Lesson title:
Year 7
Settlement
Contents Page number
Overall view 3
Lesson 1 4-10
Lesson 2 11-18
Lesson 3 19-24
Lesson 4 25-31
Lesson 5 32-35
Lesson 6
Lesson 7
The overall view
Due to the age of the children the lessons need to be kept simple, interactive and engaging. This is important, as the children must be engaged to create a desire to learn in the subject and not discourage them from further study. Due to time constraints, as the school only has one geography lesson per week, I have tried to fit all the QCA recommended scheme of work into the 6 lesson plans that follow.
In the lessons, focus will be to study settlements looking at different types of settlements, why settlements grew up where they did and the sorts of shapes different settlements make. Will also see how they change over time and the effects these changes have on different groups of people. Also, we will learn about the benefits and problems which different people experience living in a large settlement, and the different types of land use within a large settlement. Lastly, we will learn what a settlement hierarchy is and where and why people go shopping where they do.
|Lesson title: Lesson 1 - Settlement | | |
|Where do people live? | | |
|Year/class/ability: | |Lesson date and timing: |
|Year 7 Mixed Ability | |1 Hour |
| | | |
|Key questions: | | |
|What is the world’s population? | | |
|How has it ,and how will it change? | | |
|Are all countries as rich as each other? | | |
|How can population be used to see this? | | |
| | | |
|Learning objectives (C.A.S.K.) |NC PoS/exam syllabus coverage: | |
|By the end of this lesson pupils will: | | |
| | | |
|Recognise past and future changes in global population | | |
| | | |
|Understand how Birth rate and Death rate affect population | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| |Cross curricular issues: | |
| |Maths – Graph Techniques with line and | |
| |population pyramids. | |
| |History – Dates in history denoted on a | |
| |living graph | |
|Feedback - Prior learning and achievement | | |
|(Knowledge, understanding and skills) to reinforce/further develop: | | |
|Pupils will understand what population is and that population does not stay the same over time. | | |
|Differentiation: | |Subject vocabulary: |
|Sentences started on board for those who have difficulty in | |Birthrate |
|forming the basic structure of sentence. | |Deathrate |
|Partially completed population pyramid. | |Devloping |
| | |Developed countries |
| | |Natural growth |
| | |Population |
|Learning outcomes: | |Monitoring and assessment |
| | |(opportunities, objectives, evidence): |
|An understanding of variations in population densities. | |To complete population pyramid and relate it to world map to identify|
|Production of individual population pyramids and skills to | |MEDC’s and LEDC’s and interpret what they see on the world map in |
|interpret these for a MEDC and a LEDC and find these on a | |terms of where these countries seem to cluster. |
|world map. | | |
|Understand past and future changes in global population | |Know how population changes and be able to draw this on a graph with |
|through changes in Birth rate and death rates. | |terms like birth rate and death rate being used. |
| | | |
| | | |
| | | |
| | | |
|Resources: | |Personal reminders: |
| | | |
|Photo of Crowded and Non – Crowded settlements | | |
| | | |
|Sheet with population pyramid on (Extensions book pages 44-45)| | |
| | | |
|World map | | |
| | | |
|Connections book page 70-71 | | |
|Preliminary activities |Time: |Welcome pupils as they enter room |Pupils know and understand what population is |
| | |Take the register |Pupils understand that not the same number of people live everywhere in the world |
| | |Give out text books |Pupils introduced to the idea that parts of the world is a massive place. |
| |10 mins |Show learning objectives to the pupils. | |
| | |Pupils write the learning objectives into their books. | |
| | |Write the title ‘Populations’ | |
| | |Ask children what they understand by the term population | |
| | |Use a partially written statement on the board to get the children to put this in| |
| | |their books. | |
| | |On board have list of different populations and list of different places. Ask the| |
| | |children to come up and match the correct population to the correct place. Have | |
| | |more populations than places just to make it bit harder | |
| | |Normanton, Wakefield, Leeds, London, UK, World | |
|Actual (main) activities|Time: |Ask if the world has always had so many people? |Pupils understand what birth rate, death rate and natural increase mean |
| | |Explain that population changes over time. |Pupils understand that the worlds population changes and can be affected for many reasons., and |
| | |Ask if they know any reasons population might change? |understand some of these reasons. |
| |15 mins |Give out textbook (worksheet) from connections page 70-71. | |
| | |Read with the class, highlighting the graph that shows the population growth and | |
| | |Section F which is on reasons affecting Birth rates and death rates and get them | |
| | |to say which they think affects which. | |
| | |Work through questions 1-3. | |
|Consolidation/Extension |Time: |Explain how people live nearly everywhere in the world, do the children think |Pupils know and understand what population is |
|activities | |everywhere is as rich as the UK. |Pupils understand that not the same number of people live everywhere in the world |
| | |Have a list of developed and developing and get the kids to put them in a correct|Pupils introduced to the idea that parts of the world is a massive place. |
| |25 mins |column in their books. | |
| | |Using a population pyramid (on board have it annotated with correct information) | |
| | |of MEDC and LEDC work with kids to help them notice differences in population. | |
| | |Then give them a partially completed population pyramid and get them to complete | |
| | |this one and stick it in their books. | |
| | |Show some population pyramid examples and ask them to say if rich or poor to | |
| | |check understanding. | |
