Tuesday 30 October 2007

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:

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 16 October 2007

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:

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.

Saturday 13 October 2007

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.

Thursday 11 October 2007

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!

Tuesday 9 October 2007

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.

Tuesday 2 October 2007

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!

Monday 1 October 2007

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!