This unit plan outlines a 4-5 week geography unit on settlement patterns. It includes 4 key standards and understandings students will learn, as well as essential questions. Key words, skills, and performance tasks are identified. The unit consists of 6-8 lessons examining factors influencing settlement site and pattern, functions of settlements, and land use in urban areas. Lessons include starter activities, skill development, and assessments. The goal is for students to understand how geographic factors influence where and how humans settle.
This unit plan outlines a 4-5 week geography unit on settlement patterns. It includes 4 key standards and understandings students will learn, as well as essential questions. Key words, skills, and performance tasks are identified. The unit consists of 6-8 lessons examining factors influencing settlement site and pattern, functions of settlements, and land use in urban areas. Lessons include starter activities, skill development, and assessments. The goal is for students to understand how geographic factors influence where and how humans settle.
This unit plan outlines a 4-5 week geography unit on settlement patterns. It includes 4 key standards and understandings students will learn, as well as essential questions. Key words, skills, and performance tasks are identified. The unit consists of 6-8 lessons examining factors influencing settlement site and pattern, functions of settlements, and land use in urban areas. Lessons include starter activities, skill development, and assessments. The goal is for students to understand how geographic factors influence where and how humans settle.
This unit plan outlines a 4-5 week geography unit on settlement patterns. It includes 4 key standards and understandings students will learn, as well as essential questions. Key words, skills, and performance tasks are identified. The unit consists of 6-8 lessons examining factors influencing settlement site and pattern, functions of settlements, and land use in urban areas. Lessons include starter activities, skill development, and assessments. The goal is for students to understand how geographic factors influence where and how humans settle.
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Year 10 Geography Settlement Unit Plan
Topic: SETTLEMENT Weeks: 4-5 Mar- Apr 2017
Standards Students should be able to demonstrate knowledge and understanding of: 1. T he wide range of processes, including human actions, contributing to the development of (a) Physical, economic and social environments and their effects on the landscape (b) Spatial patterns and interactions which are important within these environments 2. The relationships between human activity and the environment 3. The importance of scale (whether local, regional or global) 4. The changes which occur through time in places, landscapes and spatial distribution.
Understandings: (Big Idea) Essential Questions
Students will understand that How do patterns and processes create geographic factors influence settlements settlement. What are the benefits and costs of adapting to or modifying the physical environment? Is sustainable development a viable plan for settlement?
Key words: Key geographical skills: Students should be
Settlement, Settlement pattern, able to Rural, Urban, Site, Settlement Function, Market town, Route Interpret and analyze geographical data. Center, Settlement hierarchy, Use and apply geographical Sphere of influence, Range, Threshold population, Low, medium, knowledge and understanding to high order goods, Burgess Model, maps and in numerical, CBD, Land use transect, Rural urban diagrammatic, pictorial, photographic Fringe, Hoyt Model, Suburbanized and graphical form. village, Urban sprawl, Sustainability, Use geographical data to recognize Urbanization, Internal migration, patterns in such data and to deduce Squatter settlement relationships Select and show understanding of techniques for observing and collecting data. Select and use techniques for organizing and presenting data.
Performance Tasks: - Formative map evidence, photographic evidence, Kahoot, short answer past exam questions, pair work, group discussions, oral presentation, posters, case studies. - Summative - Unit Test
Lesson Plan:
1 *Ss = Students
Lesson 1 L.O: Explain patterns of settlement
Starter 10: SS unjumble L.O
Development: 35
Show ss photographs of a nucleated, dispersed and linear settlement
pattern and ask them to describe what the photograph shows.
Ss identify examples of each pattern on a map extract and produce simple
sketches from the map to illustrate each with appropriate annotation and key word definitions. {AL)
Learners use map evidence and photographic evidence to discuss factors
that might influence the settlement pattern in an area. Consolidate this with a card sorting activity of factors, which learners classify into nucleated, dispersed and linear.
Plenary: 5: Pre-planned True or False statements using lesson content.
