Em Guide

Scheme of work
Cambridge IGCSE®
Environmental Management
0680
For examination from 2014
Scheme of work – Cambridge IGCSE® Environmental Management (0680)
Contents
Overview ..................................................................................................................................................................................................................................................... 3
Unit 1: Lithosphere .................................................................................................................................................................................................................................... 5
Unit 2: Hydrosphere ................................................................................................................................................................................................................................ 15
Unit 3: Atmosphere.................................................................................................................................................................................................................................. 24
Unit 4: Biosphere ..................................................................................................................................................................................................................................... 33
V1 4Y05 Cambridge IGCSE Environmental Management (0680) – from 2014–2017 2

Overview
This scheme of work provides ideas about how to construct and deliver a course. The syllabus for Cambridge IGCSE Environmental Management (0680) has been
broken down into teaching units with suggested teaching activities and learning resources to use in the classroom. This scheme of work, like any other, is meant to
be a guideline, offering advice, tips and ideas. It can never be complete but hopefully provides teachers with a basis to plan their lessons. It covers the minimum
required for the Cambridge IGCSE course but also adds enhancement and development ideas on topics. It does not take into account that different schools take
different amounts of time to cover the Cambridge IGCSE course.
Recommended prior knowledge

Learners beginning this course are not expected to have previously studied Environmental Management.
Outline
Whole class (W), group work (G) and individual activities (I) are indicated throughout this scheme of work. The activities in the scheme of work are only suggestions
and the syllabus should always be referred to. There are also many other useful activities to be found in the materials referred to in the learning resource column.
Opportunities for differentiation are indicated as basic (B) and challenging (C); there is the potential for differentiation by resource, grouping, expected level of
outcome, and degree of support by teacher, throughout the scheme of work. Timings for activities and feedback are left to the judgment of the teacher, according to
the level of the learners and size of the class. Length of time allocated to a task is another possible area for differentiation
The units within the scheme of work are:
Unit 1: Lithosphere: rocks and minerals, energy, tectonic activity, soils

Unit 2: Hydrosphere: water on the land, the oceans
Unit 3: Atmosphere: atmosphere and air pollution, climate and agriculture, climatic hazards
Unit 4: Biosphere: ecosystems, biomes and types of vegetation, human activities: impacts and strategies for conservation, population and economic development
Suggested teaching order

The syllabus does not prescribe a particular sequence of study and this scheme of work is just one suggested pathway.

Teacher support
Cambridge Teacher Support is a secure online resource bank and community forum for Cambridge teachers. Go to http://teachers.cie.org.uk for access to specimen
and past question papers, mark schemes and other resources. We also offer online and face-to-face training; details of forthcoming training opportunities are posted
online.
An editable version of this scheme of work is available on Teacher Support. Go to http://teachers.cie.org.uk. The scheme of work is in Word doc format and will open
in most word processors in most operating systems. If your word processor or operating system cannot open it, you can download Open Office for free at
www.openoffice.org
Resource list
The up-to-date resource list for the Cambridge IGCSE Environmental Management (syllabus 0680) can be found on the Cambridge International Examinations
website www.cie.org.uk
Textbooks
Textbooks endorsed by Cambridge International Examinations for use with the Cambridge IGCSE Environmental Management syllabus (0680) include:
Pallister, J Environmental Management: A Core Text for O Level and IGCSE Oxford University Press (2005) ISBN: 9780199151318
Waugh, D The New Wider World Nelson Thornes (2003) ISBN: 9781408505113
Websites
This scheme of work includes website links providing direct access to internet resources. Cambridge International Examinations is not responsible for the
accuracy or content of information contained in these sites. The inclusion of a link to an external website should not be understood to be an endorsement of that
website or the site's owners (or their products/services).
The particular website pages in the learning resource column of this scheme of work were selected when the scheme of work was produced. Other aspects of the
sites were not checked and only the particular resources are recommended.

Unit 1: Lithosphere
Learners beginning this course are not expected to have previously studied Environmental Management. A good general knowledge, particularly of events in the
news such as earthquakes and volcanic eruptions, is recommended.
Context
This unit provides information about the structure of the Earth and the natural processes that operate on it. Knowledge of the Earth's natural resources is useful to a
full understanding of content in later units; for example, elements of knowledge of soils is useful to the agricultural parts of Unit 3, and managing the land sections in
Unit 4. Case studies, practical tasks and investigations are included where appropriate. Case studies can be particularly useful for the teaching of several aspects of
the syllabus through a specific environmental management example.
Outline
The Lithosphere unit is separated into four topic areas:
 Rocks and minerals
 Energy
 Tectonic activity
 Soils
Opportunities are provided for learners to develop practical skills, such as drawing graphs, diagrams, labelled sketches and sketch maps. These can be used again
and extended in later units. Learners are encouraged to keep up to date with topical events and to choose examples from the home region or home country
whenever possible.
Teaching time
Based on a total time allocation of approximately 130 contact hours for this Cambridge IGCSE course, it is recommended that this unit should take about 30 hours.

Rocks and minerals
Syllabus ref Learning objectives Suggested teaching activities Learning resources
1.1 The structure of the Earth.  Draw a labelled diagram to show the structure of the Earth. (I,B) 0680 past examination paper:
Jun 2013 Paper 12 Q 6(a)
Textbook:
Environmental Management: A
Core Text for O Level and IGCSE,
page 2
Online:
www.discoveryeducation.com/lesso
nplans/programs/earthspast/#top
1.2 Types of rock.  Classify rocks into three types based on formation (igneous, Textbook:
metamorphic and sedimentary), with examples of types of rock. Environmental Management: A
Encourage learners to use examples of rocks found in the home Core Text for O Level and IGCSE,
region, whenever possible.(G,B) pages 2 and 3
Online:
www.discoveryeducation.com/lesso
nplans/programs/earthspast/#top
1.3 The distribution, types and  Classify mineral types, such as metallic and non-metallic, with 0680 past examination paper:
reserves of major minerals. examples of each, in order to provide a framework for study. (G,B) Nov 2012 Paper 12 Q 1(a)
 Provide learners with an outline world map to identify the world's
main mineral-rich regions. Learners, perhaps working in small Textbook:
groups, to comment on the importance of minerals (whether high or Environmental Management: A
low) in the home region and to investigate geological reasons for it. Core Text for O Level and IGCSE,
(G,C) pages 4 and 5
 Learners to give a definition of 'reserves', followed by explanation
with reference to expected length of life for some widely used
minerals.(W,C)
3.1 Methods of search and  Demonstrate to learners the difference between opencast and deep 0680 past examination paper:
extraction of rocks, minerals and mining. (W,B) Nov 2013 Paper 41 Q 1(c)
fossil fuels.  Learners to draw labelled diagrams to illustrate differences between
the two methods. (I,B)

Textbook:
pages 6 and 7 for rocks and
minerals; pages 19 and 20 for fossil
fuels
3.2 The uses of rocks and minerals  Learners to research the main industrial uses of a number of rocks Textbook:
in industrial processes. and minerals. (G,B) Environmental Management: A
 Give learners an opportunity to investigate how rocks and minerals Core Text for O Level and IGCSE,
produced in the home region are used and report back to the rest of pages 8 and 9
the class.(G,C)
3.8 How industrial development is  Increase awareness among learners of the importance of minerals to 0680 past examination paper:
used to achieve social and the growth of manufacturing industry and related economic Nov 2012 Paper 12 Q 1(b)
economic goals. development. (W,B)
 Examine the home country's level of economic development in Textbook:
relation to its mineral wealth. (W,C) Environmental Management: A
pages 9 and 10
Online:
www.oresomeresources.com/
4.1 The impact of mineral  Introduce learners to the negative effects of mining on the 0680 past examination paper:
exploitation on the environment environment. (W,B) Nov 2012 Paper 22 Q 2(c)
and on human activity and  Give learners the opportunity to study photographic images of
health. opencast mines and quarries in order to assess the damage done. Textbook:
(G,C) Environmental Management: A
 Make learners aware, despite the invariably negative impacts on Core Text for O Level and IGCSE,
human health from mining, of the economic benefits of mining, both pages 10 to 13
for local people and the national economy. (W,B)
 Organise learners in small groups to draw up lists of advantages and Online:
disadvantages of mining for a particular country; then as a group to www.docbrown.info/page04/Mextra
make an overall assessment and decide upon whether advantages cte.htm
outweigh disadvantages, or not. (G,C)

3.5 The main supply and demand  Lead learners into the study of a variety of factors which affect the 0680 past examination paper:
constraints in exploiting mineral likelihood of exploiting a mineral source, including geological (ease Jun 2012 Paper 23 Q 1(b)(ii)(c)
resources. of exploitation), depletion rates (size of deposits), location in relation
to climate and transport (for ease of working and access) and price Textbook:
fluctuations (high or low world prices). (W,C) Environmental Management: A
 Offer guidance to learners about making a table to show high Core Text for O Level and IGCSE,
chance factors of mineral exploitation, so that individually they are pages 14 to 16
then able to complete the table for low chance factors. (W,I,C)
 Encourage learners to investigate world price movements for a Online:
highly traded mineral, such as oil (petroleum), through internet BP Statistical Review of World
research. (G,B) Energy: annual publication,
www.bp.com/statisticalreview
4.2 The global economic  Following on from the earlier section on reserves of major minerals in Textbook:
consequences of the over- 1.3, to switch the focus towards the economic consequences for Environmental Management: A
exploitation and depletion of people and countries of the depletion of finite mineral resources. Core Text for O Level and IGCSE,
mineral and fossil fuel reserves. (W,B) page 17
 Make use of the revised life expectancies for fossil fuels given
annually in the BP Review. (G,C) Online:
BP Statistical Review of World
Energy: annual publication,
www.bp.com/statisticalreview
5.1 Conservation schemes for  Lead learners into studies of landscaping, restoration and 0680 past examination paper:
damaged environments. reclamation, as measures to try to return damaged environments to Nov 2013 Paper 41 Q 1(b)
a state as close as possible to that before mining began. Where
possible, local case studies should be used. (W,G,I,B,C) Textbook:
 Increase learner awareness of the need for careful management to Environmental Management: A
avoid water pollution and land contamination in landfill sites used for Core Text for O Level and IGCSE,
waste disposal, one of the most common uses of large surface holes pages 17 and 18
left by mining. The use of a case study is recommended.
(W,G,I,B,C)
Energy
1.4 The formation of fossil fuels.  Learners to draw labelled diagrams to highlight similarities and 0680 past examination paper:
differences between the formations of coal and oil / natural gas. (I,B) Jun 2013 Paper 11 Q 5(a)

