Category: IGCSE Cambridge Geography

A wide variety of lesson materials and objectives that follow the current IGCSE Cambridge syllabus – focusing on the three themes of population and settlement/natural environments/and
economic development for paper 1, geographical skills and map skills for paper 2, and paper 3 coursework support.

Population distribution and density…

Population distribution and density…

Title: Population distribution and density…

 

L.O: To be able to describe the factors influencing the density and distribution of population

Key terms/phrases:

Population distribution

Population density

Densely populated

Sparsely populated

Key questions:

Lesson starter: Task 1: Analyse the map underneath and attempt the task.

 

Image result for world population distribution
Map showing population distribution and levels of population density around the world. The darker the red the more people in the region.
Q. Describe the world’s population distribution (3marks)
(Tip – Can you OSO this map? Remember OSO stands for describing something:
OBVIOUS

SPECIFIC

Image result for obvious specific odd
ODD
This technique will help you achieve 3marks…
Main development:
Task 2: Factors that affect population distribution and density…create a table highlighting the human and physical factors that affect population distribution and density

Task 3: Show your understanding of population distribution and population density by completing the worksheet links…

Task 4: Case study revision sheets…

Using your course text books (PGS. 34-37) and google search engine – you are to create two contrasting case studies of high and low population density focusing on Japan and Namibia.

Use the link below as a way of structuring your case studies…

 

how to structure your population density case studies

 

Review: Create three exam style questions of your own that could have the information below as some of the answers

Factors Affecting Population Density

 

 

 

 

 

 

 

 

Different types of Population structure…

Different types of Population structure…

Title: Different types of population structure

L.O: To be able to identify and give reasons for and implications of different types of population structure

Key terms/phrases:

Population pyramids

Concave

Convex

Economic Active Workforce

Old age dependents

Young age dependents

Dependency ratio

Demographic dividend

Key questions: What factors might cause countries to have different population structures?

Lesson starter: Task 1: Watch the below clip and anwer the following questions:

Q. What is a population pyramid?

Q.  How do they help you understand the structure of a countries population structure?

 

 

Image result for image different population pyramids

 Population Pyramid Worksheet (activity derived from www.geographyalltheway.com)

 

Review: Look at the below population pyramids annotate them with appropriate descriptive words about their shape (think about describing the whole pyramid and the key words at the start of the lesson)

 

Image result for image different population pyramids
Exam Practice:
Q. A country that has an ageing population also has a high dependent population, using a country you have studied, describe the impacts of an ageing population on a country (think of your previous case study!!!)(7marks)

 

The Reasons for Population Migration and its Imapcts

The Reasons for Population Migration and its Imapcts

Title: The Reasons for Population Migration and its Impacts

L.O: To be able to explain and give reasons for population migration.

To demonstrate an understanding of the impacts of migration

Key terms/phrases:

Migration

Push Factors

Pull Factors

Rural-Urban migration (internal migration)

International migration

Voluntary

Involuntary

SEEP impacts

key questions/points: Internal movements such as rural-urban migration, as well as international migrations, both voluntary and involuntary

Lesson Starter: Task 1: Define the key terms above in your notes.

Then, watch the Andrew Marr Mega Cities short film to gain an understanding of why people are moving to city…(can just view the first ten minutes to help with a lesson starter activity)

 

Main Development: So why do people migrate?

Image result for lees model of migration

Lee’s model of migration helps us to understand the “push” and “pull” factors that help us to understand why people are moving from the rural countryside to the urban city areas/ or from country to country…

Task 2: Group work (3-4): Make a copy of the above diagram in your notes. Can you then make a table with two columns and discuss in your groups possible push and pull factors for migration and fill in your tables with as many ideas as you can…

Image result for table blank two columns
Discuss as a whole class your ideas about examples of push and pull factors….
Task 3: Case study – China’s Internal migration…
Use the resources below to create a 5W case study on China’s internal migration. Start off with reading the newspaper extract from pg. 25 in your course text books…
Image result for cambridge igcse geo book
  1. What kind of migration is it and what is the situation in terms of numbers
  2. When did people start migrating (can you also produce a timeline of the before, during and after key events surrounding the migration)
  3. Who is migrating? Specifics?
  4. Where are they coming from and where are they migrating to? Specific areas?
  5. Why are they migrating? (Explain your answer in a s much detail as possible)
  6. Identify the SEEP impacts of the migration on the origin place (where they have come) and the destination place (where they have moved to) (make a table with bullet point list for your notes)

