lesson title: - school of geography: school of geography · web viewlesson 1 4-10 lesson 2 11-18...

Year 7

Settlement

Contents Page number

Overall view 3Lesson 1 4-10Lesson 2 11-18Lesson 3 19-24Lesson 4 25-31Lesson 5 32-35Lesson 6Lesson 7

1

The overall view

Due to the age of the children the lessons need to be kept simple, interactive and engaging. This is important, as the children must be engaged to create a desire to learn in the subject and not discourage them from further study. Due to time constraints, as the school only has one geography lesson per week, I have tried to fit all the QCA recommended scheme of work into the 6 lesson plans that follow.

In the lessons, focus will be to study settlements looking at different types of settlements, why settlements grew up where they did and the sorts of shapes different settlements make. Will also see how they change over time and the effects these changes have on different groups of people. Also, we will learn about the benefits and problems which different people experience living in a large settlement, and the different types of land use within a large settlement. Lastly, we will learn what a settlement hierarchy is and where and why people go shopping where they do.

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Lesson title: Lesson 1 - SettlementWhere do people live?

Year/class/ability:Year 7 Mixed Ability

Lesson date and timing:1 Hour

Key questions: What is the world’s population?How has it ,and how will it change?Are all countries as rich as each other?How can population be used to see this?

Learning objectives (C.A.S.K.)By the end of this lesson pupils will:

Recognise past and future changes in global population

Understand how Birth rate and Death rate affect population

NC PoS/exam syllabus coverage:

Cross curricular issues:Maths – Graph Techniques with line and population pyramids.History – Dates in history denoted on a living graph

Feedback - Prior learning and achievement(Knowledge, understanding and skills) to reinforce/further develop:Pupils will understand what population is and that population does not stay the same over time.Differentiation:Sentences started on board for those who have difficulty in forming the basic structure of sentence.Partially completed population pyramid.

Subject vocabulary:BirthrateDeathrateDevlopingDeveloped countriesNatural growthPopulation

Learning outcomes:An understanding of variations in population densities.Production of individual population pyramids and skills to interpret these for a MEDC and a LEDC and find these on a world map.Understand past and future changes in global population through changes in Birth rate and death rates.

Monitoring and assessment (opportunities, objectives, evidence):To complete population pyramid and relate it to world map to identify MEDC’s and LEDC’s and interpret what they see on the world map in terms of where these countries seem to cluster.

Know how population changes and be able to draw this on a graph with terms like birth rate and death rate being used.

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Resources:

Photo of Crowded and Non – Crowded settlements

Sheet with population pyramid on (Extensions book pages 44-45)

World map

Connections book page 70-71

Personal reminders:

5

Preliminary activities

Time:

10 mins

Welcome pupils as they enter room Take the register Give out text books Show learning objectives to the pupils. Pupils write the learning objectives into their

books. Write the title ‘Populations’ Ask children what they understand by the

term population Use a partially written statement on the

board to get the children to put this in their books.

On board have list of different populations and list of different places. Ask the children to come up and match the correct population to the correct place. Have more populations than places just to make it bit harder

Normanton, Wakefield, Leeds, London, UK, World

Pupils know and understand what population is Pupils understand that not the same number of people

live everywhere in the world Pupils introduced to the idea that parts of the world is

a massive place.

Actual (main) activities

Time:

15 mins

Ask if the world has always had so many people?

Explain that population changes over time. Ask if they know any reasons population

might change? Give out textbook (worksheet) from

connections page 70-71. Read with the class, highlighting the graph

that shows the population growth and Section F which is on reasons affecting Birth rates and death rates and get them to say which they think affects which.

Work through questions 1-3.

Pupils understand what birth rate, death rate and natural increase mean

Pupils understand that the worlds population changes and can be affected for many reasons., and understand some of these reasons.

Consolidation/Extension

Time: Explain how people live nearly everywhere in the world, do the children think everywhere is as rich as the UK.

Pupils know and understand what population is Pupils understand that not the same number of people

live everywhere in the world

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activities25 mins

Have a list of developed and developing and get the kids to put them in a correct column in their books.

Using a population pyramid (on board have it annotated with correct information) of MEDC and LEDC work with kids to help them notice differences in population. Then give them a partially completed population pyramid and get them to complete this one and stick it in their books.

Show some population pyramid examples and ask them to say if rich or poor to check understanding.

Using a world map highlight a pattern in distribution of countries. North – South divide.

Pupils introduced to the idea that parts of the world is a massive place.

Concluding activity

Time:

10 mins

Using a line graph ask the kids to show how it would be affected by say a war or a miracle cure extending life and how this would affect the birthrate and deathrate.

Pupils understand what birth rate, death rate and natural increase mean

Pupils understand that the worlds population changes and can be affected for many reasons., and understand some of these reasons.