 Ensure that learners understand why all three are fossil fuels. (W,B) Textbook:
 Check that learners can explain how and why their different Environmental Management: A
formations affect methods and costs of extraction. (I,C) Core Text for O Level and IGCSE,
pages 19 to 21
3.3 Types of energy production from  Provide learners with data for world energy production from an up to 0680 past examination paper:
fossil and nuclear fuels. date source and demonstrate how fossil fuels remain the dominant Nov 2012 Paper 21 Q 2(a)
sources of energy, in order of importance oil, coal and natural gas.
(G,B) Textbook:
 Ask learners to explore reasons for the use of fossil fuels, such as Environmental Management: A
their dual use as fuels (direct heat) and as energy sources for Core Text for O Level and IGCSE,
generating electricity.(G,C) pages 21 to 23
 Working in pairs, learners can investigate how electrical energy is
made from nuclear fuels and use an atlas, the internet or Online:
encyclopaedia to discover the leading producers. (G,C) BP Statistical Review of World
 Check learners findings and ensure that they recognise the great Energy: annual publication
importance of nuclear energy in some developed countries such as www.bp.com/statisticalreview
France, even though nuclear energy makes only a comparatively
small contribution globally. (I,B)
3.7 The implications of the patterns  Suggest to learners that they focus on oil, a good example to use Textbook:
of global trade in minerals and because of the amount, importance and worldwide reach of the oil Environmental Management: A
energy. trade. (W,B) Core Text for O Level and IGCSE,
 Recommend that they make use of data from an atlas, internet or pages 24 to 26
statistical review to identify the main world regions of oil production
and consumption, and the trade routes between them, on a Online:
sequence of outline world maps. (I,B) BP Statistical Review of World
 If the home country is a mineral exporter, to investigate export Energy: annual publication,
destinations. (G,C) www.bp.com/statisticalreview
4.3 The implications in social,  Ask learners to begin by reviewing the environmental problems 0680 past examination papers:
economic and environmental caused by mining fossil fuels. Then to extend their study to include Jun 2013 Paper 41 Q 2(c)
terms of different types of pollution risks associated with oil and gas transportation by tanker Nov 2013 Paper 21 Q 2(a)(c)
energy production. and pipeline, followed by those resulting from their use. (W,I,B)
 Emphasise that only outline references to air pollution, acid rain,
carbon dioxide releases and possible effects of global warming are

needed at this point, since these are topics studied in greater depth Textbook:
later in the hydrosphere and atmosphere units. (W,I,B) Environmental Management: A
 Advise learners of the need to study the implications of using Core Text for O Level and IGCSE,
nuclear energy in more detail and to suggest to them that they use pages 27 and 28
two spider diagrams for summarising advantages and disadvantages
of its use. (G,C) Online:
 Encourage learners individually to make an overall assessment www.foe.co.uk/pdf/sustainable_dev
comparing the effects of nuclear use with those of fossil fuels, and elopment/tworld/metals.pdf
then in a group discuss and debate the arguments for and against
an increase in nuclear power use. The use of a case study may be
useful. (W,G,I,B,C)
5.2 The technologies and viability of  Provide a definition of alternative energy sources, stressing 0680 past examination papers:
alternative energy sources. replacement for fossil fuels as well as being renewable and Jun 2013 Paper 11 Q 5(b)
sustainable. (W,B) Jun 2013 Paper 41 Q 2(a)(e)
 Concentrate on the six sources named in the syllabus (solar, wind, Nov 2013 Paper 21 Q 2(d)
wave, geothermal, hydro-electric and biomass), studying how the
natural source is harnessed for energy, where the best conditions for Textbook:
its use exist, and present level of technological development. (W,B) Environmental Management: A
 Provide learners with data to draw a graph of relative costs to show Core Text for O Level and IGCSE,
viability.(I,C) pages 29 to 33.
 Ask learners to answer the question, 'Why has uptake of alternatives
been so slow?’ and report ideas back to the class. (G,C) Online:
 Encourage learners to undertake case studies for two alternatives http://biogas.ifas.ufl.edu/
and to make them aware of any opportunities (should they exist) for
study of an alternative source used in the home region, which might http://lessonplanpage.com/Science
allow assessment and comment about its chances for increased MDPuffMobile-WindPower48.htm/
future use. (W,G,I,B,C)
5.3 The strategies for conservation  Study examples of energy efficiency (such as more fuel efficient 0680 past examination paper:
and management of mineral and engines and lights), recycling (referring to examples such as glass, Jun 2013 Paper 41 Q 2(f)
fossil fuel resources. paper, scrap metals and plastics), power from waste (incinerating
waste to generate electricity and insulation (isolating the insides of Textbook:
buildings to maintain hotter or colder conditions according to Environmental Management: A
climate). (W,B) Core Text for O Level and IGCSE,
 Learners to undertake a survey of energy efficiency in their own pages 34 and 35
homes and to report back their findings. (I,B)

 The same can also be done for the nature and extent of recycling in
the home region. (I,B)
5.5 The strategies for industrial  Discuss the importance of the need to keep abreast of changes and 0680 past examination paper:
materials, technologies and new technologies to solve environmental problems from energy use, Nov 2012 Paper 11 Q 3(b)(ii)
approaches which can from sources such as TV, radio, internet and newspapers. (W,B)
contribute to solving  A possible case study is the increased future use of hydrogen for Textbook:
environmental problems. powering cars and buses. (W,G,I,B,C) Environmental Management: A
Core Text for O Level and
IGCSE page 34

Tectonic activity
3.6 The economic aspects and  Demonstrate to learners the economic advantages of volcanic zones 0680 past examination paper:
limitations of earthquake and for farming, energy, minerals and tourism, and the disadvantages of Jun 2013 Paper 21 Q 2(c)(iii)(iv),
volcanic zones. living in earthquake and volcanic zones. (W,B) (d)(i)(ii)
 Ask learners individually to produce two spider diagrams to
summarise the advantages and disadvantages of living in volcanic Textbook:
zones. Then, in small groups, discuss and comment on the relative Environmental Management: A
strengths of them. (G,I,C) Core Text for O Level and IGCSE,
pages 40 and 41
Online:
http://volcanoes.usgs.gov/
4.4 The impact of earthquakes and  Inform learners that the immediate, primary impacts of natural 0680 past examination paper:
volcanic eruptions on human hazards like these can be separated from the later, secondary Jun 2013 Paper 21 Q 2(b)(ii),
communities. impacts. (W,B) (c)(i)(v)
 Suggest to learners that they analyse them in turn; direct impacts
include loss of life and damage to property and infrastructure, later Textbook:
impacts include such as dangers to health and economic dislocation. Environmental Management: A
(G,B) Core Text for O Level and IGCSE,
 Encourage learners to use the internet to research recent pages 38 to 42
earthquakes and active volcanoes, and to choose one of each as
case studies. (W,G,I,B,C) Online:
 Provide learners with a framework for presenting their case study, http://environment.nationalgeograp
which might take the form of information in a fact file, including a hic.com/environment/natural-
sketch map of the affected area, size/scale of the event, its causes disasters/
and effects. (I,C)
www.theguardian.com/world/2014/a
pr/18/mexico-city-rdamage-
magnitude-72-earthquake
www.bbc.co.uk/news/world-asia-
26167897
5.4 Strategies for managing the  In small groups, learners to identify strategies for reducing the 0680 past examination papers:
impacts of earthquakes and impact when an earthquake or volcanic eruption occurs. (G,B) Jun 2013 Paper 21 Q 2(c)(ii)
volcanic activity. Nov 2013 Paper 11 Q 1(b)(ii),(iii)

 For earthquakes, these include building earthquake-resistant Textbook:

structures, planning settlements so that land uses are zoned and Environmental Management: A
emergency planning for disaster relief. Core Text for O Level and IGCSE,
 For volcanoes, monitoring physical changes to the volcano and pages 42 to 46
disaster preparation are important.
 Lead learners into an analysis of human and physical reasons why Online:
some earthquakes and volcanic eruptions have greater impacts than www.georesources.co.uk
others. (G,I,C)
Soils
2.1 The formation and composition  Provide a definition of soil. (W,B) 0680 past examination papers:
of soils.  Learners to draw a simple sketch to show the three horizons into Jun 2013 Paper 21 Q 2(d)(iii)
which many soils can be divided. (I,B) Jun 2013 Paper 11 Q 6(a)
 Make learners aware that soils are composed of four constituents; Nov 2013 Paper 11 Q 4(a)
mineral matter (such as sand, clay and silt from rocks), organic
matter (from plant and animal remains), air and water. (W,B) Textbook:
 Learners to study examples of soils with different textures, such as Environmental Management: A
sandy, clayey and loam soils. If possible, actual soil samples should Core Text for O Level and IGCSE,
be handled. (G,B) pages 47 to 49
 Use pie graphs or divided bar graphs for showing the differing
percentages of sand, clay and silt for soils of different textures.(I,C) Online:
 Learners to investigate an exposed soil horizon in their home area, http://organiclifestyles.tamu.edu/soil
to include drawing a labelled sketch of its main features. (G,I,C) basics/generalcomposition.html
2.2 Soil as a medium for growth and  Demonstrate to learners the importance of soil texture for affecting 0680 past examination papers:
land use potential. agricultural potential, paying particular attention to pore spaces, Jun 2013 Paper 21 Q 2(d)(v),(e)(i)
aeration and drainage, as well as nutrients and pH. (W,B) Jun 2013 Paper 41 Q 1(e)
 Examine the agricultural possibilities of loam, sandy and clayey
soils. (I,B) Textbook:
 For those based in rural areas, there is possibility of undertaking a Environmental Management: A
local investigation into the relationship between soil types and types Core Text for O Level and IGCSE,
of farming. (G,I,C) pages 49 and 50
4.6 The causes and consequences  Provide a definition of salination and give the range of pH values for Textbook:
of land pollution. saline soils. (W,B)

