Scheme of-work-unit-3 geog a level

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Scheme of-work-unit-3 geog a level

  1. 1. GCE Edexcel GCE in Geography UNIT 3 – Contested Planet (6GE03) March 2009 Scheme of workEdexcel GCE in Geography UNIT 3 – Contested Planet (6GE03)
  2. 2. Unit 3: Contested PlanetEdexcel, a Pearson company, is the UK’s largest awarding body offering academicand vocational qualifications and testing to more than 25,000 schools, colleges,employers and other places of learning here and in over 100 countries worldwide. Wedeliver 9.4 million exam scripts each year, with 3 million marked onscreen in 2005.Our qualifications include GCSE, AS and A Level, GNVQ, NVQ and the BTEC suite ofvocational qualifications from entry level to BTEC Higher National Diplomas andFoundation Degrees. We also manage the data collection, marking and distribution ofthe National Curriculum Tests at Key Stages 2 and 3, and the Year 7 Progress Tests.Authorised by Roger BeardPrepared by Matt GregoryAll the material in this publication is copyright© Edexcel Limited 2009
  3. 3. ContentsIntroduction 1Scheme of work for UNIT 3: Contested Planet 2
  4. 4. Unit 3: Contested PlanetIntroductionHow should I use this Outline Scheme of Work?• Edexcel has developed this Outline Scheme of Work based on feedback from teachers who told us they would like a ‘starting point’ to develop their personal and departmental Schemes of Work.• The Outline Scheme of Work is in Word format, and is easy to adapt to your own specific needs.• The Outline Scheme of Work provides a general outline for teaching• In the column headed ‘Spec’ the numbers refer to the sections of the Specification Learning outcomes identify what learners might be expected to be able to do. Teaching and Learning Activities suggest some possible approaches to achieving the learning outcomes, and some suggested resources. The Websites column identifies some key websites which will allow teachers to identify useful resources quickly. These are not meant to be comprehensive, and teachers should be aware of website bias.• As teachers, schools and colleges have very different policies on the format and production of Schemes of Work, you may wish to change the format of the table. This can be done by inserting columns, changing column headings, and cutting and pasting.• Common alternative / additional column headings are:  Assessment  Assignments  DifferentiationThe outline Scheme of Work has been specifically designed to provide teachers with astarting point, from which to build their own Scheme of Work. Teachers should add intheir own existing resources, and new resources developed for this specification. Somesuggested sources are:  Geography Review and other periodical articles.  Powerpoint presentations  Page numbers and resources from a range of textbooks, both existing ones and those planned for the New Specification.  Links to the Sample Assessment Materials  Websites  Worksheets, Geofiles, Geofactsheets and other resources.Lastly, please note that this Scheme of Work is an outline to aid your planning. It is notintended as a definitive document. Teachers must use this outline in combination withthe published Edexcel Advanced GCE in Geography (9GE01) Specification.Support material: Unit 3 – Contested Planet (6GE03) – Edexcel GCE in Geography 1March 2009
  5. 5. Unit 3: Contested PlanetScheme of work for Unit 3: Contested Planet Unit 3 (6GE03) CONTESTED PLANETWeek Spec Learning outcomes Teaching and Learning Activities Websites 1 1.1 1 Energy supply, demand and security • Photograph sets of different • http://www.energy.gov/energysources/inde • Classify energy sources – renewable energy resources to classify x.htm a USA take on energy sources flows, non-renewable stocks, • Ranking table of environmental • http://earthtrends.wri.org/pdf_library/data recyclable sources. impacts and costs in £/mwh _tables/ene4_2005.pdf global fossil fuel • Compare environmental costs resources • Using maps of global fossil fuel reserves; UK maps showing • http://www.bp.com/ BP’s annual statistical • Explain the global distribution of alternative energy potential review of world energy energy sources, supply, use and poverty • Graphs of trends in global • http://www.greenpeace.org.uk/climate/sol • Describe trends in global energy energy use type utions/renewable-energy for UK renewable energy potential demand; role of India and China • Examining projections for UK • Define energy security in terms of energy use and assessing security of supply domestic and foreign supply2 Support material: Unit 3 – Contested Planet (6GE03) – Edexcel GCE in Geography March 2009