Homework:

N/A Notes for next lesson – Feed Forward At

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Lesson title: Lesson 2 SettlementSettlementsQCA Unit 3 – People everywhere!Year/class/ability:Year 7 Mixed Ability


Key questions: Which parts of the world is crowded?What is a settlement?Where do we build settlements and why?


Understand what a settlement is

Understand why we build settlements and why we choose there locations


Cross curricular issues:Maths – Pupils understand ratios and proportionsHistory – Why people settle where they did.

Feedback - Prior learning and achievement(Knowledge, understanding and skills) to reinforce/further develop:Pupils will understand what settlements are, why they are, and that the world isn’t the same density throughout.Differentiation:Sentences started on board for those who have difficulty in forming the basic structure of sentences.

Subject vocabulary:SettlementLocationSiteFunctionDensityCrowding

Learning outcomes:An understanding of variations in population densities.Define and explain the term ‘settlement’Use OS maps to distinguish different reasons for settlement location.

Monitoring and assessment (opportunities, objectives, evidence):Answer questions in foundation textbook.In lesson feedback to the teacher.Use of OS maps to identify areas of good settlement.

Resources:Foundations textbooks – one per pupilPhotocopied worksheets 2.1 and 2.2 – one per pupilGlueMarker pens

Personal reminders:Reasons for siting a settlement: Close to building materialsClose to water supplyFlat fertile land suitable for building onSheltered from bad weather

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Easy to defend – hilltop

Teacher’s notes: Lesson 2

Settlement: a place where people live.

Settlement types: city, town, village, hamlet.

Settlement function: the reason why a settlement was first built.

Settlement site: the place where a settlement first grew up.

Reference for wordsheet (worksheet 2.2): http://www.geog.leeds.ac.uk/courses/other/intoteaching

Reference for wordsearch (worksheet 2.1): http://puzzlemaker.com

The describing game: A pupil is to stand facing the class. The teacher writes a word on the board and one pupil at a time attempts to describe the word in one sentence without using the word itself. The pupil that gives a description which leads to the correct answer replaces the pupil at the front of the class and the process is repeated.

Words for the describing game: settlement, function, site, city, market town, river.

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http://www.geog.leeds.ac.uk/courses/other/intoteaching


Time:

10 mins


books. Ask children whether they think the worlds

population is the same everywhere? Explain the answer.

Pupils understand that not the same number of people live everywhere in the world

Pupils introduced to the idea that parts of the world are crowded and others are not


Time:

15 mins

Write the title ‘Settlements’ Give out foundations text book Turn to pages 52 – 53 in Foundations and read

through as a class. Define ‘settlement’ and discuss the meaning of

settlement function using examples from the book.

Write important points on the board including a definition of the word ‘settlement’ and the meaning of settlement ‘function’ (see teacher’s notes); ask pupils to copy into their books.

Pupils know and understand what a settlement is Pupils understand that settlements where originally

built for many reasons and they will know (understand) these reasons

Consolidation/Extension activities

Time:20 mins

Pupils to complete worksheet on settlement function (crossword and questions)

Hand out worksheet 2.2 (‘How were early settlement sites chosen?’) to each pupil. Introduce to the pupils the idea of settlement ‘sites’ and discuss the reasons behind siting a settlement in a particular place.

Pupils have understanding of why settlements are built where they are reinforced through repetition

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Pupils are then to complete worksheet 2.2.

Completed worksheets are to be glued into workbooks.

Concluding activity

Time:

5 mins

Pupils are to play ‘the describing game’ (see teacher’s notes).

ExtensionComplete questions on page 53 in Foundations.

Pupils have are developing linguistic and presentation skills while at the same time working as a group to achieve their aims.

Homework:

Finish worksheet 2.2 Notes for next lesson – Feed Forward If need extra work, wordsearch 2.1 is available

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2.1: What is a settlement and what kinds of functions can a settlement have?

A settlement is a place where people live. For a settlement to grow up it had to have a

particular use. This use is known as the settlement function. Different settlements

have different functions, including industrial towns, holiday resorts, ports and market

towns.

ActivityComplete the following definitions by linking (with a straight line) the beginnings on

the left with the endings on the right. Then find the definitions in the wordsearch

below.

