5014_y14_sw_v1_030614.docx - o7ocmrfjp.qnssl.com Internation… · Web view5014_y14_sw_v1_030614.docx - o7ocmrfjp.qnssl.com

Scheme of work Cambridge O Level Environmental Management 5014For examination from 2014

Scheme of work – Cambridge O Level Environmental Management (5014)

Contents

Overview.................................................................................................................................................................................................................................................. 3Unit 1: Lithosphere................................................................................................................................................................................................................................. 5Unit 2: Hydrosphere............................................................................................................................................................................................................................. 15Unit 3: Atmosphere............................................................................................................................................................................................................................... 23Unit 4: Biosphere.................................................................................................................................................................................................................................. 33

V1 4Y06 Cambridge O Level Environmental Management (5014) – from 2014–2017 2


Overview This scheme of work provides ideas about how to construct and deliver a course. The syllabus for Cambridge Environmental Management (5014) 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 O Level 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 O Level course.

Recommended prior knowledgeLearners beginning this course are not expected to have previously studied Environmental Management.

OutlineWhole 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, soilsUnit 2: Hydrosphere: water on the land, the oceansUnit 3: Atmosphere: atmosphere and air pollution, climate and agriculture, climatic hazardsUnit 4: Biosphere: ecosystems, biomes and types of vegetation, human activities: impacts and strategies for conservation, population and economic development

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


Teacher supportCambridge 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 listThe up-to-date resource list for the Cambridge O Level Environmental Management (syllabus 5014) can be found on the Cambridge International Examinations website www.cie.org.uk

TextbooksTextbooks endorsed by Cambridge International Examinations for use with the Cambridge O Level Environmental Management syllabus (5014) include: Pallister, J Environmental Management: A Core Text for O Level and IGCSE Oxford University Press (2005) ISBN: 9780199151318Waugh, D The New Wider World Nelson Thornes (2003) ISBN: 9781408505113

WebsitesThis 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.


http://www.cie.org.uk/

http://www.openoffice.org/

http://teachers.cie.org.uk/

http://teachers.cie.org.uk/


Unit 1: LithosphereRecommended prior knowledgeLearners 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.

ContextThis 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.

OutlineThe 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 timeBased on a total time allocation of approximately 130 contact hours for this Cambridge O Level 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) Textbook:Environmental Management: A Core Text for O Level and IGCSE, page 2

Online:www.discoveryeducation.com/lessonplans/programs/earthspast/#top

1.2 Types of rock. Classify rocks into three types based on formation (igneous, metamorphic and sedimentary), with examples of types of rock. Encourage learners to use examples of rocks found in the home region, whenever possible.(G,B)

Textbook:Environmental Management: A Core Text for O Level and IGCSE, pages 2 and 3

Online:www.discoveryeducation.com/lessonplans/programs/earthspast/#top

1.3 The distribution, types and reserves of major minerals.

Classify mineral types, such as metallic and non-metallic, with examples of each, in order to provide a framework for study. (G,B)

Provide learners with an outline world map to identify the world's main mineral-rich regions. Learners, perhaps working in small groups, to comment on the importance of minerals (whether high or low) in the home region and to investigate geological reasons for it. (G,C)

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 extraction of rocks, minerals and fossil fuels.

Demonstrate to learners the difference between opencast and deep mining. (W,B)

Learners to draw labelled diagrams to illustrate differences between the two methods. (I,B)

5014 past examination paper:Nov 2013 Paper 21 Q 1(c)

Textbook:Environmental Management: A


http://www.discoveryeducation.com/lessonplans/programs/earthspast/#top







Core Text for O Level and IGCSE, pages 6 and 7 for rocks and minerals; pages 19 and 20 for fossil fuels

3.2 The uses of rocks and minerals in industrial processes.

Learners to research the main industrial uses of a number of rocks and minerals. (G,B)

Give learners an opportunity to investigate how rocks and minerals produced in the home region are used and report back to the rest of the class.(G,C)


3.8 How industrial development is used to achieve social and economic goals.

Increase awareness among learners of the importance of minerals to the growth of manufacturing industry and related economic development. (W,B)

Examine the home country's level of economic development in relation to its mineral wealth. (W,C)


Online:www.oresomeresources.com/

4.1 The impact of mineral exploitation on the environment and on human activity and health.

Introduce learners to the negative effects of mining on the environment. (W,B)

Give learners the opportunity to study photographic images of opencast mines and quarries in order to assess the damage done. (G,C)

Make learners aware, despite the invariably negative impacts on human health from mining, of the economic benefits of mining, both for local people and the national economy. (W,B)

