Schemes of Work



Additional Science???John CrewMarch 2006Issue 1

Edexcel, a Pearson company, is the UK’s largest awarding body offering academic and vocational qualifications and testing to more than 25,000 schools, colleges, employers and other places of learning here and in over 100 countries worldwide. We deliver 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 of vocational qualifications from entry level to BTEC Higher National Diplomas and Foundation Degrees. We also manage the data collection, marking and distribution of the National Curriculum Tests at Key Stages 2 and 3, and the Year 7 Progress Tests.

Authorised by Roger Beard

Prepared by Matt Gregory

All the material in this publication is copyright

© Edexcel Limited 2009

Contents

Introduction 1

Scheme of work for UNIT 3: Contested Planet 2

Introduction

How 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

▪ Differentiation

The outline Scheme of Work has been specifically designed to provide teachers with a starting point, from which to build their own Scheme of Work. Teachers should add in their own existing resources, and new resources developed for this specification. Some suggested 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 not intended as a definitive document. Teachers must use this outline in combination with the published Edexcel Advanced GCE in Geography (9GE01) Specification.

Scheme of work for Unit 3: Contested Planet

|Unit 3 (6GE03) CONTESTED PLANET |

|Week |Spec |Learning outcomes |Teaching and Learning Activities |Websites |

|1 |1.1 |1 Energy supply, demand and security |Photograph sets of different energy resources to | a USA take on energy sources|

| | |Classify energy sources – renewable flows, non-renewable |classify | |

| | |stocks, recyclable sources. |Ranking table of environmental impacts and costs in | global |

| | |Compare environmental costs |£/mwh |fossil fuel resources |

| | |Explain the global distribution of energy sources, supply, use |Using maps of global fossil fuel reserves; UK maps | BP’s annual statistical review of world energy |

| | |and poverty |showing alternative energy potential | for UK |

| | |Describe trends in global energy demand; role of India and |Graphs of trends in global energy use type |renewable energy potential |

| | |China |Examining projections for UK energy use and assessing | |

| | |Define energy security in terms of domestic and foreign supply |security of supply | |

|2 |1.2 |2 The impacts of energy insecurity |Maps of European energy flows, especially of oil and |Both the BBC and Economist have excellent coverage of European energy |

| | |Examine energy supply pathways into / within Europe |gas – pipelines and trade by sea |issues and supply problems / Russia |

| | |Investigate recent history of European gas supply and supply |Research into Russia, Gazprom and issues with Eastern | and bbc.co.uk |

| | |disruption |Europe | for links to areas of oil |

| | |Explore contrasting regions of technically difficult |Drawing up a world map of oil and gas exploration zones|exploration |

| | |exploration and assess environmental costs |and devising criteria to assess their environmental | for the ANWR |

| | |Examine role of players in supply – OPEC and oil and gas TNCs |impact: case study of the Arctic National Wildlife | |

| | | |Refuge | |

| | | |Producing a factfile on OPEC and a named oil TNC. | |

|3 |1.3 |3 Energy security and the future |Analysis of peak oil and gas graphs | for a detailed analysis of peak oil and gas |

| | |Examine uncertainties such as peak oil and gas, and demand |Group discussion of possible uncertainties and how this| UK Energy White Paper |

| | |variables (population, economic growth, switch to renewables) |could affect supply and demand | A Uk view of peak oil |

| | |Assess the costs and benefits of adopting various energy mixes |Case study of nuclear power and wind energy - table to | energy security |

| | |e.g. renewable, or nuclear |assess costs and benefits of each |issues from a particular standpoint |

| | |Identify geopolitical energy hotspots and assess the factors |Produce a global map of energy and shipping hotspots | Eon website for global |

| | |which might increase tensions and conflicts |Examine impact of 2007-08 oil and gas price rises |energy futures |

| | |Examine radical approaches such as carbon credits, wholesale |Use of websites to explore a variety of energy futures | |

| | |green energy switching – env benefits –v- eco / pol costs |e.g. Shell Energy Scenarios to 2050 () | |

|4 |2.1 |1 The geography of water supply |Reviewing the hydrological cycle and key process terms | Water stress in |

| | |Know how water supply is controlled by physical factors, within|by annotating a diagram |Europe |

| | |the hydrological cycle |Produce a factsheet on water supply and demand for | Global water scarcity |

