LO: Know a case study of a  Learners produce annotated sketch map to locate the country or region and Syllabus outline
country or region suffering from describe the distribution of areas suffering from a food shortage.
food shortages  Research background of the food shortage – dates/extent, etc.
o Discuss causes and categorise.
o Describe and explain the effects.
 Positive response to the problem including aid and measures to increase
output.
 Learners research using internet and teacher resources and write up as a
webpage or article for a geographical journal. Please ensure appropriate place-
specific information through the case study.

Assessment:
 Answer a 7 mark case study question
 Ongoing:
o Homework skill questions as starters or plenary’s
o Use of exam questions to check understanding within lesson
 End of unit assessment [25 marks]

3.3 Industry Activities:  PPTs and OneNote lesson

 Define ‘industry’ and reinforce as a type of secondary activity. Revisit the key resources
 Content Teaching and Learning/Assessment Resources
words of a ‘system’ – recap using a quick ‘heads and tails’ activity.  Course guide and
LO: Demonstrate an  An introduction to industry: Syllabus outline
www.s–cool.co.uk/gcse/geography/industry/revise–it/an–introduction–to–  www.s–cool.co.uk/gcse/
understanding of an industrial industry geography/industry/
system: inputs, processes and  Characteristics of industry: revise–it/an–
outputs (products and waste) www.bbc.co.uk/schools/gcsebitesize/geography/economic_change/characteri introduction–to–industry
stics_industry_video.shtml  www.bbc.co.uk/
 Industry: www.revisionworld.com/gcse–revision/geography/industry schools/gcsebitesize/
 Learners understand that outputs can include both products and waste. geography/
 Learners define the key industry types as shown in the syllabus and briefly economic_change/
write up to describe the characteristics of each following whole class characteristics_industry_
discussion with an example to illustrate. (I) video.shtml
 Learners to produce a systems diagram for a chosen industry – link to later  www.revisionworld.com/
case study – and answer questions to interpret the diagram. Could be drawn gcse–revision/
from information provided as text or a card sorting activity. (I) geography/industry

Assessment:
 Ongoing:
o Homework skill questions as starters or plenary’s
o Use of exam questions to check understanding within lesson

3.3 Industry Activities:  PPTs and OneNote lesson

Show learners photographs of different types of factories and industrial zones and resources
ask them to identify the factors that they think might have influenced the location  Course guide and
LO: Describe and explain the of each. Build up a mind map of key factors following paired discussion as a Syllabus outline
factors influencing the whole class. These can then be further classified. For each one, learners explain  www.bbc.co.uk/schools/
distribution and location of how the factor might influence industrial location. For each, link to not only the gcsebitesize/geography/
factories and industrial zonews location but also scale of production, methods of organisation and products of the economic_change/
system. Link to previous work on transnational companies (3.1) and advantages of characteristics_industry_r
rural/urban fringe locations (1.2). (I) ev4.shtml
 www.s–cool.co.uk/gcse/
 Content Teaching and Learning/Assessment Resources
Decision-making exercise: provide learners with a sketch map and factors marked geography/industry/
on. Learners have to decide which is the best location for a particular type of revise–it/the–location–of–
industry, and then justify and explain their choice. Present ideas in a table – industry
advantages and disadvantages of each site. (I)  www.revisionworld.com/
gcse–revision/
geography/industry
Map work opportunity: providing map extract with either a
 www.bbc.co.uk/schools/
factory or industrial zone marked on – learners identify the factors
gcsebitesize/geography/
that may have led to its location and support with map evidence.
economic_change/
industry_medcs_video.sh
Learners work in pairs to complete a card sorting activity – raw material oriented tml
industry and market oriented industry – includes some examples. Write up the
card sorting activity to explain the factors that encourage industries to locate near
to their raw materials and those which locate near to their market. (I) Follow up
with individual research of some appropriate examples. Could follow up with an
‘odd one out’ activity based on systems diagrams and industrial location factors.
Define the term ‘footloose’ add to key word glossary and give an example.

Link to 3.7 – describe how economic activities may pose threats to the natural
environment locally and globally – discussion of how industry can cause noise, air,
water and visual pollution – learners mind map ideas for each and then write up to
develop/explain. Suggest solutions for each.