Organise learners in small groups to draw up lists of advantages and disadvantages of mining for a particular country; then as a group to make an overall assessment and decide upon whether advantages outweigh disadvantages, or not. (G,C)


Textbook:Environmental Management: A Core Text for O Level and IGCSE, pages 10 to 13

Online:www.docbrown.info/page04/Mextracte.htm

3.5 The main supply and demand constraints in exploiting mineral resources.

Lead learners into the study of a variety of factors which affect the likelihood of exploiting a mineral source, including geological (ease of exploitation), depletion rates (size of deposits), location in relation to climate and transport (for ease of working and access) and price fluctuations (high or low world prices). (W,C)

Offer guidance to learners about making a table to show high


Online:


http://www.docbrown.info/page04/Mextracte.htm

http://www.docbrown.info/page04/Mextracte.htm

http://www.oresomeresources.com/


chance factors of mineral exploitation, so that individually they are then able to complete the table for low chance factors. (W,I,C)

Encourage learners to investigate world price movements for a highly traded mineral, such as oil (petroleum), through internet research. (G,B)

BP Statistical Review of World Energy: annual publication, www.bp.com/statisticalreview

4.2 The global economic consequences of the over-exploitation and depletion of mineral and fossil fuel reserves.

Following on from the earlier section on reserves of major minerals in 1.3, to switch the focus towards the economic consequences for people and countries of the depletion of finite mineral resources. (W,B)

Make use of the revised life expectancies for fossil fuels given annually in the BP Review. (G,C)

Textbook:Environmental Management: A Core Text for O Level and IGCSE, page 17

Online:BP Statistical Review of World Energy: annual publication, www.bp.com/statisticalreview

5.1 Conservation schemes for damaged environments.

Lead learners into studies of landscaping, restoration and reclamation, as measures to try to return damaged environments to a state as close as possible to that before mining began. Where possible, local case studies should be used. (W,G,I,B,C)

Increase learner awareness of the need for careful management to avoid water pollution and land contamination in landfill sites used for waste disposal, one of the most common uses of large surface holes left by mining. The use of a case study is recommended. (W,G,I,B,C)

5014 past examination paper:Nov 2013 Paper 21 Q 1(b)


Energy

1.4 The formation of fossil fuels. Learners to draw labelled diagrams to highlight similarities and differences between the formations of coal and oil / natural gas. (I,B)

Ensure that learners understand why all three are fossil fuels. (W,B) Check that learners can explain how and why their different

formations affect methods and costs of extraction. (I,C)


3.3 Types of energy production from fossil and nuclear fuels.

Provide learners with data for world energy production from an up to date source and demonstrate how fossil fuels remain the dominant sources of energy, in order of importance oil, coal and natural gas.

5014 past examination paper:Nov 2012 Paper 11 Q 6(a)


http://www.bp.com/statisticalreview



(G,B) Ask learners to explore reasons for the use of fossil fuels, such as

their dual use as fuels (direct heat) and as energy sources for generating electricity.(G,C)

Working in pairs, learners can investigate how electrical energy is made from nuclear fuels and use an atlas, the internet or encyclopaedia to discover the leading producers. (G,C)

Check learners findings and ensure that they recognise the great importance of nuclear energy in some developed countries such as France, even though nuclear energy makes only a comparatively small contribution globally. (I,B)


Online:BP Statistical Review of World Energy: annual publication www.bp.com/statisticalreview

3.7 The implications of the patterns of global trade in minerals and energy.

Suggest to learners that they focus on oil, a good example to use because of the amount, importance and worldwide reach of the oil trade. (W,B)

Recommend that they make use of data from an atlas, internet or statistical review to identify the main world regions of oil production and consumption, and the trade routes between them, on a sequence of outline world maps. (I,B)

If the home country is a mineral exporter, to investigate export destinations. (G,C)


Online:BP Statistical Review of World Energy: annual publication, www.bp.com/statisticalreview

4.3 The implications in social, economic and environmental terms of different types of energy production.

Ask learners to begin by reviewing the environmental problems caused by mining fossil fuels. Then to extend their study to include pollution risks associated with oil and gas transportation by tanker 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 later in the hydrosphere and atmosphere units. (W,I,B)

Advise learners of the need to study the implications of using nuclear energy in more detail and to suggest to them that they use two spider diagrams for summarising advantages and disadvantages of its use. (G,C)

Encourage learners individually to make an overall assessment comparing the effects of nuclear use with those of fossil fuels, and 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

5014 past examination papers:Jun 2013 Paper 21 Q 2(c)Nov 2013 Paper 11 Q 6(a)(c)


Online:www.foe.co.uk/pdf/sustainable_development/tworld/metals.pdf


http://www.foe.co.uk/pdf/sustainable_development/tworld/metals.pdf






useful. (W,G,I,B,C)