| | |Using a world map highlight a pattern in distribution of countries. North – South| |
| | |divide. | |
|Concluding activity |Time: |Using a line graph ask the kids to show how it would be affected by say a war or |Pupils understand what birth rate, death rate and natural increase mean |
| | |a miracle cure extending life and how this would affect the birthrate and |Pupils understand that the worlds population changes and can be affected for many reasons., and |
| | |deathrate. |understand some of these reasons. |
| |10 mins | | |
| | | | |
| | | | |
|Homework: | |N/A |Notes for next lesson – Feed Forward |
| | | |At |
|Lesson title: Lesson 2 Settlement | | |
|Settlements | | |
|QCA Unit 3 – People everywhere! | | |
|Year/class/ability: | |Lesson date and timing: |
|Year 7 Mixed Ability | |1 Hour |
| | | |
|Key questions: | | |
|Which parts of the world is crowded? | | |
|What is a settlement? | | |
|Where do we build settlements and why? | | |
|Learning objectives (C.A.S.K.) |NC PoS/exam syllabus coverage: | |
|By the end of this lesson pupils will: | | |
| | | |
|Understand what a settlement is | | |
| | | |
|Understand why we build settlements and why we choose there locations | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| |Cross curricular issues: | |
| |Maths – Pupils understand ratios and | |
| |proportions | |
| |History – Why people settle where they did.| |
|Feedback - Prior learning and achievement | | |
|(Knowledge, understanding and skills) to reinforce/further develop: | | |
|Pupils will understand what settlements are, why they are, and that the world isn’t the same density throughout. | | |
|Differentiation: | |Subject vocabulary: |
|Sentences started on board for those who have difficulty in | |Settlement |
|forming the basic structure of sentences. | |Location |
| | |Site |
| | |Function |
| | |Density |
| | |Crowding |
|Learning outcomes: | |Monitoring and assessment |
|An understanding of variations in population densities. | |(opportunities, objectives, evidence): |
|Define and explain the term ‘settlement’ | |Answer questions in foundation textbook. |
|Use OS maps to distinguish different reasons for settlement | |In lesson feedback to the teacher. |
|location. | |Use of OS maps to identify areas of good settlement. |
|Resources: | |Personal reminders: |
|Foundations textbooks – one per pupil | |Reasons for siting a settlement: |
|Photocopied worksheets 2.1 and 2.2 – one per pupil | |Close to building materials |
|Glue | |Close to water supply |
|Marker pens | |Flat fertile land suitable for building on |
| | |Sheltered from bad weather |
| | |Easy to defend – hilltop |
Teacher’s notes: Lesson 2
Settlement: a place where people live.
Settlement types: city, town, village, hamlet.
Settlement function: the reason why a settlement was first built.
Settlement site: the place where a settlement first grew up.
Reference for wordsheet (worksheet 2.2):
Reference for wordsearch (worksheet 2.1):
The describing game: A pupil is to stand facing the class. The teacher writes a word on the board and one pupil at a time attempts to describe the word in one sentence without using the word itself. The pupil that gives a description which leads to the correct answer replaces the pupil at the front of the class and the process is repeated.
Words for the describing game: settlement, function, site, city, market town, river.
|Preliminary activities |Time: |Welcome pupils as they enter room |Pupils understand that not the same number of people live everywhere in the world |
| | |Take the register |Pupils introduced to the idea that parts of the world are crowded and others are not |
| | |Give out text books | |
| |10 mins |Show learning objectives to the pupils. | |
| | |Pupils write the learning objectives into their books. | |
| | |Ask children whether they think the worlds population is the same everywhere? | |
| | |Explain the answer. | |
|Actual (main) activities|Time: |Write the title ‘Settlements’ |Pupils know and understand what a settlement is |
| | |Give out foundations text book |Pupils understand that settlements where originally built for many reasons and they will know |
| | |Turn to pages 52 – 53 in Foundations and read through as a class. |(understand) these reasons |
| |15 mins |Define ‘settlement’ and discuss the meaning of settlement function using examples| |
| | |from the book. | |
| | |Write important points on the board including a definition of the word | |
| | |‘settlement’ and the meaning of settlement ‘function’ (see teacher’s notes); ask | |
| | |pupils to copy into their books. | |
|Consolidation/Extension |Time: |Pupils to complete worksheet on settlement function (crossword and questions) |Pupils have understanding of why settlements are built where they are reinforced through |
|activities |20 mins | |repetition |
| | |Hand out worksheet 2.2 (‘How were early settlement sites chosen?’) to each pupil.| |
| | |Introduce to the pupils the idea of settlement ‘sites’ and discuss the reasons | |
| | |behind siting a settlement in a particular place. | |
| | | | |
| | |Pupils are then to complete worksheet 2.2. | |
| | | | |
| | |Completed worksheets are to be glued into workbooks. | |
|Concluding activity |Time: |Pupils are to play ‘the describing game’ (see teacher’s notes). |Pupils have are developing linguistic and presentation skills while at the same time working as |
| | | |a group to achieve their aims. |
| | |Extension | |
| |5 mins |Complete questions on page 53 in Foundations. | |
| | | | |
| | | | |
|Homework: | |Finish worksheet 2.2 |Notes for next lesson – Feed Forward |
| | | |If need extra work, wordsearch 2.1 is available |
2.1: What is a settlement and what kinds of functions can a settlement have?
A settlement is a place where people live. For a settlement to grow up it had to have a particular use. This use is known as the settlement function. Different settlements have different functions, including industrial towns, holiday resorts, ports and market towns.
Activity
Complete the following definitions by linking (with a straight line) the beginnings on the left with the endings on the right. Then find the definitions in the wordsearch below.
