Sample GCE Lesson Plan Level/Support booklet Human AS F7… · Geography F762: Managing Change In Human Environments: F762 23 Geography H083: Managing Change In Human Environments:

Support Material

GCE Geography OCR Advanced Subsidiary GCE in Geography: H083

Unit: F762 This Support Material booklet is designed to accompany the OCR Advanced Subsidiary GCE specification in Geography for teaching from September 2008.

© OCR 2007

Contents Contents 2

Introduction 3

Background 3 Our Ethos 3 A Guided Tour through the Scheme of Work 4

Geography H083: Managing Change In Human Environments: F762 5





Geography F762: Managing Change In Human Environments: F762 23


Sample Lesson Plan: Geography H083 Managing Change in Human Environments F762 36

An introduction to the changing pattern of global tourism 36 Learning objectives for the lesson 36 Recap of previous experience and prior knowledge 36 Content 36 Consolidation 37

Other forms of Support 38

OCR Training 38 Get Ready…introducing the new specifications 38 Get Started…towards successful delivery of the new specifications 38 Hosted Network Events 38 Mill Wharf Training 38 e-Communities 38 Interchange 39 Published Resources 39

2 of 40 GCE Geography

Introduction

Background

A new structure of assessment for A Level has been introduced, for first teaching from September 2008. Some of the changes include:

• The introduction of stretch and challenge (including the new A* grade at A2) – to ensure that every young person has the opportunity to reach their full potential

• The reduction or removal of coursework components for many qualifications – to lessen the volume of marking for teachers

• A reduction in the number of units for many qualifications – to lessen the amount of assessment for learners

• Amendments to the content of specifications – to ensure that content is up-to-date and relevant.

OCR has produced an overview document, which summarises the changes to Geography. This can be found at www.ocr.org.uk, along with the new specification.

In order to help you plan effectively for the implementation of the new specification we have produced this Scheme of Work and Sample Lesson Plans for Geography. These Support Materials are designed for guidance only and play a secondary role to the Specification.

Our Ethos

All our Support Materials were produced ‘by teachers for teachers’ in order to capture real life current teaching practices and they are based around OCR’s revised specifications. The aim is for the support materials to inspire teachers and facilitate different ideas and teaching practices. Each Scheme of Work and set of sample Lesson Plans is provided in:

• PDF format – for immediate use • Word format – so that you can use it as a foundation to build upon and amend the

content to suit your teaching style and students’ needs. The Scheme of Work and sample Lesson plans provide examples of how to teach this unit and the teaching hours are suggestions only. Some or all of it may be applicable to your teaching. The Specification is the document on which assessment is based and specifies what content and skills need to be covered in delivering the course. At all times, therefore, this Support Material booklet should be read in conjunction with the Specification. If clarification on a particular point is sought then that clarification should be found in the Specification itself.

GCE Geography

http://www.ocr.org.uk/

A Guided Tour through the Scheme of Work

= Innovative Teaching Idea All the teaching ideas contained in the SOW are innovative, but the icon is used to Highlight exceptionally innovative ideas. = Stretch & Challenge Activity This icon is added at the end of text when there is an explicit opportunity to offerStretch and Challenge. = ICT Opportunity This icon is used to illustrate when an activity could be taught using ICT facilities.


GCE Geography 5 of 40

Geography H083: Managing Change In Human Environments: F762 Suggested teaching time 15 hours

Topic Managing urban change

Topic outline Suggested teaching and homework activities Suggested resources Points to note

Urban areas have a variety of functions, processes and distinct patterns of land use. The patterns of land use are influenced by a number of factors and these vary from place to place.

• Identify the basic definitions associated with this topic, for example; urban, urbanisation, urban fringe, suburbanisation, re-urbanisation, conurbation, megalopolis, etc.

• Research task, in groups or individually, using textbooks, dictionary, computer etc.

• Reflect on the exercise to ensure a good understanding.

• Discuss the consideration that defining some of the terminology is not always easy.

• Develop by investigating the different population numbers used to define “urban” in different parts of the world.

• Discuss the basic idea of land use and the complexity of land uses found in urban areas.

• Consider the idea of dominant land use in order to establish patterns.

• Introduce the idea of land use models as both a descriptive and planning tool.

• Use an O/S map (1:25000) to identify the dominant types of land use in an area. (The Manchester map works well.)

• Use of photographs to give a visual impression of different areas.

• Attempt to identify areas in transition from the map.

• Use of textbooks to show existing land use models.

• Use the map to identify factors such as density patterns, connections etc.

= Innovative teaching idea = ICT opportunity = Stretch and challenge opportunity




Suggested teaching and homework Topic outline Suggested resources Points to note activities • Opportunities to look at a local urban area

by using primary or secondary evidence. • A smaller urban area or part of a larger

area might be useful.

• Urban land use transects -build up a simple land use map of the area.

• Basic housing survey using estate agents or the local property press – to appreciate the variety of residential locations in an urban area.

• Interview with local planning officer and a discussion about future development plans might be useful.

• Use of G.I.S., Google Earth, photography, etc.

• Could use the exercise to build up a photographic map of the local area or a photographic intranet site.

• Consider how urban areas change, by looking at two contrasting locations, possibly an M.E.D.C and an L.E.D.C example.

• In M.E.D.Cs this might consider things like, changing town centres, changing industrial location, regeneration ideas, gentrification, etc.

• In L.E.D.Cs this might consider things like, the pull of the city and links to squatter growth, industrialisation, social segregation, etc.