5.2 The technologies and viability of alternative energy sources.

Provide a definition of alternative energy sources, stressing replacement for fossil fuels as well as being renewable and sustainable. (W,B)

Concentrate on the six sources named in the syllabus (solar, wind, wave, geothermal, hydro-electric and biomass), studying how the natural source is harnessed for energy, where the best conditions for its use exist, and present level of technological development. (W,B)

Provide learners with data to draw a graph of relative costs to show viability.(I,C)

Ask learners to answer the question, 'Why has uptake of alternatives been so slow?’ and report ideas back to the class. (G,C)

Encourage learners to undertake case studies for two alternatives and to make them aware of any opportunities (should they exist) for study of an alternative source used in the home region, which might allow assessment and comment about its chances for increased future use. (W,G,I,B,C)

5014 past examination papers:Jun 2013 Paper 21 Q 2(a)(e)Nov 2013 Paper 11 Q 6(d)

Textbook:Environmental Management: A Core Text for O Level and IGCSE, pages 29 to 33.

Online:http://biogas.ifas.ufl.edu/

http://lessonplanpage.com/ScienceMDPuffMobile-WindPower48.htm/

5.3 The strategies for conservation and management of mineral and fossil fuel resources.

Study examples of energy efficiency (such as more fuel efficient engines and lights), recycling (referring to examples such as glass, paper, scrap metals and plastics), power from waste (incinerating waste to generate electricity and insulation (isolating the insides of buildings to maintain hotter or colder conditions according to climate). (W,B)

Learners to undertake a survey of energy efficiency in their own 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)

5014 past examination paper:Jun 2013 Paper 21 Q 2(f)


5.5 The strategies for industrial materials, technologies and approaches which can contribute to solving environmental problems.

Discuss the importance of the need to keep abreast of changes and new technologies to solve environmental problems from energy use, from sources such as TV, radio, internet and newspapers. (W,B)

A possible case study is the increased future use of hydrogen for powering cars and buses. (W,G,I,B,C)






http://biogas.ifas.ufl.edu/

Tectonic activity


3.6 The economic aspects and limitations of earthquake and volcanic zones.

Demonstrate to learners the economic advantages of volcanic zones for farming, energy, minerals and tourism, and the disadvantages of living in earthquake and volcanic zones. (W,B)

Ask learners individually to produce two spider diagrams to summarise the advantages and disadvantages of living in volcanic zones. Then, in small groups, discuss and comment on the relative strengths of them. (G,I,C)

5014 past examination paper:Jun 2013 Paper 11 Q 6(c)(iii)(iv), (d)(i)(ii)


Online:http://volcanoes.usgs.gov/

4.4 The impact of earthquakes and volcanic eruptions on human communities.

Inform learners that the immediate, primary impacts of natural hazards like these can be separated from the later, secondary impacts. (W,B)

Suggest to learners that they analyse them in turn; direct impacts include loss of life and damage to property and infrastructure, later impacts include such as dangers to health and economic dislocation. (G,B)

Encourage learners to use the internet to research recent earthquakes and active volcanoes, and to choose one of each as case studies. (W,G,I,B,C)

Provide learners with a framework for presenting their case study, which might take the form of information in a fact file, including a sketch map of the affected area, size/scale of the event, its causes and effects. (I,C)

5014 past examination paper:Jun 2013 Paper 11 Q 6(b)(ii), (c)(i)(v)


Online:http://environment.nationalgeographic.com/environment/natural-disasters/

www.theguardian.com/world/2014/apr/18/mexico-city-rdamage-magnitude-72-earthquake

www.bbc.co.uk/news/world-asia-26167897

5.4 Strategies for managing the impacts of earthquakes and volcanic activity.

In small groups, learners to identify strategies for reducing the impact when an earthquake or volcanic eruption occurs. (G,B)

For earthquakes, these include building earthquake-resistant

5014 past examination paper:Jun 2013 Paper 11 Q 6(c)(ii)


http://www.bbc.co.uk/news/world-asia-26167897

http://www.bbc.co.uk/news/world-asia-26167897

http://www.theguardian.com/world/2014/apr/18/mexico-city-rdamage-magnitude-72-earthquake



http://environment.nationalgeographic.com/environment/natural-disasters/



http://volcanoes.usgs.gov/


structures, planning settlements so that land uses are zoned and emergency planning for disaster relief.

For volcanoes, monitoring physical changes to the volcano and disaster preparation are important.