  6. 6. Unit 3: Contested Planet Unit 3 (6GE03) CONTESTED PLANETWeek Spec Learning outcomes Teaching and Learning Activities Websites 2 1.2 2 The impacts of energy insecurity • Maps of European energy flows, • Both the BBC and Economist have excellent • Examine energy supply pathways into especially of oil and gas – coverage of European energy issues and pipelines and trade by sea supply problems / Russia / within Europe • Research into Russia, Gazprom • www.economist.com and www.bbc.co.uk • Investigate recent history of and issues with Eastern Europe European gas supply and supply • http://en.wikipedia.org/wiki/Oil_exploratio disruption • Drawing up a world map of oil n for links to areas of oil exploration • Explore contrasting regions of and gas exploration zones and • http://www.anwr.org/ for the ANWR devising criteria to assess their technically difficult exploration and environmental impact: case • www.opec.org assess environmental costs study of the Arctic National • Examine role of players in supply – Wildlife Refuge OPEC and oil and gas TNCs • Producing a factfile on OPEC and a named oil TNC.Support material: Unit 3 – Contested Planet (6GE03) – Edexcel GCE in Geography 3March 2009
  7. 7. Unit 3: Contested Planet Unit 3 (6GE03) CONTESTED PLANETWeek Spec Learning outcomes Teaching and Learning Activities Websites 3 1.3 3 Energy security and the future • Analysis of peak oil and gas • http://www.peakoil.net/ for a detailed • Examine uncertainties such as peak graphs analysis of peak oil and gas oil and gas, and demand variables • Group discussion of possible • http://www.berr.gov.uk/files/file10719.pdf (population, economic growth, uncertainties and how this UK Energy White Paper switch to renewables) could affect supply and demand • http://www.powerswitch.org.uk/ A Uk view • Assess the costs and benefits of • Case study of nuclear power of peak oil adopting various energy mixes e.g. and wind energy - table to renewable, or nuclear • http://www.globalissues.org/article/595/en assess costs and benefits of each ergy-security energy security issues from a • Identify geopolitical energy hotspots particular standpoint and assess the factors which might • Produce a global map of energy increase tensions and conflicts • http://www.eon- and shipping hotspots uk.com/EnergyExperience/557.htm Eon • Examine radical approaches such as • Examine impact of 2007-08 oil website for global energy futures carbon credits, wholesale green and gas price rises energy switching – env benefits –v- eco / pol costs • Use of websites to explore a variety of energy futures e.g. Shell Energy Scenarios to 2050 (www.shell.com)4 Support material: Unit 3 – Contested Planet (6GE03) – Edexcel GCE in Geography March 2009
  8. 8. Unit 3: Contested Planet Unit 3 (6GE03) CONTESTED PLANETWeek Spec Learning outcomes Teaching and Learning Activities Websites 4 2.1 1 The geography of water supply • Reviewing the hydrological • http://maps.grida.no/go/collection/water- • Know how water supply is controlled cycle and key process terms by stress-in-europe Water stress in Europe annotating a diagram by physical factors, within the • http://www.fao.org/nr/water/issues/scarcit hydrological cycle • Produce a factsheet on water y.html Global water scarcity • Explain the supply –v- demand supply and demand for south- • http://www.eea.europa.eu/themes/water/ east England + climate change balance in specific locations and how water-resources/impacts-due-to-over- this is changing • Case study of water pollution abstraction - impacts of overuse • Explore human degradation of supply and over abstraction e.g. Long • http://www.fao.org/nr/water/docs/wwd07b Island by over-abstraction/ saltwater rochure.pdf economic water scarcity http://people.hofstra.edu/j_b_ incursion and other forms of pollution bennington/1cnotes/aquifers.ht • Know the actual and relative ml economic cost of obtaining water • Compare the costs of water in supply in the developed and the developed and developing developed world world 5 2.2 2 The risks of water insecurity • Case Study of water supply in • http://news.bbc.co.uk/hi/english/static/in_ • Know how water supply problems can Bangladesh including the depth/world/2000/world_water_crisis/defa arsenic issue ult.stm - global water ‘hotspots’ and have serious implications for human http://www.unesco.org/courie potential conflict areas health r/2001_01/uk/planet.htm • http://www.worldwatercouncil.org/index.p • Investigate conflicts where several • Producing a global map of hp?id=1&L=0 wide range of global water users put demands on the same water hotspots issues covered water supply • Mini-case studies of two • http://news.bbc.co.uk/1/hi/world/africa/45 • Use a case study to explore a examples 4926.stm water wars in Africa transboundary supply issue • http://www.newstatesman.com/world- • Examine the risks of attempting to affairs/2007/11/water-disputes-israel-india overcome supply problems by diverting water from one location to anotherSupport material: Unit 3 – Contested Planet (6GE03) – Edexcel GCE in Geography 5March 2009