• The use of photographs and video resources would be helpful here.

• Specific web sites would be a useful source of information, for example, if looking at Manchester;

• www.aidan.co.uk (photographs)

• www.arndale.com

• www.cityofmanchesterstadium.co.uk

• www.thequays.org.uk • Or simply Google key names such as

Trafford Park or Salford or look at local authority or planning websites.

• Visual images are often good ways of showing the dynamic structure of urban areas and how they have changed. This is especially important where students do not have regular access to larger urban areas.


http://www.aidan.co.uk/

http://www.arndale.com/

http://www.cityofmanchesterstadium.co.uk/

http://www.thequays.org.uk/




Suggested teaching and homework Topic outline Suggested resources Points to note activities • Consolidation.

• Make sure students have a clear understanding of the key terminology, since this is sometimes used in examination questions.

• Make sure students understand the dynamic nature of urban areas and the factors that influence change.



Geography H083: Managing Change In Human Environments: F762 Suggested teaching time

15 hours Topic Managing urban change


Urban growth and decay can lead to a variety of social and economic issues in urban areas. Look at two contrasting urban areas and show an appreciation of growth and decay.

• Discuss the idea of deprivation and consider the factors that make up what we might call “quality of life”.

• Consider the idea of fieldwork research by thinking about the different information that could be collected in order to make judgements about how areas within urban areas differ.

• Use government census website to see some of the data used in the U.K.

• www.statistics.gov.uk • Use Google to investigate the idea

of a deprivation index.

• Quality of life can be objective and subjective and includes social, economic, environmental and political factors.

• Data has to be relevant, manageable, and comparable.

• Build up a detailed case study of one urban area in the U.K. Gather evidence, present the evidence and identify the key challenges suggested by it. This could be a local area and include primary evidence or based on secondary evidence.

• Census data is a useful starting point. The use of an O/S map to identify the different Wards shown in the census data might be helpful.

• The use of Google to find out more about particular Wards, and make detailed comparisons between Wards or along a transect is a useful way to illustrate socio-economic differences.

• The use of photographs to illustrate variations in living conditions within an urban area.

• Students could produce a presentation (they do not all have to investigate the same area) which includes a number of techniques, including choropleth mapping etc.

• The completed work needs to reflect back to the original idea about “the characteristics of deprivation”.

• Completed work could be put on the intranet and used for revision.

• Newspaper websites can be very useful.


http://www.statistics.gov.uk/




Suggested teaching and homework Topic outline Suggested resources Points to note activities • Trying to understand the complex nature of

developing cities.

• Select a number of photographs from different parts of a city to show rich, poor, high-tech, etc. Get students to describe each photograph and guess which part of the world it might be.

• Use websites to illustrate the diverse nature of developing cities.

• Www.guardianunlimited.co.uk

• www.timesonline.co.uk

• www.telegraph.co.uk

• www.bbc.co.uk

• Basic idea to consider the basic stereotype of the developing city, and appreciate that developing cities are dynamic and complex places.

• Evidence of deprivation in developing cities.

• Build up a picture of what life is like in particular areas, especially areas of low quality housing.

• Broaden discussion to consider a range of issues associated with urban change, for example, traffic congestion, dealing with waste, provision of basic services, crime, unemployment, etc.

• Use of newspaper and B.B.C websites. Look at specific areas within cities such as, Kibera slum (Nairobi), Dharavi slum (Bombay) to build up an up to date and hard hitting impression of the challenges facing people and planners in developing cities.

• There is a lot of information available about a range of urban problems in developing cities. The United Nations website is useful since urban problems features in the millennium development goals.


http://www.guardianunlimited.co.uk/

http://www.timesonline.co.uk/

http://www.telegraph.co.uk/

http://www.bbc.co.uk/





Urban change can put increasing pressures on the environment including; traffic congestion, atmospheric pollution, water pollution, urban dereliction, waste disposal.

• Use a range of visual material to identify some of the pressures that cities find

themselves under.

• Link these pressures to the quality of life of the people who live in the city by considering the environmental, social, and economic implications.

• Use of a wide range of photographs and video material to identify issues from different cities. Make it clear that there is not a unique set of issues for M.E.D.Cs and another unique set for L.E.D.Cs.

• The idea here is to start a broader discussion about the issues.

• The identified problems can be considered with reference to two carefully chosen examples.

• This may provide a good opportunity for individual research and presentation, or group research and presentation.

• All students do not have to consider the same examples; the process may identify particularly good examples.

The following represent a small number of ideas for each of the identified issues. In each case the particular issue and examples of management are considered.

• Issues associated with traffic congestion. • Wikipedia-Mexico City, Los Angeles, Bangkok.

• Google-BART (transport management).

• www.nexus.org.uk (Tyne and Wear metro).

• www.metrolink.co.uk (Manchester metro). • www.tfl.gov.uk (transport management in

London).

• www.bbc.news.co.uk (traffic congestion).

• Specific city websites can be used to identify a range of issues or in some cases a city might be used to identify one or two particular issues.

• General websites, such as:

• www.un.org (UN-millennium goals). • www.urbancity.org

(citiesonline/europeancities).

• May be a useful starting point.


http://www.nexus.org.uk/

http://www.metrolink.co.uk/

http://www.bbc.news.co.uk/

http://www.un.org/

http://www.urbancity.org/




Suggested teaching and homework Topic outline Suggested resources Points to note activities • Issues associated with atmospheric

pollution. • Wikipedia-Mexico City, Los Angeles, Sao

Paulo, Bangkok. • www.worldbank.org (urban

problems).