 Learners to construct a flow diagram to show how cropland can be Environmental Management: A
affected by salination as a result of the over-use of irrigation water in Core Text for O Level and IGCSE,
areas with a hot dry climate. (I,C) pages 51 to 55
 For other types of land pollution named in the syllabus, suggest that
learners use a table to summarise an outline of the causes and Online:
consequences for each pollution type. (I,B) www.columbia.edu/~tmt2120/enviro
nmental%20impacts.htm

Unit 2: Hydrosphere
Learners beginning this course are not expected to have studied Environmental Management previously. A good general knowledge, particularly of events in
the news, such as the importance of supplies of fresh water, the role of dirty water in spreading diseases and perpetuating poverty in the developing world and
an awareness of increasing concern about the over-exploitation of marine resources is recommended.
Context
This unit provides information about the water cycle, flooding, drought and ocean currents which link with the later atmosphere unit. A similar link exists
between water cycle and ecosystems, before the latter becomes a more specialised study in the biosphere unit. Case studies are suggested; these can be
replaced with examples which are more local to the Centre, or with those that are more topical at the time of study.
Outline
This unit is separated into two topic areas:
 Water on the land
 The oceans
Opportunities for learners to re-use and extend their practical skills will continue to be suggested. Learners should be encouraged to keep up to date with
topical events, such as floods, droughts, oil spills and continuing attempts to find a cure for malaria, a major killer of people living in the tropics.
Teaching time
V1 4Y05 Cambridge IGCSE Environmental Management (0680) – 2014–2017 15

Water on the land
6.1 How the water cycle operates.  Make learners aware that only 3 percent of water on Earth is fresh 0680 past examination papers:
water and, in terms of human availability, it is a scarce resource Nov 2013 Paper 22 Q 2(a)(i)
since so much is locked up in ice and snow. (W,B) Nov 2012 Paper 12 Q 4(a)
 Give learners the opportunity to draw a labelled diagram to show how
the water cycle works and understand how the main processes Textbook:
operate. (I,B) Environmental Management: A
 Investigate source(s) of domestic water supplies and their reliability in Core Text for O Level and IGCSE,
the learners' home areas. (G,C) pages 58 to 59
6.3 The role of the water cycle  Introduce learners to the concept of ecosystems, emphasising 0680 past examination paper:
within ecosystems. interdependence and the vital importance of fresh water for all life on Jun 2012 Paper 13 Q 3(a)
Earth. (W,C)
 Learner investigations, such as how vegetation cover affects water Textbook:
cycle processes and how natural vegetation changes from the Environmental Management: A
Equator to the tropics in response to reductions in rainfall. (I,C) Core Text for O Level and IGCSE,
pages 60 to 61
6.2 How the natural availability of  Demonstrate to learners the wide variations in fresh water availability 0680 past examination paper:
water varies from place to place. using world maps in atlases or on the internet (e.g. annual Jun 2013 Paper 21 Q 1(e)
precipitation, world water resources per head). (W,I,B)
 Learners to identify areas of high and low water supply, and Textbook:
comment on the relative level of water availability (whether water- Environmental Management: A
rich or water-poor by world standards) for their home country and Core Text for O Level and IGCSE,
world region. (G,I,B) pages 62 to 64
8.2 Competing demands for water.  Make learners aware that competition operates at different levels,– 0680 past examination paper:
within a country (between water for domestic, industrial and Nov 2013 Paper 22 Q 2(d)(i)
agricultural uses) and between countries (e.g. where large rivers
flow through several countries). (W,B) Textbook:
 Use water user percentages between sectors for the home country Environmental Management: A
and ask learners to display them in a bar graph. (I,C) Core Text for O Level and IGCSE,
 Suitable case studies about competing demands for water both page 66
within one country and between countries. For example, Egypt and
the River Nile Basin or water use from the Rivers Tigris, Euphrates
and Jordan in the Middle East. (W,G,I,B,C)

8.3 Mismatch between water supply  Case study, focusing upon water-poor countries with rapidly Textbook:
and demand. increasing water demands, such as those in the Middle East like Environmental Management: A
Saudi Arabia, the UAE and Kuwait. (W,I,B,C) Core Text for O Level and IGCSE,
pages 65 to 66
8.1 Collection and control of water  Learners to complete a spread sheet or compile a questionnaire 0680 past examination paper:
for a variety of uses. about the water used by them as individuals and as part of a family Nov 2013 Paper 22 Q 2(a)(iv)(b)(c)
(in a day or for a week). Class data can be collected and similarities
and differences commented on. (I,W,B) Textbook:
 Learners to consider whether (and why) their water use is increasing. Environmental Management: A
The scale of the work can then be changed, to ask them to give Core Text for O Level and IGCSE,
reasons why world consumption of water is increasing. (I,C) pages 67 to 68 and pages 69 to 75
 To provide them water use statistics for rich and poor
continents/countries. Learners to display them in divided bar or pie
graphs, and to suggest reasons for differences (i.e. why water use is
so much greater in rich countries). (I,B,C)
 Introduce learners to the different types of natural water stores.
(W,B)
 Learners to draw a labelled sketch of an aquifer and check
understanding of the importance of permeable rock. (I,B)
 Case study of a large dam as an example of a human store (e.g.
Aswan High Dam, Three Gorges Dam, or one in the home country or
region), focusing on both costs and benefits. (W,B,C)
 As a whole class discussion, to compare the advantages and
disadvantages of large and small dams. (W,B)
10.2 Contrasts in availability of water  Variations in water quality and access (between developed and 0680 past examination papers:
in terms of quality, quantity and developing countries, and rural and urban areas within developing Jun 2013 Paper 11 Q 4(b)
access. countries). (W,B) Jun 2013 Paper 11 Q 6(b)
 Learners to draw graphs to highlight differences in percentage
access to safe water and sanitation between countries and areas. Textbook:
(I,C) Environmental Management: A
 Case study of a rural region where lack of water access is a major Core Text for O Level and IGCSE,
issue. (W,I,B,C) pages 75 to 76
 Learners to draw a spider diagram summarising the reasons why
access to safe water is poorer in rural areas. (I,B)

8.4 The ways in which processes  The causes and effects of flooding and drought, beginning with a 0680 past examination paper:
operating within the water cycle reminder of water cycle processes. (W,B) Nov 2013 Paper 11 Q 1(a)(ii)
affect development.  Learners to identify which effect is the principal physical cause of
flooding and drought. (G,C) Online:
 Make learners aware that humans contribute to causing floods and http://droughtmonitor.unl.edu/
droughts as well, by activities which change land uses and alter how
some water cycle processes operate. (W,C)
 Give learners a list of the effects of flooding and/or drought and ask
them to re-order them under particular headings e.g. immediate,
short- term and long term. (I,B)
 Case study, such as for countries most at risk e.g. Bangladesh for
floods and African countries in the Sahel such as Niger for drought,
or use examples closer to home. (W,G,I,B,C)
 Learner investigation; provide a framework of questions such as
'How regular are they?', 'When and why are they most likely to
happen?' and 'What kinds of damage do they cause?'. (I,B,C)
10.1 The causes and consequences  Discuss the three general human causes of water pollution, namely 0680 past examination papers:
of water pollution. agriculture, domestic and industry, and what they add to groundwater Jun 2013 Paper 41 Q 1(e)
and rivers that causes the pollution. (W,B) Jun 2013 Paper 12 Q 5(a)(ii)
 Case study of water pollution in the home area – nature of the
pollution in two or three different locations, what has caused it, where Textbook:
it is worst and why, whether the authorities have done anything to Environmental Management: A
prevent or reduce it. (W,G,I,B,C) Core Text for O Level and IGCSE,
 Introduce the process of eutrophication, beginning with a definition pages 81 to 83
and followed by how eutrophication affects natural water ecosystems.
(W,C) Online:
www.peacecorps.gov/wws/lesson-
plans/clean-water-and-quality-life/
12.1 Ways of improving water  Case study of a river which has been improve and how this could be 0680 past examination paper:
quantity, quality and access. achieved in streams which are still badly polluted. (W,G,I,B,C) Jun 2012 Paper 42 Q 1(a)
 Case study of a village or region in the developing world where
access to a clean water has been provided. (W,G,I,B,C) Textbook:
pages 84 to 85

Online:
www.adb.org/publicatins/series/asia
n-development-review
www.peacecorps.gov/wws/lesson-
plans/bringing-water-village-
lesotho/
10.3 The cycle of water-related  Discuss the difference between 'water-based', 'water-borne' and 0680 past examination paper:
diseases and their impact on 'water-bred' diseases, using the examples named in the syllabus. Nov 2012 Paper 12 Q 1(b)
human activities and (W,C)
development.  Learners to draw a circular flow diagram to show how disease Textbook:
reduces the ability of people to work contributing to the cycle of Environmental Management: A
poverty and the poverty trap. (I,B) Core Text for O Level and IGCSE,
 Case study of one of these diseases, using headings such as pages 86 to 88 and pages 90 to 91
causes, symptoms and consequences for people and their activities.
Unless one of the named diseases is locally much more important,
the obvious choice is malaria given its virulence and widespread
distribution in developing countries. (W,G,I,B,C)
 Research statistics for the main causes of death in the home
country, in order to assess the relative importance of water-related
diseases. Compare these statistics with a country with a different
level of economic development. (G,I,B,C)
12.2 Strategies to control and  Discuss the difference between prevention and cure of diseases and 0680 past examination papers:
eradicate water-related why strategies for prevention are preferable whenever possible. Nov 2013 Paper 13 Q 6(b)
diseases. (W,B) Jun 2012 Paper 42 Q 2(c)(iii
 Learners, working in small groups, to think about and discuss the
problems of controlling and eradicating water related diseases in Textbook:
poor rural areas in developing countries.(G,C) Environmental Management: A
 Learners to draw a spider diagram identifying problems in order to Core Text for O Level and IGCSE,
summarise their findings. (G,I,B) pages 88 to 91
The oceans
7.1 The role of the ocean as an  Introduction to the oceans, marine ecosystems, their resource 0680 past examination papers:
environment for interdependent potential and why they may be vulnerable to over-exploitation. (W,B) Jun 2013 Paper 11 Q 2(a)(i)
ecosystems. Nov 2013 Paper 23 Q 2(e)(i)