Lead learners into an analysis of human and physical reasons why some earthquakes and volcanic eruptions have greater impacts than others. (G,I,C)


Online:www.georesources.co.uk

Soils

2.1 The formation and composition of soils.

Provide a definition of soil. (W,B) Learners to draw a simple sketch to show the three horizons into

which many soils can be divided. (I,B) Make learners aware that soils are composed of four constituents;

mineral matter (such as sand, clay and silt from rocks), organic matter (from plant and animal remains), air and water. (W,B)

Learners to study examples of soils with different textures, such as sandy, clayey and loam soils. If possible, actual soil samples should be handled. (G,B)

Use pie graphs or divided bar graphs for showing the differing percentages of sand, clay and silt for soils of different textures.(I,C)

Learners to investigate an exposed soil horizon in their home area, to include drawing a labelled sketch of its main features. (G,I,C)

5014 past examination paper:Jun 2013 Paper 11 Q 6(d)(iii)


Online:http://organiclifestyles.tamu.edu/soilbasics/generalcomposition.html

2.2 Soil as a medium for growth and land use potential.

Demonstrate to learners the importance of soil texture for affecting agricultural potential, paying particular attention to pore spaces, aeration and drainage, as well as nutrients and pH. (W,B)

Examine the agricultural possibilities of loam, sandy and clayey soils. (I,B)

For those based in rural areas, there is possibility of undertaking a local investigation into the relationship between soil types and types of farming. (G,I,C)

5014 past examination papers:Jun 2013 Paper 11 Q 6(d)(v),(e)(i)Jun 2013 Paper 21 Q 1(e)


4.6 The causes and consequences of land pollution.

Provide a definition of salination and give the range of pH values for saline soils. (W,B)

Learners to construct a flow diagram to show how cropland can be affected by salination as a result of the over-use of irrigation water in areas with a hot dry climate. (I,C)



http://organiclifestyles.tamu.edu/soilbasics/generalcomposition.html

http://organiclifestyles.tamu.edu/soilbasics/generalcomposition.html

http://www.georesources/


For other types of land pollution named in the syllabus, suggest that learners use a table to summarise an outline of the causes and consequences for each pollution type. (I,B)

Online:www.columbia.edu/~tmt2120/environmental%20impacts.htm


http://www.columbia.edu/~tmt2120/environmental%20impacts.htm

http://www.columbia.edu/~tmt2120/environmental%20impacts.htm


Unit 2: HydrosphereRecommended prior knowledgeLearners 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.

ContextThis 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.

OutlineThis 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.



Water on the land


6.1 How the water cycle operates. Make learners aware that only 3 percent of water on Earth is fresh water and, in terms of human availability, it is a scarce resource since so much is locked up in ice and snow. (W,B)

Give learners the opportunity to draw a labelled diagram to show how the water cycle works and understand how the main processes operate. (I,B)

Investigate source(s) of domestic water supplies and their reliability in the learners' home areas. (G,C)

5014 past examination paper:Nov 2013 Paper 12 Q 6(a)(i)


6.3 The role of the water cycle within ecosystems.

Introduce learners to the concept of ecosystems, emphasising interdependence and the vital importance of fresh water for all life on Earth. (W,C)

Learner investigations, such as how vegetation cover affects water cycle processes and how natural vegetation changes from the Equator to the tropics in response to reductions in rainfall. (I,C)


6.2 How the natural availability of water varies from place to place.

Demonstrate to learners the wide variations in fresh water availability using world maps in atlases or on the internet (e.g. annual precipitation, world water resources per head). (W,I,B)

Learners to identify areas of high and low water supply, and comment on the relative level of water availability (whether water-rich or water-poor by world standards) for their home country and world region. (G,I,B)

5014 past examination paper:Jun 2013 Paper 11 Q 5(e)


8.2 Competing demands for water. Make learners aware that competition operates at different levels,– within a country (between water for domestic, industrial and agricultural uses) and between countries (e.g. where large rivers flow through several countries). (W,B)

Use water user percentages between sectors for the home country and ask learners to display them in a bar graph. (I,C)

Suitable case studies about competing demands for water both 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)

5014 past examination paper:Nov 2013 Paper 12 Q 6(d)(i)


8.3 Mismatch between water supply Case study, focusing upon water-poor countries with rapidly Textbook:

V1 4Y06 Cambridge O Level Environmental Management (5014) – 2014–2017 16


and demand. increasing water demands, such as those in the Middle East like Saudi Arabia, the UAE and Kuwait. (W,I,B,C)

Environmental Management: A Core Text for O Level and IGCSE, pages 65 to 66

8.1 Collection and control of water for a variety of uses.

Learners to complete a spread sheet or compile a questionnaire about the water used by them as individuals and as part of a family (in a day or for a week). Class data can be collected and similarities and differences commented on. (I,W,B)