Assessment:
 Ongoing:
o Homework skill questions as starters or plenary’s
o Use of exam questions to check understanding within lesson
Activities:  PPTs and OneNote lesson
3.3 Industry
 Learners should know a case study of an industrial zone or factory. resources
 Annotated sketch map and description to locate industrial zone or factory.  Course guide and
 Content Teaching and Learning/Assessment Resources
LO: Know a case study of an  Systems diagram for the factory or industry (within a zone). Syllabus outline
industrial zone or factory  Write-up of the factors that have influenced the location of the industry.  www.s–cool.co.uk/gcse/
Include influence on location, scale of production, methods of organisation and geography/industry/
the products of the system. revise–it/case–studies
 The case study could be a factory, a region with a particular type of industry or
a zone where there are a variety of industries. Please ensure appropriate place-
specific information through the case study.
 Manufacturing industry – South Wales:
www.s–cool.co.uk/gcse/geography/industry/revise–it/case–studies

Assessment:
 Answer a 7 mark case study question
 Ongoing:
o Homework skill questions as starters or plenary’s
o Use of exam questions to check understanding within lesson
 End of unit assessment [25 marks]

3.4 Tourism Activites:  PPTs and OneNote lesson

 Define ‘tourist’ and ‘tourism ‘and link to tertiary activities. Update key word resources
glossary. Provide statistics to show the growth of world tourism over time –  Course guide and
LO: Describe and explain the learners produce a line graph to show the trend. (I) Syllabus outline
growth of tourism in relation to  Learners describe the growth in tourism from the graph using years and  www.bbc.co.uk/schools/
the main attractions of the figures to support. (I) gcsebitesize/geography/
physical and human landscape  Learners have diagram to show how tourism grows – describe each stage and tourism/
work in pairs to try to suggest reasons for the changes. Whole class discussion tourism_trends_rev1.sht
and model – learners complete annotations on their own model. (I) ml
 Provide cards to explain the growth of tourism – learners discuss in pairs how  www.bbc.co.uk/schools/
these relate to the graph and annotate accordingly. Discuss the reasons in pairs, gcsebitesize/geography/
then share ideas in a small group then discuss as a whole class. tourism/
 Extension activity: Write up ideas as an extended piece of writing. Include attractions_tourists_rev1.s
long haul tourism, how it is different and its recent growth. (I) html
 Content Teaching and Learning/Assessment Resources
 Show the learners photographs of key tourist destinations – include a range.  www.bbc.co.uk/schools/
For each, learners should write the physical and human attractions of the areas gcsebitesize/geography/
shown in the photograph and explain what sort of tourist activities will take tourism/
place there. For example, alpine scenery and winter sports or savanna attractions_tourists_video
ecosystem and safari holidays. Learners should write up each example. Card .shtml
sorting activity – learners sort attractions and examples into physical and  www.s–cool.co.uk/a–
human and independently research some examples of their own. Use an atlas level/geography/
map to investigate tourist locations around the world and their different tourism/revise–it/growth–
attractions – write up some examples. in–tourism
 www.sln.org.uk/
Assessment: geography/Economic
 Ongoing: %20activity.htm
o Homework skill questions as starters or plenary’s
o Use of exam questions to check understanding within lesson

3.4 Tourism Activities:  PPTs and OneNote lesson

Learners brainstorm all the benefits of tourism and mind map. Classify into those resources
that benefit people (social) and those that benefit the economy (economic). (I)  Course guide and
LO: Evaluate the benefits and
Repeat the activity for disadvantages and include environmental as a category for Syllabus outline
disadvantages of tourism to classification. (I)  www.bbc.co.uk/schools/
receiving areas gcsebitesize/geography/
Learners develop idea to explain how it impacts on people or the environment. tourism/
Learners conduct a role-play where they discuss the views of different groups of tourism_uk_rev1.shtml
people in a newly developed tourist resort – for example, tourist, local farmers,  www.bbc.co.uk/schools/
local craftsmen, hotel worker, environmental group, etc. Write up the viewpoints gcsebitesize/geography/
of each one. tourism/
tourism_ledc_rev1.shtml
Extension activity: Is tourism a good or bad thing? Learners explain and justify
their own viewpoint.(I) (Link to 2.3 – how tourism can impact upon coral reefs.)

Link to 3.7 – how tourism can cause soil erosion (deforestation/ increasing use of
 Content Teaching and Learning/Assessment Resources
fuelwood for energy, etc.)

