GCSE Geography Unit 2.

Student Workbook
Unit 2 People and the Planet Section A: core topics Population Dynamics world? 1.1 How and why is population changing in different parts of the 1.2 How far can population change and migration be managed sustainably? Consuming Resources parts of the world? 2.2 How sustainable is the current pattern of resource supply and consumption? Globalisation 3.1How does the economy of the globalised world function in different places? 3.2 What changes have taken place in the flow of goods and capital? 2.1 How and why does resource consumption vary in different Development Dilemmas 4.1 How and why do countries develop in different ways? 4.2 How might the development gap be closed? Unit 2 People and the Planet Section B option topics: Changing Settlement in the UK 6.1 How and why are settlements changing? 6.2 How easy is it to manage demand for high quality places to live? Unit 2 People and the Planet Section C option topics: The Challenges of an Urban World 7.1 How have cities grown and what challenges do they face? 7.2 How far can these challenges be managed?

People and the Planet

Overview of assessment This unit is assessed through a 1-hour examination, 15-minute which written contains a

mixture of question styles. A total of 78 marks are available, with 48 marks in Section A, 15 marks in Section B and 15 marks in Section C. Of the 78 marks available, up to 6 marks are awarded for Spelling, Punctuation and Grammar (SPaG).

Other Units Unit One: Dynamic Planet is divided into three sections. Water World. Pressures.

Section A Introduction to the Dynamic Planet: Compulsory topics: Restless Earth, Changing Climate, Battle for the Biosphere and Section B Small-scale Dynamic Planet: Optional topics: complete one of either Coastal Change and Conflict or River Processes and Section C Large-scale Dynamic Planet: Optional topics: complete one of either Oceans on the Edge or Extreme Environments. available, with 48 marks in Section A, 15 marks in Section B and 15 marks in Section C.

This unit is assessed through a 1-hour 15-minute, written examination, which contains a mixture of question styles. 78 marks are

Unit three: Making Geographical Decisions will assess your ability to make decisions about geographical issues and justify them. The unit includes the pressures (conflicts), players and options that are involved in making geographical decisions and which are related marks are available, spread across three questions. Of the 53 raw marks available, up to 3 marks are awarded for Spelling, in the booklet. to sustainable development and environmental issues. This unit is assessed through a 1-hour 30-minute, written examination. 53 total Punctuation and Grammar (SPaG). A resource booklet will be available in the examination. The examination will relate to the material

Unit four: Investigating Geography. For this unit you will need to complete a fieldwork investigation and report on a given theme relating to one of the following: coastal environments, river environments, rural/countryside environments, or town/city environments. This unit is internally assessed under controlled conditions by the teacher and moderated by Edexcel, for the assessment you are required to write up the fieldwork task for which a total of 50 marks are available across the following areas: planning, methods of data collection, data presentation and report production, analysis and conclusions, and evaluation.

Population Dynamics
For the next four weeks we will be looking at these two questions:

How and why is population changing in different parts of the world? How far can population change and migration be managed sustainably?

1. The worlds population was increasing exponentially but future growth rates are uncertain. What happened in the past? To help us understand we will study an overview of historic trends in global population growth and contrasting future projections. Learning outcomes

Understand how global population growth has changed in the past Consider contrasting projections of future population at the global level.

Activities
View the film; World population video: YouTube population. In groups describe and offer explanations for the growth and distribution of population since 1AD. ________________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________________ View the YouTube clip TEDtalk by Hans Rosling on population growth and projections: TEDtalks population

Annotate and then describe the line graph of population growth since 1400.

This graph takes us back even further. What does the annotation on this graph tell us about population?

Investigate global population growth and the population multiplier effect on a graph to investigate the rate of change in the past and predicted into the future. Use the UN website to explore population projections to 2050. UN Population projections database: esa.un.org/unpd/wpp Draw a graph to represent two different examples and annotate it.

2. Examine the stages of the demographic transition model to help explain changing population growth rates and structure. Learning outcomes

Define key terms, such as natural increase, birth, death, fertility and infant mortality rates. Know the stages of the demographic transition model (DTM). Know the factors that influence BR and DR.

Activities In groups brainstorm factors/causes of Birth Rate/Death Rate change. Then draw a spider diagram that reflects your findings. Dont forget to indicate interrelated factors and causation.

Sketch a demographic transition model and annotate it with factors influencing changing birth rate and death rate.

Consider countries at different stages and how BR and DR relate to total population.

Living graph activity. Read the statements below and determine what each statement describes.Birth Rate (B/R), Death Rate (D/R) or Population Change (P/C). The place these statements in the best place on the graph

1. Billy White loses his job as a gravedigger. 2. Parents are now able to plan how many children they will have. 3. Children share one bedroom with their brothers and sisters. 4.There are more wedding anniversaries for couples married for 50 years. 5. A mother cries at the grave of her sixth child who has died of the disease typhoid. All of her children have died. 6. A lot more houses are being built. 7.The public health inspector smiles as the building of new drainage systems for sewage( waste material from toilets) is finished. 8. Fewer children share a bedroom with their brothers and sisters. 9.Not many grandparents alive. 10.People are encouraged to leave their home countries and settle in other lands.

Key D/R = Death Rate B/R = Birth Rate P/C = Population Change

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