Learners to consider whether (and why) their water use is increasing. The scale of the work can then be changed, to ask them to give reasons why world consumption of water is increasing. (I,C)

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)

5014 past examination paper:Nov 2013 Paper 12 Q 6(a)(iv)(b)(c)

Textbook:Environmental Management: A Core Text for O Level and IGCSE, pages 67 to 68 and pages 69 to 75

10.2 Contrasts in availability of water in terms of quality, quantity and access.

Variations in water quality and access (between developed and developing countries, and rural and urban areas within developing countries). (W,B)

Learners to draw graphs to highlight differences in percentage access to safe water and sanitation between countries and areas. (I,C)

Case study of a rural region where lack of water access is a major issue. (W,I,B,C)

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 operating within the water cycle

The causes and effects of flooding and drought, beginning with a reminder of water cycle processes. (W,B)

Online:http://droughtmonitor.unl.edu/


http://droughtmonitor.unl.edu/


affect development. Learners to identify which effect is the principal physical cause of flooding and drought. (G,C)

Make learners aware that humans contribute to causing floods and 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 of water pollution.

Discuss the three general human causes of water pollution, namely agriculture, domestic and industry, and what they add to groundwater and rivers that causes the pollution. (W,B)

Case study of water pollution in the home area – nature of thepollution in two or three different locations, what has caused it, where it is worst and why, whether the authorities have done anything to prevent or reduce it. (W,G,I,B,C)

Introduce the process of eutrophication, beginning with a definition 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 quantity, quality and access.

Case study of a river which has been improve and how this could be achieved in streams which are still badly polluted. (W,G,I,B,C)

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)

5014 past examination paper:Jun 2012 Paper 22 Q 1(a)

Textbook:Environmental Management: A Core Text for O Level and IGCSE, pages 84 to 85Online:www.adb.org/publicatins/series/asian-development-reviewwww.peacecorps.gov/wws/lesson-


http://www.peacecorps.gov/wws/lesson-plans/bringing-water-village-lesotho/

http://www.adb.org/publicatins/series/asian-development-review

http://www.adb.org/publicatins/series/asian-development-review

http://www.peacecorps.gov/wws/lesson-plans/clean-water-and-quality-life/

http://www.peacecorps.gov/wws/lesson-plans/clean-water-and-quality-life/


plans/bringing-water-village-lesotho/

10.3 The cycle of water-related diseases and their impact on human activities and development.

Discuss the difference between 'water-based', 'water-borne' and 'water-bred' diseases, using the examples named in the syllabus. (W,C)

Learners to draw a circular flow diagram to show how disease reduces the ability of people to work contributing to the cycle of poverty and the poverty trap. (I,B)

Case study of one of these diseases, using headings such as 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)

Textbook:Environmental Management: A Core Text for O Level and IGCSE, pages 86 to 88 and pages 90 to 91

12.2 Strategies to control and eradicate water-related diseases.

Discuss the difference between prevention and cure of diseases and why strategies for prevention are preferable whenever possible. (W,B)

Learners, working in small groups, to think about and discuss the problems of controlling and eradicating water related diseases in poor rural areas in developing countries.(G,C)

Learners to draw a spider diagram identifying problems in order to summarise their findings. (G,I,B)

5014 past examination paper:Jun 2012 Paper 22 Q 2(c)(iii


The oceans

7.1 The role of the ocean as an environment for interdependent ecosystems.

Introduction to the oceans, marine ecosystems, their resource potential and why they may be vulnerable to over-exploitation. (W,B)

Learners to draw an example of a marine ecosystem from primary producers (e.g. phytoplankton), to zooplankton, to larger sized consumers such as fish, seals and whales and finally the top carnivores (e.g. man and polar bears). (I,C)


Online:http://seawifs.gsfc.nasa.gov/OCEAN_PLANET/HTML/


http://seawifs.gsfc.nasa.gov/OCEAN_PLANET/HTML/education_marine_life_factsheet.html





education_marine_life_factsheet.html

7.2 The resource potential of the oceans.

Discuss the importance of the continental shelf, because it is the part of the oceans with the greatest resource potential for humans. (W,B)

An atlas study to determine locations where continental shelves are wide. (I,B)

Describe how continental shelves are physically different from the rest of the ocean, and explain why they are rich in marine life. (W,B)

Learners to investigate where oil and gas are extracted offshore from an atlas map or internet resource showing the world's oil fields. (G,I,B)


Online:www.educationworld.com/a_lesson/lesson060.shtml

9.2 Factors that limit full exploitation of the ocean's potential resources.

Arrange learners into two groups, one to discuss reasons why drilling for oil from the sea bed is more expensive and difficult than on land, and the other to come up with reasons why fishing is a more hazardous activity than farming.