A map to show internal migration patterns within China (source www.geogalot.com)

Image result for se asia
Use the resources below to create a 5W case study on the international migration into Qatar. Start off with reading from pgs. 26-27 in your course text books…
Image result for cambridge igcse geo book
  1. What kind of migration is it and what is the situation in terms of numbers
  2. When did people start migrating (can you also produce a timeline of the before, during and after key events surrounding the migration)
  3. Who is migrating? Specifics?
  4. Where are they coming from and where are they migrating to? Specific areas?
  5. Why are they migrating? (Explain your answer in a s much detail as possible)
  6. Identify the SEEP impacts of the migration on the origin place (where they have come) and the destination place (where they have moved to) (make a table with bullet point list for your notes)
Image result for migration in qatar

Map showing where migrants are coming from into Qatar

 

Key articles to help your research with videos:

https://www.theguardian.com/global-development/2014/jul/28/-sp-qatar-migrants-tower-football-world-cup

https://www.theguardian.com/global-development/2014/jul/28/qatar-world-cup-migrants-not-paid-building-office

https://www.aljazeera.com/programmes/insidestory/2012/06/201261472812737158.html

 

Review: exam style questions:

Q. Define the term internal migration (1mark)

Q. Describe where migrants come from in Qatar (3marks)

Q. Explain the push factors for internal migrants in China (5marks)

 

Case study covered:

An international migration

 

 

 

Changes in Population Size – Population Policies…

Changes in Population Size – Population Policies…

Title: Pro-Natalist and Anti-Natalist Population Policies:

L.O: To know how pro-natalist and anti-natalist population policies impact upon the population size of a country and to evaluate a case study country for each policy

key terms/phrases:

Population policy

Pro-Natalist policy

Anti-Natalist policy

Fertility Rate

Birth Rate

SEEP Impacts (social, economical, environmental, political)

Key questions: Why might a country introduce such policies? How might government population policies impact upon birth and death rates?

 

Pro-Natalist Policies 

Image result for singapore flag

Image result for cartoon baby

Lesson starter: We are going to start with looking at a pro-natalist population policy case study. To start off with we need to define what we mean by “pro-natalist policy”. In pairs, work to find the answers to the below two questions either using your mobile devices or course text books (pgs 20-21 can help you)…

Q. Define the term pro-natalist policy (1mark)

Q. Suggest three reasons why a country might decide to bring out this kind of policy

Image result for cambridge igcse geog book

Main development…

Case study – Singapore’s Pro-Natalist Policy Image result for singapore flag

 

 

You are going to conduct a 5W Enquiry into why Singapore introduced their pro-natalist policy. You can use the resources embedded on this page or from your course text books or from the google search engine.

Your case study in your notes must follow the following framework of questions:

  1. What were the specifics to the policy (we know its pro-birth but can you explain any other points)
  2. When was the policy first introduced (can you also produce a timeline of the before, during and after key events surrounding the polciy?)
  3. Who implemented the policy?
  4. Where was the policy put into place (was there a difference in level of policy implementation bewteen the rural and urban areas?)
  5. Why was the policy implemented? (Explain your answer in a s much detail as possible)
  6. Identify the SEEP impacts of the policy (make a table with bullet point list for your notes)

Answer the questions as as detailed as you can for your review exam style question at the end…

 

Image result for singapore population pyramid 1985

 

Image result for singapore population pyramid 2018

 

Image result for map singapore pro natalist policy
Key articles that can help your research:
Review: Exam style question…
Q. Using a pro-natalist case study you have researched, describe and evaluate the level of success the policy had (7marks)
Tips to help with this question:
Case study – China’s Anti-Natalist Policy (the one child policy)
Image result for flag of china
Image result for cartoon one child policy

You are going to conduct a 5W Enquiry into why China introduced their anti-natalist policy. You can use the resources embedded on this page or from your course text books or from the google search engine.