• Issues associated with water pollution. • Wikipedia-Cairo, Sao Paulo, Bangkok.

• www.wordbank.org (urban problems).

• www.wateraid.org.uk

• Issues associated with urban dereliction. • Wikipedia-Cairo, Sao Paulo, Cairo, Bangkok.

• Www.worldbank.org (slums/self-help schemes/urban problems)

• Google-slum clearance; urban regeneration • www.urbansplash.co.uk (regeneration of

derelict industrial sites in the UK)

• Issues associated with waste disposal. • Wikipedia-Cairo, Sao Paulo, Bangkok.

• Google-Managing waste.

= Innovative teaching idea = Stretch and challenge opportunity = ICT opportunity

http://www.worldbank.org/

http://www.wordbank.org/

http://Www.worldbank.org/

http://www.urbansplash.co.uk/





The sustainable development of urban areas requires a careful balance of socio-economic and environmental needs. This requires detailed planning and management.

• Understanding of what is meant by sustainability in relation to urban areas.

• Understanding that managing one part of an urban system (transport) does not make the whole area sustainable, a holistic approach is required.

• Think about the difference between crisis management and planning in terms of urban areas.

• Use of textbooks, websites to consider what is meant by sustainability.

• Use previous case studies to identify evidence which might suggest that some cities are not sustainable.

• Use previous examples to identify where parts of the urban system have been managed, often as a result of a particular problem, rather than an element of planning.

• Make sure the idea is linked to urban management.




Suggested teaching and homework Topic outline Suggested resources Points to note activities • Consider the idea of urban planning in

terms of anticipating needs rather than responding to needs.

• Opportunity for a study of a local area in relation to future planning decisions.

• Talk by planning officer or a visit to the local planning office, which might consider future planning decisions and Agenda21 issues.

• Use of “Cities of the future” video, especially

in relation to Singapore, or use of websites to consider urban planning in Singapore.

• Google-Singapore might be useful. • OneWorld.net-cities-sustainable

cities.

• Use of local area might be helpful in relation to understanding the challenges of sustainable management.

• As a city state Singapore provides an interesting case study. Also Singapore has a clear policy based on anticipating demands and environmental sustainability.

• Understanding that in L.E.D.Cs managing urban areas is also about managing the relationship with rural areas.

• Growth data to show urban growth in L.E.D.C cities. Why does rapid growth make sustainable management more difficult? Example of Chinese cities at present, linked to rapid industrialisation might be helpful to express these challenges.

• Consider schemes to improve rural areas

• The link between economic growth and urban growth is important because it poses real challenges for the sustainable management of urban areas.




Suggested teaching and homework Topic outline Suggested resources Points to note activities which might slow growth of urban areas, and consequently make them more manageable.

• Evaluative look at examples of sustainable urban management.

• Use examples might be Curitiba (Brazil) Dongtan (Ecocity-Asia).

• Use of websites to up to date information.

• Google-sustainable cities.

• Green cities.

• Ecocity.

• Specific places, Curitiba, Dongtan.

• Case studies to illustrate the key policies that might these cities sustainable, and offer some evaluative judgement about the policies.

• Consider if/how some of the policies could be implemented in other cities.



15 hours Topic Managing rural change


Introduction to this unit. • Go over the specification outline/ identify the key ideas and the ‘flow’ of the unit: i.e.

• What is a rural area? • Why do some rural areas have a

greater range of economic/ social opportunities than others?

• Why do some rural areas decline? What are the problems associated with rural decline?

• Why do some rural areas develop? What are the problems associated with rural development?

• Why are some rural areas under increasing environmental pressure as a result of change?

• How can rural areas be managed

sustainably?

Introduce students to a range of possible resources, eg

• Census data

www.defra.gov.uk

• Natural England; • England, rural development

programmes;

• Rural affairs;

• Rural development.

Environmental agencies such as:

• www.RSPB.org.uk;

• Impact of industrial farming.

National parks

• www.lake-district.gov.uk;

• www.peakdistrict.org; Newspapers – Guardian, Times, Telegraph, Independent.

Development – International.

www.worldbank.org Africa;

• The idea here is to start a broader discussion about the issues.

• The identified problems can be considered with reference to two carefully chosen examples.

• This may provide a good opportunity for individual research and presentation, or group research and presentation.

• All students do not have to consider the same examples; the process may identify particularly good examples.

http://www.defra.gov.uk/

http://www.rspb.org.uk/

http://www.lake-district.gov.uk/

http://www.peakdistrict.org/





Suggested teaching and homework Topic outline Suggested resources Points to note activities Development project.

www.un.org Rural development

Non-governmental organisations (rural development).

• www.redcross.uk;

• www.oxfam.org.uk;

• www.worldvision.com (Rural development);

• www.christainaid.org.uk;

• www.wateraid.com;

• www.farmafrica.com;

DFID – www.development.org.uk.

What are the characteristics of rural areas?

• Discuss the idea of rural/ rurality (use photographs /perception exercise).

• Measuring rurality – are some places ‘more rural’ than others? • Create a ‘morality index’ (Group –

presentation). • Discussion of rurality (functions

/remoteness). • Create a ‘montage’ of rural areas to

illustrate differences – rank them in order of ‘ruralness’ Discuss.

• www.bma.org.uk

• rurality and healthcare;

• measuring rurality.