| | |Explain the supply –v- demand balance in specific locations and|south-east England + climate change |

| | |how this is changing |Case study of water pollution and over abstraction e.g.|abstraction - impacts of overuse |

| | |Explore human degradation of supply by over-abstraction/ |Long Island | economic water scarcity|

| | |saltwater incursion and other forms of pollution | |

| | |Know the actual and relative economic cost of obtaining water |rs.html | |

| | |supply in the developed and developed world |Compare the costs of water in the developed and | |

| | | |developing world | |

|5 |2.2 |2 The risks of water insecurity |Case Study of water supply in Bangladesh including the |

| | |Know how water supply problems can have serious implications |arsenic issue |isis/default.stm - global water ‘hotspots’ and potential conflict areas |

| | |for human health | | wide range of global |

| | |Investigate conflicts where several users put demands on the |Producing a global map of water hotspots |water issues covered |

| | |same water supply |Mini-case studies of two examples | water wars in Africa |

| | |Use a case study to explore a transboundary supply issue | |

| | |Examine the risks of attempting to overcome supply problems by | |dia |

| | |diverting water from one location to another | | |

|6 |2.3 |3 Water conflicts and the future |Analysing graphs of global water demand, and maps of | |

| | |Explain trends in water demand |supply shortages now and in the future |and – NGO action on water |

| | |Explore how supply might be affected by climate change |Spider diagrams of different players and their views | |

| | |Examine the role of different player sin water supply and their|and roles | |

| | |conflicting aims |Case study on low-tech NGO water management e.g. | world water statistics|

| | |Assess a range of solutions such as water conservation, |Practical Action in Sudan or Wateraid in Ghana | |

| | |harvesting, restoration and the costs and benefits of these |Case study of water management in China – North-South | details of major water |

| | |Evaluate the impact of large scale technological fixes such as |water transfer and three gorges dam |management projects |

| | |water transfer schemes, mega dams and desalinization. |Table to evaluate costs and benefits of both approaches| |

| | | | | |

| | | |Annotate a diagram of a desalinization plant + its env | |

| | | |impacts | |

|7 |3.1 |1 Defining biodiversity |Definitions of biodiveristy (genetic, species etc.) | biodiversity |

| | |Define biodiversity in different ways |Investigating factors in a hotspot e.g. Galapagos |hotspots from Conservation International |

| | |Explain the natural factors that contribute to high |(linked to above) identifying the relative importance | The Galapagos Conservancy website |

| | |biodiversity |of threats using matrix or ranking table | or details of ecosystem |

| | |Explain how human actions can increase of decrease biodiversity|Produce a global map of hotspots |goods and services |

| | |Describe and explain the distribution of biodiversity hotspots |Produce a table to evaluate the importance of ecosystem| |

| | |Outline the goods and services provided by a named global |goods and services e.g. for coral reefs or TRF | |

| | |ecosystem and assess the relative importance of these. | | |

|8 |3.2 |2 Biodiversity threats |Produce a global map of biodiverse areas under threat | the IUCN website on endangered species |

| | |Describe and explain the global pattern of biodiverse areas |from a range of factors | range of useful resources about specific biomes and |

| | |which are under threat |Produce a spider diagram of threats and their |the threats they face use the |

| | |Examine the global and local threats, including invasive alien |importance for a named location e.g. Galapagos |ecosystems section to explore your chosen biomes in depth |

| | |species, to biodiversity and their relative importance |Produce a matrix of conflicts | |

| | |Show how threats lead to disrupted food chains and nutrient |A case study of impacts on physical systems for a named| |

| | |cycles |ecosystem in a location | |

| | |Assess the link between economic development, ecosystem |Producing an annotated graph of the relationship | |

| | |destruction, degradation and protection. |between development and attitudes to ecosystems | |

|9 |3.3 |3 Managing biodiversity |Using an example, from a fishery for instance, to | details of the 2000 |

| | |Explain how the concept of a sustainable yield might assist in |explain the concept of a sustainable (safe) yield |Millennium Ecosystem Assessment and follow up reports |

| | |the use and management of ecosystems. |Producing factfiles of a range of management strategies| details of the CITES treaty |

| | |Assess the attitudes and roles of different organizations |e.g. buffer zones, biosphere reserves, global | Case studies of ecosystem |

| | |involved in the management of biodiversity |agreements (CITES), gene banks (Svalbard), restoration |restoration |