 Learners to draw an example of a marine ecosystem from primary Textbook:

producers (e.g. phytoplankton), to zooplankton, to larger sized Environmental Management: A
consumers such as fish, seals and whales and finally the top Core Text for O Level and IGCSE,
carnivores (e.g. man and polar bears). (I,C) pages 92 to 93
Online:
http://seawifs.gsfc.nasa.gov/OCEA
N_PLANET/HTML/education_marin
e_life_factsheet.html
7.2 The resource potential of the  Discuss the importance of the continental shelf, because it is the part Textbook:
oceans. of the oceans with the greatest resource potential for humans. (W,B) Environmental Management: A
 An atlas study to determine locations where continental shelves are Core Text for O Level and IGCSE,
wide. (I,B) pages 93 to 94
 Describe how continental shelves are physically different from the
rest of the ocean, and explain why they are rich in marine life. (W,B) Online:
 Learners to investigate where oil and gas are extracted offshore www.educationworld.com/a_lesson/
from an atlas map or internet resource showing the world's oil fields. lesson060.shtml
(G,I,B)
9.2 Factors that limit full exploitation  Arrange learners into two groups, one to discuss reasons why 0680 past examination paper:
of the ocean's potential drilling for oil from the sea bed is more expensive and difficult than Nov 2012 Paper 12 Q 6(b)
resources. on land, and the other to come up with reasons why fishing is a more
hazardous activity than farming. Online:
 Each group gives a summary of reasons, from which individual http://oceanworld.tamu.edu/student
learners make a list of factors why ocean resources are less easy to s/fisheries/
exploit fully than those on land. (W,G,I,B,C)
7.3 The distribution of ocean  Study an atlas map of oceans showing the currents. (I,B) 0680 past examination papers:
currents and their effects.  Recognise the different directions of flow of warm and cold currents. Nov 2013 Paper 11 Q 2(a)(i)
(W,I,B) Nov 2013 Paper 23 Q 2(a)
 Note the effects of the continents and prevailing winds on their
distribution. (W,C) Textbook:
 Learners to mark and name on an outline map the currents in the Environmental Management: A
ocean(s) closest to their world region. (I,B) Core Text for O Level and IGCSE,
pages 94 to 96

 Discuss the strong relationship that exists between the presence of

ocean currents and the world’s richest fishing grounds and discover
reasons for this. (W,B,C)
 Case study. A good choice would be the Peruvian current and
fishing grounds off the coast of Peru, since it links in with the study
of el Nino. (W,G,I,B,C)
7.4 Reversal of ocean currents e.g.  Guide learners into drawing two sets of directly comparable maps 0680 past examination paper:
el Nino and its effects. and diagrams to show surface currents and underwater features in Jun 2013 Paper 11 Q 2(a)(iii)
the Pacific Ocean, one for a normal year and the other for an el Nino
year. (I,C) Textbook:
 Explain the effects of this change for weather and human activities Environmental Management: A
both in Peru and the rest of the world. (W,C) Core Text for O Level and IGCSE,
 In an el Nino year, learners can keep a note of its effects from pages 97 to 98
sources such as newspapers, TV programmes and news based
internet sites. (G,I,B,C) Online:
www.bbc.co.uk/elNino
9.1 The environmental and human  Learners to identify the world's major ocean fisheries from a world 0680 past examination paper:
factors in the distribution and map. (I,B) Nov 2013 Paper 11 Q 2(a)(ii)
exploitation of the world's  Ask learners to identify close relationships between major ocean
ocean fisheries. fisheries and the presence of continental shelves and ocean Textbook:
currents. (G,I,B) Environmental Management: A
 Research data about total fish catches by country from official Core Text for O Level and IGCSE,
websites and draw a graph to show the largest. (I,B) pages 99 to 101
 Initiate a class discussion about the different diets of people around
the world – in which countries is fish consumption high, and why? Online:
(W,G,C) www.fao.org/home/en/ – the official
 Case study of fishing in the home country or region to discover site of the United Nations Food and
whether or not fishing is important and why. (W,G,I,B,C) Agricultural Organisation
11.1 The implications of uncontrolled  Introduce learners to the problem of overfishing and why it has 0680 past examination papers:
exploitation of marine resources. become a major international issue. (W,B) Nov 2013 Paper 11 Q 2(b)(i)
 Concentrate on the improvements in technology which are leading to Nov 2013 Paper 23 Q 2(b)(c)
rapid reductions in fish stocks. (W,B)
 Make learners aware that fish stocks also go up and down due to Textbook:
natural causes e.g. in el Nino years off the coast of Peru. (W,B)

pages 101 to 103
13.1 Strategies for the sustainable  Describe and explain the four strategies named in the syllabus, 0680 past examination papers:
harvesting of ocean fisheries. namely net types and sizes, quotas, conservation laws and Nov 2013 Paper 11 Q 2(b)(ii)
territoriality (e.g. restricted fishing areas to allow breeding and fish Nov 2013 Paper 23 Q 2(c)(iv)
stocks recovery). (W,C)
 Emphasise to learners that the use of more than one method Textbook:
increases the chances of a better result. (W,C) Environmental Management: A
 Suggest possible case studies for further individual investigation, Core Text for O Level and IGCSE,
bearing in mind varying degrees of success (e.g. low success Grand pages 103 to 105
Banks off Newfoundland and EU, high success non-EU countries
such as Iceland and Norway), or choose a more local regional Online:
example if available. (W,G,I,B,C) http://news.bbc.co.uk/1/hi/6108414.
 Make suggestions about how fishing can be made more sustainable, stm
such as more international cooperation, better rule enforcement,
more campaigns from environmental groups, then
split the learners up into discussion groups asking for ideas.
(W,G,I,B,C)
11.2 Causes of marine pollution and  Identify the main types of materials responsible for marine pollution 0680 past examination paper:
its impact on the marine (nutrients, sediments, pathogenic organisms, plastics and other litter, Jun 2012 Paper 23 Q 1(d)(e)
ecosystem and on coastal oil, toxic wastes and radioactive wastes), their main sources and
zones. impacts. Textbook:
 Guide learners into an individual investigation of a major oil spill by Environmental Management: A
providing working headings related to syllabus need, such as Core Text for O Level and IGCSE,
location, size of spill, causes, effects on wildlife, effects on people pages 106 to 108
and attempts made to reduce these effects. While a recent spill
widely covered by the international news media is always best, some Online:
earlier incidents are well documented, such as the Exxon Valdez in http://alaskafisheries.noaa.gov/oil/
Alaska (1989) and during the Gulf War (1991). (W,G,I,B,C) Exxon Valdez oil spill
13.2 Marine pollution controls and  Stress the importance of international cooperation in preventing the 0680 past examination paper:
remedial action. disaster from happening in the first place, and in providing Jun 2012 Paper 23 Q 1(f)(g)
equipment and know-how to poor countries after the disaster has
occurred. (W,C) Textbook:

 Identify some of the methods used for prevention, such as tankers Environmental Management: A
with a double hull and for remedial action, such as booms, detergent Core Text for O Level and IGCSE,
sprays and skimmers. (W,B) pages 109 to 110
 Look for local, national or regional opportunities for a more detailed
case study of marine pollution coming from the land, such as from a
heavy industrial works next to the sea or from a river entering the
sea after passing through large urban/ industrial areas. (W,G,I,B,C)

Unit 3: Atmosphere
Learners beginning this course are not expected to have studied Environmental Management previously. A good general knowledge, particularly of events in the
news such as weather events, floods, drought and tropical cyclones, is recommended.
Context
This unit provides information about the atmospheric system, which controls opportunities for life on Earth. Learners often find the natural systems part of
atmosphere more challenging to understand than other natural systems. Case studies, practical tasks and investigations are included where appropriate.
Outline
This unit is separated into three topic areas:
 Atmosphere and air pollution
 Climate and agriculture
 Climatic hazards.
Opportunities are provided for learners to use and further develop their practical skills, such as drawing graphs, diagrams, labelled sketches and sketch
maps.
Teaching time

Atmosphere and air pollution
14.3 The structure and composition  Introduce the atmosphere system and how it works. (W,B) 0680 past examination paper:
of the atmosphere.  Outline features of its structure (key terms are troposphere, Nov 2013 Paper 23 Q 1(a)
tropopause, stratosphere), including location of the ozone layer
and its importance. (W,B) Textbook:
 Learners to use the percentages by volume of the main Environmental Management: A
atmospheric gases for drawing a pie graph. (I,B) Core Text for O Level and IGCSE,
pages 118 to119
14.4 The balances which maintain  Discuss the importance of gases present in the atmosphere in very Textbook:
the Earth's atmosphere as a small volumes, notably carbon dioxide and water vapour. (W,B) Environmental Management,
mixture of gases. Pallister, J, pages 119 to 120
14.1 The sun as an energy source;  Explain the differences between short-wave and long-wave 0680 past examination paper:
varying rates of surface radiation. (W,B) Jun 2013 Paper 12 Q 1(a)
insolation.  Define insolation. (W,C)
 Learners to draw a labelled diagram to explain why rates of Textbook:
insolation decrease with latitude from Equator to Poles. (I,C) Environmental Management: A
 Encourage learners to study climate graphs in atlases for four or five Core Text for O Level and IGCSE,
cities in different latitudes and relate temperatures to latitude. (G,I,B) pages 121 to 122
14.2 The factors which contribute to  Explain the differences between radiation, absorption and reflection 0680 past examination paper:
solar heat balance of earth and of sun's rays. (W,B) Jun 2012 Paper 11 Q 1(a)(b)(i)
atmosphere.  Learners to show how each one operates by drawing a section
through the atmosphere. (I,C) Textbook:
page 120
15.1 Water, solar and wind as power  Link back to alternative energy sources in 5.2 (Unit 1) for general Textbook:
sources. advantages over fossil fuels and to large dams in 8.1 (Unit 2). (W,B) Environmental Management: A
 Explain how power can be obtained from the three named Core Text for O Level and IGCSE,
weather elements and why production from each one (and pages 122 to 124
potential for further use) varies greatly from country to country.
(W,B)
 Learners to obtain statistics for energy production in the home
country and show percentages in a pie or divided bar graph. (I,B)