Settlement where goods are manufactured in industrial towns
Function goods that are sent overseas
Market town the reason why a town was first built
Industrial town a place where people go on holiday
Factories a place where people make things
Port a place where people buy and sell things
Imports a place where goods are brought in and out of a country
Exports something people do in their leisure time
Resort a place where people live
Holiday goods that are brought into the country
U Z O T O Q V V G J V X I J C
K C W N R T B V S C N X I X N
Z Y V E N T P E T R O S E R O
S Z H M M W I F U N C T I O N
J E J E M R O U S T Q O A D H
U Q P L O E T T R H A D G F O
N W O T L A I R T S U D N I L
K U C T E E C I O E A J N H I
E A Y E U X M S L P K A H B D
F W K S O P P K T D C R R P A
A M S C O A O O O N D A A S Y
O Q C R C Y D Q R S W H B M D
X D T N X G J C O T G I H Z Q
V S H Q S O P P P X S N B P A
H U O Z E H X J W R Q C K G P
[pic]The word ‘site’ means the place where a settlement – like a town or village - grew up. Early settlers chose a site if it had natural advantages such as:
• being near to a water supply to use for drinking, cooking and washing
• having sources of raw materials such as wood, clay and tin
• having flat, fertile land for growing crops and building houses
• being in a place which was easy to defend
• being sheltered from wind and rain
• being close to other settlements to make it easy to trade goods
Look at the box below and decide which would be good reasons for siting a settlement:[pic]
Now add these to the spider diagram below:
Near to water
[pic]
2.1: What is a settlement and what kinds of functions can a settlement have?
A settlement is a place where people live. For a settlement to grow up it had to have a particular use. This use is known as the settlement function. Different settlements have different functions, including industrial towns, holiday resorts, ports and market towns.
Activity
Complete the following definitions by linking (with a straight line) the beginnings on the left with the endings on the right. Then find the definitions in the wordsearch below.
Settlement a place where people live
Function the reason why a town was first built
Market town a place where people buy and sell things
Industrial town a place where people make things
Factories where goods are manufactured in industrial towns
Port a place where goods are brought in and out of a country
Imports goods that are brought into the country
Exports goods that are sent overseas
Resort a place where people go on holiday
Holiday something people do in their leisure time
U Z O T O Q V V G J V X I J C
K C W N R T B V S C N X I X N
Z Y V E N T P E T R O S E R O
S Z H M M W I F U N C T I O N
J E J E M R O U S T Q O A D H
U Q P L O E T T R H A D G F O
N W O T L A I R T S U D N I L
K U C T E E C I O E A J N H I
E A Y E U X M S L P K A H B D
F W K S O P P K T D C R R P A
A M S C O A O O O N D A A S Y
O Q C R C Y D Q R S W H B M D
X D T N X G J C O T G I H Z Q
V S H Q S O P P P X S N B P A
H U O Z E H X J W R Q C K G P
[pic]
The word ‘site’ means the place where a settlement – like a town or village - grew up. Early settlers chose a site if it had natural advantages such as:
• being near to a water supply to use for drinking, cooking and washing
• having sources of raw materials such as wood, clay and tin
• having flat, fertile land for growing crops and building houses
• being in a place which was easy to defend
• being sheltered from wind and rain
• being close to other settlements to make it easy to trade goods
Look at the box below and decide which would be good reasons for siting a settlement:[pic]Now add these to the spider diagram below:
Near to water
Easy to defend Close to other settlements
[pic]
On flat fertile land Close to supply of wood
Sheltered from bad weather
|Lesson title: Lesson 3 Settlement | | |
|Types of Settlements | | |
|Year/class/ability: | |Lesson date and timing: |
|Year 7 Mixed Ability | |1 Hour |
| | | |
|Key questions: | | |
|Do all settlements look the same? | | |
|What are the different types of settlements? | | |
| | | |
|Learning objectives (C.A.S.K.) |NC PoS/exam syllabus coverage: | |
| | | |
|To realise the different types of settlement pattern | | |
| | | |
|Understand the history of Normanton, where it came from and how it grew | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| |Cross curricular issues: | |
| |History – History of local area | |
| |Numeracy - | |
|Feedback - Prior learning and achievement | | |
|(Knowledge, understanding and skills) to reinforce/further develop: | | |
|Develop knowledge of their own area. Understand that settlements are different | | |
|Differentiation: | |Subject vocabulary: |
|Sentences started on the board for those who have difficulty | |nucleated, |
|in forming their own sentences for some answers to worksheet | |linear, |
|3.1 | |dispersed, |
| | |settlement, |
| | |pattern |
|Learning outcomes: | |Monitoring and assessment |
|Understand that there are different types of settlement | |(opportunities, objectives, evidence): |
| | | |
|Know where there settlement is from and why it was built | | |
|Resources: | |Personal reminders: |
|Foundations textbooks – one per pupil | |Suggested words for lesson 3: nucleated, linear, dispersed, |
|OS Maps of the Leeds and Wakefield area | |settlement, pattern |
| | | |
|Worksheet 3.1- One per group or one per person | |Dispersed settlement: Several farms or buildings spread out over a |
| | |wide area. |
| | | |
| | |Linear settlement: Buildings spread out in a line along a road, river|
| | |or railway route. |
| | | |
| | |Nucleated settlement: Buildings which are grouped closely together. |
Worksheet 3.1 was compiled using the template from with changes made to allow it to be used for the area of Normanton and not for the area that it was originally created for.
[pic]
1. Which county is Normanton in?
2. What is the closest mountain range called?
3. Name two nearby national parks.
4. What is the name of the river which runs through Leeds?
5. What is the (approximate) 4 figure grid reference of the city centre of Leeds? (Hint: find Leeds train station!)
6. What direction is Normanton from the Leeds? Underline the correct answer:
North North-East South-West East
7. Using the O. S. map can you give 4 figure grid references for:
a) a nucleated settlement pattern
b) a linear settlement pattern
c) a dispersed settlement pattern
[pic]