Each group gives a summary of reasons, from which individual learners make a list of factors why ocean resources are less easy to exploit fully than those on land. (W,G,I,B,C)

Online:http://oceanworld.tamu.edu/students/fisheries/

7.3 The distribution of ocean currents and their effects.

Study an atlas map of oceans showing the currents. (I,B) Recognise the different directions of flow of warm and cold currents.

(W,I,B) Note the effects of the continents and prevailing winds on their

distribution. (W,C) Learners to mark and name on an outline map the currents in the

ocean(s) closest to their world region. (I,B)

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 Textbook:


http://oceanworld.tamu.edu/students/fisheries/

http://oceanworld.tamu.edu/students/fisheries/

http://www.educationworld.com/a_lesson/lesson060.shtml

http://www.educationworld.com/a_lesson/lesson060.shtml




el Nino and its effects. and diagrams to show surface currents and underwater features in the Pacific Ocean, one for a normal year and the other for an el Nino year. (I,C)

Explain the effects of this change for weather and human activities both in Peru and the rest of the world. (W,C)

In an el Nino year, learners can keep a note of its effects from sources such as newspapers, TV programmes and news based internet sites. (G,I,B,C)

Environmental Management: A Core Text for O Level and IGCSE, pages 97 to 98

Online:www.bbc.co.uk/elNino

9.1 The environmental and human factors in the distribution and exploitation of the world's ocean fisheries.

Learners to identify the world's major ocean fisheries from a world map. (I,B)

Ask learners to identify close relationships between major ocean fisheries and the presence of continental shelves and ocean currents. (G,I,B)

Research data about total fish catches by country from official websites and draw a graph to show the largest. (I,B)

Initiate a class discussion about the different diets of people around the world – in which countries is fish consumption high, and why? (W,G,C)

Case study of fishing in the home country or region to discover whether or not fishing is important and why. (W,G,I,B,C)


Online:www.fao.org/home/en/ – the official site of the United Nations Food and Agricultural Organisation

11.1 The implications of uncontrolled exploitation of marine resources.

Introduce learners to the problem of overfishing and why it has become a major international issue. (W,B)

Concentrate on the improvements in technology which are leading to rapid reductions in fish stocks. (W,B)

Make learners aware that fish stocks also go up and down due to natural causes e.g. in el Nino years off the coast of Peru. (W,B)


13.1 Strategies for the sustainable harvesting of ocean fisheries.

Describe and explain the four strategies named in the syllabus, namely net types and sizes, quotas, conservation laws and territoriality (e.g. restricted fishing areas to allow breeding and fish stocks recovery). (W,C)

Emphasise to learners that the use of more than one method increases the chances of a better result. (W,C)

Suggest possible case studies for further individual investigation, bearing in mind varying degrees of success (e.g. low success Grand Banks off Newfoundland and EU, high success non-EU countries


Online:http://news.bbc.co.uk/1/hi/6108414.stm


http://news.bbc.co.uk/1/hi/6108414.stm

http://news.bbc.co.uk/1/hi/6108414.stm

http://www.fao.org/home/en/%20


such as Iceland and Norway), or choose a more local regional example if available. (W,G,I,B,C)

Make suggestions about how fishing can be made more sustainable, such as more international cooperation, better rule enforcement, more campaigns from environmental groups, thensplit the learners up into discussion groups asking for ideas. (W,G,I,B,C)

11.2 Causes of marine pollution and its impact on the marine ecosystem and on coastal zones.

Identify the main types of materials responsible for marine pollution (nutrients, sediments, pathogenic organisms, plastics and other litter, oil, toxic wastes and radioactive wastes), their main sources and impacts.

Guide learners into an individual investigation of a major oil spill by providing working headings related to syllabus need, such as location, size of spill, causes, effects on wildlife, effects on people and attempts made to reduce these effects. While a recent spill widely covered by the international news media is always best, some earlier incidents are well documented, such as the Exxon Valdez in Alaska (1989) and during the Gulf War (1991). (W,G,I,B,C)


Online:http://alaskafisheries.noaa.gov/oil/Exxon Valdez oil spill

13.2 Marine pollution controls and remedial action.

Stress the importance of international cooperation in preventing the disaster from happening in the first place, and in providing equipment and know-how to poor countries after the disaster has occurred. (W,C)

Identify some of the methods used for prevention, such as tankers with a double hull and for remedial action, such as booms, detergent sprays and skimmers. (W,B)

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)



http://alaskafisheries.noaa.gov/oil/


Unit 3: AtmosphereRecommended prior knowledgeLearners 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.

ContextThis 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.

OutlineThis 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.



