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
geographic factors influence
settlement.
How do patterns and processes create
settlements
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,
Rural, Urban, Site, Settlement
Function, Market town, Route
Center, Settlement hierarchy,
Sphere of influence, Range,
Threshold population, Low, medium,
high order goods, Burgess Model,
CBD, Land use transect, Rural urban
Fringe, Hoyt Model, Suburbanized
village, Urban sprawl, Sustainability,
Urbanization, Internal migration,
Squatter settlement
able to
Interpret and analyze geographical data.
Use and apply geographical
knowledge and understanding to
maps and in numerical,
diagrammatic, pictorial, photographic
and graphical form.
Use geographical data to recognize
patterns in such data and to deduce
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

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 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

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 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

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 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.

http://www.livefrombeijing.com/2013/01/seeking-solutions-to-chinas-air-
pollution-crisis/
http://factsanddetails.com/china/cat10/sub66/item1908.html
https://www.thoughtco.com/chinas-traffic-troubles-687418

3 Solutions to air pollution & 3 of traffic congestion.

https://www.theguardian.com/environment/chinas-
choice/2014/jan/23/china-beijing-authorities-measures-tackle-air-pollution
http://www.smh.com.au/environment/beijing-sees-cyclists-as-saviours-of-
polluted-city-20100126-mwgd.html
https://www.theguardian.com/world/2016/dec/28/bike-sharing-revolution-
aims-to-put-china-back-on-two-wheels
http://www.zerohedge.com/news/2016-12-17/china-orders-shut-down-1200-
factories-after-smog-red-alert-declared-beijing
https://www.thoughtco.com/chinas-traffic-troubles-687418
https://www.thebeijinger.com/blog/2017/02/14/move-over-ofo-and-mobike-

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rent-electric-car-just-1rmb-hour

Air pollution solution for special events: Cloud Seeding

http://www.thatsmags.com/china/post/17441/china-to-bring-more-
precipitation-with-rmb1-15-billion-weather-control-system

SS produce a podcast to show their understanding of the above.

T demonstrates the need for sustainable living and sustainable transport.

Masdar City, UAE cast study. Ss answer questions using video on edpuzzle

SS produce a brochure to show what sustainable living is like/would be like

in their own city. Think about Beijing and make suggestions about how
Beijing could become more sustainable.

Unit Wrap Up: Using Padlet, ss identify and post the muddiest points of
this section. T uses this response to modify teaching.