YEAR EIGHT
UNIT TWO- ECONOMIC ACTIVITY. PRIMARY INDUSTRY - AGRICULTURE.
WEEK 9 ASSESSMENT Map E.
Collect and mark. What are Primary Activities? CONN. pp 20+21 NC 11 2e EXT. pp 66+67 (The geographical distribution of the chosen example; Agriculture in U.K.. Changes in agriculture and the effect of those changes.) Take the class through the text and EXT. p66, verbally deriving a working definition of Primary Industries. Write simple Primary, Secondary, Tertiary and Quaternary definition plan on the board. Introduce the idea of employment structures and make the point that these are not static situations but they change as societies and economies change over time. And from this; discuss fig D p67 and class take notes then complete EXT.Q5 a) and b) p67. Homework: Complete classwork.
WEEK 10 How can Damaged Environments be Improved?
CONN. pp 22+23 Restoration of Damaged Environments NC 13 2e Take the class through the text, highlighting the theme of Land Restoration. There are two case studies. Make notes on the board as the class responds to questions. Expand upon the book. Draw a section through the Aberfan tip to show the particular problems. The board notes prompt a better response to the questions. Issue information sheet on Aberfan and Hadrian's Wall. OHP Aberfan Aberfan 1966. A coal waste spoil tip in South Wales, above a village school in Aberfan. The spoil was dumped before any environmental legislation. It consisted of coal waste and shale.There was a natural spring under the tip. It was too high and had too steep an angle on the slopes. Water caused instability, the tip moved rapidly downslope as a mudslide, demolishing the middle of the Junior School and killing most of the people within. VIDEO available (1hr) Spiritual very careful; the community lost virtually all it's young children. It affected the British consciousness greatly because of peoples inability to help. Blue Peter appeal for toys, people going to try and help. It was an early British T.V. news tragedy. Subsequent legislation: Planning Permission requiring site and situation surveys; drainage, geology, location etc.. Reduced slope angles. Reduced height. Slopes stabilised by planting root binding grasses. Drains installed to carry away water.(like the lower games pitches) Quarry, Hadrian's Wall Northumberland. Draw a basic cross secton of the Whin Sill outcrop, with the Wall and the Quarry. The quarry probably pre-dates the creation of the National Park in the 1950's. Operations finished by 1976 and a new quarry in those circumstances would not be permitted. Ask the class "why?" (Hadrian's Wall- National, if not World, Heritage site!) Do Question 1 p23 using Aberfan. Do Question 2 using the quarry details. Homework: Coalmine enquiry sheets 2.1a 2.1b Questions replaced by: 1.Explain Mrs Joseph's likely views. 2.Choose one in favour and one opposed to the mine and give reasons for their two viewpoints.i.e explain them. 3. As per sheet.
WEEK 11 The Primary Industry Case Study. Agriculture.
What Factors Influence Farming? CONN. pp 24+25 NC 2 11 EXT. pp68+69 This lesson gives the basic vocabulary and a classification of agriculture. A read aloud opportunity for individuals. Very easy and basic. Physical and Human influences on agriculture. Discuss EXT. fig A p68. Pupils to enter in books as the first two columns of a three column table with the right hand third column built up with appropriate specific examples from Q+A Farming where Physical Factors are more important. Ganges. CONN. p 26 NC 11abc Indian Council for Agricultural Research- www.icar.ind Take the class through the text and locate the River Ganges in the Atlas. Some of the class will have personal experience of the India. Spiritual. The Ganges is a holy river. Scriptures apart; what gives a great river such a place in human thoughts? There may be a pupil who can speak with authority? Open contributions. Issue the India ICAR information sheets with Ram's Farm and the star plans. Record Definitions of : Subsistence Agriculture. Describe the Indian example. Labour Intensive. Monsoon.(include data from Indian Monsoon graph) Teach the idea of Star Diagrams on the board. Each caption is a statement not just a word. Do Question 1. Full Page. One star for Human and one star for Physical. Discuss ways of adding relative values to the factors e.g. proximity, size, colour, arrow thickness Homework: Complete classwork
WEEK 12 Farming where Human Influences are more important.
CONN. p27 The San Joaquin Valley, California USA EXT p91 LECTURE ROOM PC ? www.sunmaid.com Presentation of the Sunmaid operations in the San Joaquin Valley and raisin growing from the 1870's . History. Climate. Market. US business acumen (Sunmaid are twice as dear!) Take the class through the text and locate the area on the atlas map and on EXT p91 fig D which shows the S. California water projects and the Colorado river. Remind the class of the trademark SunMaid; raisin growers of California, California wine, Zorro and Silicon Valley! EXT: California Calendar? Top 10 crops of Fresno County; ranking exercise/bar chart. Crops that show 1) no change 2) the greatest change. High value crops? Graph paper Record Definitions of: Commercial Agriculture. (Quote the California example. Include the Human aspect of the cheap labour and the high tech. U.S. agricultural practices.) Irrigation. Include why it is needed quoting rainfall/month data. Drainage. ( may as well re enforce the above with it's opposite) Market Gardening. Include the "market" for the Californian produce. Do Question 2 to complement question 1 on the Ganges Valley. Full Page; one star for Human and one star for Physical. Good work should be systematic and comparable for India and the US Homework: Do Activity Sheet 2.3. California map; improved and personalised.
WEEK 13 Why do farms differ in size and land use?
CONN. pp28+29 EXT. pp68+69 A comparison of Intensive and Extensive Agriculture. An Intensive farm in Lincolnshire. nfu.org.uk Take the class through the Map A and the data table. Refer to the figs on EXT. pp 68+69. Contrast the above with : An Extensive farm in the Lake District. Ensure class understanding and recording of the terms Intensive and Extensive, and then a question and answers session on the plan B and the data table for comprehension of each entry. Emphasise location on maps EXT figs p68+69. Do Questions 1 and 2 as two separately titled lists of descriptive sentences; a)-h). Homework: Key Geography GCSE Activity sheets 11.1 and 11.2
WEEK 14 How has Farming Changed the Landscape.
CONN. pp 30+31 NC 11abc EXT. pp106+107 Take the class through the text with an open forum on Question 1. Emphasise the changes in Wetlands, Hedgerows and the Government Policy ( UK and EU), another aspect of Human Factors, that gives us new crops like Rape, Set Aside, diversification and the new woodlands of the 1990's. Read EXT pp 106+107 (yellow panels) for a real example Thorn Park Farm near Scarborough. Locate on EXT maps pp68+69. Do Q's 3a) 3b) 5a) BSE is raised as an issue for the UK industry. Discuss/ develop as a star diagram on BB. From all sources make notes on what has happened and why in recent years in the UK to : Wetlands Hedgerows Field Sizes Surplus Agricultural land. Spiritual: The duty of Stewardship of the English landscape. Homework: Complete Handout Farming in the UK GCSE New Wider World p49 and revise Agriculture for Assessment.
WEEK 15 ASSESSMENT Agriculture.
Agriculture assessment 8.3

UNIT ONE - GEOMORPHOLOGICAL PROCESSES; WEATHERING AND RIVERS.
UNIT TWO- ECONOMIC ACTIVITY. PRIMARY INDUSTRY - AGRICULTURE.

UNIT THREE -THE ENVIRONMENT
UNIT FOUR- POPULATION
UNIT FIVE - DEVELOPMENT

UNIT SIX - RESIDENTIAL FIELDWORK