  9. 9. Unit 3: Contested Planet Unit 3 (6GE03) CONTESTED PLANETWeek Spec Learning outcomes Teaching and Learning Activities Websites 6 2.3 3 Water conflicts and the future • Analysing graphs of global • http://www.wateraid.org/ghana/ • Explain trends in water demand water demand, and maps of andhttp://www.practicalaction.org/? supply shortages now and in the id=about_us – NGO action on water • Explore how supply might be affected future • http://www.circleofblue.org/? by climate change • Spider diagrams of different gclid=CKiw7tu07ZcCFSS1EAodCUMPBw • Examine the role of different player players and their views and • http://en.wikipedia.org/wiki/Water_crisis sin water supply and their conflicting roles aims • Case study on low-tech NGO • http://www.fao.org/nr/water/aquastat/mai • Assess a range of solutions such as water management e.g. n/index.stm world water statistics water conservation, harvesting, Practical Action in Sudan or • http://www.water- restoration and the costs and Wateraid in Ghana technology.net/projects/#T details of benefits of these major water management projects • Case study of water • Evaluate the impact of large scale management in China – North- technological fixes such as water South water transfer and three transfer schemes, mega dams and gorges dam desalinization. • Table to evaluate costs and benefits of both approaches • Annotate a diagram of a desalinization plant + its env impacts6 Support material: Unit 3 – Contested Planet (6GE03) – Edexcel GCE in Geography March 2009
  10. 10. Unit 3: Contested Planet Unit 3 (6GE03) CONTESTED PLANETWeek Spec Learning outcomes Teaching and Learning Activities Websites 7 3.1 1 Defining biodiversity • Definitions of biodiveristy • http://www.biodiversityhotspots.org/Pages • Define biodiversity in different ways (genetic, species etc.) /default.aspx biodiversity hotspots from Conservation International • Investigating factors in a • Explain the natural factors that hotspot e.g. Galapagos • http://www.galapagos.org/2008/ The contribute to high biodiversity Galapagos Conservancy website • (linked to above) identifying • Explain how human actions can the relative importance of • http://www.millenniumassessment.org/en/i increase of decrease biodiversity threats using matrix or ranking ndex.aspx or details of ecosystem goods • Describe and explain the distribution table and services of biodiversity hotspots • Produce a global map of • Outline the goods and services hotspots provided by a named global • Produce a table to evaluate the ecosystem and assess the relative importance of ecosystem goods importance of these. and services e.g. for coral reefs or TRFSupport material: Unit 3 – Contested Planet (6GE03) – Edexcel GCE in Geography 7March 2009
  11. 11. Unit 3: Contested Planet Unit 3 (6GE03) CONTESTED PLANETWeek Spec Learning outcomes Teaching and Learning Activities Websites 8 3.2 2 Biodiversity threats • Produce a global map of • http://www.iucnredlist.org/ the IUCN • Describe and explain the global biodiverse areas under threat website on endangered species from a range of factors pattern of biodiverse areas which are • http://www.wri.org/ range of useful under threat • Produce a spider diagram of resources about specific biomes and the • Examine the global and local threats, threats and their importance threats they face use the for a named location e.g. http://www.wri.org/ecosystems/overview including invasive alien species, to Galapagos ecosystems section to explore your chosen biodiversity and their relative biomes in depth importance • Produce a matrix of conflicts • Show how threats lead to disrupted • A case study of impacts on food chains and nutrient cycles physical systems for a named • Assess the link between economic ecosystem in a location development, ecosystem destruction, • Producing an annotated graph degradation and protection. of the relationship between development and attitudes to ecosystems8 Support material: Unit 3 – Contested Planet (6GE03) – Edexcel GCE in Geography March 2009