Link to 3.7 – describe how economic activities may pose threats to the natural
environment locally and globally – discussion of how tourism can cause noise, air,
water and visual pollution – learners mind map ideas for each and then write up to
develop/explain. Suggest solutions for each.

Assessment:
 Ongoing:
o Homework skill questions as starters or plenary’s
o Use of exam questions to check understanding within lesson

3.4 Tourism Activities:  PPTs and OneNote lesson

Define the key words ‘management’, ‘conservation’ and ‘sustainable development’. resources
Update key word glossary. Learners recap and write up the characteristics of  Course guide and
LO: Demonstrate an
sustainable development. (I) Syllabus outline
understanding that careful  www.bbc.co.uk/schools/
management of tourism is Revisit the problems of tourism and work in groups to suggest ways in which the gcsebitesize/geography/
required in order for it to be problem can be managed to make tourism sustainable. Discuss the strategies that tourism/
sustainable can be used to manage tourism in different environments (e.g. beaches, alpine ecotourism_rev1.shtml
environments, coral reefs, etc.) taking ideas from each group. For each
environment, learners should describe the strategies and explain how they manage
tourism to make it more sustainable. (I) Include National Parks and Game reserves
including what they are and what measures they put in place to manage tourism,
using named examples. Learners conduct independent internet research to add
ideas.

Introduce and define ‘ecotourism’. Learners research ecotourism and produce a

short newspaper article about the features of ecotourism and how it works to
protect the environment using a named example. Learners also produce a set of
guidelines for Ecotourists and explain how these help tourism to become more
 Content Teaching and Learning/Assessment Resources
sustainable. (I)

Assessment:
 Ongoing:
o Homework skill questions as starters or plenary’s
o Use of exam questions to check understanding within lesson

3.4 Tourism Activities:  PPTs and OneNote lesson

 Learner should know a case study of an area where tourism is important. resources
 The scale of this case study should be a resort or region. Please ensure place-  Course guide and
LO: Know a case study of an specific detail – for example, the number of tourists each year or climate data Syllabus outline
area where tourism is or named attractions.
important  Learners produce sketch map of the area and describe its location.
 Graph the growth of tourism over time and write a description.
 Annotate photographs to show the physical and human attractions of the
destination to explain the growth of tourism. Learners may include climate
graphs or maps of information such as tourist resorts or communication
networks of the named attractions.
 The learners can present the information as an entry for a holiday brochure or
webpage advertising a resort or region.
 Learners describe and list the problems and benefits of tourism and write up
as a newspaper article.
 For each problem, learners produce a short presentation to their peers on the
solutions and how tourism has been managed in the case study region.
 Extension activity: Tourism – good or bad? For your chosen case study region.
Justify. (I)

Assessment:
 Answer a 7 mark case study question
 Ongoing:
 Content Teaching and Learning/Assessment Resources
o Homework skill questions as starters or plenary’s
o Use of exam questions to check understanding within lesson
 End of unit assessment [25 marks]
Activities:  - PPTs and OneNote
3.5 Energy
 Learners define key words ‘non–renewable’, ‘renewable’ and ‘fossil fuels’ and lesson resources
update key word glossary. Learners complete a card sorting activity to include  Course guide and
LO: Describe the importance of characteristics of each and examples – show as a table. Syllabus outline
non-renewable fossil fuels,  Provide learners with figures about each energy source and how it contributes
to the world energy supply. Learners represent this information as a pie chart
renewable energy supplies,
or divided bar graph and describe what it shows. (I)
nuclear power and fuel wood,  Extension activity: How are the figures likely to change in the future and
globally and in different why? Repeat this activity but for LEDCs and MEDCs – compare and contrast
countries at different levels of the two graphs. Learners can independently research and graph an example of
development a MEDC and LEDC to reinforce – can be used to introduce a case study later
on. (I)
 Learners write up the similarities and differences between the graphs.
 Link to 3.7 – use of fuel wood as a cause of desertification and soil erosion.
 Learners research and take notes on how coal, oil and natural gas are obtained
and write about the advantages and disadvantages of each as an energy
source. (I)
 Learners discuss how fossil fuels are used to produce energy in a thermal
power station and produce a fully annotated diagram. A card sorting activity
with the good and bad points of thermal power stations.
 Introduce fuelwood as an energy source for LEDCs. Learners use data to
produce a graph to show where fuelwood is used and how its use is increasing
over time. (I) Link to deforestation and desertification – learners draw a
traditional system in balance and out of balance – fully annotate to show the
impact of the trees being removed for firewood. (I) Describe and explain the
differences between the two. (Link to Unit 10 – causes of desertification.)
 Content Teaching and Learning/Assessment Resources
Assessment:
 Ongoing:
o Homework skill questions as starters or plenary’s
o Use of exam questions to check understanding within lesson