| | |Outline the spectrum of ways in which areas of biodiversity can|and assessing the adv / disadv of each approach |

| | |be protected and use examples to evaluate the success of |Use of the MEA to identify a range of futures for a |_SECTION=201.html biosphere reserves |

| | |different approaches |named biome | |

| | |Explore the future of biodiversity based on different | | |

| | |assumptions about trends. | | |

|10 |4.1 |1 Superpower geographies |Defining a superpower (and emerging power) using | website with useful statistics for |

| | |Define the terms superpower and emerging superpower |comparative data / indicators to draw up a table |comparing powers |

| | |Be able to explain the criteria used in the definitions |Mapping the geography of USA influence (TNCs, military | basic definitions |

| | |Describe geographical patterns of superpower influence |installations, alliances, trade patterns) | discussion of the rise |

| | |Explain shifting power patterns over time with reference to the|Producing historical maps of British Empire and Cold |of India and China from Yale |

| | |USA, British Empire and USSR |War allies | site with British Empire resources |

| | |Use theoretical frameworks to explore the relationship between |Critically examining theories and applying these to | |

| | |superpowers and the rest of the world |maps of today and the past | |

|11 |4.2 |2 The role of superpowers |Briefly examining UK colonial rule with respect to one | worldmapper |

| | |Explain the concept of colonial rule |country e.g. India |map set on trade and exploitation (other useful maps on same website) |

| | |Assess the mechanisms of neo-colonial control – trade, aid and |Producing a factfile on one country with respect to | Global |

| | |debt |neo-colonialism e,g. Nigeria (Aid, debt, oil trade) |Issues view of debt and neo-colonialism |

| | |Know the membership of key international organizations and how |Mapping world trade and using worldmapper to examine | |

| | |this produces power |patterns of trade; review trade agreements and blocs |Wikipedia list of IGOs which can be used as a starting point for research |

| | |Describe and explain patterns in global trade and how trade |from AS level | |

| | |influences power and wealth |Research McDonaldisation using the web to produce a | |

| | |Critically examine the concept of a global culture and the |factsheet on the range of views | |

| | |reaction against it. | | |

|12 |4.3 |3 Superpower futures |Analysing graphs of projected growth in India and China|The economist is useful to explore the implications of a rising China and |

| | |Examine the resources implications of continued growth among |– produce a table of costs / benefits of growth |India |

| | |the emerging powers, versus the benefits of reducing poverty |Brief case study of outsourcing e.g. call centres or | and |

| | |Outline the economic and political impact of shifting power on|India (BBC website News search) | are both documents from the |

| | |the exiting powers of the EU and USA |Group activity exploring different futures e.g. |Department for National Intelligence which outline a variety of ‘future |

| | |Examine the relationship between the emerging powers and the |multipolar world, USA domination – the DNI documents |scenarios’ for the superpowers including the potential for east meets |

| | |developing world and assess the costs and benefits for the |present various scenarios which can be evaluated, |west conflict |

| | |developing world. |possibly in a classroom debate setting. | |

| | |Examine the potential for cultural conflict as ‘east meets | | |

| | |west’ in the future | | |

|13 |5.1 |1 The causes of the ‘development gap’ |Comparing different views of development e.g. Rostow | up to date development data and statistics |

| | |Define development and the development gap – investigate its |–v- Development Cable | MDG portal for up to date assessments |

| | |history |Graphing different indicators for 4 or 5 countries to |of progress |

| | |Evaluate different measures of development including indices |identify contrasts; experimenting with index | summary of economic |

| | |Examine current MDG progress |construction |development theories |

| | |Assess theories used to explain the continued existence of the |Research into MDG progress for a named region |

| | |development gap |Spider diagrams of players and their roles |ations/mali_cotton/feature_story.2004-12-15.0354385986 cotton in Mali - |

| | |Evaluate the roles of a range of players involved in the |Mapping trade patterns, plus a case study of trade such|also search the BBC news website |

| | |development gap |as cotton in Mali –v- USA cotton subsidies | |

| | |Assess the role trade plays in the development gap (maintaining| | |

| | |or reducing it) | | |

|WW |5.2 |2 The consequences of the ‘development gap’ |Mapping the locations of extreme poverty in Africa | many useful maps to show poverty and the gap |

| | |Identifying the most disadvantaged groups at the lower end of |Investigating income inequality in a named megacity |in a variety of ways |