  12. 12. Unit 3: Contested Planet Unit 3 (6GE03) CONTESTED PLANETWeek Spec Learning outcomes Teaching and Learning Activities Websites 9 3.3 3 Managing biodiversity • Using an example, from a • http://www.millenniumassessment.org/en/i • Explain how the concept of a fishery for instance, to explain ndex.aspx details of the 2000 Millennium the concept of a sustainable Ecosystem Assessment and follow up sustainable yield might assist in the (safe) yield reports use and management of ecosystems. • Producing factfiles of a range of • http://www.cites.org/ details of the CITES • Assess the attitudes and roles of management strategies e.g. treaty different organizations involved in buffer zones, biosphere the management of biodiversity • http://www.nemw.org/restoration_product reserves, global agreements • Outline the spectrum of ways in (CITES), gene banks (Svalbard), s.htm Case studies of ecosystem restoration and assessing the restoration which areas of biodiversity can be protected and use examples to adv / disadv of each approach • http://portal.unesco.org/science/en/ev.php evaluate the success of different - • Use of the MEA to identify a approaches URL_ID=4801&URL_DO=DO_TOPIC&URL_SE range of futures for a named • Explore the future of biodiversity biome CTION=201.html biosphere reserves based on different assumptions about trends.Support material: Unit 3 – Contested Planet (6GE03) – Edexcel GCE in Geography 9March 2009
  13. 13. Unit 3: Contested Planet Unit 3 (6GE03) CONTESTED PLANETWeek Spec Learning outcomes Teaching and Learning Activities Websites 10 4.1 1 Superpower geographies • Defining a superpower (and • http://www.nationmaster.com/index.php • Define the terms superpower and emerging power) using website with useful statistics for comparative data / indicators comparing powers emerging superpower to draw up a table • http://en.wikipedia.org/wiki/Superpower • Be able to explain the criteria used in • Mapping the geography of USA basic definitions the definitions influence (TNCs, military • http://yaleglobal.yale.edu/display.article? • Describe geographical patterns of installations, alliances, trade patterns) id=6407 discussion of the rise of India and superpower influence China from Yale • Explain shifting power patterns over • Producing historical maps of • http://www.britishempire.co.uk/ site with time with reference to the USA, British Empire and Cold War allies British Empire resources British Empire and USSR • Use theoretical frameworks to • Critically examining theories explore the relationship between and applying these to maps of superpowers and the rest of the today and the past world10 Support material: Unit 3 – Contested Planet (6GE03) – Edexcel GCE in Geography March 2009
  14. 14. Unit 3: Contested Planet Unit 3 (6GE03) CONTESTED PLANETWeek Spec Learning outcomes Teaching and Learning Activities Websites 11 4.2 2 The role of superpowers • Briefly examining UK colonial • http://www.worldmapper.org/textindex/te • Explain the concept of colonial rule rule with respect to one xt_exploitation.html worldmapper map set country e.g. India on trade and exploitation (other useful • Assess the mechanisms of neo- maps on same website) • Producing a factfile on one colonial control – trade, aid and debt country with respect to neo- • http://www.globalissues.org/article/29/cau • Know the membership of key colonialism e,g. Nigeria (Aid, ses-of-the-debt-crisis Global Issues view of international organizations and how debt, oil trade) debt and neo-colonialism this produces power • Mapping world trade and using • http://en.wikipedia.org/wiki/List_of_interg • Describe and explain patterns in worldmapper to examine overnmental_organizations Wikipedia list global trade and how trade patterns of trade; review trade of IGOs which can be used as a starting influences power and wealth agreements and blocs from AS point for research level • Critically examine the concept of a global culture and the reaction • Research McDonaldisation using against it. the web to produce a factsheet on the range of viewsSupport material: Unit 3 – Contested Planet (6GE03) – Edexcel GCE in Geography 11March 2009