1. Which county is Normanton in?
Normanton is in West Yorkshire
2. What is the closest mountain range called?
The closest mountain range is the The Pennines
3. Name two nearby national parks.
Two nearby national parks are The Yorkshire Dales and the North York Moors
4. What is the name of the river which runs through Normanton?
The name of the river that runs through leeds is the River Aire
5. What is the (approximate) 4 figure grid reference of the city centre of Leeds? (Hint: find Leeds train station!)
3329
6. What direction is Normanton from Leeds? Underline the correct answer:
North North-East South-East East
7. Using the O. S. map can you give 4 figure grid references for:
a) a nucleated settlement pattern example: 3647
b) a linear settlement pattern example: 3643
c) a dispersed settlement pattern example: 3841
|Preliminary activities |Time: |Welcome pupils as they enter room |Pupils introduced to the concept that not all settlements are the same and they are shown the |
| | |Take the register |different types of settlements. |
| | |Give out text books | |
| |20 mins |Show learning objectives to the pupils. | |
| | |Pupils write the learning objectives into their books. | |
| | |Explain that today pupils will learn about settlement patterns. | |
| | |Ask pupils to turn to page 56 in Foundations and write the date and title | |
| | |‘Settlement patterns’ in their exercise books. | |
| | |Read through important points on page 56 as a class. Write definitions of | |
| | |nucleated, dispersed, and linear settlements on the board for pupils to copy (see| |
| | |teacher’s notes). | |
|Actual (main) activities|Time: |Hand out O. S. maps – one between two pupils. |Pupils recongnise their own settlement and pick local near by resources. This relates to |
| | | |mapping skills and picking information off the map. |
| | |Ask pupils to locate Leeds and Normanton on the map. | |
| |20 mins | | |
| | |Hand out worksheet 3.1 to pupils and read through as a class. | |
| | | | |
| | |Pupils are then to complete all questions using the O. S. map and the atlas (see | |
| | |teacher’s notes). | |
| | | | |
| | |After 10 minutes, answers will be discussed as a class. | |
|Consolidation/Extension |Time: |As a class ask the pupils why they think that Normanton grew to be as big as it |Recognise that places change in size throughout time and understand the natural advantages of |
|activities | |is today. |their own settlement |
| | | | |
| |10 mins |Why was a town built where it is? | |
| | | | |
| | |What does Normanton have/had that’s valuable | |
| | | | |
| | |What was its original function and natural advantages that it possesses? | |
|Concluding activity |Time: |Row by Row the children are asked to demonstrate the settlement patterns such as |Interactive and plenary activity, will allow them to assimilate knowledge. |
| | |linear, nucleated and dispersed | |
| |5 mins | | |
| | | | |
| | | | |
|Homework: | |Finish worksheet 3.1 if they did not do this in class |Notes for next lesson – Feed Forward |
| | | | |
|Lesson title: Lesson 4 Settlement | | |
| | | |
|QCA Unit 3 – People everywhere! | | |
|Year/class/ability: | |Lesson date and timing: |
|Year 7 mixed Ability | |1 Hour |
| | | |
|Key questions: | | |
|What is a settlement Hierarchy? | | |
| | | |
|Why are there more of one type of place than another | | |
|Learning objectives (C.A.S.K.) |NC PoS/exam syllabus coverage: | |
|By the end of this lesson pupils will: | | |
|Recognise that there are types of settlements | | |
| | | |
|Understand why there are different number of different types of settlements. | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| |Cross curricular issues: | |
| |Links to history | |
| |Literacy | |
| |Numeracy | |
|Feedback - Prior learning and achievement | | |
|(Knowledge, understanding and skills) to reinforce/further develop: | | |
|Pupils will understand the different sizes of settlements within an area and varying numbers of each type of settlement | | |
|dependant on their size. | | |
| | | |
|Differentiation: | |Subject vocabulary: |
|* Sentences started on board for those who have difficulty in | |Hierarchy |
|forming the basic structure of sentences. | |City |
| | |Town |
| | |Village |
| | |Hamlet |
| | |Settlement |
| | |Shop Service School |
|Learning outcomes: | |Monitoring and assessment |
|To understand what is meant by settlement hierarchy; | |(opportunities, objectives, evidence): |
|to understand what is meant by a ‘service’; | | |
|to realise that the larger a settlement, the more services it | | |
|provides; | | |
|to further develop map reading skills. | | |
|Resources: | |Personal reminders: |
|Foundations textbooks – one per pupil | |Hierarchy: a way of ranking things in order of their size and |
|Ordnance survey map of Leeds – one between two | |importance |
|Exercise books – one per pupil | | |
|Worksheet 4.1 – one per pupil | | |
|Glue – one sick per pupil | | |
|Coloured pencils | | |
Lesson 4: Teacher’s notes
School hierarchy: The headmaster is the very important because they make decisions concerning how to run the school. The deputy head are also important as they are second in command. The teachers are all important as they help pupils learn, and there are a lot more of them than there are head teachers. There are hundreds of pupils in a school and they have the least responsibility.
Headteacher
Deputy head
Teacher
Pupils
Settlement hierarchy: A way of ranking settlements according to their size and number of services they offer
City
Town
Village
Hamlet
Key sentences
‘The larger the settlement is, the further it is away from a settlement of the same size’
‘The larger a settlement is, the fewer there are of them’
‘Larger settlements will have more services’
Service: something set up to meet people’s needs, e.g. a shop, school or post office.
The describing game: A pupil is to stand facing the class. The teacher writes a word on the board and one pupil at a time attempts to describe the word in one sentence without using the word itself. The pupil that gives a description which leads to the correct answer replaces the pupil at the front of the class and the process is repeated.