• www.scotland.gov.uk

• rural classification;

• rural development;

• Google

• Rurality (rural deprivation etc); • Use information above to identify rural

challenges and consider ‘measuring rurality).

• Specific websites can be used to identify a range of issues or in some cases a city might be used to identify one or two particular issues.

• General websites, such as: • www.un.org (UN-millennium

goals).

• May be a useful starting point.

http://www.un.org/

http://www.redcross.uk/

http://www.oxfam.org.uk/

http://www.worldvision.com/

http://www.christainaid.org.uk/

http://www.wateraid.com/

http://www.farmafrica.com/

http://www.development.org.uk/

http://www.bma.org.uk/

http://www.scotland.gov.uk/

http://www.un.org/




Suggested teaching and homework Topic outline Suggested resources Points to note activities • If appropriate – local fieldwork (company

rural areas/ assessing level of rurality/ considering functions/ opportunities/ challenges etc).

• Use OS map to compare rural settlements. • Individual work/group – use village

websites to identify rural areas that are growing, stable declining.

• Could use local newspapers/ estate agents to consider rural demand/ change etc.

Geography review (frequently has ‘rural issues’ topics). Jan 2005 – investigation quality of life in rural areas.

What are the social and economic issues associated with rural change?

• Introduce students to the use of census data to identify characteristics or growth decline.

• Group work – construct a deprivation index for rural areas, justify individual data included. Presentation.

• Individual / Group work – detailed case study of a rural area in decline – location. Reasons for decline/ socio-economic

www.statistics.gov.uk / ‘Horizon magazine.

www.defra.gov.uk

• Natural England;

• Rural affairs

• Statistics

• Affordable housing

• Development funding

Google – any country – rural development

http://www.statistics.gov.uk/





Suggested teaching and homework Topic outline Suggested resources Points to note activities characteristics and challenges. Encourage individual research into a range of places – and presentation of work. Examples could be drawn from anywhere, for example, remote/ declining parts of Europe (Scottish Highlands/ Islands/ Mezzogiorno or rural parts of developing countries where socio-economic candidates are difficult and there is strong outward migration/ urbanisation – parts of China, India, N.E Brazil etc).

• Individual /group work – detailed case study if a growing rural area – location/ reasons for growth/ socio-economic characteristics and challenges. Examples could be drawn from anywhere; examples might be drawn from locations with strong counter urbanisation (Cambridgeshire?) or areas attracting increasing visitor numbers/ second home owners etc.

Geography review – Sept 2005-rural change in the High Atlas.

– May 2002-second home issue.

– Nov 2001-rural issues/ spiral of decline. – Jan 2002-the pressure to develop – Sept 2007-rural deprivation in Cornwall.

Google – Second homes (issue);

– Rural decline; – Large scale examples of ‘forced change’

Guardian Unlimited – (Three Gorges Dam) Development Magazine (www.development.org.uk) Issue 10 – Pressure on the land – Burkina Faso.

Issue 30 – Ethiopia-farming. Issue 40 – improving life foe poor farmers in Kenya.

National Parks. www.lakedistrict.gov.uk


http://www.lakedistrict.gov.uk/




Suggested teaching and homework Topic outline Suggested resources Points to note activities www.peakdistrict.org

What are the environmental issues associated with rural change?

• Discussion about what is meant by ‘environmental issue’.

• Use a number of generic relevant examples of pressures in rural areas (might include building pressure; increasing leisure/ tourism; agricultural intensification; industrial development; rural decline etc) – Group work – each group to investigate/

discuss one of the generic situations and consider possible environmental impacts.

− Group presentations. • Individual/ group/ teacher led work to

illustrate the environmental issues associated with rural change and the

www.RSPB.org.uk

− Impact of industrial farming.

− Saving habitats. Google – intensive farming/ specific examples (Three Gorges Dam).

BBC – intensive farming.

Newspapers – intensive farming.

www.defra.gov.uk

− Farming and the environment.

− Impact of rural development.

National Parks/ pressures/ management

www.lakedistrict.gov.uk

www.peakdistrict.org

www.worldbank.org

− Africa


http://www.rspb.org.uk/


http://www.lakedistrict.gov.uk/






Suggested teaching and homework Topic outline Suggested resources Points to note activities potential challenges and opportunities that change may bring. − Students need to develop two

contrasting case studies, these will need to be well located and have a clear focus on: • The reasons for change (social/

economic/ political). • The environmental pressures

associated with change. • The challenges/ opportunities

created by change. • An evaluative appreciation of any

management strategies. − Examples can be drawn from

anywhere but they need to be clearly contrasting, for example;

• Rapidly growing areas.

• Areas with growing visitor numbers.

• Areas of agricultural change/ decline. • Areas of industrial development

(minerals, deforestation, dam schemes etc).

− Development projects

www.un.org

− Millennium goals

− Rural development

Geography reviews

Nov 2001 – India-Green Revolution

Sept 2007 – Agriculture and the environment Developments magazine (www.developments.org.uk)

Issue 10 – pressure on the land-Burkina Faso

Google – rural energy developments.

Ex-Cefnu Croes wind farm .

http://www.un.org/

http://www.developments.org.uk/




Suggested teaching and homework Topic outline Suggested resources Points to note activities • Areas of depopulation/ decline.

• Areas being used for energy projects.

How can rural areas be managed to ensure sustainability?

• Discussion about what is meant by ‘sustainability’ and the socio-economic/ environmental implications.

• Individual/ group work investigating sustainable management strategies. Students need to have at least one detailed case study to show:

• The challenges faced by the rural area.