  15. 15. Unit 3: Contested Planet Unit 3 (6GE03) CONTESTED PLANETWeek Spec Learning outcomes Teaching and Learning Activities Websites 12 4.3 3 Superpower futures • Analysing graphs of projected • The economist is useful to explore the • Examine the resources implications growth in India and China – implications of a rising China and India produce a table of costs / www.economist.com of continued growth among the benefits of growth emerging powers, versus the benefits • http://www.dni.gov/nic/PDF_2025/2025_Gl of reducing poverty • Brief case study of outsourcing obal_Trends_Final_Report.pdf and • Outline the economic and political e.g. call centres or India (BBC • http://www.dni.gov/nic/NIC_2020_project. website News search) impact of shifting power on the html are both documents from the exiting powers of the EU and USA • Group activity exploring Department for National Intelligence which • Examine the relationship between different futures e.g. outline a variety of ‘future scenarios’ for multipolar world, USA the superpowers including the potential the emerging powers and the domination – the DNI for east meets west conflict developing world and assess the costs documents present various and benefits for the developing scenarios which can be world. evaluated, possibly in a • Examine the potential for cultural classroom debate setting. conflict as ‘east meets west’ in the future12 Support material: Unit 3 – Contested Planet (6GE03) – Edexcel GCE in Geography March 2009
  16. 16. Unit 3: Contested Planet Unit 3 (6GE03) CONTESTED PLANETWeek Spec Learning outcomes Teaching and Learning Activities Websites 13 5.1 1 The causes of the ‘development gap’ • Comparing different views of • www.wri.org up to date development data • Define development and the development e.g. Rostow –v- and statistics Development Cable development gap – investigate its • http://www.un.org/millenniumgoals/ MDG history • Graphing different indicators portal for up to date assessments of • Evaluate different measures of for 4 or 5 countries to identify progress contrasts; experimenting with development including indices • http://cepa.newschool.edu/het/schools/dev index construction • Examine current MDG progress elop.htm summary of economic • Research into MDG progress for development theories • Assess theories used to explain the a named region • http://www.oxfamamerica.org/whatwedo/ continued existence of the • Spider diagrams of players and where_we_work/west_africa/news_publica development gap their roles tions/mali_cotton/feature_story.2004-12- • Evaluate the roles of a range of 15.0354385986 cotton in Mali - also search • Mapping trade patterns, plus a players involved in the development the BBC news website case study of trade such as gap cotton in Mali –v- USA cotton • Assess the role trade plays in the subsidies development gap (maintaining or reducing it)Support material: Unit 3 – Contested Planet (6GE03) – Edexcel GCE in Geography 13March 2009
  17. 17. Unit 3: Contested Planet Unit 3 (6GE03) CONTESTED PLANETWeek Spec Learning outcomes Teaching and Learning Activities Websites WW 5.2 2 The consequences of the • Mapping the locations of • http://www.worldmapper.org/ many useful ‘development gap’ extreme poverty in Africa maps to show poverty and the gap in a • Identifying the most disadvantaged variety of ways • Investigating income inequality groups at the lower end of the in a named megacity e.g. Lagos • http://www.gapminder.org/category/videos development gap /gapcasts/ videos of the development gap • Use of the South African Census • Assess poverty in megacities and its and how it has changed to identify gaps based on impacts ethnicity • http://en.wikipedia.org/wiki/Lagos starting • Examine the ethnic / religious point to research Lagos in depth • Tracking progress towards the dimensions of the development gap MDG in China and examining if • http://www.statssa.gov.za/ South African • Investigate the impact of poverty poverty reduction has spread census and GIS portal country wide reduction – the costs versus the • http://www.undp.org.cn/ UNDP in China benefits in China 15 5.3 3 Reducing the ‘development gap’ • Write summaries of major • http://cepa.newschool.edu/het/schools/dev • Examine the theoretical basis for theories and perspective on the elop.htm summary of economic development gap development theories reducing the development gap • Use a table to evaluate • http://news.bbc.co.uk/1/shared/spl/hi/pop • Assess the roles of different type of different types of aid _ups/05/business_aid_and_development/ht aid, and bottom up versus top-down ml/5.stm trends in aid approaches to development • Case study of the work of an NGO such as Practical Action • http://www.imf.org/external/pubs/ft/fandd • Examine the roles and attitudes of /2006/12/sundberg.htm making aid work different players • Examples of investment / free from the IMF • Examine the different ways trade can trade zone (China or India) • http://www.fairtrade.org.uk/ examples of reduce the gap – free versus fair • Case study of a Poverty fair trade trade Reduction Strategy / HIPC country • http://www.jubileedebtcampaign.org.uk/ • Assess the future of the development gap and the chances of reducing it • Investigating an alternative approach such as fair trade and its role in narrowing the gap.14 Support material: Unit 3 – Contested Planet (6GE03) – Edexcel GCE in Geography March 2009