Words for lesson four: settlement, hierarchy, city, shop, village, school.
|Preliminary activities |Time: |Welcome pupils as they enter room |Pupils understand that there are hierarchies in most things in life, with the people at the top |
| | |Take the register |having the most power and being less numerous. |
| | |Give out text books |Pupils introduced to idea of school and settlement hierarchy. |
| |5 mins |Show learning objectives to the pupils. | |
| | |Pupils write the learning objectives into their books. | |
| | |Explain to pupils that today they will learn what a settlement hierarchy is. | |
| | |Define hierarchy. Give pupils an idea of what a hierarchy is by using the school | |
| | |hierarchy as an example. | |
| | |Ask pupils to write the title ‘Settlement hierarchies’ in their books. | |
|Actual (main) activities|Time: |Define settlement hierarchy and draw a settlement hierarchy on the board for |Pupils know what the different types of settlements are. |
| | |pupils to copy (see teacher’s notes). |Pupils understand that there are different numbers of each type of settlement and this is |
| | | |dependant on their size. |
| |40 mins |Discuss the sizes and numbers of settlement types. | |
| | | | |
| | |Write down the ‘key sentences’ (see teacher’s notes) on the board for the pupils | |
| | |to copy. | |
| | | | |
| | |Hand out Foundations textbooks and turn to page 67. Write a definition of | |
| | |‘services’ on the board. Discuss what types of services can be found in a village| |
| | |compared to city. | |
| | | | |
| | |Hand out worksheet 4.1 – one for each pupil and O. S. maps of Leeds – one between| |
| | |two. Read through the worksheet as a class. Ask pupils to complete the worksheet,| |
| | |taking care with presentation. | |
| | | | |
| | |Worksheets are to be glued into workbooks upon completion. | |
|Concluding activity |Time: |Play the ‘describing game’ using words learnt during the lesson. |Recap on words learnt during the lesson. |
| | | | |
| |5 mins | | |
|Homework: | |A blank piece of paper is to be given to each pupil. Pupils are to think about |Notes for next lesson – Feed Forward |
| | |the types of services in Normanton or Altoffs and write down as many as they can.| |
[pic]
The larger a settlement is the more services it will provide. A service is something which set up to meet people’s needs, like a hospital or a shop.
1. Look at the O. S. map of the Normanton area. List five examples of a service and draw the symbol which represents it in the box (use the key to help you!) and colour it in:
a)
b)
c)
d)
e)
2. Using the O.S. map, find a city, two towns and three villages. Write the names of the settlements in the table below. Work out the kinds of services each type of settlement provides. List your answers in the table:
|Name of city: |Services provided |
| | |
| | |
| | |
|Names of towns: |Services provided: |
|1) | |
|2) | |
|Names of villages |Services provided: |
|1) | |
|2) | |
|3) | |
[pic]
The larger a settlement is the more services it will provide. A service is something which set up to meet people’s needs, like a hospital or a shop.
1. Look at the O. S. map of the Leeds area. List five other examples of a service and draw the symbol which represents it in the box (use the key to help you!) and colour it in:
Examples:
a) School
b) Post office
c) Public house
d) Train station
e) Church
2. Using the O.S. map, find a city, two towns and three villages. Write the names of the settlements in the table below. Look at the map and the textbook to work out the kinds of services each type of settlement provides. List your answers in the table:
For example:
|Name of city: |Services provided: Train station, coach station, leisure centre, schools, parks, hospitals, |
|Leeds |shopping centres, public houses, public toilets, public telephones, universities, churches, |
| |cathedral, banks, theatre, cinemas, golf courses, hotels. |
|Names of towns: |Services provided: shops, churches, post office, schools, public houses, public telephones, |
|1) Garforth |parks, hospitals, banks, train station. |
|2) Castleford | |
|Names of villages |Services provided: Small shops, public houses, public telephones, post offices, schools, |
|1) Aberford |small train stations. |
|2) Micklefield | |
|3) Saxton | |
|Lesson title: Lesson 5 Settlement | | |
|Benefits and problems of settlement growth’ | | |
|Year/class/ability: | |Lesson date and timing: |
|Year 7 Mixed Ability | |1 Hour |
| | | |
|Key questions: | | |
|Why do people live in cities? | | |
| | | |
|What are the benefits and problems of living in cities? | | |
| | | |
|Learning objectives (C.A.S.K.) |NC PoS/exam syllabus coverage: | |
| | | |
|To understand why people choose to live in cities. | | |
| | | |
|To realise the problems and benefits of living in a city. | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| |Cross curricular issues: | |
| |Read/write and auditory | |
| |Kinesthetic | |
| |Links to literacy. | |
| |History of crime | |
|Feedback - Prior learning and achievement | | |
|(Knowledge, understanding and skills) to reinforce/further develop: | | |
|Know that city living is often meant to be better than living in villages but different people have different opinions. | | |
|Differentiation: | |Subject vocabulary: |
|Group working with table on board to copy out once the task is| |Benefits |
|completed | |Problems |
| | |Crowding |
| | |Crime |
|Learning outcomes: | |Monitoring and assessment |
|Will understand why people choose to live in cities. | |(opportunities, objectives, evidence): |
|Will realise the problems and benefits of living in a city. | | |
|Be able to determine themselves if they think that city living| | |
|is a good or a bad idea. | | |
| | | |
| | | |
|Resources: | |Personal reminders: |
| | | |
|Foundations textbooks – one per pupil | |Benefit: An advantage or the positive features of the area |
| | | |
|Cards for card sorting exercise – one set per group | |Card sorting exercise: Pupils are to attempt this in pairs. Each pair|
| | |is to be given 14 cards with 7 benefits and 7 problems written on |
|Blank sheet of paper – one per pupil | |them. Pupils are to sort the cards in to two piles – one for benefits|
| | |and one for problems. |
Worksheets again atttibuted to with some alterations made regarding photos and context.