 Learners to comment on the importance (now and in the future) of

these alternative sources. (I,C)
15.2 Use of the atmosphere as a  Study the human sources of smoke particles and other solid Textbook:
dispersal medium for waste particles released into the atmosphere and the reasons for their Environmental Management: A
gases. increase from factories and motor vehicles. (W,B) Core Text for O Level and IGCSE,
 Learner investigation into what is released from vehicle exhausts page 127
burning fossil fuels. (I,B)
16.1 Human activities which alter the  Case study. Give learners a choice of cities famous for smog (such Textbook:
composition of the atmosphere as Los Angeles, Mexico City, Santiago de Chile) for an investigation Environmental Management: A
and climate. into physical and other local factors which make the smog worse, Core Text for O Level and IGCSE,
including temperature inversion. (W,G,I,B,C) pages 127 to 128
 Study atmospheric pollution in general, to include other human
activities such as deforestation and fossil-fuel burning electricity
power stations, and what these release into the atmosphere. (W,B)
16.2 Causes of atmospheric pollution.  Concentrate on the four main greenhouses gases and their relative 0680 past examination paper:
contributions to the greenhouse effect. (W,B) Nov 2013 Paper 23 Q 1(b)(c)(d)(i-
 Explain how the natural greenhouse effect works. (W,C) iii), (e)(i)(ii)
 Study statistics for average world temperatures for 100+ years which
show that global warming is taking place. (G,B) Textbook:
 Obtain data about total cumulative carbon emissions, which learners Environmental Management: A
can use to draw a line graph. (I,B) Core Text for O Level and IGCSE,
 Learners to investigate differences in amounts of carbon dioxide pages 134 to 135
emissions between countries and the reasons for them. (I,C)
16.3 Damage to the ozone layer and  Study how and why people damaged the high level ozone layer by 0680 past examination paper:
links to atmospheric pollution. using CFCs. (W,C) Nov 2013 Paper 23 Q 1(d)(iv)(v)
 Case study of Antarctica, where the thinning of the ozone layer was
first discovered by scientists. (W,G,I,B,C) Textbook:
pages 132 to133 and page 136

Online:
www.epa.gov.ozone.science/misso
z/missoztx.html
16.4 The effects of pollution on  Study acid rain; identifying sources of nitrogen oxides and sulfur Textbook:
atmospheric conditions. dioxides (the main acid gases), and examining the effects (local, Environmental Management: A
national and international) on trees, soils, water based ecosystems Core Text for O Level and IGCSE,
and people. (W,B) pages 129 to 131 and 136 to138
 Examine the possible present and future effects of global warming Online:
on climate and people. (W,C) www.bbc.co.uk/schools/gcsebitesiz
 Undertake an individual study of likely effects for the learners’ e/geography/climate_change/
home country or world region. (I,B,C)
www.teach-
nology.com/teachers/lesson_plans/
science/environment
16.5 The implications of changes in  Learners to draw and complete a large table to summarise changes 0680 past examination papers:
the atmosphere and climate. and effects caused by humans. (I,C) Nov 2013 Paper 23 Q 1(e)(iv)
 Learners can be guided into the use of suitable headings such as Jun 2013 Paper 12 Q 1(b)(i)
'causes', 'direct effects on the atmosphere', and 'other effects' for
different pollution types – increasing smoke particles and exhaust Textbook:
fumes, increasing proportion of carbon dioxide, decreasing proportion Environmental Management: A
of high level ozone. (I,C) Core Text for O Level and IGCSE,
 Use 'human health' and 'loss of natural resources/food production' as page 125
headings, under which to study the combined effects of all the
different types of pollution (after having previously been studied
separately). (I,C)
18.1 Strategies to reduce  Examine strategies for tackling pollution; reduction in pollutant Textbook:
atmospheric pollution and emissions from traffic in urban areas, reforestation instead of Environmental Management: A
climatic change. deforestation, energy production with lower carbon dioxide, sulfur Core Text for O Level and IGCSE,
and nitrogen emissions and replacements for CFCs. (W,G,I,B,C) pages 128 to 129 (urban air
quality), 139 to140 (greenhouse
effect), 131(acid rain) and 133
(ozone layer damage)
Online:

http://climate.nasa.gov/education/p
bs_modules
18.2 The need for international action  Learners to explain, based on work already done, why international 0680 past examination paper:
and changing attitudes to deal solutions are needed for some types of atmospheric pollution Nov 2013 Paper 23 Q (e)(iii)
with the causes and (notably acid rain, damage to the ozone layer and global warming).
consequences of the damage to (G,I,C) Textbook:
the atmosphere.  Examine the main recommendations of the Montreal Protocol (1987) Environmental Management: A
and the Kyoto Treaty (1997), and their relative success / failure. Core Text for O Level and IGCSE,
(W,C) pages 133 and 139
 Learners to research updates on tackling global warming (e.g. Bali
Conference in 2008). (G,I,B)
Climate and agriculture
14.5 How the elements of weather  Study the importance of accuracy when siting and reading 0680 past examination papers:
are measured, recorded and weather instruments. (W,B) Jun 2013 Paper 11 Q 1(a)
interpreted.  Ensure that learners understand how to take accurate Jun 2013 Paper 11 Q 1(b)
measurements from thermometers, rain gauge, barometer,
wind vane, anemometer and sunshine recorder. (W,G,B) Textbook:
 An opportunity might exist to visit to a local weather station to Environmental Management: A
give learners a practical experience. (W,G,B) Core Text for O Level and IGCSE,
pages 141 to 144
Online:
www.ecoca.ro/meteo/tutorial/englis
h.html
14.6 Location of major climatic types  Provide learners with an outline guide for identifying the key 0680 past examination paper:
and their main characteristics elements of temperature and precipitation from a climate graph, Nov 2013 Paper 13 Q 3(a)
through interpretation of climatic such as months with the highest and lowest temperatures, annual
graphs and maps. range of temperature, months with highest and lowest recipitation, Textbook:
precipitation distribution during the year (all year, or wet and dry Environmental Management: A
seasons). (I,C) Core Text for O Level and IGCSE,
 Use a climate graph for the home region. (I,B) pages 146 to150

 Use and understand the main characteristics of a climate graph for

the six climatic types named in the syllabus from an atlas. (I,C)
 Study the main locations for each type on an atlas map, noting down
one or two examples of areas for each type. (I.C)
15.3 The interaction between climate  Brainstorm session on how weather and climate affect people and Textbook:
and human activity. work. Environmental Management: A
Encourage learners to think first about ways in which they and their Core Text for O Level and IGCSE,
families are affected by weather and climate. Secondly, to identify page 151
types of work for which weather and climate are important factors
and to explain how. (W,G,B,C)
 Undertake a local / home region investigation of types of farming and
how they are influenced by the region's climate. (G,I,B,C)
15.4 The different types and systems  Introduce the key terms used in the description of farming types and 0680 past examination papers:
of farming. systems, to understand differences between crop and pastoral Nov 2013 Paper 13 Q 1(a)(i)
farming, intensive and extensive farming, and subsistence and Jun 2013 Paper 12 Q 2(a)
commercial farming. (W,B)
 Provide a grid of different farming types for learners to identify Textbook:
whether the farming system is crop or pasture, intensive or Environmental Management: A
extensive, subsistence or commercial. (I,B) Core Text for O Level and IGCSE,
page 152
15.5 The environmental,  Identify the different factors which influence farming systems, 0680 past examination paper:
technological, economic and including environmental (climate, soils and relief), technological Jun 2013 Paper 42 Q 2(d)
social factors which influence (investment in machinery and other inputs) and social (traditional
the distribution of different types way of life or paid workers). (W,C) Textbook:
and systems of farming.  Study examples of two or three different farming systems to show Environmental Management: A
relative importance of these factors. (I,C) Core Text for O Level and IGCSE,
pages 152 to 155
15.7 The factors which influence the  Identify the traditional pattern of world trade in agricultural products 0680 past examination paper:
patterns of agricultural output between developing and developed countries. (W,B) Jun 2013 Paper 22 Q 1(c)
and trade.  Explain why world trade favours rich developed countries. (W,B)
 Provide learners with opportunities for practical tasks, such as Textbook:
drawing a line graph for world market price fluctuations in
commodities such as coffee or cocoa. (I,B)

pages 159 to 160
Online:
www.fao.org/ag/magazine/0106sp.
htm
15.6 New agricultural techniques  Discuss why more agricultural output is needed. (G,B) 0680 past examination papers:
which increase yields.  Outline how use of each of the five techniques named in the syllabus Nov 2013 Paper 13 Q 1(a)(ii),(b)
can increase agricultural yields. (W,B) Jun 2013 Paper 42Q 2(c)
Textbook:
pages 156 to 157
17.2 The advantages and  Define the Green Revolution, emphasising the development of high Textbook:
disadvantages of the 'Green yielding varieties of seeds (HYVs). (W,B) Environmental Management: A
Revolution'.  Examine its successes and benefits at different levels; for individual Core Text for O Level and IGCSE,
farmers, for the economies of countries. (W,I,C) pages 158 to 159
Online:
www.bbc.co.uk/bitesize/higher/geo
graphy/human/rural/revision/2/
17.1 The impact of indiscriminate  Focus separately on environmental and human impacts from the 0680 past examination papers:
agricultural practices. use of modern agricultural practices. (W,B) Nov 2013 Paper 13 Q 1(a)(iii)
 Review environmental impacts studied in earlier units, such as Jun 2012 Paper 11 Q 3(b)
eutrophication in rivers and lakes, salinisation, and the negative
consequences of dam building. (W,G,B) Textbook:
 Discuss impacts such as soil erosion, studied in more detail in the Environmental Management: A
next unit. (W,B) Core Text for O Level and IGCSE,
 Give learners the opportunity to draw two comparative flow diagrams, pages 160 to 162
one for rich farmers becoming richer after adopting new techniques,
and a second for poor farmers, stuck in the poverty trap, and getting
poorer. (I,C)