3.5 Energy Activities:  PPTs and OneNote lesson

 Define ‘nuclear power’ and update key word glossary. Reinforce as a non- resources
renewable resource. Learners produce a simple flow diagram to illustrate how  Course guide and
LO: Evaluate the benefits and nuclear power works. (I) Syllabus outline
disadvantages of nuclear power  Renewable energy sources:  www.bbc.co.uk/
o www.bbc.co.uk/schools/gcsebitesize/geography/ schools/gcsebitesize/
and renewable energy sources geography/
energy_resources/energy_rev2.shtml
energy_resources/
 Sustainable resources: energy_rev2.shtml
o www.bbc.co.uk/schools/gcsebitesize/geography/sustainability/

sustainable_resources_rev3.shtml
 Learners work in small groups to read viewpoints of different groups of people
about nuclear power. Extract benefits and problems of each from the view
points and discuss.
 Conduct whole class debate – ‘The future of nuclear power’.
 Write up both activities as a newspaper article – presenting the arguments for
and against with relevant examples as well as justifying their own viewpoint.
(I)
 Use photographs to introduce the different types of renewable energy. For
each, briefly describe how it works – learners research background information
about each energy source and include labelled diagrams/annotated
photographs for each. (I)
 Place learners into small groups – each group researches the benefits and
disadvantages of one type of renewable energy (from the list specified in the
syllabus). They produce a presentation and revision/factsheet and present to
their peers.
 Go through all presentations so all learners have a complete set of revision
 Content Teaching and Learning/Assessment Resources
notes for the different types of renewable energy.
 Consolidate learning with a card sorting activity (learners have to place cards
into categories). Peer evaluation – learners provide an evaluation of each
presentation – what went well and anything else that needs to be added in.
 Extension activity: To what extent is renewable energy a solution to the world
energy problems? Suggest why countries are looking to develop renewable
sources. (I)
 Select one type of energy – a hydroelectric power station, for example, and
present the facts about the proposal. Learners working in small groups decide
whether the scheme should go ahead. Learners present the points in favour,
points against, viewpoints of different groups of people and their final
decision.
 Link to 3.7 – demonstrate the need for sustainable development – renewable
energy and nuclear power as a solution to enhanced global warming.
 Link to 3.7 – understand the importance of resource conservation – learners
brainstorm all of the ideas that they can think of to save energy. Design a
poster to encourage energy efficiency at school or at home.
 Link to 3.7 – describe how economic activities may pose threats to the natural
environment locally and globally – discussion of how tourism can cause noise,
air, water and visual pollution – learners mind map ideas for each and then
write up to develop/explain. Suggest solutions for each.

Assessment:
 Ongoing:
o Homework skill questions as starters or plenary’s
o Use of exam questions to check understanding within lesson
Activities:  PPTs and OneNote lesson
3.5 Energy
 Learners should know a case study of energy supply in a country or area. resources
 Learners locate a country or area with annotated sketch map and describe the  Course guide and
LO: Know a case study of energy location. Syllabus outline
 Content Teaching and Learning/Assessment Resources
supply in a country or area  Produce data tables and graph to show the percentage of energy from each 
source – describe and explain (link to level of development to recap).
 Provide named examples and details of schemes – one for each energy source
to show how energy is produced in case study country or area – to provide
place-specific reference. Could add to sketch map or show in a table.
 Recap benefits and disadvantages of each specific to the scheme and the
country as appropriate – learners highlight the information and show in a
table. Focus on each individual scheme to develop viewpoints.
 Learners write up as a case study.