Table for pupils to fill in then copy into books:
|Benefits of city living |Problems of city living |
|Wider range of services |Crowded |
|More jobs |More pollution |
|Close to services and places of employment |More crime and vandalism |
|Wider range of entertainments and attractions – leisure |Traffic congestion |
|centres, cinemas, theatres, etc. | |
|Less travel expense |Poor quality housing |
|Highly paid jobs |Litter and rubbish dumping |
|Wider choice of houses and flats to buy and rent |Expensive to buy land |
| | |
| | |
|Wider range of services |Crowded |
| | |
| | |
|More jobs |More pollution |
| | |
| | |
|Close to services and places of employment |More crime and vandalism |
| | |
|Wider range of entertainments and attractions – leisure | |
|centres, cinemas, theatres, etc. |Traffic congestion |
| | |
| | |
| | |
|Less travel expense |Poor quality housing |
| | |
| | |
|Highly paid jobs |Litter and rubbish dumping |
| | |
| | |
|Wider choice of houses and flats to buy and rent |Expensive to buy land |
5. 1: How does city living affect different groups of people?
The benefits and problems of living in an urban area can affect different groups of people in different ways. Look at the pictures below and think about the sorts of benefits and problems that living in a city would have for these people.
[pic]
[pic]
[pic]
5. 1: How does city living affect different groups of people?
The benefits and problems of living in an urban area can affect different groups of people in different ways. Look at the pictures below and think about the sorts of benefits and problems that living in a city would have for these people.
[pic]
[pic]
[pic]
|Preliminary activities |Time: |Welcome pupils as they enter room |Pupils introduced to the concept that not all settlements are the same and they are shown the |
| | |Take the register |different types of settlements. |
| | |Give out text books | |
| |15 mins |Show learning objectives to the pupils. | |
| | |Pupils write the learning objectives into their books. | |
| | |Hand out Foundations textbooks – one for each pupil. And instruct them to turn to| |
| | |page 58. | |
| | |Read the first two paragraphs as a class. | |
| | |Discuss the meaning of the word ‘benefit’; if necessary write a definition on the| |
| | |board. | |
| | |Explain to pupils that they are going to try a card sorting exercise in pairs. | |
| | |Hand out a set of cards to each pair. Read instructions to the class. | |
| | |After 10mins, ask a pupil from each group to come to the front and write an | |
| | |answer in a table on the board. | |
|Actual (main) activities|Time: |Ask pupils to write today’s date and the title ‘Benefits and problems of |Pupils shown the idea that settelements change and that places have direct impacts on people and|
| | |settlement growth’ in their workbooks and copy the table from the board. |how people live their lives. |
| | |Explain that the growth of a city and urban living in general can affect | |
| |25 mins |different groups of people in different ways. | |
| | |Hand out worksheet 5.1 to each pupil. Read through the paragraph at the top of | |
| | |the page as a class. Ask pupils to consider how city living is different for them| |
| | |as opposed to other groups of people. Go through the answers to the first | |
| | |question as a class. Pupils are then to complete the rest of the worksheet on | |
| | |their own. | |
| | |Go through the answers when all pupils have completed the worksheet. | |
|Consolidation/Extension |Time: |Ask pupils how they think Normanton may be different in 10 years’ time and how |Pupils relate the ideas that have just learnt to their own environment. |
|activities | |they think this may affect them | |
| | | | |
| |5 mins | | |
|Concluding activity |Time: |Ask kids benefit and problems of city living and get them to offer answers to |Pupils recap what they have learnt in the lesson |
| | |each section | |
| | | | |
| |5 mins | | |
| | | | |
| | | | |
|Homework: | |N/A |Notes for next lesson – Feed Forward |
| | | | |
|Lesson title: Lesson 6 Settlement | | |
|Land use patterns in Urban Areas | | |
|Year/class/ability: | |Lesson date and timing: |
|Year 7 Mixed Ability | |1 Hour |
| | | |
|Key questions: | | |
|What/why (are) there different types of land use within a | | |
|city? | | |
| | | |
|Learning objectives (C.A.S.K.) |NC PoS/exam syllabus coverage: | |
| | | |
|Understand that there are different patterns of land use in urban areas | | |
| | | |
|To reinforce the concept of settlement function | | |
| | | |
| | | |
| | | |
| | | |
| |Cross curricular issues: | |
| |Read/write and auditory | |
| |Kinesthetic | |
| |Links to literacy. | |
|Feedback - Prior learning and achievement | | |
|(Knowledge, understanding and skills) to reinforce/further develop: | | |
| | | |
| | | |
|Differentiation: | |Subject vocabulary: |
|Reading through worksheet 6.2 together as a class and aiding | |Land Use |
|children with the start of answers. | |Urban Area |
|Drawing on board of land use, partially completed | |Function |
| | |Origins |
|Learning outcomes: | |Monitoring and assessment |
|Understand different land uses within a city and recap on | |(opportunities, objectives, evidence): |
|settlement function and origins. | |Worksheet 6.2 Completion will show how well they understood the work |
|Resources: | |Personal reminders: |
| | | |
|Foundations Textbook – One per pupil | | |
|Worksheet 6.2 – One per pupil | | |
|Glue | | |
|Scissors – one pair per pupil | | |
|Photocopies of worksheet 6.1 – one per pupil | | |
|Coloured pencils – four different colours per pupil | | |
Worksheet again taking from with alterations made to make it more suitable for the children.
Urban land use: how the land in towns and cities is used. Land use types include industrial, residential, commercial and open space.