  18. 18. Unit 3: Contested Planet Unit 3 (6GE03) CONTESTED PLANETWeek Spec Learning outcomes Teaching and Learning Activities Websites 16 6.1 1 The geography of technology • Brainstorming the meaning of • http://www.worldmapper.org/textindex/te • Define technology technology; spider diagrams of xt_communication.html worldmapper technological dependence access to communication technology • Investigate the range of technologies • Mapping the distribution of • www.wri.org can be used to get and their development technologies e.g. internet using comparative statistics LDC versus • Describe the global distribution of a worldmapper or similar developed world country range of technologies in relation to • Case study of an LDC to identify • http://www.iht.com/articles/2006/10/22/b level of development technology gap and impact on usiness/won.php article on North Korea • Assess the implications for those who people • http://www.wired.com/wired/archive/7.01 lack access to basic technology • Table to identify the factors /amish.html article on the Amish • Explain the patterns of access using explaining lack of access e.g. factors such as patents, religion, Politics (North Korea), religion cost, politics. (Amish) 17 6.2 2 Technology and development • Contrast developed and • http://www.unctad.org/Templates/Page.as • Examine the technology gap and the developed world levels of p?intItemID=3796&lang=1 and education, R&D spending, http://stdev.unctad.org/docs/gap.pdf relationship between technology and patents granted UNCATD research on the technology gap development • Case study of mobile phone • http://www.worldmapper.org/textindex/te • Explore the process of technological growth in India and GM xt_wealth.html worldmapper on patents leapfrogging using named examples adoption in Latin America +/- and royalties • Examine the unforeseen costs of (see SAMs) • http://en.wikipedia.org/wiki/DDT a starting technological innovation using an • Case study of DTT adoption and point for DDT example such as DDT or the Green impact; discussion on impact of Revolution CCTV in the UK (+/-) • Assess the environmental impacts of • Class debate on the polluter adopting technology and how pays principle and green externalities are accounted for or not taxation in the UKSupport material: Unit 3 – Contested Planet (6GE03) – Edexcel GCE in Geography 15March 2009
  19. 19. Unit 3: Contested Planet Unit 3 (6GE03) CONTESTED PLANETWeek Spec Learning outcomes Teaching and Learning Activities Websites 18 6.3 3 Technology, environment and the • Table to evaluate a named • Use the BBC website for the Three Gorges future top-down, hitech project http://news.bbc.co.uk/1/hi/world/asia- • Contrast the costs and benefits of versus an intermediate pacific/5000198.stm and technology alternative from http://www.practicalaction.org/practicalan intermediate / appropriate an NGO swers/product_info.php?products_id=314 technology with hitech Practical Action for an alternative megaprojects • Research into geoengineering to tackle global warming and • http://www.time.com/time/specials/2007/a • Examine the role technology might soil erosion technology – class rticle/0,28804,1720049_1720050_172165 play in a global issue such as global discussion to identify criteria 3,00.html Time magazine on the future warming and land degradation to assess sustainability • Assess the chances of technology • Considering the technological contributing to a more future and how technology environmentally sustainable future might be shared e.g. Aids/ HIV • Examine the technological future – drugs convergence or divergence?16 Support material: Unit 3 – Contested Planet (6GE03) – Edexcel GCE in Geography March 2009
  20. 20. March 2009For more information on Edexcel and BTEC qualifications please contact ourCustomer Services on 0844 576 0025or http://enquiries.edexcel.org.ukor visit our website: www.edexcel.comEdexcel Limited. Registered in England and Wales No. 4496750Registered Office: One90 High Holborn, London WC1V 7BH

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