Atmosphere and air pollution


14.3 The structure and composition of the atmosphere.

Introduce the atmosphere system and how it works. (W,B) Outline features of its structure (key terms are troposphere,

tropopause, stratosphere), including location of the ozone layer and its importance. (W,B)

Learners to use the percentages by volume of the main atmospheric gases for drawing a pie graph. (I,B)

Textbook:Environmental Management: A Core Text for O Level and IGCSE, pages 118 to119

14.4 The balances which maintain the Earth's atmosphere as a mixture of gases.

Discuss the importance of gases present in the atmosphere in very small volumes, notably carbon dioxide and water vapour. (W,B)

Textbook:Environmental Management, Pallister, J, pages 119 to 120

14.1 The sun as an energy source; varying rates of surface insolation.

Explain the differences between short-wave and long-wave radiation. (W,B)

Define insolation. (W,C) Learners to draw a labelled diagram to explain why rates of

insolation decrease with latitude from Equator to Poles. (I,C) Encourage learners to study climate graphs in atlases for four or five

cities in different latitudes and relate temperatures to latitude. (G,I,B)


14.2 The factors which contribute to solar heat balance of earth and atmosphere.

Explain the differences between radiation, absorption and reflection of sun's rays. (W,B)

Learners to show how each one operates by drawing a section through the atmosphere. (I,C)


15.1 Water, solar and wind as power sources.

Link back to alternative energy sources in 5.2 (Unit 1) for general advantages over fossil fuels and to large dams in 8.1 (Unit 2). (W,B)

Explain how power can be obtained from the three named weather elements and why production from each one (and 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 gases.

particles released into the atmosphere and the reasons for their increase from factories and motor vehicles. (W,B)

Learner investigation into what is released from vehicle exhausts burning fossil fuels. (I,B)

Environmental Management: A Core Text for O Level and IGCSE, page 127

16.1 Human activities which alter the composition of the atmosphere and climate.

Case study. Give learners a choice of cities famous for smog (such as Los Angeles, Mexico City, Santiago de Chile) for an investigation into physical and other local factors which make the smog worse, including temperature inversion. (W,G,I,B,C)

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 contributions to the greenhouse effect. (W,B)

Explain how the natural greenhouse effect works. (W,C) Study statistics for average world temperatures for 100+ years which

show that global warming is taking place. (G,B) Obtain data about total cumulative carbon emissions, which learners

can use to draw a line graph. (I,B) Learners to investigate differences in amounts of carbon dioxide

emissions between countries and the reasons for them. (I,C)


16.3 Damage to the ozone layer and links to atmospheric pollution.

Study how and why people damaged the high level ozone layer by using CFCs. (W,C)

Case study of Antarctica, where the thinning of the ozone layer was first discovered by scientists. (W,G,I,B,C)

Textbook:Environmental Management: A Core Text for O Level and IGCSE, pages 132 to133 and page 136

Online:www.epa.gov.ozone.science/missoz/missoztx.html

16.4 The effects of pollution on atmospheric conditions.

Study acid rain; identifying sources of nitrogen oxides and sulfur dioxides (the main acid gases), and examining the effects (local, national and international) on trees, soils, water based ecosystems and people. (W,B)

Examine the possible present and future effects of global warming on climate and people. (W,C)

Textbook:Environmental Management: A Core Text for O Level and IGCSE, pages 129 to 131 and 136 to138

Online:


http://www.epa.gov.ozone.science/missoz/missoztx.html

http://www.epa.gov.ozone.science/missoz/missoztx.html


Undertake an individual study of likely effects for the learners’ home country or world region. (I,B,C)

www.bbc.co.uk/schools/gcsebitesize/geography/climate_change/

www.teach-nology.com/teachers/lesson_plans/science/environment

16.5 The implications of changes in the atmosphere and climate.

Learners to draw and complete a large table to summarise changes and effects caused by humans. (I,C)

Learners can be guided into the use of suitable headings such as 'causes', 'direct effects on the atmosphere', and 'other effects' for different pollution types – increasing smoke particles and exhaust fumes, increasing proportion of carbon dioxide, decreasing proportion of high level ozone. (I,C)

Use 'human health' and 'loss of natural resources/food production' as 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 atmospheric pollution and climatic change.

Examine strategies for tackling pollution; reduction in pollutant emissions from traffic in urban areas, reforestation instead of deforestation, energy production with lower carbon dioxide, sulfur and nitrogen emissions and replacements for CFCs. (W,G,I,B,C)

Textbook:Environmental Management: A Core Text for O Level and IGCSE, 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/pbs_modules

18.2 The need for international action and changing attitudes to deal with the causes and consequences of the damage to the atmosphere.