Homework:
Lesson 2 L.O Explain factors which influence the site & growth of settlements Practice reading symbols and grid references
Starter: 5- Its 5000BC. You are leading a group of people on a search for a place to settle. In groups, discuss 5 factors you will consider, when choosing the best site.
Development: 35
Ss define site and add to key word glossary.
In pairs, discuss the factors that would influence the site of early settlements and produce a list for example, water, which could be obtained from a stream, river, spring or lake. Ss can show as a mind map or table.
Provide Ss with a simple sketch map of an area with different sites for a settlement marked on learners have to complete a decision-making activity to decide which site they would choose. They rank each site for each factor
Follow up with why we use symbols activity and how to use grid references to spot locations on a map,
Consolidate learned information with map extract St Lucia ss s locate map
evidence using grid references and appropriate map symbols from the key to interpret evidence from the map extract. Ss can follow this up by drawing a simple annotated sketch map to show the site of a settlement.
Plenary: 5: Set a question at the beginning of the lesson from the L.O. Return to it and ask students to produce an answer. AFL with mini-
2 whiteboards, thumbs/colours agreement when answers read out.
Homework: Past paper Question: 01/O/N/09
Lesson 3 L.O & Starter: 5
Jumble this L.O and let ss jumble it: Describe and explain the factors which may influence the functions of settlements
Development: 35 Define function and add to key word glossary.
Ss have photographs of settlements work in pairs identify the main
function. For weaker ss provide ss to match to each photograph for support.
Ss research examples of a settlement with each type of function (Computer-
technology use). Ss should be aware that the function of a settlement could also change over time. Functions of settlements are e.g. market town, mining town, industrial, port, route center, commercial, cultural, administrative, residential and tourist resorts, etc.
Plenary: 5: Ss as teacher: A ss summarises the lesson and question the
class on what was studied.
Homework: Past IGCSE Exam question - NOV2013 P11, NOV 2011 P13
Lesson 4 L.O: Give reasons for the hierarchy of settlements and services. &5 Starter: Ask ss to swap previous days homework and peer assess their neighbours on the Mark Scheme success criteria
Development: Introduce the concept of a hierarchy by talking about the structure within a school to convey the idea of putting things in order of importance.
Ss define hierarchy and draw a diagram to show a simple settlement
hierarchy.
Explain the three principles of a hierarchy population size, number of
services and number of settlements. Ss describe changes as you move up the hierarchy.
Introduce and define sphere of influence, range and threshold
population and add to key word glossary illustrate with examples of different services from each of the settlement types.
Ss match examples of services to the type of settlement using mini
whiteboards as whole class AFL or card sort.
Ss have examples of settlements (names/population size) or types of
services, etc. and have to place them in order of importance on a washing line Ss place into order or into a sequence.
Ss complete a scatter graph to show the relationship between population
size and number of services in selected settlements describe and explain
3 the relationship.
Ss draw and label a shopping hierarchy. Introduce low, medium and high order goods and define. Ss explain the differences between them. Discuss terms such as specialist, convenience and comparison goods and update key word glossary.
Ss complete a card sorting activity of goods into low, medium and high order depending upon frequency of purchase, cost of item, distance that a shopper would be prepared to travel for the good show results in a table.
Plenary: Tell me 3 things, you know now that you didnt know 50 minutes ago
Homework: Practice IGCSE past paper questions on this.
Lesson L.O: Describe and give reasons for the characteristics of land use in MEDC 6,7,8 urban areas
Starter: Entry Ticket (one short-answer question from previous lesson to
be answered in 3-5
Development: Introduce Burgess model (or concentric zone model).
Using coloured paper, student build the Burgess model & label the different zones. Add definitions of each zone.
As an example. Introduce Central Business District (CBD) and show
photographs land use maps to ss including characteristics of this zone.
Jigsaw group activity: Put students in groups of 4. Each ss gets text
explaining the characteristics of a different urban zone. After 10 minutes each presents to the rest of the group.
