YEAR EIGHT
UNIT THREE -THE ENVIRONMENT
WEEK 16 Why are we concerned about the environment?
CONN pp 48+49 NC13 Take the class through CONN. pp48+49. Why is the theme of Snakes and Ladders so valid in this article ? Q + A session on the +/- aspects of the human activities studied to date. From p 48 complete Activity 1 as a double page spread flow diagram, drawing upon pp 48+49. How can Industry pollute the environment? CONN pp 46+47 NC 13ba Pollution takes many forms. Divide the board up into five areas based upon photos p 46. From a Q + A session build up a word pool in each "box" to extend class vocabulary. e.g. AIR : atmospheric toxic emission exhaust CO SO particles ........... Go on to p 47 , remember " no previous school pupils of your age have been so well informed about the environment and so well prepared to do something about it." Jonathan Porrett, Friends of the Earth.1996. Discuss Activities 1 2 and 3 on p 47. Encourage rough note taking. Complete Activities 1 2 and 3 , drawing upon the board notes and lesson material. Homework: Complete classwork
WEEK 17 Who Cares For the Environment?
CONN pp 50+51 NC 13e EXT. pp 86+87 The US National Parks EXT. p87 Yellowstone was the first National Park (1876 Wyoming) preserving the disappearing wilderness as the frontier moved west. Spiritual: "The Wilderness" and the need to preserve it. Read and discuss the idea of "honeypots" and do EXT. Q's 1a) and 1b) p87 on the England and Wales National Parks and those of the US. Take the class through p50, emphasising the structure of environmental bodies: International e.g. Greenpeace National e.g. English Nature, R.S.P.B. Regional/Local e.g. Worcestershire Wildlife Trust. ......and the care both of natural environments and human cultural/heritage sites. Government Non Government; Trusts, voluntary groups etc.. Q+A: Might there be a situation had a conflict of interest to cope with? e.g. government transport policy for road building and policy for environmental protection of woodlands etc.? Complete Activities 1 and 2 p51. Homework: Reproduce the sketch on p 51 as a map with key, explanatory titles etc. and then 1)mark the course of a new road from the town to the mountain lakes. [10] (Accuracy 5 + 1 each for Key title compass suggested scale frame) 2)explain and justify your chosen route. [10]
WEEK 18 Why does wildlife need protecting?
CONN pp 52+53 Global Issues MagazineNo 9 Summer 1999 The first period is Kenya and the Environment Assessment briefing; the second is the introduction to Antarctica Video. NC 13ecb "Let's look at one particular animal, the African Elephant, in one country, Kenya." Class read pp52+53. Find Kenya in the Atlas. Look briefly at the GDP/ % in agriculture in comparison to U.K. to give an impression of relative prosperity and money available to pay for projects. Q+A: "If education helps protect elephants(p53) who needs educating?"e.g. A Kenyan arable farmer? A Kenyan policeman? A student in High School in Nairobi? "Look at the table A, do you know any more?" Record on the board. Spiritual. The value that Man places on individual species. Complete Activities 1 a) and b) and brief the class for the homework for the next two weeks(this lesson and next); Environment Assessment www.cites.org Homework: Environment Assessment NC 1 13 HALF TIME IN THE LESSON CONTINUED:- We are going on now from looking at individual species to considering an entire geographical region under threat and Man's responsibility to look after it; Antarctica. Why does Antarctica need protecting? The idea of stewardship CONN pp 54+55 www.nerc-bas.ac.uk NC 13bcde A glance at pp 54+55; sum it up by "fishing/whaling, minerals and tourism".....and some of the VIDEO Images of Antarctica (30 mins.) Which gives a spiritual/ emotional introduction to the continent, "The lonliest place on Earth,"through the impressions of early explorers. Sets the scene for the next lesson. Homework Reminder: Environment Assessment 8.4
WEEK 19
The Claims upon Antarctica with the second Environment Assessment Homework To introduce the concept of the World's stewardship responsibility alongside that of the claims made for sovereign rights. Review the resources map on page 54. The Antarctic Treaty and its renewal process which renewed and highlighted active out of region national interest in the area. e.g two national involvements in the region; UK and France. Atlas map ex. 1)French development of the airfield on Kerguelen. Use Atlas to measure in Km.distance from Kerguelen to nearest land airport, to Antarctica, nearest French territory and France. 2)Compare by measurement to UK, and Port Stanley Falkland Islands, Grytvyken South Georgia with Antarctic Peninsula stations. UK can stage through Ascension Island. Falklands War 1982 Argentina/UK over sovereignty of the Islas Malvinas. Subsequent UK Maritime Economic Zone; fish/oil. Licencing and joint ventures. Group activity- Antarctic Role playing exercise with UN presentations: Issue Antarctic claimant economic fact sheets. (Modified from the Connections sheets.) Allocate groups by tables. 10 tables. UK, Australia, New Zealand, France, Japan, South Africa, Argentina, Chile, USA, Russia. 5 Minutes to confer, divide responsibility, look at the data and the Atlas and present to the class: 1)What resources you intend to exploit in Antarctica. Resources maps. 2)Why your country needs to do this. Compare economic data and general knowledge. 3)How you will organise your operations; proposed bases, transport, distances, co-operation. Atlas map and general knowledge. Class consider and vote /10 Teacher plenary and each group records their claim in their exercise book. Homework Reminder: second allocated homework to finish Environment Assessment
WEEK 20 Antarctica - the White Laboratory.
VIDEO Antarctica the White Laboratory 25 mins.(1997). The work of the British Antarctic Survey vessel Introduce the idea of the ship from page 55. Highlight and ask the pupils to note why the following are studied;1) Krill 2) Squid 3) Mosses and Lichens 4) Albatross Homework: BGS research projects and their value; Complete the presentation of the video notes with extension from personal sources as desired.
WEEK 21 Energy and the environment.
CONN. pp56+57 Issue Key Geography for GCSE Activity sheets 11.3 and11.4 Sources of energy. Introduce all the possible sources of energy and define and explain all the terms on BB. Do 11.3 Q1 and Word search for fun. Complete Table Q3 in exercise book with the sources named and explained from the BB notes and then classified by the pupils.. NC 13a Coal as an example of a none renewable energy source EXT. p94 Reminder for Aberfan 1966 which was the spoil or waste and a hand specimen of coal. Read p 94, point out the Coal Measures on the British Isles Geology map and go through the sources; EXT. figs. A and B p94 and photo p 70 South Wales Valleys. Do Q's1a) b) and c) on p94. Explain the basics of a thermal power station with the possible fuel sources and draw diagram B from CONN pp60+61 as a flow diagram of a coal fired power station. Stress sulphur dioxide and acid rain and flue gas desulphurisation technology. Stress that for India and the P.R. of China, coal is still the basis of their industrial growth. Stress Global Warming. Homework: Complete classwork and 11.4 on the sheet.
WEEK 22 Sustainable sources of energy.

Alternative energy EXT.p95 NC 13a Video 65 Alternative Energy. Notes on types and locations. Role playing exercise. Read EXT p95 on Wind Power. Form four areas of discussion "lobby groups" in the room for Q2 on p95. Free input from the groups, public meeting style, in turn as Conservationist, Farmer, Tourist and Industrialist. Teacher to Chair and summarise key elements on BB and pupils record. Homework: Write up the video notes.

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