Geogteacher's Blog

finding, writing and sharing Geography resources


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Coronavirus Work: Getting ahead!

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Hello year 10. hope you are well. This post os for those of you who want to get ahead a bit. The National Academy has released two more GCSE Geography lessons and the link is below. They are on biomes. If you follow the lessons and write down answers and notes you will have made a head start, as this is one of the topics you will be learning in year 11.

You can find the two lessons here

Anther post connected with this on my site can be found here How ecosystems function AND ecosystems under threat – Skeleton revision cards & key word lists

Enjoy your learning!


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Coronavirus Work: Rural and Urban UK – Change in UK cities

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The video linked below is REALLY useful as it looks at lots of strands on the urban part of this topic. It does this by looking at change in cities and especially change through the process of GENTRIFICATION.

video is here

video notes:

1/ GENTRIFICATION

Land in London is very expensive because lots of people want to live and work there; demand for it is high and there is a limited amount of it. This means property developers build expensive new accommodation so they make more money and so rich people are the only ones that can afford this and the poor people are forced to move away. This also happens to local independent businesses. This is what gentrification is; less wealthy people being forced to leave where they live and work by increasing prices.

Also note the link to other parts of the GCSE here. As London is a global city, foreign residents and multinational companies are also involved is also a factor. If you can understand that, then you will be getting the higher scores in any 8 mark questions in your exam.

2/ SKATEBOARDING

  • Why did people want to remove the skateboarders?
  • Why did people want to keep the skateboarding space?
  • The skateboard area was kept. If it had not been what might the effects have been? Write a list categorising the effects into social, economic and environmental


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Coronavirus Work: Rural and Urban UK – Skeleton revision cards & key word lists

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This is a set of revision resources, produced to help students after they have finished the topic. However, bearing in mind these strange times, you could also use them ALONGSIDE the work you are doing on this topic. this would have advantages:

1/ You would see the progress you were making and what you were covering

2/ You could see what you had NOT yet covered.

3/ When we go over this work in class, you could see how that fits in with the work you have done now.

4/ You could fill in keyword definitions as you go.

When you use these for revision after the topic, here is how they work best. The idea is that by using them both you will have revised the whole topic. You could work out all the key words first and then use them to help you answer the questions on the skeleton cards or you could start with the cards and work out the key words as you go along. Be aware that summing up each topic with just 4-8 questions means that you will need to spend a lot of time on each one to cover the whole topic properly.

Key words 1.2 urban rural UK

urban rural uk


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All coasts topic revision

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Everything you need (apart from learning it testing yourself and revising it of course) is here. Lots of videos from the time for geography website and some revision pages too.


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Extreme Weather event caused by a High Pressure System

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We used the 2017 European heatwave and the effects it had. (The revision resources to the Low Pressure event you need to know about can be found here Hurricane Haiyan).Use the powerpoint to find photos of an article we read and links to online resources.

Simply put you need to revise:

1.The causes of the heatwave. You will talk about anticyclones (high pressures)and air masses.

2.The effects of the heatwave. As normal categorise this into social economic and environmental. But also look at how different groups of people were affected.

3.How people responded to the heatwave

 


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Rural to Urban Migration in LICs

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(image from Wikipedia)

People move to cities from the countryside in LICs for a variety of reasons. These can be split into push and pull factors

  • Push factors drive you away from a place
  • Pull factors attract you to a place

Examples of push factors (with added in extensions and chains of reasoning to explain them)
1/ Poor harvests so lack of food leads to malnourishment / early death
2/ Desertification so land is becoming less fertile harder to make profit from farming harder to feed family / malnourishment
3/ Lack of education / schools so children have to walk long distances to school remain illiterate do not get employment skills
Examples of pull factors (with added in extensions and chains of reasoning to explain them)
1/ More education opportunities / higher education so children can complete education become fully literate gain employment skills
2/ More job opportunities which may also be better paid so money can be sent back to rural families (called remittances)

Other push and pull factors include: natural disasters, modern facilities and living, poverty, war, being with family, persecution, lack of farming land

Revision Task

Categorise these factors above into push and pull and write a couple of sentences for each of them that extends and explain s them better using chains of reasoning


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Global Atmospheric Circulation

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This title makes this sound a difficult topic to revise, but it isn’t. firstly, global = over the whole world, then atmospheric = to do with the atmosphere and finally, circulation = moving around. In other words its how and why the atmosphere moves around the Earth. And once you know this you can then link it to the ecosystems topic, as global atmospheric circulation controls a lot of world climates which of course influence different BIOMES. (The two biomes we studied are: semi-arid and tropical rainforest.)

Firstly remember that

Rising air cools as it rises, so it cools, water vapour will cool, clouds will form and therefore three is a HIGHER CHANCE OF PRECIPITATION IN AREAS OF LOW PRESSURE (sometimes called depressions)

Descending air warms and therefore there is no condensation and LESS CHANCE OF PRECIPITATION IN HIGH PRESSURE AREAS (sometimes called anticyclones)

Since it is hotter at the equator, air rises here and creates area of low pressure. (So there is a lot of rainfall here. This is where you get tropical rainforests.) This risen air spreads out from the equator, cools and descends around 30 degrees north and south of the equator (area of less rainfall so deserts and semi-arid biomes here). This paragraph describes the movement of the Hadley cell which you can see in this diagram; it is labelled 1.

global-atmos-circulation.png

Additionally the rest of the global circulation is very well explained by this American teacher to his class. You need only watch up to 4:00 minutes.

Once you think you understand this global circulation, test yourself and use p. 75 from the revision guide to link global atmospheric circulation to biomes. If you need some more help with this you can read p. 210-11 in New Wider world.