Settlement where goods are manufactured in industrial townsFunction goods that are sent overseasMarket town the reason why a town was first builtIndustrial town a place where people go on holidayFactories a place where people make thingsPort a place where people buy and sell thingsImports a place where goods are brought in and out of a

countryExports something people do in their leisure timeResort a place where people liveHoliday goods that are brought into the country

U Z O T O Q V V G J V X I J CK C W N R T B V S C N X I X NZ Y V E N T P E T R O S E R OS Z H M M W I F U N C T I O NJ E J E M R O U S T Q O A D HU Q P L O E T T R H A D G F ON W O T L A I R T S U D N I LK U C T E E C I O E A J N H IE A Y E U X M S L P K A H B DF W K S O P P K T D C R R P AA M S C O A O O O N D A A S YO Q C R C Y D Q R S W H B M DX D T N X G J C O T G I H Z QV S H Q S O P P P X S N B P AH U O Z E H X J W R Q C K G P

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The word ‘site’ means the place where a settlement – like a town or village - grew up. Early settlers chose a site if it had natural advantages such as:

being near to a water supply to use for drinking, cooking and washing

having sources of raw materials such as wood, clay and tin having flat, fertile land for growing crops and building houses being in a place which was easy to defend being sheltered from wind and rain being close to other settlements to make it easy to trade goods

Look at the box below and decide which would be good reasons for siting a settlement:

Now add these to the spider diagram below:

Near to water

2.1: What is a settlement and what kinds of functions can a settlement have?

A good site for a settlement would

be…

A good place to locate a settlement would

be…

near to water close to a supply of wood easy to defend next to a swamp on flat, fertile land sheltered from bad weather close to other settlements on a steep slope easily attacked by enemies

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A settlement is a place where people live. For a settlement to grow up it had to have a

particular use. This use is known as the settlement function. Different settlements

have different functions, including industrial towns, holiday resorts, ports and market

towns.

ActivityComplete the following definitions by linking (with a straight line) the beginnings on

the left with the endings on the right. Then find the definitions in the wordsearch

below.

Settlement a place where people liveFunction the reason why a town was first builtMarket town a place where people buy and sell things

Industrial town a place where people make thingsFactories where goods are manufactured in industrial townsPort a place where goods are brought in and out of a countryImports goods that are brought into the countryExports goods that are sent overseasResort a place where people go on holidayHoliday something people do in their leisure time

U Z O T O Q V V G J V X I J CK C W N R T B V S C N X I X NZ Y V E N T P E T R O S E R OS Z H M M W I F U N C T I O NJ E J E M R O U S T Q O A D HU Q P L O E T T R H A D G F ON W O T L A I R T S U D N I LK U C T E E C I O E A J N H IE A Y E U X M S L P K A H B DF W K S O P P K T D C R R P AA M S C O A O O O N D A A S YO Q C R C Y D Q R S W H B M DX D T N X G J C O T G I H Z QV S H Q S O P P P X S N B P AH U O Z E H X J W R Q C K G P

The word ‘site’ means the place where a settlement – like a town or village - grew up. Early settlers chose a site if it had natural advantages such as:

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being near to a water supply to use for drinking, cooking and washing

having sources of raw materials such as wood, clay and tin having flat, fertile land for growing crops and building houses being in a place which was easy to defend being sheltered from wind and rain being close to other settlements to make it easy to trade goods

Look at the box below and decide which would be good reasons for siting a settlement:

Now add these to the spider diagram below:

Near to waterEasy to defend Close to other

settlements

On flat fertile land Close to supply of wood

Sheltered from bad weather

A good site for a settlement would

be…

A good place to locate a settlement would

be…

near to water close to a supply of wood close to other settlements on flat, fertile land sheltered from bad weather easy to

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Lesson title: Lesson 3 SettlementTypes of SettlementsYear/class/ability:Year 7 Mixed Ability


Key questions: Do all settlements look the same?What are the different types of settlements?

Learning objectives (C.A.S.K.)

To realise the different types of settlement pattern

Understand the history of Normanton, where it came from and how it grew


Cross curricular issues:History – History of local areaNumeracy -

Feedback - Prior learning and achievement(Knowledge, understanding and skills) to reinforce/further develop:Develop knowledge of their own area. Understand that settlements are different

Differentiation:Sentences started on the board for those who have difficulty in forming their own sentences for some answers to worksheet 3.1

Subject vocabulary:nucleated,linear, dispersed, settlement, pattern

Learning outcomes:Understand that there are different types of settlement

Know where there settlement is from and why it was built

Monitoring and assessment (opportunities, objectives, evidence):

Resources:Foundations textbooks – one per pupilOS Maps of the Leeds and Wakefield area

Worksheet 3.1- One per group or one per

Personal reminders:Suggested words for lesson 3: nucleated, linear, dispersed, settlement, pattern

Dispersed settlement: Several farms or buildings spread out over a wide area.

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personLinear settlement: Buildings spread out in a line along a road, river or railway route.

Nucleated settlement: Buildings which are grouped closely together.

Worksheet 3.1 was compiled using the template from http://www.geog.leeds.ac.uk/courses/other/intoteaching with changes made to allow it to be used for the area of Normanton and not for the area that it was originally created for.

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http://www.geog.leeds.ac.uk/courses/other/intoteaching

1. Which county is Normanton in?

2. What is the closest mountain range called?

3. Name two nearby national parks.

4. What is the name of the river which runs through Leeds?

5. What is the (approximate) 4 figure grid reference of the city centre of Leeds? (Hint: find Leeds train station!)

6. What direction is Normanton from the Leeds? Underline the correct answer:

North North-East South-West East

7. Using the O. S. map can you give 4 figure grid references for:

a) a nucleated settlement pattern

b) a linear settlement pattern

c) a dispersed settlement pattern

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1. Which county is Normanton in?Normanton is in West Yorkshire

2. What is the closest mountain range called?The closest mountain range is the The Pennines

3. Name two nearby national parks.Two nearby national parks are The Yorkshire Dales and the North York Moors

4. What is the name of the river which runs through Normanton?The name of the river that runs through leeds is the River

Aire

5. What is the (approximate) 4 figure grid reference of the city centre of Leeds? (Hint: find Leeds train station!)

3329

6. What direction is Normanton from Leeds? Underline the correct answer:

North North-East South-East East

7. Using the O. S. map can you give 4 figure grid references for:

a) a nucleated settlement pattern example: 3647

b) a linear settlement pattern example: 3643

c) a dispersed settlement pattern example: 3841

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Time:

20 mins


books. Explain that today pupils will learn about

settlement patterns. Ask pupils to turn to page 56 in Foundations

and write the date and title ‘Settlement patterns’ in their exercise books.

Read through important points on page 56 as a class. Write definitions of nucleated, dispersed, and linear settlements on the board for pupils to copy (see teacher’s notes).

Pupils introduced to the concept that not all settlements are the same and they are shown the different types of settlements.


Time:

20 mins

Hand out O. S. maps – one between two pupils.

Ask pupils to locate Leeds and Normanton on the map.

Hand out worksheet 3.1 to pupils and read through as a class.

Pupils are then to complete all questions using the O. S. map and the atlas (see teacher’s notes).

After 10 minutes, answers will be discussed as a class.

Pupils recongnise their own settlement and pick local near by resources. This relates to mapping skills and picking information off the map.

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Time:

10 mins

As a class ask the pupils why they think that Normanton grew to be as big as it is today.

Why was a town built where it is?

What does Normanton have/had that’s valuable

What was its original function and natural advantages that it possesses?

Recognise that places change in size throughout time and understand the natural advantages of their own settlement

Concluding activity

Time:

5 mins

Row by Row the children are asked to demonstrate the settlement patterns such as linear, nucleated and dispersed

Interactive and plenary activity, will allow them to assimilate knowledge.

Homework:

Finish worksheet 3.1 if they did not do this in class

Notes for next lesson – Feed Forward

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Lesson title: Lesson 4 SettlementQCA Unit 3 – People everywhere!Year/class/ability:Year 7 mixed Ability


Key questions: What is a settlement Hierarchy?

Why are there more of one type of place than anotherLearning objectives (C.A.S.K.)By the end of this lesson pupils will:Recognise that there are types of settlements

Understand why there are different number of different types of settlements.


Cross curricular issues:Links to historyLiteracyNumeracy

Feedback - Prior learning and achievement(Knowledge, understanding and skills) to reinforce/further develop:Pupils will understand the different sizes of settlements within an area and varying numbers of each type of settlement dependant on their size.

Differentiation:* Sentences started on board for those who have difficulty in forming the basic structure of sentences.

Subject vocabulary:HierarchyCityTownVillageHamletSettlementShop Service School

Learning outcomes:To understand what is meant by settlement hierarchy; to understand what is meant by a ‘service’; to realise that the larger a settlement, the more services it provides; to further develop map reading skills.


Resources:Foundations textbooks – one per pupilOrdnance survey map of Leeds – one

Personal reminders:Hierarchy: a way of ranking things in order of their size and importance

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between twoExercise books – one per pupilWorksheet 4.1 – one per pupilGlue – one sick per pupilColoured pencilsLesson 4: Teacher’s notesSchool hierarchy: The headmaster is the very important because they make decisions concerning how to run the school. The deputy head are also important as they are second in command. The teachers are all important as they help pupils learn, and there are a lot more of them than there are head teachers. There are hundreds of pupils in a school and they have the least responsibility.

HeadteacherDeputy head

TeacherPupils

Settlement hierarchy: A way of ranking settlements according to their size and number of services they offer

CityTown

VillageHamlet

Key sentences‘The larger the settlement is, the further it is away from a settlement of the same size’‘The larger a settlement is, the fewer there are of them’‘Larger settlements will have more services’

Service: something set up to meet people’s needs, e.g. a shop, school or post office.

The describing game: A pupil is to stand facing the class. The teacher writes a word on the board and one pupil at a time attempts to describe the word in one sentence without using the word itself. The pupil that gives a description which leads to the correct answer replaces the pupil at the front of the class and the process is repeated.

Words for lesson four: settlement, hierarchy, city, shop, village, school.

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Time:

5 mins


books. Explain to pupils that today they will learn

what a settlement hierarchy is. Define hierarchy. Give pupils an idea of what a

hierarchy is by using the school hierarchy as an example.

Ask pupils to write the title ‘Settlement hierarchies’ in their books.

Pupils understand that there are hierarchies in most things in life, with the people at the top having the most power and being less numerous.

Pupils introduced to idea of school and settlement hierarchy.


Time:

40 mins

Define settlement hierarchy and draw a settlement hierarchy on the board for pupils to copy (see teacher’s notes).

Discuss the sizes and numbers of settlement types.

Write down the ‘key sentences’ (see teacher’s notes) on the board for the pupils to copy.

Hand out Foundations textbooks and turn to page 67. Write a definition of ‘services’ on the board. Discuss what types of services can be found in a village compared to city.

Hand out worksheet 4.1 – one for each pupil and O. S. maps of Leeds – one between two. Read through the

Pupils know what the different types of settlements are.

Pupils understand that there are different numbers of each type of settlement and this is dependant on their size.

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worksheet as a class. Ask pupils to complete the worksheet, taking care with presentation.

Worksheets are to be glued into workbooks upon completion.

Concluding activity

Time:

5 mins

Play the ‘describing game’ using words learnt during the lesson.

Recap on words learnt during the lesson.

Homework:

A blank piece of paper is to be given to each pupil. Pupils are to think about the types of services in Normanton or Altoffs and write down as many as they can.


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The larger a settlement is the more services it will provide. A service is something which set up to meet people’s needs, like a hospital or a shop.

1. Look at the O. S. map of the Normanton area. List five examples of a service and draw the symbol which represents it in the box (use the key to help you!) and colour it in:

a)

b)

c)

d)

e)

2. Using the O.S. map, find a city, two towns and three villages. Write the names of the settlements in the table below. Work out the kinds of services each type of settlement provides. List your answers in the table:

Name of city: Services provided

Names of towns:1)2)

Services provided:

Names of villages1)2)3)

Services provided:

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The larger a settlement is the more services it will provide. A service is something which set up to meet people’s needs, like a hospital or a shop.

1. Look at the O. S. map of the Leeds area. List five other examples of a service and draw the symbol which represents it in the box (use the key to help you!) and colour it in:

Examples:a) School

b) Post office

c) Public house

d) Train station

e) Church

2. Using the O.S. map, find a city, two towns and three villages. Write the names of the settlements in the table below. Look at the map and the textbook to work out the kinds of services each type of settlement provides. List your answers in the table:For example:Name of city:Leeds

Services provided: Train station, coach station, leisure centre, schools, parks, hospitals, shopping centres, public houses, public toilets, public telephones, universities, churches, cathedral, banks, theatre, cinemas, golf courses, hotels.

Names of towns:1) Garforth2) Castleford

Services provided: shops, churches, post office, schools, public houses, public telephones, parks, hospitals, banks, train station.

Names of villages1) Aberford2) Micklefield3) Saxton

Services provided: Small shops, public houses, public telephones, post offices, schools, small train stations.

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Lesson title: Lesson 5 SettlementBenefits and problems of settlement growth’Year/class/ability:Year 7 Mixed Ability


Key questions: Why do people live in cities?

What are the benefits and problems of living in cities?


To understand why people choose to live in cities.

To realise the problems and benefits of living in a city.


Cross curricular issues:Read/write and auditoryKinestheticLinks to literacy.History of crime

Feedback - Prior learning and achievement(Knowledge, understanding and skills) to reinforce/further develop:Know that city living is often meant to be better than living in villages but different people have different opinions.Differentiation:Group working with table on board to copy out once the task is completed

Subject vocabulary:BenefitsProblemsCrowdingCrime

Learning outcomes:Will understand why people choose to live in cities. Will realise the problems and benefits of living in a city. Be able to determine themselves if they think that city living is a good or a bad idea.


Resources: Personal reminders:

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Foundations textbooks – one per pupil

Cards for card sorting exercise – one set per group

Blank sheet of paper – one per pupil

Benefit: An advantage or the positive features of the area

Card sorting exercise: Pupils are to attempt this in pairs. Each pair is to be given 14 cards with 7 benefits and 7 problems written on them. Pupils are to sort the cards in to two piles – one for benefits and one for problems.

Worksheets again atttibuted to http://www.geog.leeds.ac.uk/courses/other/intoteaching/ with some alterations made regarding photos and context.

Table for pupils to fill in then copy into books:

Benefits of city living Problems of city livingWider range of services CrowdedMore jobs More pollutionClose to services and places of employment

More crime and vandalism

Wider range of entertainments and attractions – leisure centres, cinemas, theatres, etc.

Traffic congestion

Less travel expense Poor quality housingHighly paid jobs Litter and rubbish dumpingWider choice of houses and flats to buy and rent

Expensive to buy land

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http://www.geog.leeds.ac.uk/courses/other/intoteaching/

Wider range of services Crowded

More jobs More pollution

Close to services and places of employment

More crime and vandalism

Wider range of entertainments and attractions – leisure centres,

cinemas, theatres, etc.Traffic congestion

Less travel expense Poor quality housing

Highly paid jobs Litter and rubbish dumping

Wider choice of houses and flats to buy and rent

Expensive to buy land

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5. 1: How does city living affect different groups of people?

The benefits and problems of living in an urban area can affect different groups of people in different ways. Look at the pictures below and think about the sorts of benefits and problems that living in a city would have for these people.

TeenagersBenefits…

Problems…

Young married coupleBenefits…

Problems…

Mothers with young childrenBenefits…

Problems…

Older peopleBenefits…

Problems…

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http://www.unicircuits.com/images/teens.jpg

5. 1: How does city living affect different groups of people?

The benefits and problems of living in an urban area can affect different groups of people in different ways. Look at the pictures below and think about the sorts of benefits and problems that living in a city would have for these people.

Young married coupleBenefits…more highly paid jobs; wide range of services and entertainment; close to places of employment; lower travel expensesProblems…expensive to buy property; competition for highly paid jobs

Mothers with young childrenBenefits…wide range of services; close to shops and services; lower travel expenses Problems…high traffic levels; limited access to safe outdoor activities; poor quality housing; high levels of crime and vandalism

Older peopleBenefits…wider range of services; close to services; lower travel expenses; wider range of entertainmentProblems…high levels of crime and vandalism; feel unsafe; high traffic levels

TeenagersBenefits…

Problems…

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http://www.unicircuits.com/images/teens.jpg


Time:

15 mins


books. Hand out Foundations textbooks – one for

each pupil. And instruct them to turn to page 58.

Read the first two paragraphs as a class. Discuss the meaning of the word ‘benefit’; if

necessary write a definition on the board. Explain to pupils that they are going to try a

card sorting exercise in pairs. Hand out a set of cards to each pair. Read instructions to the class.

After 10mins, ask a pupil from each group to come to the front and write an answer in a table on the board.

Pupils introduced to the concept that not all settlements are the same and they are shown the different types of settlements.


Time:

25 mins

Ask pupils to write today’s date and the title ‘Benefits and problems of settlement growth’ in their workbooks and copy the table from the board.

Explain that the growth of a city and urban living in general can affect different groups of people in different ways.

Hand out worksheet 5.1 to each pupil. Read through the paragraph at the top of the page as a class. Ask pupils to consider how city living is different for them as opposed to other

Pupils shown the idea that settelements change and that places have direct impacts on people and how people live their lives.

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groups of people. Go through the answers to the first question as a class. Pupils are then to complete the rest of the worksheet on their own.

Go through the answers when all pupils have completed the worksheet.


Time:

5 mins

Ask pupils how they think Normanton may be different in 10 years’ time and how they think this may affect them

Pupils relate the ideas that have just learnt to their own environment.

Concluding activity

Time:

5 mins

Ask kids benefit and problems of city living and get them to offer answers to each section

Pupils recap what they have learnt in the lesson

Homework:

N/A Notes for next lesson – Feed Forward

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Lesson title: Lesson 6 SettlementLand use patterns in Urban AreasYear/class/ability:Year 7 Mixed Ability


Key questions: What/why (are) there different types of land use within a city?


Understand that there are different patterns of land use in urban areas

To reinforce the concept of settlement function


Cross curricular issues:Read/write and auditoryKinestheticLinks to literacy.

Feedback - Prior learning and achievement(Knowledge, understanding and skills) to reinforce/further develop:

Differentiation:Reading through worksheet 6.2 together as a class and aiding children with the start of answers.Drawing on board of land use, partially completed

Subject vocabulary:Land UseUrban AreaFunctionOrigins

Learning outcomes:Understand different land uses within a city and recap on settlement function and origins.

Monitoring and assessment (opportunities, objectives, evidence): Worksheet 6.2 Completion will show how well they understood the work

Resources:

Foundations Textbook – One per pupilWorksheet 6.2 – One per pupilGlueScissors – one pair per pupilPhotocopies of worksheet 6.1 – one per

Personal reminders:

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pupilColoured pencils – four different colours per pupil

Worksheet again taking from http://www.geog.leeds.ac.uk/courses/other/intoteaching/ with alterations made to make it more suitable for the children.

Urban land use: how the land in towns and cities is used. Land use types include industrial, residential, commercial and open space.

Worksheet 6.1 puzzle source: http://puzzlemaker.com

Worksheet 6.2 photo sources:CBD photo: www.bbc.co.uk/.../ 01centralbusiness_cr4.jpgInner city photo: http://rudy.negenborn.net/kbh/pics/kbh-inner-city-1.jpgInner suburbs photo: www.nwlg.org/.../ settle/photos/is3.jpgOuter suburbs photo: www.nwlg.org/.../ settle/photos/os2.jpg

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http://rudy.negenborn.net/kbh/pics/kbh-inner-city-1.jpg

http://www.geog.leeds.ac.uk/courses/other/intoteaching/


Time:

6 mins

Welcome pupils as they enter room Take the register Give out text books Show learning objectives to the pupils. Explain that today pupils will be learning about

the different sorts of land use patterns in towns and cities.

Hand out Foundations textbooks – one per pupil – and turn to pages 62 and 63. Choose pupils to read from the page to the class.

Ask pupils to write today’s date and the title ‘Land use patterns in urban areas’. Turn to the glossary and ask the pupils to write the definition of land use into their books.

Pupils introduced to the definition of land use within Urban areas and complete a definition of land use.


Time:

15 mins

Give out worksheet 6.1 to each pupil. Read through the worksheet as a class.

Pupils are then to complete worksheet 6.1 using page 62 in Foundations to help them, answering only question 1 if time is constrained

After 15mins, go through the answers as a class.

Pupils begin to notice the variety of areas within a city and are able to name them. Also allows them to develop analytical skills by having to derive names and areas from mixed up words.


Time:

25 mins

Hand out worksheet 6.2 – one per pupil. Read through the instructions at the top of the

worksheet as a class. Ask pupils to complete the worksheet. After 20mins go through answers as a class. Completed worksheets are to be glued into

workbooks.

Concluding activity

Time: Explain that land use can be represented by more than one model.

5 mins

Draw 5 concentric circles on the board representing a land use model.

Write CBD in the centre circle. Pick pupils to come to the board and fill in the

circles with the zone name and what they would expect to find there, (see teacher’s notes).

Ask pupils to copy the model into their books.

Homework:

Complete Worksheet 6.2 Notes for next lesson – Feed Forward

6.1: Land use in urban areasLand use describes what the land is used for. Land use patterns change as you move away from the city centre. The different land uses make up a land use pattern. These patterns can be represented in a land use model.

1. Use the words from the box below to fill in the blanks in the paragraph.

Suburbs Central business district Industry Urban land use model Inner city Countryside Residential Commerce Open space

In the centre of the city is the C B D .The second zone of land use is the I C . The next zones of land use are the inner and outer S . Outside the city limits is the C . The main functions of a city are C , I , R and O S . These functions are found in different land use zones. An U L U M can be used to represent the different zones.

2. Unscramble the words below to fill in the adjacent boxes. Then copy the letters in the numbered cells to the cells with the same number at the bottom of the page.

Look at the photographs below. Each photograph shows a different land use zone. Decide which photograph shows which land use zone and write it in the space provided. Think about the characteristics of each zone and write down your answer in the box. Colour in the land use model at the bottom of the page using a different colour for each zone. Decide which photograph corresponds with each zone of the model. Colour in the matching ‘characteristics’ box using the same colour.

Zone: Outer suburbs Zone: Inner city Zone: Inner suburbs Zone: CBD

Land use modelZone A

CBDZone B

Inner cityZone C

Inner suburbsZone D

Outer suburbsCountryside

Moving away from the city centre

Characteristics: Characteristics: Characteristics: Characteristics:

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6.1: Land use in urban areasLand use describes what the land is used for. Land use patterns change as you move away from the city centre. The different land uses make up a land use pattern. These patterns can be represented in a land use model.

1. Use the words from the box below to fill in the blanks in the paragraph.

Suburbs Central business district Industry Urban land use model Inner city Countryside Residential Commerce Open space

In the centre of the city is the Central Business District. The second zone of land use is the Inner City. The next zones of land use are the inner and outer Suburbs. Outside the city limits is the Countryside. The main functions of a city are Commerce, Industry, Residential and Open Space. These functions are found in different land use zones. An Urban Land Use Model can be used to represent the different zones.

2. Unscramble the words below to fill in the adjacent boxes. Then copy the letters in the numbered cells to the cells with the same number at the bottom of the page.

Answers:

Central business districtInner citySuburbsCountrysideCommerceIndustryResidential,Open spaceUrban land use model

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Look at the photographs below. Each photograph shows a different land use zone. Decide which photograph shows which land use zone and write it in the space provided. Think about the characteristics of each zone and write down your answer in the box. Colour in the land use model at the bottom of the page using a different colour for each zone. Decide which photograph corresponds with each zone of the model. Colour in the matching ‘characteristics’ box using the same colour.

Zone: Outer suburbs Zone: Inner city Zone: Inner suburbs Zone: CBD

Land use modelZone A

CBDZone B

Inner cityZone C

Inner suburbsZone D

Outer suburbsCountryside

Moving away from the city centre

Characteristics: Newest part of town on the edge of the city; modern houses, shopping centres and open space

Characteristics: Oldest residential areas; terraced housing and closed factories; many of the oldest houses have been modernised

Characteristics: This is nearly all residential; houses are semi detatched or detatched; most have gardens. Older shopping centres.

Characteristics: Many shops, offices, public services and entertainments; crowded and busy

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Lesson title: Lesson 7 SettlementQCA Unit 3 – People everywhere!Year/class/ability:Year 7 mixed Ability


Key questions: What is the shopping Hierarchy?

Why do we shop where we do?


To understand what is meant by shopping hierarchy;

Learn about how and why shopping patterns have changed over time.


Cross curricular issues:Economics - ShoppingRetailing - ShoppingMaths

Feedback - Prior learning and achievement(Knowledge, understanding and skills) to reinforce/further develop:Pupils will understand the different sizes of settlements within an area and varying numbers of each type of settlement dependant on their size.

Differentiation:* Sentences started on board for those who have difficulty in forming the basic structure of sentences.

Subject vocabulary:ShopsServiceHierarchy

Learning outcomes:To understand what is meant by settlement hierarchy; to understand what is meant by a ‘service’; to realise that the larger a settlement, the more services it provides; to further develop map reading skills.


Resources:Foundations text book – one per pupilPhotocopies of worksheet 7.1 – one per

Personal reminders:Hierarchy: a way of ranking things in order of their size and importance

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pupilGlue – one per pupil

Shopping hierarchy: Large out-of-town shopping centres

Town centre shopping centresShopping precincts in suburbs

Small local shops

Things bought from a shopping centre are called comparison goods: relatively expensive things that people like to have a choice of before they buy, like washing machines or clothes

Things bought from a local shop are called convenience goods: things that people need everyday, like milk or newspapers.

Reference for worksheet 7.1 : http://www.geog.leeds.ac.uk/courses/other/intoteaching/Reference for worksheet 7.1 tile quiz: http://puzzlemaker.school.discovery.com

Poster exercise The poster should include: the name of the shopping centre

the advantages of using the shopping centrea picture

The ‘odd one out’ gameSeveral sets of words relating to the lesson are written on the board. For each set, the teacher gives an instruction as to the topic. The teacher then chooses pupils to come and ring the odd one out in one of the sets.

Suggested word sets for lesson 9: Comparison goods: 1) clothes milk mountain bike

2) shoes car bread

Convenience goods: 1) jewellery orange juice magazine2) newspaper microwave

sandwich

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Time:

10 mins


books. Explain that today pupils will be learning about

shopping hierarchies and shopping patterns. Ask pupils to write today’s date and the title

‘Shopping patterns’ in their exercise books. Ask if any pupils remember what a hierarchy

is. Explain to pupils what is meant by shopping

hierarchy; draw a shopping hierarchy on the board for pupils to copy.

Pupils understand that hierarchies exist in everyday life

Pupils introduced to idea that hierarchies exist in shopping


Time:

30 mins

Discuss the types of good that can be bought in a corner shop compared to a shopping centre or a supermarket.

Hand out Foundations textbooks and worksheet 7.1 – one of each per pupil. Read through the worksheet as a class.

Instruct pupils to complete the worksheet using page 68 to help them. After 10mins, check through the answers as a class.

Completed worksheets are to be glued into books.

Explain to pupils that shopping habits have changed a

Pupils know how shopping hierarchies are formed and why they exist, and are also introduced to the concept of advertising. They also know the difference and time spent looking for comparison and convenience goods.

Pupils understand that advertising is used to help sell goods and that shopping habits have changed and are changing now.

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lot. Ask if they know any ‘New ways’ to shop.

Turn to page 70 and 71 in Foundations. As a class, look at photos A and C. Pick pupils to read the paragraph by each picture.

Hand out a blank piece of A4 paper to each pupil. Explain to pupils that they are going to design a poster advertising a new out-of-town shopping centre. Write down on the board what the poster should include.Remind the pupils that their work should be neat, eye-catching and colourful.Completed posters are to be handed in at the front. Make sure all pupils put their names on their work!

Plennory Time:

5 mins

Play the ‘odd one out’ game as a class using words relating to the lesson (see teacher’s notes).

Recap on previous lessons work by using relation of convenience and comparison goods

Homework:


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lesson title: - school of geography: school of geography · web viewlesson 1 4-10 lesson 2 11-18...

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