Assessment:
 Answer a 7 mark case study question
 End of unit assessment (25 marks including 1 case study question)
Activities:  PPTs and OneNote lesson
3.6 Water
Learners recap ‘global water supply’ and show as a pie chart or divided bar. (I) resources
Reinforce the small amount of available fresh water. Discuss the difference  Course guide and
LO: Describe the methods of between ‘surface water’ and ‘ground water’. Mind map all the different uses of Syllabus outline
water supply and the water.  www.bbc.co.uk/
proportions of water used for schools/gcsebitesize/
Learners graph data to show how water is used globally for different uses and geography/
agriculture, domestic and describe the results. (I) water_rivers/
industrial purposes in countries water_usage_rev1.shtml
at different levels of Discuss the key users of water – for example, domestic, industrial, agricultural,
development tourism – learners work in pairs to give examples of how water is used in each and
confirm in whole class discussion.

Water usage:
www.bbc.co.uk/schools/gcsebitesize/geography/water_rivers/water_usage_rev1.s
html

Provide data for water use in LEDCs and MEDCs (include how it is used in
 Content Teaching and Learning/Assessment Resources
different sectors) or compare two countries to illustrate – one of these countries
could be developed as a case study. Graph the results and compare/contrast the
two sets of data/graphs. Learners could keep a diary of water usage and research
another country to compare. (I)

Show learners photographs of different water supply schemes, e.g.

dams/reservoirs, wells, boreholes and desalination. Whole class discussion of how
each works and a brief description.

Discuss the appropriateness of each scheme for different geographical areas/levels

of development – for example, in relation to siting factors, climate and level of
technological development. Learners present ideas as a table. (I) Discuss the results
as a whole class – learners add additional ideas in a new colour to show additional
learning.

Assessment:
 Ongoing:
o Homework skill questions as starters or plenary’s
o Use of exam questions to check understanding within lesson
Activites:  PPTs and OneNote lesson
3.6 Water
 Learners analyse world map to show areas where there are water shortages resources
and water surplus. Define the key word ‘drought’. Describe the distribution  Course guide and
LO: Explain why there are water and identify areas of shortage, surplus and what they have in common – are Syllabus outline
shortages in some areas and there any anomalies? Look for trends and name areas – use world point of  www.bbc.co.uk/
reference such as continent names and lines of latitude/longitude. schools/gcsebitesize/
demonstrate that careful
 Learners independently research some examples of drought and their impact. geography/
management is required to (I) water_rivers/
ensure future supplies  Whole class discussion of the factors that affect water shortages: supply (e.g. water_usage_rev1.shtml
precipitation, temperature, evaporation rates, rivers, pollution and  www.wateraid.org/uk
infrastructure, etc.) and demand (e.g. economic activities, population  www.dropinthebucket.or
Content Teaching and Learning/Assessment Resources
distribution and country’s level of development, etc.) and illustrate with g/?_kk=water%20saving
examples. Show as a mind map. %20facts%20for
 Extension activity: Why do water shortages occur in some parts of the world %20kids&_kt=2f6a2ff7–
and not others? or Explain why access to safe water is better in some countries dc40–483d–8f70–
than others. (I) 1c3dd6dd7c51
 Learners then extend this discussion to why some areas may have water but it 
is not clean, and how water can become contaminated in both urban and rural
areas (link to 3.7). Learners can research key facts about water shortages and
water-related diseases in different parts of the world using websites – add to
notes on drought to build up some revision ideas. (I)
 Show learners photographs of areas suffering from a water shortage – work in
pairs to discuss the impacts this is having and show ideas as a mind map.
 Learners discuss and create their own flow diagrams to show the impacts –
add annotations and extra notes as required. (I) Link the impacts on people to
ideas such as health, disease, hygiene/sanitation, travelling to collect water,
conflicts and the inability to work, etc. Link impact of water shortages on
economic development to agriculture, industry and the development of
tourism.
 Role-play activity: Learners use their diagram to teach the concept to a peer or
small group of learners. (see Appendix: Learner as a teacher (role-play))
 Extension activity: Explain the impact of water shortages on people and
economic development.
 Learners use website research to write diary entries for different people around
the world (in countries at different stages of development) to show how water
shortages have impacted upon their lives and/or how a supply of clean water
has been provided and how this has changed their lives. (I) Share entries with
whole class. Discuss some solutions and use this to introduce the next section.
 Review methods of water supply in a MEDC and discuss how each of these
can be used to provide clean water supply with named examples. Show
photographs of each scheme. Discuss the advantages of each and also
limitations. Include water transfer schemes from area of surplus to shortage –
 Content Teaching and Learning/Assessment Resources
learners write up as a table. (I)
 Introduce the term ‘appropriate technology’ and add to key word glossary.
Learners make notes about different water supply schemes and also ways in
which the demand for water can be reduced using website reference. (I)
 Whole class discussion on the advice that can be given to make water safer to
drink and also other methods of ensuring a clean water supply – write up
ideas. (I)
 Whole class discussion of how water can be managed – learners recap the term
‘conservation’ and update their key word glossary. The class may take the
opportunity to talk about the importance of using water in a sustainable way
and recap concepts.
 Learners research the ways in which people living in a MEDC can conserve
water and produce a leaflet to provide advice to people about how to save
water. Discuss steps that water companies, industry and agriculture can also
take to reduce water use, e.g. repairing leaks, methods of irrigation, recycling,
etc. (I)
 Link to 3.7 – understand the importance of resource conservation – water
conservation.