Your case study in your notes must follow the following framework of questions:

  1. What were the specifics to the policy (we know its anti-birth but can you explain any other points)
  2. When was the policy first introduced (can you also produce a timeline of the before, during and after key events surrounding the policy? Why has the policy now changed to a “two child policy” since 2016?)
  3. Who implemented the policy?
  4. Where was the policy put into place (was there a difference in level of policy implementation between the rural and urban areas?)
  5. Why was the policy implemented? (Explain your answer in a s much detail as possible)
  6. Identify the SEEP impacts of the policy (make a table with a bullet point list for your notes)

Answer the questions as as detailed as you can for your review exam style question at the end…

Image result for population pyramid china 1978
Image result for population pyramid china 2018
Image result for china's one child policy
Key articles that can help your research:
Review: Exam style question…
Q. Using a anti-natalist case study you have researched, describe and evaluate the level of success the policy had (7marks)
Tips to help with question:
Introduction:
Begin with identifying your case study and delivering opening statement – state whether you think the policy was a success or not, that way you are dealing with answering the question straight away. Then identify the factors/points you want to discuss in your main body of text that will help support your point of view, for example:
“In focusing on China’s one child policy that was originally put into place in 1979, I believe that this policy, in terms of slowing the birth rate of the country was a success as the rate dropped dramatically over the following the 30years. However this, from my opinion, came at a huge cost to the people of China as huge human rights issues came about including forced abortions; economic
Main development:
conclusion:

 

Causes of changes in Population Size – Ageing/Youthful Populations…

Causes of changes in Population Size – Ageing/Youthful Populations…

Title: Causes of changes in Population Size

L.O: To know the main causes of a change in population size

Key Terms/phrases:

Ageing population

Youthful Population

Population Policies

HIV/Aids epidemic

Physical and Human causes

Positive and Negative SEEP IMPACTS

 Key questions:

Explain the Impacts of social, economic and other factors (including government policies, HIV/AIDS) on birth and death rates

Key skills:

Identification

Reasoning

Team work

Case Study construction

Lesson starter: Task 1: Paired work: Look at the cartoon pictures below and with one sentence identify how it could cause birth rates to fall

Image result for cartoon old people

Image result for cartoon women need more rest

 

Image result for cartoon contraception´

 

Image result for cartoon married couple

 

Image result for cartoon family planning
Image result for cartoon no child labour
Image result for cartoon less infant mortality

 

Main Development:

Image result for elderly people road sign

Task 2: Falling birth rates (population decline)

Case Study of Population Decline – Italy, Southern Europe

Ageing populations can be studied at a national scale or at a smaller scale at the town and city level.

An ageing population is where the proportion of old people is increasing, becoming greater than the younger proportion

 

Image result for population pyramid italy 2019

Study Italy’s population pyramid above from 2016.

Describe the shape of the pyramid (words that could help could be narrow base, oval shaped, convex shaped, expansive middle)

Next is an article that reports on a village in Italy, its ageing population and its impacts on falling birth rates. Read it and then answer the questions that follow:

Vastogirardi

 

Italian village’s mayor hopes tax on singles leads to babies

Too busy hunting boar, making wine or playing soccer to settle down, the aging bachelors of a dying Italian village have been catapulted to infamy by their mayor’s ultimatum: Marry or pay a singles’ tax.

Vastogirardi, founded almost 2,000 years ago on a mountain in southern Italy, will soon cease to exist unless its citizens start having children, Mayor Vincenzo Venditti said.

In the latest symptom of a demographic time bomb that church and state have been powerless to defuse, the mayor has declared war on the self-sufficient old boys who cluster in bars every night and return to empty homes.

Venditti intends to levy a tax on the 50 men and 20 women who show no desire to marry or have children despite prominently advertised government aid to families.

“We are reaching the point of no return. When the school dies, society dies,” he said. Funerals in the village outnumber weddings by 3 to 1. There is no secondary school, not enough children to fill the primary school and the kindergarten will close within three years unless more babies are born.

One was born last year, none this year.

In three decades, the population has shriveled from more than 3,000 to 823. Once famed for its delicate, handmade mozzarella cheese, Vastogirardi no longer has a bank, plumber, shoemaker or priest.

But for the bachelors, life is sweet. Hunting, fishing, a soccer field, three bars and wine-making fill their free time. Some of them have been engaged to the same woman for 20 years.