• The management/ planning practices put in place.

• Evaluative observations about the success of the management/

planning strategies.

World Wildlife Fund – sustainable projects. Google – India rural development (or other countries).

– Rural sustainability.

N.G.O websites – rural development projects.

www.defra.gov.uk – Sustainable development

– natural England − sustainable land

management

− conservation

− planning/management – England-rural development

programme

Geography review (Rural Issues)

May 2002-Tomorrow’s Countryside.





Suggested teaching and homework Topic outline Suggested resources Points to note activities Students could work on individual/ small group examples and then present their work to the whole group-giving a broad overview of a number of examples and a detailed analysis of one particular example.

Examples could be drawn from anywhere and based on a range of possible examples including:

• Agricultural schemes. • Diversification schemes in rural

areas. • N.G.O schemes in rural areas in

developing areas. • Leisure/ Tourism management

(National Parks? / Ecotourism?). • Socio/Economic schemes in declining

areas.

• Conservation projects.

Developments magazine

(www.development.org.uk)

Issue 23 – Rural development programmes. Issue 36 – Bamboo Hill Farmers (Sustainable development).

Global Eye

Issue 8 – Sustainable farming – Thailand.

– Tools for self reliance. Issue 16 – sustainable development south of the Sahara.



Geography F762: Managing Change In Human Environments: F762 Suggested teaching time

10-15 hours

Topic The energy issue


Introduction to the unit • Go over the specification outline/identify the key ideas and the ‘flow’ of the unit, ie, What is energy? What are the links between energy use and development? What are the issues associated with energy supply? How might energy supply and demand be managed to ensure sustainability?

• Introduce students to the range of possible sources if information and be mindful of the contemporary nature of the unit (virtually every week there is a relevant article in at least one newspaper). There are many appropriate websites including:

• All major energy companies • Major newspapers (Guardian

Unlimited/ Times online

• BBC • DTI (Department of Trade and

Industry

• The Carbon Trust

• The Energy Saving Trust

• www.developments.org.uk (DFID)

•




10-15 hours

The energy issue Topic

Suggested teaching and homework Topic outline Suggested resources activities Points to note

What are the major sources of energy and how do these vary in their global pattern?

• Discussion about the basics of energy in terms of resources – generation – transmission (make sure students understand the processes involved).

• Construct a ‘definition box’ to identify and define the key words – develop awareness that key words are often used in questions.

• Use an atlas to identify; global patterns of energy supply and global patterns of energy trade (could provide proportional symbol/flow maps).

• Introduce the idea of ‘reserves’ – investigate the locational perspective of ‘reserves’ and how this changes (with time/technology/price)

• Introduce the idea of renewables – think about different parts of the world in terms of renewable energy potential – ie What is the

potential in the UK?

• Discussion – consider the economic/political factors that might affect both supply and demand for energy.

• Conclusion about ‘The politics of power’.

• www.siemans.com - energy [useful site that explains the idea of generation/transmission/distribution].

• www.bp.com/home and www.shell.com – energy company websites offer useful definitions/descriptions.

• Use one energy company (Shell/BP/Exxon Mobil) and investigate where they are operating and where the primary sources they exploit end up.

• Investigate ‘oil shales’ or ‘mining areas’ that may (are) become economically viable as prices increase.

• Newspaper websites (Guardian Unlimited – environment)

• www.energysavingtrust.org.uk / - renewable energy.

• Department of Trade/Industry document (‘It’s only natural’).

• BBC website – energy • Could investigate general situations

– Google - ‘OPEC’ or look at a specific example Google – ‘Shell in Nigeria’.

•

http://www.siemans.com/

http://www.bp.com/home

http://www.shell.com/

http://www.energysavingtrust.org.uk/



10-15 hours



• www.guardian.co.uk – Environment – Energy – ‘How Britain generates its power’.

What is the relationship between energy use and economic development?

• Ask students to create their own ‘energy diary’ in terms of their lives (24hour period)

• Discussion about their diaries – what factors might affect energy demand?

• Atlas based activity – correlation between GNP/Energy use (not a simple relationship – discuss reasons for any anomalies).

• Discussion – What is the energy mix? • Develop the idea by looking at a number of

different countries (individual/group work? – presentations?).

• Consider countries at the lowest stage of economic development:

• What is their energy mix? (Fuelwood crisis)

• What are the issues associated

• Could use students individual energy bills – how energy is measured/sold/reasons

for variations.

• www.exxoonmobil.com – growing energy demand.

• Google – energy demand in China (or India or….)

• Google – energy Ghana (or other countries)

• www.cnn.com – Dubai (‘oil rich Dubai redraws atlas’)

• www.worldvision – the fuelwood crisis in Africa.

• Google – ‘fuelwood Africa’

•

http://www.guardian.co.uk/

http://www.exxoonmobil.com/

http://www.cnn.com/

http://www.worldvision/



10-15 hours



with their use/lack of energy?

• What are their possibilities?

• ‘Developments’ (Issue 33) ‘smoke – killer in kitchen’

What are the social, economic and environmental issues associated with the increasing demand for energy?

• Introduce the idea of carbon footprint – work out individual carbon footprints.

• General discussion to consider the idea that energy generation has impacts both locally and nationally/globally (impacts can be positive and negative).

• Consider the impact of using fossil fuels in terms of mining/landscape change – the global environment (individual/group investigations to consider oil exploration (Alaska?/Russia?/ etc) or open cast mining (wates etc) or oil shales.