Ss annotate photographs of each zone with relevant characteristics and
explain each one for example, high-rise buildings due to high cost of land/competition for land.
T introduces the principles to explain the different patterns of land use in a
MEDC city such as cost of land, space, age of buildings, accessibility, wealth, changes in demand, etc. set key questions for learners to respond to as a check of understanding. (AFL)
Introduce Hoyt model of LEDC urban land use.
SS create and label Hoyt Model
In pairs, use a Venn diagram to show differences between the Hoyt and Burgess model and the reasons for them. Present as a table
SS using text, ss highlight describe the key characteristics of LEDC land use
4 zones.
Plenary: Exit Slips (things I have learned today, things I found interesting, Question I still have)
Homework: Pre-learn vocabulary for next lesson: Urbanization, Brownfield
sites, Greenfield sites, greenbelt, pedestrianized zones, congestion charge, park & ride schemes, urban sprawl, regeneration, suburbanized village, counterurbanisation
Lesson L.O: Describe and give reasons for changes in land use in urban areas 9,10,11 Starter: AFL- Kahoot to review previous homework pre-learned vocabulary.
Development: Ss use before and after photos of a (CBD) to identify reasons for and the changes that have taken place in CBDs (e.g. pedestrian zones, shopping malls, new leisure activities, improved security, use of brown field sites, etc.)- Wider world p.58 & 59 & Fig 4.1 (ask ss to annotate the photo)
For each, ss write a description of the changes, explain why the change took place and explain the advantages and disadvantages they will bring card sorting activity ss place cards into categories.
Ss work in pairs to mind map problems of old inner city areas and share as a class to confirm. http://greenfieldgeography.wikispaces.com/IGCSE+Settlements+and+GCSE +Settlements
T shows examples of (photographs, video clips, land use maps, text) of Lea Valley regeneration schemes-London 2012 Olympics- to include: the changes that took place, why the change happened and the advantages and possible limitations of the schemes. http://www.geocases2.co.uk/olympics20121.htm Wider World p. 60-61
To complement what has been learned, ss write a newspaper article to
describe and explain inner city changes with the help of above resource.
Recap the ruralurban fringe and the advantages that it offers - whole class discussion. http://greenfieldgeography.wikispaces.com/IGCSE+Settlements+and+GCSE +Settlements
Ss work in groups to identify the types of new development that might take place in this zone such as airports, motorways, ring roads, business parks, science parks, and industrial estates, out of town shopping centres. Discuss the costs and benefits of each both for the rural urban fringe and other parts of the city too. Wider World P.62
Ss complete a decision-making activity to decide the best location for a
new out of town shopping centre.
Ss define suburbanized village. Work in pairs to give push and pull factors to explain why people move to a suburbanized village. Thurston Case
5 Study-Wider World P.64
Discuss changes in the village over time and write up viewpoints of
different groups of people to show the impact of this change.
Review the key word urban sprawl. Ss compare maps of a city over time to describe the extent of urban sprawl. Discuss the problems that urban sprawl creates such as loss of farmland, loss of space for recreation, impact on ecosystems, creation of impermeable surfaces, division, etc. and show as a mind map http://www.wikiwand.com/en/Geography_of_Beijing
Plenary: Get students to write quick-fire questions and put them in a box which I then draw from to ask the class
Homework: Past paper question on this section for practice
Lessons L.O: Research & explain the problems of urban areas, their causes and 11,12, 13 possible solutions. & 14 Starter: Review last lessons homework. Later give written feedback: 2 positive comments one thing they could do better.
Development: Ss use padlet to record their initial ideas for the causes of urban problems e.g. pollution (air, noise, water and visual), inequality, housing issues, traffic congestion and conflicts over land use change. For each one, ss explain the problems that they cause.
Each ss independently research the above and present results in a table:
description of problem, causes and solutions.
Confirm through whole class discussion and add ideas in table.
In pairs,ss research & make podcast on Beijing as a case study for urban problems.
3 Causes of air pollution &3 of traffic congestion.