19.1 Strategies for sustainable  Check that learners can apply the idea of sustainable 0680 past examination paper:
agriculture. development to agriculture. (I,B) Jun 2013 Paper 42 Q 2(b)
 Introduce the concept of appropriate technology for small
farmers in developing countries. (W,B) Textbook:
 Demonstrate how each of the strategies named in the syllabus Environmental Management: A
can be used to achieve this. (W,B) Core Text for O Level and IGCSE,
 Learners to carry out investigation for one or more of these pages 163 to 164
strategies, such as how trickle drip irrigation can conserve
irrigation water and decrease the risk of salinisation. (I,C)
19.2 Harvesting energy from living  Discuss biomass as a long established power source; what it Textbook:
resources to provide power. included, where it is much used and why is it important. (W,B) Environmental Management: A
 Reinforce the links with energy studies in previous units. Learners Core Text for O Level and IGCSE,
can be asked to draw a chart divided into four to summarise the pages 165 to 166
economic and environmental advantages and disadvantages of
using biomass compared with using a fossil fuel such as oil. (I,B) Online:
www.nrdc.org/energy/renewables/bi
omass.asp
Climatic hazards
14.7 Climatic hazards; extremes of  Define 'natural hazard' and 'climatic hazard'. (W,B) 0680 past examination papers:
weather: causes and  Link back to other hazards already studied in the lithosphere and Nov 2013 Paper 13 Q 5(a)
occurrence. hydrosphere units and to review earlier studies of floods and Jun 2013 Paper 22 Q 2(a)
drought, updating in the light of new events (where necessary).
(W,B) Textbook:
 Discuss the causes and occurrence of tropical cyclones. (W,B) Environmental Management: A
pages 167 to 169
Online:
www.metoffice.gov.uk/weather/tropi
calcyclone
http://environment.nationalgeograp
hic.com/environment/natural-
disasters/

16.6 The impact of climatic hazards  Give learners advice on how to organise their study of impacts, by 0680 past examination papers:
on human communities. separating out immediate effects (loss of life and physical damage), Nov 2013 Paper 13 Q 5(b)(i)
from short-term effects (dangers to health) and longer-term effects Jun 2013 Paper 22 Q 2(b)(i)(iii)(iv)
(loss of production). (G,I,C) Jun 2013 Paper 42 Q 1(h)
Textbook:
pages 169 to 172
Online:
http://sciencepolicy.colorado.edu/so
urcebook/
18.3 Strategies to reduce the  Outline general strategies for reducing the impacts of hazards using 0680 past examination papers:
negative impact of climatic the two headings: prevention before the event, and relief after it. Nov 2013 Paper 13 Q 5(b)(ii)
hazards. (W,B) Jun 2013 Paper 22 Q 2(b)(ii)
 Learners to apply the general strategies to the individual climatic
hazards. (I,C) Textbook:
 There is the opportunity for learners to undertake individual Environmental Management: A
investigations of climate hazards that affect their home country or Core Text for O Level and IGCSE,
world region. pages 169 to 171
Guide their work by suggesting headings such as 'where' (areas
most at risk), 'when' (at what time of year), 'causes', 'negative Online:
impacts in the past' and 'strategies in place to reduce effects on www.ready.gov/kids
people from future hazards'. (I,C)

Unit 4: Biosphere
Learners beginning this course are not expected to have studied Environmental Management previously. A good general knowledge, particularly of events in the
news such as deforestation and habitat loss, reduced biodiversity and land degradation, the use of genetically modified crops, the widening development gap
between rich and poor and rapid urbanisation, is recommended.
Context
This unit provides information about ecosystems, biomes, population and human activities. It is the largest of the four units, with considerable variety in content.
Case studies and practical tasks are included where appropriate. Opportunities for local investigations of plant and animal habitats are also given, for an ecosystem,
vegetation succession, food chain and food web,
Outline
This unit is separated into three topic areas:
 Ecosystems, biomes and types of vegetation
 Human activities: impacts and strategies for conservation
 Population and economic development
Opportunities are provided for learners to use and further develop their practical skills, such as drawing graphs, diagrams and labelled sketches.
Teaching time

Ecosystems, biomes and types of vegetation
20.1 The concept of an ecosystem.  Review and extend the introductory work on ecosystems in the 0680 past examination papers:
hydrosphere unit. (W,B) Nov 2013 Paper 21 Q 1(a)(iii)(b)
 Demonstrate the importance of both biotic and abiotic elements to the Jun 2013 Paper 13 Q 1(a)(i)
system. (W,C)
 Learners to draw a systems diagram to show energy flows. (I,C) Textbook:
page 176
20.2 Organisation within an  Learners can be taken to observe a nearby ecosystem and asked to 0680 past examination paper:
ecosystem. To ensure that draw a labelled field sketch to describe its main features. (W,G,I,B,C) Nov 2013 Paper 21 Q 1(a)(ii)
learners understand the key
syllabus terms, namely Textbook:
population, community, habitat Environmental Management: A
and niche, and how they are Core Text for O Level and IGCSE,
organised in well ordered, page 177
integrated and competitive
communities. Online:
http://sln.fi.edu/tfi/units/life/habitat/
habitat.html
20.3 Physical factors.  Introduce learners to the physical factors which most affect life on Textbook:
Earth; sunlight, weather and climate (temperature, rainfall, wind), Environmental Management: A
water supply and soils (characteristics, nutrients, pH). (W,B) Core Text for O Level and IGCSE,
 Emphasise how physical factors vary greatly from place to place. pages 178 to 180
(W,B)
 Give examples of plant characteristics for survival in different Online:
environments. (W,G,B) www.pbs.org/edens/etosha/cr_les
 Learners could then be asked to investigate contrasts in plant and son_poppin.htm
animal adaptations between two contrasting physical environments;
for example, hot deserts (great heat but shortage of water) and hot
wet tropics (heat and plentiful water all year) or for any two other
contrasting environments, at any scale. (G,I,B,C)

20.4 Relationships of living  Discuss how living organisms depend on each other for survival. Textbook:
organisms. Illustrate this by referring to pollination, dispersal of fruits and seeds, Environmental Management: A
and vegetation succession. (W,B) Core Text for O Level and IGCSE,
 Study a plant succession (possibly in the local area), and ask learners pages 181 to 185
to draw a labelled sketch or a section diagram from pioneer
community to climax vegetation. (I,C)
 Study food chains and food webs, distinguishing producers from Online:
consumers. (W,C) www.slideshare.net/fozzie/plant-
 Explain why there is a pyramid of numbers from many producers to succession
only a few tertiary consumers. (W,B)
 Learners to draw pyramids and food web flow diagrams for examples.
(I,C)
20.5 Energy flow.  Discuss the importance of photosynthesis for life on land and explain 0680 past examination papers:
how the process operates. (W, B) Nov 2013 Paper 21 Q 1(a)(i)
 Illustrate by means of examples how and why energy losses occur Nov 2013 Paper 21 Q 1(a)(iv)
higher up the food chain. (W,I,C)
 Learners to research a food chain and food web in their home and Textbook:
draw a diagram to show it. (I,C) Environmental Management: A
pages 185 to 6
20.6 Nutrient cycling.  Learners to draw a flow diagram to show how nutrients are recycled in Textbook:
an ecosystem. (I,C) Environmental Management: A
 Explain why the fastest and largest nutrient cycling occurs in tropical Core Text for O Level and IGCSE,
rainforests. (W,B) pages 187 to 189
 Carry out special studies of the carbon and nitrogen cycles named in
the syllabus. (G,I,B,C) Online:
www.bbc.co.uk/schools/gcsebitesi
ze/geography/ecosystems/tropical
_rainforestes_rev2.shtml

20.7 Resource potential.  Provide a brief introduction to biomass and variations in productivity 0680 past examination paper:
between different ecosystems / biomes. (W,B) Nov 2013 Paper 21 Q 1(c)
 Define biodiversity. (W,B)
 Explain why biodiversity is greatest in tropical rainforests and its Textbook:
importance as a genetic resource (for crop seeds and drugs against Environmental Management: A
human disease). (W,B) Core Text for O Level and IGCSE,
pages 190 to 191
Online:
http://www1.eere.energy.gov/tribal
energy/guide/m/biomass_biopowe
r.html
21.1 The distribution and main  Study a world map to identify the major natural vegetation zones in an Textbook:
characteristics of natural atlas. (G,B) Environmental Management: A
vegetation zones (biomes) and  Note the location and extent of the six biomes named in the syllabus. Core Text for O Level and IGCSE,
relationship to climatic zones. (G,B) pages 213 to 219
 Compare their distribution with a map of world climate regions (all
except monsoon were studied in the earlier Atmosphere unit) and to Online:
note the similarities between them. (G,B) http://school.discoveryeducation.c
 Learners to draw a sketch map to show the distribution of biomes in om/lessonplans/programs/yosemit
their home continent. (I,C) e/
 Learners to prepare outline climatic information for each of the biomes
(as previously advised in the atmosphere unit) before studying the
main vegetation characteristics of each of the six biomes and how they
are related to climate. (I,C)
 Recognise and describe characteristic features of biomes from
photographs of natural vegetation cover. (I,C)
Human activities: impacts and strategies for conservation
22.1 How different types of human  Provide learners with background information about the range of 0680 past examination papers:
society use and value their human activities; the syllabus names examples from the primary, Jun 2013 Paper 21 Q 1(c)
natural environment. secondary and tertiary sectors. (W,B) Jun 2013 Paper 13 Q 1(a)(ii)
 Illustrate reduced dependence on the natural environment from hunter-
gatherer (total dependence) to industry and tourism (much lower
dependence), in line with greater economic development. (W,B)