• Consider how oil revenue has been a significant economic factor to the development of some areas.

• Renewable energy – individual research to consider the impact of renewable energy schemes:

• Individual group work – presentations

• BP – Carbon footprint toolkit • www.carbontrust.co.uk – ‘understanding

carbon’

• Google – ‘carbon footprint calculator’ • ‘Developments’ (Issue 22) ‘Oil- blessing or

curse’

• Google – Shell Nigeria

• www.christianaid.org – oil report • www.guardian.co.uk/environment/energy -

a range of information about all types of energy issues.

• Google – Dubai oil • www.cnn.com – Dubai (‘oil rich Dubai

redraws atlas’)

• Examples might include: • Geography review (Sep 2003)

Impact of HEP – Brazil • Geography review (Nov 1998) Large

dams – benefits/problems

•

http://www.carbontrust.co.uk/

http://www.christianaid.org/

http://www.guardian.co.uk/environment/energy

http://www.cnn.com/



10-15 hours



• Could include – wind farms/large scale HEP/tidal barrage (Severn Barrage idea).

• Cefn Crocs wind farm (Google – photo gallery

• Google – ‘three gorges dam’

How can energy supply be managed to ensure sustainability?

• Discussion to consider that sustainability is about:

• Using existing finite resources efficiently

• Developing renewable energy sources

• Conserving energy in industry/homes/transport etc

• Investigate the future possibilities in relations to the efficient use of fossil fuels

• Investigate the future possibilities of renewable energy and how this may change the current energy mix (think about appropriateness in relation to poorer parts of

the world).

• www.bbc.co.uk/climate/ - climate change/adaptation/policies.

• Websites/information from energy companies (Shell/BP etc), newspaper websites.

• Department of trade/industry (DTI website) ‘it’s only natural’.

• www.energysavingtrust.org.uk/ - renewable energy.

• ‘Future’ (The Royal Academy of Engineering magazine) 2007 (Issue 1) – renewable energy.

• Energy in the developing world:

• Global Eye (Issue 9) – solar power • Developments magazine

(www.developments.org.uk)

•

http://www.bbc.co.uk/climate/

http://www.energysavingtrust.org.uk/




10-15 hours



• Individual investigations/group investigations to consider:

• Small scale green energy projects

• Ecofriendly housing

• Fuel efficient transport • Group discussion – presentation - ‘Construct

an energy policy for the future’

• Issue 9 – renewable energy • Issue 20 – solar power

revolution

• Issue 33 – mini hydropower • www.ecocentre.org.uk (Fact sheets on all

types of renewables)

• Housing:

• www.diy.com (B&Q) – greener energy • www.peabody.org.uk – The Beddington

Zero Energy Development (Bed zed) • www.findaproperty.com – eco friendly

housing • www.zedfactory.com – zero carbon

developments

• Transport: • Most major car company websites have

information on energy development – Honda is very good.

http://www.ecocentre.org.uk/

http://www.diy.com/

http://www.peabody.org.uk/

http://www.findaproperty.com/

http://www.zedfactory.com/



12-15 hours

Topic The growth of tourism


Introduction to the unit • Go over the specification outline/ identify the key ideas and the ‘flow’ of the unit; ie • The growth (numbers/ spatial) of

tourism.

• The reasons for the growth of tourism. • The issues associated with the growth

of tourism. • How tourism can be managed to

ensure sustainability.

• Introduce students to the range of possible sources of information and be mindful of the contemporary nature of the unit.

• There are many appropriate/ useful resources including: • Newspapers-both travel extras (weekends)

and the ‘home’ extras which often advertise developments for residential/ recreational tourism areas around the world.

• Newspaper websites, including;

www.guardianunlimited – environment www.guardianonline.co.uk – travel,

environment, ecotourism.

• Holiday company brochures/ websites.

• BBC website – useful for issues/ challenges.

• WTO (World Tourism Organisation) – for data. • Tourism Concern(

www.tourismconcern.org.uk)

For environmental/ socio-cultural issues.

• Make sure the idea is linked to urban management.

http://www.guardianunlimited/

http://www.guardianonline.co.uk/

http://www.tourismconcern.org.uk/



Topic The growth of tourism 12-15 hours

Suggested teaching and homework activities Topic outline Suggested resources Points to note

• Holiday programmes (Sky travel etc).

In what ways has the global pattern of tourism changed?

• Discuss the idea of ‘change’ (Numbers, spread/ types of holiday etc).

• Look at holiday brochures form the 1950/60’s (websites) to identify the range/ types of holiday.

• Use travel supplements (newspapers) to identify advertised destinations. Plot these on a world map and construct a desire line map from the UK.

• Use data to plot approximate distance/ cost of holidays.

• Discussions/ group work – compare the situation 50 years ago and now – suggest reasons. (Could use as a short/ times essay question).

• Use a selection of travel programmes (sky travel) to develop the idea further by considering the growing range of holiday types as well as destinations.

• Individual/ group work-find the most

• Company websites sometimes have historical brochures.

• Use a range of newspaper supplements- this will alert students to their usefulness.

• Use worldwide brochures/ websites (Thomas Cook/ Kuoni etc).

• Any television programmes or websites.

• Airline websites also give an indication if ‘spread’. • Introduce students to most unusual types of

destination. Use website/ brochures. Example Geodyssey (www.geodyssey.co.uk)

• www.UNWTO.org – stats/ data.