“It suits us,” said Antonio Bisciotti, 29, sitting in the Bar Central with friends. “We’re lazy. We like our lives.”

The bachelors are not intimidated by the proposed tax; it would most likely be declared unconstitutional. But the proposal has hit a nerve in a country where the average birthrate of 1.2 children per woman is the lowest in the world.

Many bachelors are part of Italy’s army of so-called mammoni, grown-up sons who never leave their mothers and the comforts of home. The phenomenon carries no stigma in Italy.

Like their male counterparts, the village’s new generation of educated, career-driven women are in no rush to bag partners. Vincenza Marracino, 43, returned 16 years ago after studying in Rome to build the village’s only pharmacy. A family would come second, if at all.

Q1. Describe Italy’s baby crisis

 

 

 

Q2. Make a list of 5 changes happening in the village of Vastogiradi as it gets smaller

 

 

 

 

Q3. Why Is Italy’s birth rate falling so rapidly? Give three reasons

 

 

Q4. Describe and Explain three changes on Italy if the population structure changes in all villages

 

Extension: Read about a possible management solution for the problems in Italy.

 

Task 3: High rate of natural population growth rate (youthful population)

Case study of high natural population growth rate – Uganda, Africa

A youthful population is where the proportion of young people is increasing, becoming greater than the adult population

Image result for population pyramid uganda 2016

Study Uganda’s population pyramid above from 2016.

Describe the shape of the pyramid (words that could help could be narrow top, pyramid shaped, concave, expansive base)

Below is an article that reports on Africa’s and Uganda’s growing youthful populations. Read it and then answer the questions that follow:

 

High birthrate threatens to trap Africa in cycle of poverty

There are 27.7 million people in Uganda. But by 2025 the population will almost double to 56 million, close to that of Britain, which has a similar land mass. In 44 years its population will have grown by nearly as much as China’s.

“You look at these numbers and think ‘that’s impossible’,” said Carl Haub, senior demographer at the US-based Population Reference Bureau, whose latest global projections show Uganda as the fastest-growing country in the world. Midway through the 21st century, if current birthrates persist, Uganda will be the world’s 12th most populous country with 130 million people – more than Russia or Japan.

Startling as they are, the projections are feasible, and a glance at some of the variables shows why. A typical Ugandan woman gives birth to seven children – an extraordinarily high fertility rate that has remained largely unchanged for more than 30 years. Half the population is under 15, and will soon move into childbearing age. Only one in five married women has access to contraception.

Taken together, the factors point to a population explosion that has demographers and family planning experts warning that efforts to cut poverty are doomed unless urgent measures are taken.

And not just in Uganda. Across much of sub-Saharan Africa the population is expanding so quickly that the planet’s demographic map is changing.

In the rest of world, including developing nations in Asia and South America, fertility rates have steadily declined to an average of 2.3 children to each mother. Most will experience only modest population growth in coming decades. Some countries, particularly in eastern Europe, will see their numbers decline.

But by 2050 Chad, Mali, Guinea Bissau, Liberia, Niger, Burundi and Malawi – all among the poorest nations in the world – are projected to triple in size. Nigeria will have become the world’s fourth-biggest country. The Democratic Republic of Congo and Ethiopia will have vaulted into the top 10 for the first time. Nearly one in four of the world’s population will come from Africa – up from one in seven today.

“What’s happening is alarming and depressing,” said Jotham Musinguzi, director of the population secretariat in Uganda’s ministry of finance, pointing out the clear correlation between high fertility levels and poverty. “Are we really going to be able to give these extra people jobs, homes, healthcare and education?”

Development may not be the only casualty of the population boom. With increased competition for scarce resources such as land, conflict is likely to increase. Consequences will be felt far beyond Africa: pressure to migrate abroad – already great – can only grow, experts say.

It is not yet a lost cause. Experience has shown that with strong political will population growth can be tackled in Africa. Southern Africa’s population is expected to remain stable thanks to sustained efforts to cut fertility rates, although Aids-related deaths are also a factor. In 1978 Uganda’s neighbour Kenya had the world’s highest fertility rate – more than eight children per mother. The government made family planning a national priority and by the mid-1990s the figure had dropped to below five.