 Study differences in employment patterns between developed and Textbook:

developing countries. (W,B) Environmental Management: A
 Learners to research data about percentage employment in primary, Core Text for O Level and IGCSE,
secondary and tertiary in the home country and display them in a pie pages 192 to 194
graph. (I,C)
22.2 The increasing ability of people  Learners to look back and review the new agricultural techniques Textbook:
to create artificial environments which increase yields previously studied in the atmosphere unit. (I,C) Environmental Management: A
as a result of economic and  Continue with the main theme of increasing human impact for greater Core Text for O Level and IGCSE,
technological development and and more assured food supplies by examining past developments pages 194 to 197
social and cultural change. which allowed this to happen like domestication of plants and animals
to replace hunter-gatherers, as well as ongoing modern technological
change with genetic engineering and GM crops. (W,B)
 Make learners aware of differences between earlier HYVs and new Online:
GM crops. (W,C) http://news.bbc.co.uk/1/shared/spl
 Initiate learner investigation about GM crops from web sites by /hi/pop_ups/04/sci_nat_gm_food/
giving guidance about what to search for, such as main countries html/1.stm
of growth, main types of crops, how and why they increase output,
objections to their growth and use for food in Europe. (W,G,I,B,C) www.edenproject.com/whats-it-
all-about
24.1 Factors influencing the  Organise learners into groups to discuss: Different reasons why Textbook:
clearance of natural vegetation people clear forests and natural vegetation. (G,B) Environmental Management: A
over time.  Groups to make a visual presentation based on a summary of reasons Core Text for O Level and IGCSE,
shown on a spider diagram. (G,C) pages 219–223
 Provide learners with data by continent for world forest or tropical
rainforest clearances, which can be plotted in graphs. (I,B) Online:
 Learners to make a case study investigation of the causes of forest www.rain-
clearances in a country where deforestation is an issue, such as Brazil tree.com/schoolreports.htm
or Indonesia. (W,G,I,B,C)
25.1 Habitat destruction, loss of  Link back first to the earlier work on biodiversity and its great 0680 past examination papers:
biodiversity and genetic importance. (W,B) Nov 2013 Paper 11 Q 1(b)(ii)
depletion.  Make learners aware of how species loss is being speeded up by Nov 2013 Paper 21 Q 1(d)
humans, linking it to habitat destruction from forest clearance and Nov 2013 Paper 41 Q 1(d)(e)
other activities such as dam building. (W,B)
Textbook:

pages 190 to 191
25.2 The effect of loss of habitat on  Learners to draw up a list of reasons why forests, wetlands and other 0680 past examination paper:
wildlife and on the food chain. natural habitats are worth preserving. (I,B) Jun 2013 Paper 13 Q 1(b)
 Learners to investigate a natural habitat under threat in their home
region or own country. (G,I,B,C) Textbook:
pages 198 to 200
25.3 The impact of  Organise learners into small groups with the task of making full lists of 0680 past examination paper:
tourism. To give background the advantages and disadvantages of tourism. (G,B) Jun 2013 Paper 22 Q 1(e)
information about the growth of  Learners to individually to reorganise the lists under headings such as
tourism in general, and reasons environmental and economic. (I,C) Textbook:
for the increasing numbers Environmental Management: A
visitors to developing countries. Core Text for O Level and IGCSE,
To examine some of the pages 200 to 203
unfavourable impacts of tourism.
27.1 Causes and consequences of  Link causes back to 24.1 and extend the work to include general Online:
rapid and progressive consequences of deforestation, linking into work on air pollution and www.fao.org/sd/wpdirect/wpan00
deforestation. climate change in atmosphere (unit 3), and soil erosion and 50.htm
desertification in 27.2. (W,B)
27.2 Causes and consequences of  Discuss that soil erosion is a natural process which is speeded up by 0680 past examination paper:
soil erosion and desertification. humans. (W,B) Nov 2013 Paper 11 Q 4(b)
 Advise learners to separate physical causes (dry climate, lack of
natural vegetation cover, steep slopes) from human causes Textbook:
(vegetation clearances, overgrazing, overcultivation, poor farming Environmental Management: A
techniques and population pressure) and consequences into Core Text for O Level and IGCSE,
environmental and economic. (W,C) pages 226 to 228
 Show learners photographs of several different rural areas (for relief
and land uses) and ask them to estimate how high are the risks of
soil erosion. (G,I,C)
 Visit a rural area in the home region. (W,G,I,C)

28.1 Strategies for conservation of  Introduce learners to strategies for the sustainable harvesting of wild Textbook:
biodiversity and the genetic plants and animal species, and gene banks. Environmental Management: A
resource.  Learners to investigate world biosphere reserves from the MAB (Man Core Text for O Level and IGCSE,
and Biosphere) programme part of the UNESCO web site and write an pages 203 to 206
account, using suggested headings such as reasons for their creation,
locations and conservation benefits. (I,B,C) Online:
www.unesco.org/new/en/natural-
sciences/environment/ecological-
sciences/man-and-biosphere-
programme
www.amazonteam.org
28.2 World conservation strategies  Provide background information about the types of conservation work Textbook:
and legislation. undertaken by international agencies. (W,C) Environmental Management: A
 Make learners aware of the diverse nature of the four agencies named Core Text for O Level and IGCSE,
in the syllabus as well as their areas main areas of interest. (W,B) pages 211 to 212
 Learners research the interests and activities of one international
organisation, either from those named in the syllabus, or for one that Online:
is active in the home country. (G,I,B,C) http://worldwildlife.org/science/wil
dfinder/
29.4 Managing tourism.  Define national park and eco-tourism. (W,B) 0680 past examination paper:
 Describe how national parks and eco-tourism can be used to Nov 2013 Paper 41 Q 2(e)
conserve species and
environments and to study an example of each. (W,G,B,C) Textbook:
 Learner investigation: nature reserves and/or national parks in the Environmental Management: A
home country or region. (W,G,I,B,C) Core Text for O Level and IGCSE,
 Learners show locations on a map and describe the environments and pages 207 to 210
habitats which are being protected. (I,C)
Online:
www.ecotourism.org.
www.prm.nau.edu/prm346/mod_9
_lesson_planning.htm
30.1 Strategies for soil conservation.  Organise the strategies listed in the syllabus under three headings for 0680 past examination papers:
study: mechanical methods which change the land surface and Jun 2013 Paper 21 Q 1(d)

farming landscape (terracing, contour ploughing, windbreaks), Jun 2013 Paper 42 Q 2(b)
changes in farming practices (dry land farming, tree planting), and
community solutions (integrated rural development programmes, land Textbook:
reform, community participation). (W,I,C) Environmental Management: A
pages 231 to 232
30.2 Sustainable forest management  Demonstrate how and why it is easier to replant and mange softwood 0680 past examination paper:
techniques. temperate coniferous forests than hardwood tropical forests. (W,B) Nov 2013 Paper 21 Q 1(e)
 Examine ways for more sustainable use and management of tropical
rainforests such as methods of sustainable logging, agro-forestry and Textbook:
community forestry. (W,B) Environmental Management: A
 Learners to make a summary check list of sustainable methods. (I,B) Core Text for O Level and IGCSE,
pages 224 to 226
30.3 Alternatives to deforestation.  Class activity: How can people save the world's forests? ( W , B , C ) Online:
 Design posters and displays promoting methods of conservation www.globaled.org/issues/152/
including reuse and recycling, alternative sources to timber for building
and construction and for fuel wood. (G,I,B,C)
Population and economic development
23.1 Population growth.  Provide learners with world population totals at key dates from 1800 0680 past examination papers:
for drawing a line graph, to identify different rates of growth before and Jun 2013 Paper 11 Q 3(a)
after about 1950. (W,I,B) Jun 2013 Paper 13 Q 2(a)
 Introduce the four population terms for population growth (birth rate,
fertility rate, death rate and infant mortality rate). W,B) Textbook:
 Explain how the rate of natural increase can be calculated. (W,C) Environmental Management: A
 Learners to calculate rates of natural increase for a selection of Core Text for O Level and IGCSE,
developed and developing countries, including their own country for pages 233 to 235
comparison. (I,C)
23.4 The model of demographic  Introduce learners to the five stages of the model, emphasising where Online:
transition and its limitations. it shows the largest natural increases, but also pointing out the more www.bbc.co.uk/schools/gcsebitesi
recent natural decrease in stage 5. (W,C) ze/geography/population/populati
 Give learners the opportunity to draw the diagram and make a table on_change_structure_rev4.shtml
below it to give an outline summary for each stage. (I,C)

 Identify the stage in the model for their own country. (I,C)
 Conclude with the model's advantages and disadvantages.(I,B)
23.2 Population structure.  Guide learners into the best technique for interpreting population 0680 past examination papers:
pyramids i.e. look first at the base (decide whether it is narrow or Nov 2013 Paper 11 Q 3(b)
wide), look next at the top (decide whether it is high with some width, Jun 2013 Paper 13 Q 2(b)
or low and narrow), before looking at the overall shape (whether
triangular or straight up and down). (W,I,C) Textbook:
 Give learners two contrasting pyramids for study: Environmental Management: A
one for a developing country with a young and rapidly growing Core Text for O Level and IGCSE,
population and the other for a developed country with an ageing pages 237 to 239
population. (W,I,C)
 Obtain population data by age groups for the home country.
Learners to draw population pyramid and analyse the home country's
main population characteristics. (I,C)
23.3 Migration.  Provide learners with a list of factors for migration, for them to Textbook:
separate out into push and pull factors. (W,I,B) Environmental Management: A
 Carry out a special study of factors for rural to urban migration, the Core Text for O Level and IGCSE,
main type of migration in developing countries. (W,G,I,B,C) pages 239 to 241
 Organise learners into small groups, with the task of examining the
relative strength of push and pull factors for different types of Online:
migration. (G,B,C) www.prb.org/Publications/Reports
 Learners to investigate push and pull factors for the main type of /2013/global-migration.aspx
migration in their country.(I,B)
26.4 Urbanisation.  Provide learners with a definition of urbanisation. ( W , B ) 0680 past examination paper:
 Learners to find the top 10 (or 20) cities in the world by size, then plot Jun 2013 Paper 42 Q 1
them on an outline world map before commenting about their
distribution between the developing and developed worlds. (I,C) Textbook:
 Review previous work on the big difference in service provision Environmental Management: A
between rural and urban areas, such as for water supply and Core Text for O Level and IGCSE,
sanitation (hydrosphere 10.2), to help explain the scale of rural to pages 241 to 243
urban migration. (W,B)
 Concentrate on the urban problems listed in the syllabus and use a big
city in the home country or world region as a specific example or case
study. (W,G,I,B,C)

26.1 Social, economic and  Learners to summarise in a table the environmental problems 0680 past examination papers:
environmental implications of (already covered) either caused or made worse by population growth. Nov 2013 Paper 11 Q 3(a)(ii)
population growth rates and Headings can be suggested for guidance such as loss of natural Jun 2013 Paper 11 Q 3(b)
structures. vegetation, pressure on water sources and supplies, water and air
pollution and soil damage from over-farming in rural areas. (I,C) Textbook:
 Show learners a population pyramid of an urban area for them to Environmental Management: A
identify differences in population structure, especially the bulge in Core Text for O Level and IGCSE,
numbers of working age from rural to urban migration, and the pages 244 to 245
implications.(W,I,C)
Online:
www.fao.org/ag/magazine/0106sp
.htm
29.1 Strategies for managing  Introduce learners to the range of ways for reducing population 0680 past examination papers:
population growth. growth, in general terms. (W,B) Nov 2013 Paper 11 Q 3(b)
 Study in more detail population policy in two countries to bring out Jun 2013 Paper 41 Q 2(e)
differences in strength of policy and its success. (W,G,I,B,C)
 Learners to study a population policy in the home country and how Textbook:
successful it has been. (G,I,C) Environmental Management: A
pages 246 to 248
29.2 Strategies for managing the  Identify strategies for managing urban problems, with special study of 0680 past examination paper:
urban and rural environments. housing which allows the three named ways in the syllabus to be Nov 2013 Paper 41 Q 2(a)–(d)
developed i.e. planning (planned new housing zones inside cities, new
towns outside), environmental improvement (authorities providing Textbook:
essential services to slum areas) and community participation (self- Environmental Management: A
help schemes with help from the authorities/organisations/ charities). Core Text for O Level and IGCSE,
(W,B) pages 248 to 253
 Learners to choose the nearest city or one of the world's big cities as a
case study.
Brainstorm in small groups: Ways to improve standards of living and
quality of life in rural areas.
Name the ways, discuss them and arrange them in order of
importance for people in rural areas, to reduce the strength of push
factors for continuing rural to urban migration. (G,I,B,C)

26.2 Measures of world poverty and  Learners to study the course of the dividing line between North and 0680 past examination papers:
the North-South divide. South on a world map and to note which continents make up the Jun 2013 Paper 21 Q 1(d)(iv)
developed and developing worlds. (I,B) Jun 2013 Paper 22 Q 1(a)(b)
 Introduce learners to examples of measures of development to include
economic (e.g. GDP per head) and socio-economic measures (e.g. Textbook:
housing, health and nutrition). (W,C) Environmental Management: A
 Obtain data for the home country such as GDP per head, percentage Core Text for O Level and IGCSE,
access to safe water, infant mortality rate. (W,C) pages 254 to 257
 Learners to analyse what the data shows and suggest the relative
wealth of the home country in world terms. (I,B,C)
26.3 The implications of the cycle of  Learners to study and draw examples of poverty cycles leading to Textbook:
poverty, as it affects individuals family poverty (e.g. from lack of access to safe water leading to Environmental Management: A
and communities, for the disease and inability to work, or from malnourished babies, high infant Core Text for O Level and IGCSE,
environment. mortality and high birth rates) and environmental damage (e.g. page 257
overuse of farmland leading to soil erosion, desertification and
salinisation). (I,B,C)
29.3 Strategies for  Revise previous work about why world trade favours developed at the 0680 past examination paper:
overcoming world expense of developing countries (15.7). (W,B) Jun 2013 Paper 22 Q 1(c)(d)
inequalities.  Make learners aware of the aims and objectives of the Fair Trade
movement. (W,B) Textbook:
 Concentrate on the topic of aid to countries, distinguishing between Environmental Management: A
short-term (relief, emergency, food) aid and long-term (development) Core Text for O Level and IGCSE,
aid, as well as distinguishing between aid from government and non- pages 258 to 261
government sources. (W,C)
 Learners to investigate the work of one NGO (non-governmental Online:
organisation) / charity, working under guided headings such as www.fairtrade.org.uk/
'countries of operation', 'sources of funds', 'types of work' and 'special
study of one project' – perhaps for one which operates in the home http://news.bbc.co.uk/1/hi/busines
country. (I,B,C) s/the_economy/253705.stm
® IGCSE is the registered trademark of Cambridge International Examinations.

© Cambridge International Examinations 2014

Em Guide

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Em Guide

Uploaded by

Copyright:

Available Formats

Scheme of work

V1 4Y05 Cambridge IGCSE Environmental Management (0680) – from 2014–2017 2

Recommended prior knowledge

The units within the scheme of work are:

Unit 1: Lithosphere: rocks and minerals, energy, tectonic activity, soils

Suggested teaching order

V1 4Y05 Cambridge IGCSE Environmental Management (0680) – from 2014–2017 3

V1 4Y05 Cambridge IGCSE Environmental Management (0680) – from 2014–2017 4

V1 4Y05 Cambridge IGCSE Environmental Management (0680) – from 2014–2017 5

Syllabus ref Learning objectives Suggested teaching activities Learning resources

V1 4Y05 Cambridge IGCSE Environmental Management (0680) – from 2014–2017 6

V1 4Y05 Cambridge IGCSE Environmental Management (0680) – from 2014–2017 7

V1 4Y05 Cambridge IGCSE Environmental Management (0680) – from 2014–2017 8

V1 4Y05 Cambridge IGCSE Environmental Management (0680) – from 2014–2017 9

V1 4Y05 Cambridge IGCSE Environmental Management (0680) – from 2014–2017 10

V1 4Y05 Cambridge IGCSE Environmental Management (0680) – from 2014–2017 11

V1 4Y05 Cambridge IGCSE Environmental Management (0680) – from 2014–2017 12

 For earthquakes, these include building earthquake-resistant Textbook:

V1 4Y05 Cambridge IGCSE Environmental Management (0680) – from 2014–2017 13

V1 4Y05 Cambridge IGCSE Environmental Management (0680) – from 2014–2017 14

V1 4Y05 Cambridge IGCSE Environmental Management (0680) – 2014–2017 15

Syllabus ref Learning objectives Suggested teaching activities Learning resources

V1 4Y05 Cambridge IGCSE Environmental Management (0680) – 2014–2017 16

V1 4Y05 Cambridge IGCSE Environmental Management (0680) – 2014–2017 17

V1 4Y05 Cambridge IGCSE Environmental Management (0680) – 2014–2017 18

V1 4Y05 Cambridge IGCSE Environmental Management (0680) – 2014–2017 19

 Learners to draw an example of a marine ecosystem from primary Textbook:

V1 4Y05 Cambridge IGCSE Environmental Management (0680) – 2014–2017 20

 Discuss the strong relationship that exists between the presence of

V1 4Y05 Cambridge IGCSE Environmental Management (0680) – 2014–2017 21

V1 4Y05 Cambridge IGCSE Environmental Management (0680) – 2014–2017 22

V1 4Y05 Cambridge IGCSE Environmental Management (0680) – 2014–2017 23

V1 4Y05 Cambridge IGCSE Environmental Management (0680) – 2014–2017 24

Syllabus ref Learning objectives Suggested teaching activities Learning resources

V1 4Y05 Cambridge IGCSE Environmental Management (0680) – 2014–2017 25

 Learners to comment on the importance (now and in the future) of

V1 4Y05 Cambridge IGCSE Environmental Management (0680) – 2014–2017 26

V1 4Y05 Cambridge IGCSE Environmental Management (0680) – 2014–2017 27

Climate and agriculture

V1 4Y05 Cambridge IGCSE Environmental Management (0680) – 2014–2017 28

 Use and understand the main characteristics of a climate graph for

V1 4Y05 Cambridge IGCSE Environmental Management (0680) – 2014–2017 29

V1 4Y05 Cambridge IGCSE Environmental Management (0680) – 2014–2017 30

V1 4Y05 Cambridge IGCSE Environmental Management (0680) – 2014–2017 31

V1 4Y05 Cambridge IGCSE Environmental Management (0680) – 2014–2017 32

V1 4Y05 Cambridge IGCSE Environmental Management (0680) – 2014–2017 33

Syllabus ref Learning objectives Suggested teaching activities Learning resources

V1 4Y05 Cambridge IGCSE Environmental Management (0680) – 2014–2017 34

V1 4Y05 Cambridge IGCSE Environmental Management (0680) – 2014–2017 35

Human activities: impacts and strategies for conservation

V1 4Y05 Cambridge IGCSE Environmental Management (0680) – 2014–2017 36

 Study differences in employment patterns between developed and Textbook:

V1 4Y05 Cambridge IGCSE Environmental Management (0680) – 2014–2017 37

V1 4Y05 Cambridge IGCSE Environmental Management (0680) – 2014–2017 38

V1 4Y05 Cambridge IGCSE Environmental Management (0680) – 2014–2017 39

Population and economic development

V1 4Y05 Cambridge IGCSE Environmental Management (0680) – 2014–2017 40

V1 4Y05 Cambridge IGCSE Environmental Management (0680) – 2014–2017 41

V1 4Y05 Cambridge IGCSE Environmental Management (0680) – 2014–2017 42

® IGCSE is the registered trademark of Cambridge International Examinations.

V1 4Y05 Cambridge IGCSE Environmental Management (0680) – 2014–2017 43

You might also like