| | |the development gap |e.g. Lagos | videos of the |

| | |Assess poverty in megacities and its impacts |Use of the South African Census to identify gaps based |development gap and how it has changed |

| | |Examine the ethnic / religious dimensions of the development |on ethnicity | starting point to research Lagos in |

| | |gap |Tracking progress towards the MDG in China and |depth |

| | |Investigate the impact of poverty reduction – the costs versus |examining if poverty reduction has spread country wide | South African census and GIS portal |

| | |the benefits in China | | UNDP in China |

|15 |5.3 |3 Reducing the ‘development gap’ |Write summaries of major theories and perspective on | summary of economic |

| | |Examine the theoretical basis for reducing the development gap |the development gap |development theories |

| | |Assess the roles of different type of aid, and bottom up versus|Use a table to evaluate different types of aid |

| | |top-down approaches to development |Case study of the work of an NGO such as Practical |ent/html/5.stm trends in aid |

| | |Examine the roles and attitudes of different players |Action | making aid |

| | |Examine the different ways trade can reduce the gap – free |Examples of investment / free trade zone (China or |work from the IMF |

| | |versus fair trade |India) | examples of fair trade |

| | |Assess the future of the development gap and the chances of |Case study of a Poverty Reduction Strategy / HIPC | |

| | |reducing it |country | |

| | | |Investigating an alternative approach such as fair | |

| | | |trade and its role in narrowing the gap. | |

|16 |6.1 |1 The geography of technology |Brainstorming the meaning of technology; spider | worldmapper |

| | |Define technology |diagrams of technological dependence |access to communication technology |

| | |Investigate the range of technologies and their development |Mapping the distribution of technologies e.g. internet | can be used to get comparative statistics LDC versus developed|

| | |Describe the global distribution of a range of technologies in |using worldmapper or similar |world country |

| | |relation to level of development |Case study of an LDC to identify technology gap and | article on North |

| | |Assess the implications for those who lack access to basic |impact on people |Korea |

| | |technology |Table to identify the factors explaining lack of access| article on the Amish |

| | |Explain the patterns of access using factors such as patents, |e.g. Politics (North Korea), religion (Amish) | |

| | |religion, cost, politics. | | |

|17 |6.2 |2 Technology and development |Contrast developed and developed world levels of | and |

| | |Examine the technology gap and the relationship between |education, R&D spending, patents granted | UNCATD research on the technology gap|

| | |technology and development |Case study of mobile phone growth in India and GM | |

| | |Explore the process of technological leapfrogging using named |adoption in Latin America +/- (see SAMs) | worldmapper on |

| | |examples |Case study of DTT adoption and impact; discussion on |patents and royalties |

| | |Examine the unforeseen costs of technological innovation using |impact of CCTV in the UK (+/-) | a starting point for DDT |

| | |an example such as DDT or the Green Revolution |Class debate on the polluter pays principle and green | |

| | |Assess the environmental impacts of adopting technology and how|taxation in the UK | |

| | |externalities are accounted for or not | | |

|18 |6.3 |3 Technology, environment and the future |Table to evaluate a named top-down, hitech project |Use the BBC website for the Three Gorges |

| | |Contrast the costs and benefits of intermediate / appropriate |versus an intermediate technology alternative from an | and |

| | |technology with hitech megaprojects |NGO |

| | |Examine the role technology might play in a global issue such |Research into geoengineering to tackle global warming |id=314 Practical Action for an alternative |

| | |as global warming and land degradation |and soil erosion technology – class discussion to |

| | |Assess the chances of technology contributing to a more |identify criteria to assess sustainability |1653,00.html Time magazine on the future |

| | |environmentally sustainable future |Considering the technological future and how technology| |

| | |Examine the technological future – convergence or divergence? |might be shared e.g. Aids/ HIV drugs | |

March 2009

For more information on Edexcel and BTEC qualifications please contact our

Customer Services on 0844 576 0025

or

or visit our website:

Edexcel Limited. Registered in England and Wales No. 4496750

Registered Office: One90 High Holborn, London WC1V 7BH

-----------------------

March 2009

GCE

Edexcel GCE in Geography

UNIT 3 – Contested Planet

(6GE03)

Scheme of work

Edexcel GCE in Geography

UNIT 3 – Contested Planet

(6GE03)

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download