But a number of African leaders, including Uganda’s president, Yoweri Museveni, believe that their countries are underpopulated, and that a bigger internal market and workforce will boost their economic prospects. In a speech to MPs in July Mr Museveni said: “I am not one of those worried about the ‘population explosion’. This is a great resource.”

Studies across Africa have shown that the desire for large families remains powerful. In Nigeria a recent survey revealed that only 4% of women with two children said they wanted no more. Part of the reason is cultural, with bigger families seen as a sign of security. It is also because of fears of high levels of infant mortality.

Stigmas about birth control are another factor. Reproductive health experts say that a lack of information and of availability of female contraceptives plays a major role. In Ethiopia only 8% of married women use contraceptives. In Uganda more than a third of all women say they would like to stop – or at least stall – having children.

For that, donors must share the blame, said Steven Sinding, director-general of the International Planned Parenthood Federation. He said the world had declared premature victory in the battle to cut fertility rates. Curbing population growth is not one of the UN’s Millennium Development Goals, which aim to halve poverty by 2015, and barely features in the Commission for Africa report championed by Tony Blair.

“In sub-Saharan Africa population remains a very serious problem,” said Mr Sinding. “Yet donors have completely shifted their focus to HIV/Aids and nobody is talking about it any more.”

Elly Mugumya, head of the Family Planning Association of Uganda, agreed. Cost is not the problem in Uganda, he explained: a three-month supply of birth-control pills costs about 25 cents; condoms are free for the men. The problem is access – in most parts of Uganda clinics simply do not exist.

 

NEED TO PLACE QUESTIONS HERE!!!

 

Extension: Use populationpyramid.net to find population pyramids for countries with youthful populations.

Task 5: Plenary: Look at the cartoon pictures below and with one sentence identify how it could cause death rates to fall

Image result for cartoon doctor
Image result for cartoon no war sign

 

Image result for cartoon  healthy food
Image result for cartoon well water
Image result for cartoon medicine
Image result for cartoon hygiene

 

 

Case Studies covered:

A country with a high rate of natural population growth

A country with a low rate of population growth (or population decline)

Over-population/Under-population

Over-population/Under-population

Title. Overpopulation/Under-population 

L.O: To show an understanding of over-population and under-population

Key Terms/phrases:

Overpopulation

Under-population

Optimum population

Birth Rate/ Death Rate/Migration

Physical and Human causes / Positive and Negative SEEP IMPACTS (social, economical, environmental, political)

Key questions:

How do birth rate, death rate and migration contribute to the population of a country increasing or declining?

Key skills:

Identification

Reasoning

Team work

Case Study construction

Lesson starter: Task 1:

Watch the below clip and after watching try to sum up what the message is in no more than 50words.

Overpoulated:

“When a country or region does not have enough resources to keep its people at a reasonable standard of living”.

 Underpopulated:

 “When a country or region has more resources available than are being used by people living there”

There is a third definition we are interested in too:

Optimum population:

“The size of a population that produces the best results according to chosen end targets. These end targets could be largest per capita income, long term sustainability, efficient operation of democracy, preservation of personal freedom and preservation of biodiversity.

Image result for optimum population cartoon

Key Question: How might a country go about achieving a optimum population? What strategies might it implement? Discuss as a whole class…

Main Development:

Task 2: Key questions – Think, Pair ,Share:

Work in pairs to try and answer the following questions:

Q. Explain why a country with a large population may not be overpopulated?

Q. Explain why a country with a small population may be overpopulated?

 Discuss as a whole class…

 Task 3: Research Skills:

 Using your mobile devices or laptops, access the following website link and investigate the following questions:

www.populationmatters.org

  1. Name the three most populated countries according to the Optimum Population Trust

Case Study construction:

 

  1. Use the internet to find out why Singapore is overpopulated. Bullet point the main reasons in your notes

Task 4: Consequences of over-population and under-population:

Create a table like the one below.

Image result for blank table outline two columns

Title one column over-populated and the other under – populated. Use pg. 7 in your course text books to complete the table and answer Task 4 with reference to source E.