– Magazine. • Specific information – Google – Spain tourism

United Nations – www.unep.org – Mediterranean. Blue Plan has lots about group in Mediterranean www.planblue.org

• Use of local area might be helpful in relation to understanding the challenges of sustainable

management.

• As a city state Singapore provides an interesting case study. Also Singapore has a clear policy based on anticipating demands and environmental sustainability.

http://www.geodyssey.co.uk/

http://www.unwto.org/

http://www.unep.org/

http://www.planblue.org/





unusual holiday types/ locations advertised (ie slums in Rio, Volcano holidays).

• Use WTO statistics (website) – produce a fact sheet identifying changing tourist numbers in different parts of the world.

• Concluding discussion – presentations to identify the social, economic and political reasons for change.

• Look at a specific example of mass tourism growth (Spain? / Mediterranean) –link to models? Consider growth (reasons), impacts.

What is the relationship between the growth of tourism and economic development?

• Basic understanding of economic development. • Measuring GNP/HDI- create a database • Understand that economic development is a combination of socio- economic factors (bring in the idea of social development).

• Use of atlas/ web – Human development index (HDI)

• www.UN.org – Human development Index

– Understanding Development

• www.UNWTO.org – data of arrivals • Google – tourism pain (or other countries) –

facts/figures.

• www.unep.org/www.planblue.org (Mediterranean)

• The link between economic growth and urban growth is important because it poses real challenges for the sustainable management of urban areas.

http://www.un.org/

http://www.unwto.org/

http://www.google/

http://www.unep.org/www.planblue.org





• Look at WTO database – link economic development – tourist arrivals.

• Investigate areas of increasing tourist numbers at different scales (i.e. Lake District National Park, Spain, Mediterranean) – (group investigations –growing numbers-reason).

• Links to economic development – construct a data base- ‘the importance of tourism to…’

Examples could include National Parks, regions (Florida) country (Spain, Australia etc). – Consider tourist related jobs, incomes services etc. – Have at least one detailed example from a developed area.

• Consider recently developed/ developing areas by looking at ‘home’ sections of weekend newspaper advertising holiday home/tourism investments.

• Tourism as a vehicle for development. Group investigations looking at specific

• wwwwww.lakedistrict.gov.uk

• web-sites linked to specific areas/places • selection of television ads run by tourist boards

(California, New Zealand, Australia etc)

• Florida (www.dep.state.fl.us)

• ‘home’ sections of weekend newspapers

• most advertisement have web-sites ex Google – nexus residence-Karambunai (Borneo-eco resort)

• Look at global holiday brochures – identify the scale of tourism development in developing areas.

• Google – tourismcampfire

• Dubai–www.nakeel.com (development company)

www.independent.co.uk

• N.E. Brazil (Bahia)

www.costadosauipe.com.br

www.parquesaupie.com.br

www.praia.do.forte.org.br

www.praia.do.forte.com

• Global Eye (Issue 30) – tourism Ethiopia.

http://www.dep.state.fl.us/

http://www.independent.co.uk/

http://www.costadosauipe.com.br/

http://www.parquesaupie.com.br/

http://www.praia.do.forte.org.br/

http://www.praia.do.forte.com/





examples – group presentations.

Examples could include –

campfire schemes [East Africa]

Caribbean

Dubai

North-East Brazil

India Have at least one detailed example from a developing area.

What are social, economic and environmental issues associated with the growth of tourism?

• Continued from previous section – develop the idea beyond economic links and consider specific social/ environmental factors

• Introduction/ discussion to consider social/ environmental issues linked to tourism.

• Group investigations – presentations. Examples of where tourism has bought

• Introductory ideas (BBC website) ‘Mass tourism-is it exploitation’? (talking/ discussion points)

‘Tourism bypasses Zanzibar locals’ • www.tourismconcern.org.uk / –

facts/figures/issues

• Possible resources N.E.Brazil – Berimbau programme (community

• Case studies to illustrate the key policies that might these cities sustainable, and offer some evaluative judgement about the policies.

• Consider if/how some of the policies could be implemented in other cities.

http://www.tourismconcern.org.uk/





social/environmental advantages. Examples of where tourism has bought social/environmental disadvantages.

tourism)

East Africa – Campfire scheme

Kenya – Campiyakanzi (ecotourism)

National Parks – managing environments Geography review (Nov 2000)-Zanzibar-tourism and conservation.

Mediterranean – pressures (www.planblue.org) Caribbean – Geofactsheet (208)-environmental impact of tourism. N.E.Brazil – www.guardianunlimited – tourism – Bahia

‘Is Praiadoforte really an eco-resort’? Dubai – environmental issues associated with development.

Environmental – areas of coral reefs under threat.

How can tourism be managed to ensure sustainability?

• Look up the words – sustainability

– ecotourism • Discussion – what factors need to be

considered to ensure sustainability?

(social/ economic/environmental) • Look up examples of resorts ‘sold as

ecotourism’-to what extent are they really sustainable?

• Geography Review

March 97 – tourisms last frontier.

Nov 05 – sustainable tourism in the High Atlas.

• Global Eye (10)-ecotourism

(17) Sustainable tourism – Belize.

• Wideworld-Feb 2001-Ecotourism in Amazon. • Google-‘ecotourism’ (variety of examples-some of

http://www.planblue.org/

http://www.guardianunlimited/





• Individual research/ group work – presentation of one example of eco tourism and why it is sustainable.

•

which are not always very sustainable!).