Assessment:
 Ongoing:
o Homework skill questions as starters or plenary’s
o Use of exam questions to check understanding within lesson

3.7 Water Activities:  PPTs and OneNote lesson

 Learners should know a case study of water supply in a country or area. resources
 Introduce the country or area – learners produce an annotated sketch map and  Course guide and
LO: Know a case study of a describe the location. Produce a choropleth map to show the distribution of Syllabus outline
water supply in a country or water shortages (and surplus if appropriate) within the country or area –
area describe the distribution including named places.
 Learners graph data to show sources of water and how water is used within
 Content Teaching and Learning/Assessment Resources
the country/area.
 Learners produce a newspaper article to show the impact of the water
shortages on people and economic development.
 Provide examples of schemes that provide water within the country – named
and located – and a description of how they work – photographs may also be
used.
 Discuss issues of water management in the future, e.g. conservation of
supplies, sustainable development and future projects. Learners write up as a
water management plan and present ideas to the class.

Assessment:
 Answer a 7 mark case study question
 End of unit assessment (25 marks including 1 case study question)

3.7 Environmental risks of economic Activities:  PPTs and OneNote lesson

 Soil erosion: resources
development
 This topic could be studied as a standalone unit or delivered as part of the unit  Course guide and
of work on food production. Syllabus outline
LO: Describe how economic  Learners define ‘soil erosion’ and update key word glossary. (I)  www.bbc.co.uk/
activities pose threats to the  Soil erosion and salinisation: schools/gcsebitesize/
geography/ecosystems/
natural environment both www.bbc.co.uk/schools/gcsebitesize/geography/ecosystems/human_uses_de
sert_rev3.shtml human_uses_desert_rev3
locally and globally .shtml
 Learners explain how soil erosion is caused by both wind and water. Show
photographs of landscapes where soil erosion has taken place and use these as
a basis for an initial discussion of the causes – show as a mind map. (I)
 Learners work in small groups. Each group has a cause of soil erosion
provided, e.g. deforestation. Provide articles or texts for learners to work from
to text highlight (see Appendix) and provide opportunities for learners to
conduct individual research. Each group produces a short factsheet to explain
their cause of erosion and gives feedback to the whole class.
 Whole class discussion of the causes of soil erosion.
 Content Teaching and Learning/Assessment Resources
 Use photographs of areas suffering from soil erosion to discuss the
environmental impacts. Learners research and write up local and global
impacts. (I) Could present as a newspaper article.

Assessment:
 Ongoing:
o Homework skill questions as starters or plenary’s
o Use of exam questions to check understanding within lesson

3.7 Environmental risks of Activities:  PPTs and OneNote lesson

 Recap sustainable development and draw a revision mind map to show the resources
economic development
features of sustainable development. Learners role-play as a teacher – explain  Course guide and
the concept to a peer. Syllabus outline
LO: Demonstrate the need for  Sustainable resources:  www.bbc.co.uk/
sustainable development and www.bbc.co.uk/schools/gcsebitesize/geography/sustainability/sustainable_r schools/gcsebitesize/
management esources_rev1.shtml geography/
 Learners look at photographs to show some of the different methods of soil sustainability/
conservation. ‘Think, Pair, Share’ activity (see Appendix: Think, Pair, Share) – sustainable_resources_re
what are the photographs showing – followed by a whole class discussion. v1.shtml
 Complete a card sorting activity that matches:
o name of strategy
o description of the strategy
o explanation of how the strategy prevents/reduces soil erosion.
 Learners use the information to write an information leaflet for farmers to
explain the strategies that can be used to reduce/prevent soil erosion with
photographs and annotated sketches/diagrams if appropriate. (I)