 

 

 

Image result for cambridge igcse text book

 

Plenary: Task 5:  –  Show your understanding:

 

Use the evidence in the photographs below to create definitions of overpopulation and under-population (match your definitions with the ones at the start of the lesson, but do not cheat and look at them before)

Image result for tokyo people congestions

Picture 1 – downtown Tokyo

Image result for underpopulation

 Picture 2 – small village in rural Iceland

Case studies covered:

 A country which is over-populated

A country which is under-populated

 

 

A Volcano Case Study…LIC

A Volcano Case Study…LIC

Title: A Volcano Case Study…LIC

L.O: To investigate A volcano case study event in an LIC

Key terms:

LIC (Low Income country)

Causes and Consequences

Volcanic Eruption

Secondary Hazard

 

Lesson starter:

Image result for Key features of a volcano

 

Main development:

Crisis management with Google Earth

Montserrat eruption role-play (Part one)

A guaranteed excellent lesson which can’t fail, so ideal for Ofsted!

Pyroclastic flow
Photograph used with kind permission of MVO

CREDITS:

I have come across several versions of the underlying concept behind this lesson, firstly at an INSET for Camden teachers in 1999 and subsequently in the Earthworks 3 text book by John Widdowson (published by John Murray, 2000). Earthworks, and the accompanying teacher’s resources, has been a personal source of inspiration to me for many years, and this lesson is very much based on John Widdowson’s work.
In collaboration with another colleague, I have developed some further activities and resources to enhance the role-playing element. Inevitably Google Earth offers an opportunity to extend the lesson into a very realistic learning experience, although the lesson is perfectly viable without it.

Special thanks to Sue Loughlin, Director of the Montserrat Volcano Observatory, and Adam Goss, Department of Earth and Atmospheric Sciences, Cornell University for permission to use their photographs. Bill Innanen’s Montserrat Index page provided the missing link for a detailed map of the north of the island for part two of the lesson, as well as a host of other superb resources. Thanks also to Hodder Murray for permission to use the map extract from Earthworks 3 teachers resources. Adam Lawson has completed a brilliant movie to use as a lesson starter. Dan Williams contributed the risk assessment and hazard planning element of the exercise.

BACKGROUND:

This is a well-established lesson idea. Students react to the events on Montserrat whilst in role as a crisis management team based at the Montserrat Volcano Observatory. ICT is not necessary, though the lesson will be enhanced if one or more PCs are available. Google Earth and multiple computers provides the IC(T)ing on the cake.
There will be a lot of noise and movement, so be prepared! A colleague and I have recently tested the lesson with two classes working simultaneously, with great success.

LEARNING OBJECTIVES:

Students will be able to describe the sequence of events on the island of Montserrat that led to a large scale evacuation of the island by…

Responding to a chronological sequence of events.
Annotating a map with the key events.

They will gain an insight into the process of crisis decision making through…

a decision-making exercise
Preparing a hazard map.

 

LESSON OUTLINE:

It is assumed that students are working in pairs or groups of three. Within the group there are roles for a geologist and a crisis planner and, optionally, an information coordinator (aka the runner). These roles are interchangeable. The activities will span two consecutive lessons. Ideally the following resources would be employed, although to be honest, the role-play would still work well without any form of ICT.
videoFootage from an exemplar lesson. This gives some indication of the key tasks and the sense of movement and collaboration that takes place (hopefully) Panic cam video clips (11.5mb WMV file, requires Windows Media Player)

RESOURCES:

Laptop computer or PC which acts as a teleprinter.
Digital projector & PC videoStarter movie by Adam Lawson (web site)
wordMontserrat map on A3 sheet and A4 (Word doc)
wordRisk assessment and hazard planning sheet (Word doc)
wordTeacher’s score sheet (Word doc)
wordHazard map from MVO (Word doc)
ppt filePower Point introduction (PPT)
ppt filePower Point Montserrat eruption (PPT) (2.1mb)
wordGoogle Earth help sheets

Google Earth files:
ge iconMontserrat placemark
ge iconMVO hazard map for plenary

The lesson:

CLASSROOM LAYOUT:

Ideally there will be a PC and digital projector at the front of the class for the initial briefing and the final plenary session. A second PC or laptop situated in a corner of the room (or even outside the classroom in an empty room) acts as a teleprinter. If Google Earth is not available then there should at least be a wall map to locate the island.