• www.rainforest.com-Ecotourism

• www.geodyssey.co.uk • www.GBRMP.gov.au (Great Barrier Reef Marine

Park) • www.SMMA.org.lc (St Lucia- sustainable

management) • www.campiyakanzi.org (Ecotourism safaris – East

Africa.

• Guardianonline.co.uk

Travel.

Environment.

Ecotourism.


http://www.rainforest.com-ecotourism/

http://www.geodyssey.co.uk/

http://www.gbrmp.gov.au/

http://www.smma.org.lc/

http://www.campiyakanzi.org/


Sample Lesson Plan: Geography H083 Managing Change in Human Environments F762 An introduction to the changing pattern of global tourism

OCR recognises that the teaching of this qualification will vary greatly from school to school and from teacher to teacher. With that in mind, this lesson plan is offered as a possible approach but will be subject to modifications by the individual teacher.

Lesson length is assumed to be one hour.

Learning objectives for the lesson

Objective 1 Students to understand the changing pattern of global tourism.

Objective 2 Students to appreciate the growing variety of tourism opportunities.

Objective 3 Students to understand the increasing globalisation of tourism.

Objective 4 Students to appreciate the value of newspaper travel supplements as resources.

Recap of previous experience and prior knowledge

• Use students own experiences to introduce the idea, 'where have they travelled to/ been on holiday etc'. Identify the range of places and types of holiday in their experience.

Content

Time Content 10 minutes -Use World Tourism Organisation (WTO) or appropriate data to identify basic trends

of visitor movement -Look at holiday brochure from the 1950s/1960s (websites) to identify the range of places/types of holidays available to the majority of people in the U.K.

5 minutes -Consolidation to consider a simple time line of change in relation to international tourism, ie 1950s/1960s-largely Europe etc 1960s/1970s-Wider range of European places/Florida etc

20 minutes -Individually, or in small groups. -Give students a blank world map with a scale and access to a number of newspaper travel supplement, (they may need an atlas) -introduce the idea of newspaper travel supplements as a valuable resource. -Use the travel supplements to identify as many different advertised holiday destinations as possible. Mark these on the map with a dot. (Specific accuracy is not required as long as the destination country is accurate.) -From the dot draw a line back to the U.K. For a selection of the identified places mark on the approximate cost of the advertised holiday, (to give a basic idea of cost/distance-approximate because of so many different factors).

10 minutes -Feedback on whiteboard. Ask each person/group to mark some of the places they have found on a map on the whiteboard. -Reflection of completed map.


Consolidation

Time Content 5 minutes General discussion - What does the activity suggest about the changing nature of

global tourism? 10 minutes - Identify a small number of develop strands, for example:

-Tourism today is a global industry (MEDC/LEDC) and is evident in every continent. -There is not a clear link between distance and price-so price does not deter long haul travel. -There are a growing number of tourism activities and opportunities.


Other forms of Support In order to help you implement these new specification effectively, OCR offers a comprehensive package of support. This includes:

OCR Training

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OCR runs a number of successful network events, hosted by our Customer Support Managers. These enable you to meet colleagues from other centres and share best practice. The events are about peer learning and provide an excellent opportunity to carry out standardisation activities and receive updates from OCR. For more information, please contact the Networks and Regional Coordinator on 024 7649 6396.

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Visit https://community.ocr.org.uk, choose your community and join the discussion!

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http://www.mill-wharf-training.co.uk/

https://community.ocr.org.uk/


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Published Resources

Published Resources OCR offers centres a wealth of quality published support with a fantastic choice of ‘Official Publisher Partner’ and ‘Approved Publication’ resources, all endorsed by OCR for use with OCR specifications. Publisher partners OCR works in close collaboration with three Publisher Partners: Hodder, Heinemann and Oxford University Press (OUP), to ensure centres have access to: • Better published support, available when you need it, tailored to OCR specifications • Quality resources produced in consultation with OCR subject teams, which are linked to

OCR’s teacher support materials • More resources for specifications with lower candidate entries • Materials that are subject to a thorough quality assurance process to achieve endorsement Heinemann is the publisher partner for OCR GCE Geography.

Heinemann is producing the following resources for OCR GCE Geography for first teaching in September 2008. Dove, J, Guinness, P, Martin, C, Nagle, G, Payne, D, and Witherick, M. AS Student Book and Live Text CD ROM ISBN: 978 0435 357535 Guinness, P, Martin, C, Nagle, G, and Payne, D. AS Planning and Delivery Pack and LiveText CD ROM ISBN: 978 0435 357542 A2 Student Book and Live Text CD ROM ISBN: 978 0435 357627 A2 Planning and Delivery Pack and LiveText CD ROM ISBN: 978 0435 357634

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Approved publications OCR still endorses other publisher materials, which undergo a thorough quality assurance process to achieve endorsement. By offering a choice of endorsed materials, centres can be assured of quality support for all OCR qualifications.

Endorsement OCR endorses a range of publisher materials to provide quality support for centres delivering its qualifications. You can be confident that materials branded with OCR’s “Official Publishing Partner” or “Approved publication” logos have undergone a thorough quality assurance process to achieve endorsement. All responsibility for the content of the publisher’s materials rests with the publisher. These endorsements do not mean that the materials are the only suitable resources available or necessary to achieve an OCR qualification. Any resource lists which are produced by OCR shall include a range of appropriate texts.

Documents

Sample GCE Lesson Plan Level/Support booklet Human AS F7… · Geography F762: Managing Change In Human Environments: F762 23 Geography H083: Managing Change In Human Environments: