Suburbanisation - Tuesday 18th December

The suburbs are the outlying areas of a city which remain close enough to the city centre to be accessible by commuters. The suburbs are predominantly residential in nature, but in Britain the suburbs have carefully developed a sense of rurality.

Suburbanisation is the increased movement of people / services and industries from the centres of inner urban areas outwards, towards and onto the edges of the built-up area.

| View | Upload your own

Homework
Complete the questions from class based on the Geo Factsheet titled: Suburbanisation.
Due - first lesson after Christmas holidays.

Urbanisation in MEDCs - Tuesday 11th December

Aim for today's lesson:
Know the causes, patterns and characteristics of urbanisation in MEDCs, particularly the UK.

Learning Activity
Go to this website and work through the interactive guide. As you go through, make sure you watch all of the videos about different aspects of urbanisation in the UK - it will help if you have your own headphones!

Make some brief notes from each page using the page titles as a series of sub-headings:

~ The Industrial Revolution
~ Housing conditions
~ The 1960s
~ Building quality
~ The Inner City

Homework
1. Read the article 'Life in Kibera' which describe the effects of rapid urbanisation in LEDCs (another case study for you).
2. Have a go at the exam question about shanty settlements (you can mark this yourself using the markscheme provided).
3. Read the article '19th Century Nottingham' which describes the urbanisation of Nottingham. Produce a timeline of the key events - try to restrict yourself to one side of A4.

Tuesday 4th December - Urbanisation in LEDCs

The aims of today's lesson were:

~ to understand the causes of rapid urbanisation in LEDCs (focusing on rural-urban migration, including push and pull factors, and high rates of natural population increase);

~ be able to describe the consequences of rapid urbanisation in one LEDC (focus on Tondo district of Manila in the Philippines - use Windows Live Local to find this location)

Today's powerpoint presentation:

View Upload your own

You can also download the audio clip from today's lesson as well as explore some of the problems of shanty settlements further at the BBC's website.

Homework
Complete any of these 3 tasks you didn't finish during today's lesson:
1. Read Page 193 and describe how shanty settlements change over time;
2. Make notes on the 'Problems of Urbanisation' under the headings economic, social and environmental (P196)
3. Make notes on the 'Benefits of Urbanisation' - P198

Plus complete this exam question:
Using an example, outline the problems caused by rapid population growth in an LEDC. [7]

Urbanisation - Tuesday 27th November

View today's powerpoint here:

| View | Upload your own

Homework
Read the article 'People Flock Together' and answer these questions as fully as possible.
1. What prediction can be made about global population over the next 45 years?
2. Figure 1, describe the distribution of the world’s urban areas.
3. What % of the Earth’s total land area is inhabited?
4. Explain why the remaining area is uninhabited.
5. How has urban growth in the MEDW compared with that of the LEDW?
6. How many urban dwellers are estimated to be added per year?
7. What % of global population does the article suggest will live in urban areas by 2007? Was this prediction correct?
8. Where are urban growth rates most rapid?
9. What two reasons can be given for this rapid urban growth?
10. Describe the connection between coastal areas and rapid population growth.

Settlement Patterns and Processes

This week we will be starting our next unit called Settlement Patterns and Processes; view the weekly outline here.

The BBC have an excellent online resource which will be really useful throughout this unit. Start by having a browse at some of the articles they have.

End of Unit Test

As you know on Tuesday (20th November) you will be having a test covering everything in the Population and Migration unit of work (i.e. everything since September).

Just a reminder of what we have covered since then ... (this is a downloadable document or you can view it here - just click on it to activate then you can scroll just like you would on Word, Magic!)

Migration Podcasts

Craig, Marcus and Matt


Powered by Podbean.com

Dan and Joe

Powered by Podbean.com

James, Jonathan and Matt

Powered by Podbean.com

Kate and Sian

Powered by Podbean.com

Want to listen to your case studies on your iPod? Download them here

Tuesday 30th November - Migration

Today's lesson examined:

• Different types of migration;
• The global distribution of refugee migration and
• The (positive and negative) consequences of migration.

View the powerpoint here:

View Upload your own

Watch this ironic take on migration into America

Listen to this clip from Radio 5 Live about migration into the UK:

Click here to get your own player.

Homework: in small groups you have been given a migration case study. You need to research your case study, produce a handout and be ready to record a podcast during next lesson.

Tuesday 16th October - Migration

For the next 3 lessons we will be studying migration, its causes, effects (both positive and negative) and case studies at various scales and in different parts of the world.

Today's powerpoint:

View Upload your own

Homework activities

Watch the Channel 4 dispatches programme called 'Immigrants: The Inconvenient Truth' which is available here via You Tube (unfortunately in a lot of parts).

Make notes on the positive and negative effects of in-migration in the UK. Post a comment on this link (with your first name!) about your opinions on what you have watched.

Part 1

Part 2

Part 3

Part 4

Part 5

Part 6

Blog Action Day: The Environment

Yesterday was Blog Action Day, where bloggers from around the world post about one issue, in this case the environment. As usual, I am behind the times so am publishing my post on this issue today!

Us, Waste and the Environment

Waste is a massive issue in all workplaces, schools and other organisations. This graph shows the main sources of waste produced by large organisations.

Obviously all of this waste can have hige environmental impacts. Some types of waste are particularly harmful if sent to landfill sites. For example, plastics are oil based and break down to smaller fragments, however there is always a residue and the plastics do not break down into carbon and water alone. This residue builds up in the groundwater and soil and can be harmful.

Did you know?

It can take 500 years for a plastic carrier bag to decompose!

As well as plastics, there are a whole host of other materials which, when they end up in landfill sites can be harmful to the local environment. Particular culprits include old mobile phones and other electricals which contain a high level of metals and minerals which leach into to soil and local water supplies; babies' nappies which are made using large amounts of man-made materials; food waste which attracts vermin such as rats and seaguls to landfill sites; and metal items such as drinks cans.

Did you know? On average, every person in the UK throws away their own body weight in rubbish every 7 weeks!

What should we do?

The UK produces more than 434 million tonnes of waste every year. This rate of rubbish generation would fill the Albert Hall in London in less than 2 hours. But, most of the stuff we use can be recycled and it is really easy to do so.

All schools create lots of paper and card waste which can easily be recycled. There are some simple steps you can follow to reduce your impact:

~ use both sides of the paper;

~ throw unwanted paper in the recycling bins;

~ try to buy recycled paper products where possible.

You may have heard the phrase REDUCE, REUSE, RECYCLE when people are talking about minimising waste. These are the three things we ought to be doing, in the order we ought to be doing them in.

Reduce: There are lots of campaigns at the moment to encourage large supermarkets to produce products which have less pacakaging. For example, read this article from the Guardian about excessive packaging. (click on the link, even just to see the ludicrous packaging one supermarket chose for cauliflowers!)

Reuse: Lots of the waste we create could actaully be reused. Think about ice-cream tubs, jam jars, carrier bags and many more.

Recycle: This is almost a last resort; ask yourself can I reduce my waste, reuse my waste and then think about recycling. Find out what and how you can recycle at this website.

What can I recycle?

• cans
• tins
• paper
• card
• plastic bottles
• aluminium foil
• garden waste like grass cuttings and prunings
• kitchen scraps can be composted (uncooked food only)
• clothes and shoes
• books

The list goes on!

Tell us about how you recycle by commenting on this post.

Useful web tool

If you get a spare moment, then sign up to this website which will allow you to read articles that I have found on the web, along with my comments on them.
Search for the group AS Human Geography and join it! Once you have joined, you will be able to comment on articles and add anything you find.

Video on how to use Diigo.

Get thinking!

I'm in a bit of an arkward mood this afternoon and feel like being a bit obscure so I am going to set you a challenge.

Does Antarctica exist?

I am willing to give a prize to the student who can provide the best evidence to prove that Antarctica is a real place. You should attach your comments (with your name!) to this post with your evidence that Antarctica exists. The best arguement for the existence of Antarctica submitted before half-term will win a prize!

Variations in Population Structure - Tuesday 9th October

The focus for this lesson was on spatial differences in population structure and the causes and effects of youthful (Uganda case study) and ageing populations (UK case study). View the powerpoint for more detail:


Homework question:
Outline the social, economic, demographic and political implications of an ageing population in the UK.
Your answer to this question should reflect the fact that you have read a range of material on the topic of an ageing population in the UK. This means that it will include factual examples and statistics to back up your ideas.
Sources of information should include:
• Growing Grey article
• Bowen and Pallister P180-181
• BBC ageing population site
• Geography in the News article
• Plus there is a huge amount of information on this topic available on the Internet.

Lesson Feedback

It is important for teachers that we make sure that our lessons are good and that students are learning. Therefore, I would like to trial a system whereby you give me feedback on the lessons. Click on the 'comment' link below and leave a comment about the quality of your human Geography lessons.
It would be useful if you could comment on some or all of the following:

• Are the lessons challenging you?
• Do you understand the work?
• Are there any topics you have found confusing?
• What activities do you enjoy doing / help you to learn better?
• Are you getting the support you need?

You can leave an anonymous comment if you want to, be please be constructive!

Population Structure - Tuesday 2nd October

The population structure of a country, region or even individual settlement is shown as a unique sort of graph which shows the percentage of the population in different age categories, for males and females. These are known as population pyramids.

Homework
Due: Tuesday 9th October

Produce a detailed answer to this question: How and why does the population structure of a country in the MEDW differ from that of a country in the LEDW?

To tackle this you should:
~ Choose one country in the LEDW and one in the MEDW.
~ Use this website to find their population pyramids for 2000.
~ You could annotate the two population pyramids - explain their shape (the lesson powerpoint will help you with this.)
~ Write an answer to the question - make sure you say how they are different (different shapes) and why they are different.
~ You should use detailed information from the data sheet you were given e.g. birth rate, death rate, life expectancy etc.

You might want to explore this website to remind yourself of what we did in the lesson!

The Demographic Transition Model - Tuesday 25th September

This lesson was about the Demographic Transition Model which attempts to show the stages through which a country's population will pass.
Although designed for GCSE, this BBC Bitesize guide to the DTM gives a good overview of the topic.

Here is the powerpoint from this week's lesson:


Homework
Due Tuesday 2nd October

1. Read textbook pages 154-155, focussing on population change and the DTM in relation to India and Japan.
2. Read the printed pages given out during the lesson - answer all of the questions attached.

Demographic Change - Tuesday 18th September

Today's lesson focused heavily on the way that the UK's population has changed since 1700, considering factors which have caused the birth and death rates to change.



Homework activities
Due Tuesday 25th September

1. Start a glossary section for your file, with definitions of the following terms:
BIRTH RATE
DEATH RATE
FERTILITY
INFANT MORTALITY
LIFE EXPECTANCY
LONGEVITY
NATURAL CHANGE

2. Answer this exam question as fully as you can:
"Explain how social and political factors have influenced the birth rate in the UK over the last 100 years.[7]"

3. Read the article "Britain's Changing Population" given to you in the lesson. Make notes on these key points.
~ main trends in population change e.g. location, rates etc
~ areas of significant population change e.g. retirement areas
~ characteritics of internal migration
~ changes to age structure
~ ethnicity

Population archive

The Guardian newspaper online offers an excellent archive of articles and comments about various aspects of population and associated issues. Click on the image to access this fantastic resource and read some of the articles to extend the work you are doing in lessons.

What have babies and cars got in common in Russia?

Expect the streets of Russia to be empty and the curatins drawn in central Russia today as residents take up an offer by the regional governor to help stem Russia's demographic crisis. The Russian authorities have established a 'Day of Conception' to help halt the decline in the population. If couples manage to have a baby on the Russian national day, in 9 months time, they get the chance to win an SUV!

Read more here and here.

Population Change - Tuesday 11th September

You can now access material here which has been used in lessons, provided that it is out of copyright!

Today's powerpoint:


Homework questions:
1. What name is given to the study of population?
2. Describe population as a ‘system’.
3. Describe the relationship between poverty and population growth. What are the two ideas about their relationship? Which argument does the author of the article agree with?
4. What key economic change resulted in the first significant population change?
5. How do cultural traditions influence population change?
6. What 2 models have been devised to show the connection between industrialisation and population growth?
7. What are the problems with these models?
8. Draw 2 mind maps to show the factors which affect fertility and mortality.

Due: Tuesday 18th September

Very useful website

My last post for today ... this is a very useful interative website designed for students in Scotland, but relevant for you too. You will find that the material is divided into three sections : 1) collecting data which looks at how and why population data is gathered 2) measuring data which explores how the data can be used to compile graphs of BR and DR and population pyramids. There are some good contrasting case studies for you to explore 3) migration.

Why did these women want to wait until 2007?

Click on this picture to link to another BBC article to find out why lots of pregnant German women were hoping that they wouldn't give birth until 2007.

Some interesting reading for Population

As always, there is a wealth of interesting material available on the BBC website, much of which is relevent to you AS level studies. Having had a look through some of the articles today, I have picked out a few which are closely linked to the Population unit.

First is an article about the implications of an ageing population in 8 EU countries. Click on the photo to access the article.

The second article is about the consequences of China's long-running population policy. It makes for interesting reading.

Another interesting read is entitled, 'Birth rate crisis hits central Europe'. It contains some excellent information relating to the reasons for and conseqences of a declining birth rate in this part of Europe. Use these questions to guide your reading:
1. Why is Slovakia enjoying a minor baby boom at present?
2. What pro-natalist measures are being proposed in Poland?
3. Why might these policies struggle to succeed?
4. How is a declining birth rate affecting old people in the former Communist states of central Europe?