Assessment:
 Ongoing:
o Homework skill questions as starters or plenary’s
o Use of exam questions to check understanding within lesson
 Content Teaching and Learning/Assessment Resources
3.7 Environmental risks of economic Activities:  PPTs and OneNote lesson
 Desertification: resources
development
 This unit could be delivered as a standalone unit or as part of the work on food  Course guide and
production or linked to work on energy. Syllabus outline
LO: Describe how economic  As an introduction show learners a photograph of desertification – learners 
activities may pose threats to the ask/answer questions to try to work out what has happened in the photograph.
 Learners use an atlas map to describe the distribution of areas that are at risk of
natural environment, locally and
desertification. (I) Define ‘desertification’ and update key word glossary.
globally  Learners describe a graph of annual rainfall over time for a region suffering
from desertification to understand the physical causes. (I)
 Learners use resources to research how ‘overgrazing’, ‘population growth’,
‘deforestation for fuelwood’ and ‘over-cultivation’ can cause desertification
and show as a series of flow diagrams. (I) Could also graph population growth
for the same region over time and use to illustrate a human cause. (I)
 Whole class discussion of the local and global impacts on the environment of
desertification – show as two mind maps.
 Extension activity: Explain the causes of ‘desertification’. (I)

Assessment:
 Ongoing:
o Homework skill questions as starters or plenary’s
o Use of exam questions to check understanding within lesson

3.7 Environmental risks of Activities:  PPTs and OneNote lesson

economic development  Learners read short headlines about the strategies used to combat resources
desertification. Make the link back to population growth control in the first  Course guide and
unit of work. For each, learners explain how the strategy could be used to Syllabus outline
LO: Describe how economic control desertification. (I)  www.bbc.co.uk/
activities may pose threats to the  Show photographs of strategies as appropriate to illustrate. Discuss how the schools/gcsebitesize/
natural environment both locally environment can be used in a sustainable way to prevent desertification as well geography/
and globally as the solutions that can be put in place to reduce it. sustainability/
 Content Teaching and Learning/Assessment Resources
sustainable_uses_enviro
Assessment: nments_rev2.shtml
 7 mark case study question
 Ongoing:
o Homework skill questions as starters or plenary’s
o Use of exam questions to check understanding within lesson

3.7 Environmental risks of economic Activities:  PPTs and OneNote lesson

Enhanced global warming: resources
development
 This could be taught as a standalone topic or as part of the scheme of work for  Course guide and
energy. Syllabus outline
LO: Describe how economic  Learners describe a graph showing change in global temperatures. (I) Mind  www.wwf.org.uk/
activities may pose threats to the map what they already know about enhanced global warming – causes and what_we_do/
effects. tackling_climate_change/
natural environment locally and
 Climate change: www.wwf.org.uk/what_we_do/tackling_climate_change/  www.bbc.co.uk/
globally schools/gcsebitesize/
 Provide a diagram to show how enhanced global warming occurs – learners
annotate the diagram and write a short explanation to explain the process. (I) geography/
 Learners produce a pie chart or divided bar graph to show the greenhouse climate_change/
gases and their percentage contribution to enhanced global warming. (I) Match greenhouse_effect_rev3.s
gases to their sources and learners present as a table – causes of enhanced html
global warming.
 Greenhouse effect:
www.bbc.co.uk/schools/gcsebitesize/geography/climate_change/greenhouse
_effect_rev3.shtml
 Extension activity: Explain the causes of enhanced global warming. Make the
link back to previous work on deforestation. (I)
 Provide learners with a world map and some labels to place in appropriate
places – use this to introduce some of the effects of global warming.
 Learners use resource materials and independent research to produce a
newspaper article about the impact of enhanced global warming – both locally
 Content Teaching and Learning/Assessment Resources
and globally. (I)

Assessment:
 7 mark case study question
 Ongoing:
o Homework skill questions as starters or plenary’s
o Use of exam questions to check understanding within lesson

3.7 Environmental risks of economic Activities:  PPTs and OneNote lesson

Build upon previous learning and ask learners to work in small groups. Provide resources
development
examples of ways to reduce enhanced global warming and learners mind map  Course guide and
ideas for each one. Use as a revision opportunity. Ideas could include: Syllabus outline
LO: Demonstrate the need for  use of renewable energy and nuclear power 
sustainable development and  reducing deforestation/afforestation
 energy efficiency
management
 reduced emissions from industry
 sustainable living
 soft engineering schemes for rivers and coasts
 sustainable transport, etc.