Worksheet 6.1 puzzle source:
Worksheet 6.2 photo sources:
CBD photo: bbc.co.uk/.../ 01centralbusiness_cr4.jpg
Inner city photo:
Inner suburbs photo: .../ settle/photos/is3.jpg
Outer suburbs photo: .../ settle/photos/os2.jpg
|Preliminary activities |Time: |Welcome pupils as they enter room |Pupils introduced to the definition of land use within Urban areas and complete |
| | |Take the register |a definition of land use. |
| | |Give out text books | |
| |6 mins |Show learning objectives to the pupils. | |
| | |Explain that today pupils will be learning about the different sorts of land use | |
| | |patterns in towns and cities. | |
| | |Hand out Foundations textbooks – one per pupil – and turn to pages 62 and 63. | |
| | |Choose pupils to read from the page to the class. | |
| | |Ask pupils to write today’s date and the title ‘Land use patterns in urban | |
| | |areas’. Turn to the glossary and ask the pupils to write the definition of land | |
| | |use into their books. | |
|Actual (main) activities|Time: |Give out worksheet 6.1 to each pupil. Read through the worksheet as a class. |Pupils begin to notice the variety of areas within a city and are able to name |
| | |Pupils are then to complete worksheet 6.1 using page 62 in Foundations to help |them. Also allows them to develop analytical skills by having to derive names |
| | |them, answering only question 1 if time is constrained |and areas from mixed up words. |
| |15 mins |After 15mins, go through the answers as a class. | |
|Consolidation/Extension |Time: |Hand out worksheet 6.2 – one per pupil. | |
|activities | |Read through the instructions at the top of the worksheet as a class. | |
| | |Ask pupils to complete the worksheet. | |
| |25 mins |After 20mins go through answers as a class. | |
| | |Completed worksheets are to be glued into workbooks. | |
|Concluding activity |Time: |Explain that land use can be represented by more than one model. | |
| | |Draw 5 concentric circles on the board representing a land use model. | |
| | |Write CBD in the centre circle. | |
| |5 mins |Pick pupils to come to the board and fill in the circles with the zone name and | |
| | |what they would expect to find there, (see teacher’s notes). | |
| | |Ask pupils to copy the model into their books. | |
| | | | |
| | | | |
|Homework: | |Complete Worksheet 6.2 |Notes for next lesson – Feed Forward |
| | | | |
6.1: Land use in urban areas
Land use describes what the land is used for. Land use patterns change as you move away from the city centre. The different land uses make up a land use pattern. These patterns can be represented in a land use model.
1. Use the words from the box below to fill in the blanks in the paragraph.
| Suburbs Central business district Industry |
|Urban land use model Inner city Countryside |
|Residential Commerce Open space |
In the centre of the city is the C B D .The second zone of land use is the I C . The next zones of land use are the inner and outer S . Outside the city limits is the C . The main functions of a city are C , I , R and O S . These functions are found in different land use zones. An U L U M can be used to represent the different zones.
2. Unscramble the words below to fill in the adjacent boxes. Then copy the letters in the numbered cells to the cells with the same number at the bottom of the page.
[pic]
Look at the photographs below. Each photograph shows a different land use zone. Decide which photograph shows which land use zone and write it in the space provided. Think about the characteristics of each zone and write down your answer in the box. Colour in the land use model at the bottom of the page using a different colour for each zone. Decide which photograph corresponds with each zone of the model. Colour in the matching ‘characteristics’ box using the same colour.
[pic] [pic] [pic] [pic]
Zone: Outer suburbs Zone: Inner city Zone: Inner suburbs Zone: CBD
Land use model
|Zone A |Zone B |Zone C |Zone D |Countryside |
|CBD |Inner city |Inner suburbs |Outer suburbs | |
Moving away from the city centre
6.1: Land use in urban areas
Land use describes what the land is used for. Land use patterns change as you move away from the city centre. The different land uses make up a land use pattern. These patterns can be represented in a land use model.
1. Use the words from the box below to fill in the blanks in the paragraph.
| Suburbs Central business district Industry |
|Urban land use model Inner city Countryside |
|Residential Commerce Open space |
In the centre of the city is the Central Business District. The second zone of land use is the Inner City. The next zones of land use are the inner and outer Suburbs. Outside the city limits is the Countryside. The main functions of a city are Commerce, Industry, Residential and Open Space. These functions are found in different land use zones. An Urban Land Use Model can be used to represent the different zones.
2. Unscramble the words below to fill in the adjacent boxes. Then copy the letters in the numbered cells to the cells with the same number at the bottom of the page.
Answers:
Central business district
Inner city
Suburbs
Countryside
Commerce
Industry
Residential,
Open space
Urban land use model
Look at the photographs below. Each photograph shows a different land use zone. Decide which photograph shows which land use zone and write it in the space provided. Think about the characteristics of each zone and write down your answer in the box. Colour in the land use model at the bottom of the page using a different colour for each zone. Decide which photograph corresponds with each zone of the model. Colour in the matching ‘characteristics’ box using the same colour.
[pic] [pic] [pic] [pic]
Zone: Outer suburbs Zone: Inner city Zone: Inner suburbs Zone: CBD
Land use model
|Zone A |Zone B |Zone C |Zone D |Countryside |
|CBD |Inner city |Inner suburbs |Outer suburbs | |
Moving away from the city centre
|Lesson title: Lesson 7 Settlement | | |
| | | |
|QCA Unit 3 – People everywhere! | | |
|Year/class/ability: | |Lesson date and timing: |
|Year 7 mixed Ability | |1 Hour |
| | | |
|Key questions: | | |
|What is the shopping Hierarchy? | | |
| | | |
|Why do we shop where we do? | | |
|Learning objectives (C.A.S.K.) |NC PoS/exam syllabus coverage: | |
|By the end of this lesson pupils will: | | |
| | | |
|To understand what is meant by shopping hierarchy; | | |
| | | |
|Learn about how and why shopping patterns have changed over time. | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| |Cross curricular issues: | |
| |Economics - Shopping | |
| |Retailing - Shopping | |
| |Maths | |
|Feedback - Prior learning and achievement | | |
|(Knowledge, understanding and skills) to reinforce/further develop: | | |
|Pupils will understand the different sizes of settlements within an area and varying numbers of each type of settlement | | |
|dependant on their size. | | |
| | | |
|Differentiation: | |Subject vocabulary: |
|* Sentences started on board for those who have difficulty in | |Shops |
|forming the basic structure of sentences. | |Service |
| | |Hierarchy |
| | | |
|Learning outcomes: | |Monitoring and assessment |
|To understand what is meant by settlement hierarchy; | |(opportunities, objectives, evidence): |
|to understand what is meant by a ‘service’; | | |
|to realise that the larger a settlement, the more services it | | |
|provides; | | |
|to further develop map reading skills. | | |
|Resources: | |Personal reminders: |
|Foundations text book – one per pupil | |Hierarchy: a way of ranking things in order of their size and |
|Photocopies of worksheet 7.1 – one per pupil | |importance |
|Glue – one per pupil | | |
Shopping hierarchy:
Large out-of-town shopping centres
Town centre shopping centres
Shopping precincts in suburbs
Small local shops
Things bought from a shopping centre are called comparison goods: relatively expensive things that people like to have a choice of before they buy, like washing machines or clothes
Things bought from a local shop are called convenience goods: things that people need everyday, like milk or newspapers.
Reference for worksheet 7.1 :
Reference for worksheet 7.1 tile quiz:
Poster exercise
The poster should include: the name of the shopping centre
the advantages of using the shopping centre
a picture
The ‘odd one out’ game
Several sets of words relating to the lesson are written on the board. For each set, the teacher gives an instruction as to the topic. The teacher then chooses pupils to come and ring the odd one out in one of the sets.
Suggested word sets for lesson 9:
Comparison goods: 1) clothes milk mountain bike
2) shoes car bread
Convenience goods: 1) jewellery orange juice magazine
2) newspaper microwave sandwich
|Preliminary activities |Time: |Welcome pupils as they enter room |Pupils understand that hierarchies exist in everyday life |
| | |Take the register |Pupils introduced to idea that hierarchies exist in shopping |
| | |Give out text books | |
| |10 mins |Show learning objectives to the pupils. | |
| | |Pupils write the learning objectives into their books. | |
| | |Explain that today pupils will be learning about shopping hierarchies and | |
| | |shopping patterns. | |
| | |Ask pupils to write today’s date and the title ‘Shopping patterns’ in their | |
| | |exercise books. | |
| | |Ask if any pupils remember what a hierarchy is. | |
| | |Explain to pupils what is meant by shopping hierarchy; draw a shopping hierarchy | |
| | |on the board for pupils to copy. | |
|Actual (main) activities|Time: |Discuss the types of good that can be bought in a corner shop compared to a |Pupils know how shopping hierarchies are formed and why they exist, and are also introduced to |
| | |shopping centre or a supermarket. |the concept of advertising. They also know the difference and time spent looking for comparison|
| | | |and convenience goods. |
| |30 mins |Hand out Foundations textbooks and worksheet 7.1 – one of each per pupil. |Pupils understand that advertising is used to help sell goods and that shopping habits have |
| | |Read through the worksheet as a class. |changed and are changing now. |
| | | | |
| | |Instruct pupils to complete the worksheet using page 68 to help them. | |
| | |After 10mins, check through the answers as a class. | |
| | | | |
| | |Completed worksheets are to be glued into books. | |
| | | | |
| | |Explain to pupils that shopping habits have changed a lot. Ask if they know any | |
| | |‘New ways’ to shop. | |
| | | | |
| | |Turn to page 70 and 71 in Foundations. As a class, look at photos A and C. Pick | |
| | |pupils to read the paragraph by each picture. | |
| | | | |
| | |Hand out a blank piece of A4 paper to each pupil. Explain to pupils that they are| |
| | |going to design a poster advertising a new out-of-town shopping centre. | |
| | |Write down on the board what the poster should include. | |
| | |Remind the pupils that their work should be neat, eye-catching and colourful. | |
| | |Completed posters are to be handed in at the front. Make sure all pupils put | |
| | |their names on their work! | |
|Plennory |Time: |Play the ‘odd one out’ game as a class using words relating to the lesson (see |Recap on previous lessons work by using relation of convenience and comparison goods |
| | |teacher’s notes). | |
| |5 mins | | |
|Homework: | | |Notes for next lesson – Feed Forward |
| | | | |
-----------------------
A good place to locate a settlement would be…
near to water close to a supply of wood close to other settlements
on flat, fertile land sheltered from bad weather easy to defend
A good site for a settlement would be…
near to water close to a supply of wood easy to defend
next to a swamp on flat, fertile land sheltered from bad weather close to other settlements on a steep slope easily attacked by enemies
A good site for a settlement would be…
A good place to locate a settlement would be…
Teenagers
Benefits…
Problems…
Young married couple
Benefits…
Problems…
Mothers with young children
Benefits…
Problems…
Older people
Benefits…
Problems…
Teenagers
Benefits…
Problems…
Young married couple
Benefits…more highly paid jobs; wide range of services and entertainment; close to places of employment; lower travel expenses
Problems…expensive to buy property; competition for highly paid jobs
Mothers with young children
Benefits…wide range of services; close to shops and services; lower travel expenses
Problems…high traffic levels; limited access to safe outdoor activities; poor quality housing; high levels of crime and vandalism
Older people
Benefits…wider range of services; close to services; lower travel expenses; wider range of entertainment
Problems…high levels of crime and vandalism; feel unsafe; high traffic levels
Characteristics:
Characteristics:
Characteristics:
Characteristics:
Characteristics: Many shops, offices, public services and entertainments; crowded and busy
Characteristics: This is nearly all residential; houses are semi detatched or detatched; most have gardens. Older shopping centres.
Characteristics: Oldest residential areas; terraced housing and closed factories; many of the oldest houses have been modernised
Characteristics: Newest part of town on the edge of the city; modern houses, shopping centres and open space
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