INTRODUCTION:

Students enter the classroom and are directed to form teams of two or three. An introductory Power Point provides a simple 5Ws- type starter. A brief outline of the scenario is given to the students. Google Earth can be employed to locate Montserrat. Try the excellent Starter movie by Adam Lawson (web site)

Activity 1: RISK ASSESSMENT and HAZARD PLANNING

The “teleprinter” Power Point is set to run for approximately 22 minutes. During this time there is frantic activity as the runners collect the information. The geologist in the team annotates the A3 map with details of the volcanic events. Following each report from the teleprinter, the crisis manager makes an appropriate decision. The governor (aka teacher) assesses each group’s performance in the risk assessment continually. This adds an element of competition between the groups, and provides an incentive to make the right decision under pressure.

Activity 2: PRODUCING A HAZARD MAP

Following the completion of the first activity, the Power Point is advanced manually to reveal the next task. The teams have approximately 8 – 10 minutes to prepare a map that divides Montserrat into three zones according to the instructions. This activity should see close co-operation between all three members of the team

PLENARY:

Once time has elapsed for producing the hazard map the teams should display their finished work. This can be compared with the real hazard map produced by the MVO in September 1997. The real map is available as a Google Earth overlay, a Word doc or a live web page. If time allows, the highest performing group in the decision-making task and the hazard mapping, should be encouraged to talk about their successful strategies.

PART TWO 

Discuss:

Discuss or comment on the lesson at Digital Geography

Web Links:

Montserrat Volcano Observatory online
Photographs from Adam Goss Department of Earth and Atmospheric Sciences, Cornell University
Bill Innanen’s Montserrat Index page contains some brilliant resources, for example his animation of the MVO risk maps, and a quicktime VR panorama. Also on the site are the only detailed island maps available on the web. Absolute gold dust!
Montserrat information from Wikipedia
ZJB Radio Montserrat Live live streaming
Montserrat Newsletter
Article on redevelopment of the island from DFID
BBC Scotland have an excellent online activity that makes a good follow-up activity. Some curious spelling errors though!
Geography Pages has ideas for teaching about Montserrat
CNN report on evacuation
Montserrat Government press release covering the events depicted
Montserrat Volcano Observatory chronology of eruptive events 1992 – 1997
Soufriere Hills report from Volcano World
Montserrat information CIA factbook
Article on sustainable development of the island
Map Action is a British charity that provides maps for disaster areas around the world. It’s a good link for reminding students of the importance of maps when dealing with emergencies
Hodder Education (select Earthworks from the drop down box)
Predicting Volcanic Eruptions an interactive exercise from the USGS (thanks to Richard Treves)

Copyright Notice.

I have received permission from the owners of all the copyrighted material used in these resources. Please DO NOT repost any of the material from this page. The Creative Commons License covering the rest of the site does not apply to the images on this page.

 

Coursework Guidance…

Coursework Guidance…

Coursework Guidance for the Geography IGCSE Syllabus…

 

Contents:

  1. Assessment outline
  2. Geography IGCSE framework and Guidance
  3. Criteria Descriptors
  4. How to create an electronic river valley transect
  5. Video resources
  6. Examples

 

1)  Assessment Outline: 

Paper 3 Coursework

(Centre-based assessment*)

Teachers set one school-based assignment of up to 2000 words. (60 marks)

 

2) Geography IGCSE framework and Guidance

2)Geography IGCSE Framwork and Guidance for cwk

 

3) Criteria Descriptors:

 

 

Page 57 of the syllabus – http://www.cambridgeinternational.org/programmes-and-qualifications/cambridge-igcse-geography-0460/

 

How to create an electronic river valley transect…Follow the instructions in the below video and place your data into excel in the same way. The sound is not great so you have to listen carefully…

 

 

Methods of how to collect data

River Studies 07

 

4) Video resources:

 

5) Examples:

Access the links below to some outstanding of pieces of coursework at the Geography IGCSE level:

https://docs.google.com/document/d/1ziKmVvu87q221_pcr7g9kCZRl_FIE-IJCwmCdQySkpY/edit

 

https://drive.google.com/drive/folders/17SxOyE4pm4tCTIh98IOeUIUMUHnySH2g?ogsrc=32