Learners research summits/protocols and write a short report to show the

suggested measures put in place and any impact they have had. (I)

Assessment:
 Ongoing:
o Homework skill questions as starters or plenary’s
o Use of exam questions to check understanding within lesson

3.7 Environmental risks of economic Activities:  PPTs and OneNote lesson

Introduce the term ‘pollution’ and recap how it can be divided up into ‘water’, ‘air’, resources
development
‘noise’ and ‘visual’. Show photographs of different types of economic activity – for  Course guide and
 Content Teaching and Learning/Assessment Resources
example, agriculture, a factory, and ask learners to add annotations to copies of Syllabus outline
LO: Describe how economic each photograph to show how the activity can cause the different types of 
pollution. (I)
activities may pose threats to the
natural environment, locally and This section should be used as a recap for learners. For example, in the study of
globally industry, include ideas such as:
 water pollution from waste into rivers
 air pollution from emissions and acid rain and link to enhanced global
warming
 visual impact of factories
 noise from factories and from delivery vehicles.

Discuss the local and global effects of each type of pollution. Learners recap
solutions and strategies for sustainable management for each and write up as a
revision report (I)

Assessment:
 Ongoing:
o Homework skill questions as starters or plenary’s
o Use of exam questions to check understanding within lesson

3.7 Environmental risks of economic Activities:  PPTs and OneNote lesson

The following opportunities to address this topic are just examples and others can resources
development
also be focused on. Ideas include:  Course guide and
 soil conservation Syllabus outline
LO: Demonstrate the need for  reducing desertification 
sustainable development and  managing pollution
 population policies
management
 sustainable living
 sustainable cities
 sustainable tourism
 Content Teaching and Learning/Assessment Resources
 renewable energy
 sustainable management of the rainforests, etc.

Assessment:
 Ongoing:
o Homework skill questions as starters or plenary’s
o Use of exam questions to check understanding within lesson

3.7 Environmental risks of economic Activities:  PPTs and OneNote lesson

 Learners define ‘resource’ and update key word glossary. (I) resources
development
 Sort examples of resources into those that are renewable and non-renewable  Course guide and
and recap definitions of each – show as a table of examples. Syllabus outline
LO: Understand the importance  Class discussion on the importance of ‘sustainable development’ and ‘resource  http://
conservation’ – provide a definition and update key word glossary. Use kids.niehs.nih.gov/
of resource consumption
examples of water and energy to revise how they can be used more efficiently. explore/reduce/ –
 Introduce waste as another example. Sort into examples and characteristics of Reduce, Reuse, Recycle
‘reduce’, ‘reuse’ and ‘recycle’. Learners show how conservation can help to  www.bbc.co.uk/
manage the problem of waste as well as preserve resources. schools/gcsebitesize/
 Learners discuss reasons why sustainable development and resource geography/
conservation are sometimes difficult and write up ideas. wasting_resources/
waste_pollution_rev1.sht
Assessment: ml
 Ongoing:
o Homework skill questions as starters or plenary’s
o Use of exam questions to check understanding within lesson

3.7 Environmental risks of economic Activities:  PPTs and OneNote lesson

Learners should know a case study of an area where economic development is resources
development
taking place causing the environment to be at risk.  Course guide and
Syllabus outline
LO: Know a case study of an area This can be incorporated into any of the examples of economic development
 Content Teaching and Learning/Assessment Resources
where economic development is already studied, such as a farm, factory or tourism, or a separate example, such as,
taking place causing the a mine or quarry could be studied. Suggested activities include:
 sketch map to locate the economic activity
environment to be at risk  description of the activity
 ways in which the environment is at risk – shown as a leaflet or newspaper
report (local and global)
 strategies/solutions to manage the risk.

Assessment:
 7 mark case study question
 Ongoing:
o Homework skill questions as starters or plenary’s
o Use of exam questions to check understanding within lesson
 End of unit assessment [25 marks with 1 case study question)