Learners to explain, based on work already done, why international solutions are needed for some types of atmospheric pollution (notably acid rain, damage to the ozone layer and global warming). (G,I,C)

Examine the main recommendations of the Montreal Protocol (1987) and the Kyoto Treaty (1997), and their relative success / failure.



http://climate.nasa.gov/education/pbs_modules

http://climate.nasa.gov/education/pbs_modules

http://www.teach-nology.com/teachers/lesson_plans/science/environment

http://www.teach-nology.com/teachers/lesson_plans/science/environment

http://www.bbc.co.uk/schools/gcsebitesize/geography/climate_change/




(W,C) 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 are measured, recorded and interpreted.

Study the importance of accuracy when siting and reading weather instruments. (W,B)

Ensure that learners understand how to take accurate measurements from thermometers, rain gauge, barometer, wind vane, anemometer and sunshine recorder. (W,G,B)

An opportunity might exist to visit to a local weather station to give learners a practical experience. (W,G,B)


Online:www.ecoca.ro/meteo/tutorial/english.html

14.6 Location of major climatic types and their main characteristics through interpretation of climatic graphs and maps.

Provide learners with an outline guide for identifying the key elements of temperature and precipitation from a climate graph, such as months with the highest and lowest temperatures, annual range of temperature, months with highest and lowest recipitation, precipitation distribution during the year (all year, or wet and dry seasons). (I,C)

Use a climate graph for the home region. (I,B)

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)

Textbook:Environmental Management: A Core Text for O Level and IGCSE, pages 146 to150

15.3 The interaction between climate and human activity.

Brainstorm session on how weather and climate affect people and work. Encourage learners to think first about ways in which they and their families are affected by weather and climate. Secondly, to identify 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 of farming.

Introduce the key terms used in the description of farming types and systems, to understand differences between crop and pastoral



http://www.ecoca.ro/meteo/tutorial/english.html

http://www.ecoca.ro/meteo/tutorial/english.html


farming, intensive and extensive farming, and subsistence and commercial farming. (W,B)

Provide a grid of different farming types for learners to identify whether the farming system is crop or pasture, intensive or extensive, subsistence or commercial. (I,B)

Core Text for O Level and IGCSE, page 152

15.5 The environmental, technological, economic and social factors which influence the distribution of different types and systems of farming.

Identify the different factors which influence farming systems, including environmental (climate, soils and relief), technological (investment in machinery and other inputs) and social (traditional way of life or paid workers). (W,C)

Study examples of two or three different farming systems to show relative importance of these factors. (I,C)

5014 past examination paper:Jun 2013 Paper 22 Q 2(d)


15.7 The factors which influence the patterns of agricultural output and trade.

Identify the traditional pattern of world trade in agricultural products between developing and developed countries. (W,B)

Explain why world trade favours rich developed countries. (W,B) Provide learners with opportunities for practical tasks, such as

drawing a line graph for world market price fluctuations in commodities such as coffee or cocoa. (I,B)

5014 past examination paper:Jun 2013 Paper 12 Q 5(c)


Online:www.fao.org/ag/magazine/0106sp.htm

15.6 New agricultural techniques which increase yields.

Discuss why more agricultural output is needed. (G,B) Outline how use of each of the five techniques named in the syllabus

can increase agricultural yields. (W,B)

5014 past examination paper:Jun 2013 Paper 22Q 2(c)


17.2 The advantages and disadvantages of the 'Green Revolution'.

Define the Green Revolution, emphasising the development of high yielding varieties of seeds (HYVs). (W,B)

Examine its successes and benefits at different levels; for individual farmers, for the economies of countries. (W,I,C)



http://www.fao.org/ag/magazine/0106sp.htm



Online:www.bbc.co.uk/bitesize/higher/geography/human/rural/revision/2/

17.1 The impact of indiscriminate agricultural practices.

Focus separately on environmental and human impacts from the use of modern agricultural practices. (W,B)

Review environmental impacts studied in earlier units, such as eutrophication in rivers and lakes, salinisation, and the negative consequences of dam building. (W,G,B)

Discuss impacts such as soil erosion, studied in more detail in the next unit. (W,B)

Give learners the opportunity to draw two comparative flow diagrams, 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 agriculture.

Check that learners can apply the idea of sustainable development to agriculture. (I,B)

Introduce the concept of appropriate technology for small farmers in developing countries. (W,B)

Demonstrate how each of the strategies named in the syllabus can be used to achieve this. (W,B)

Learners to carry out investigation for one or more of these strategies, such as how trickle drip irrigation can conserve irrigation water and decrease the risk of salinisation. (I,C)

5014 past examination paper:Jun 2013 Paper 22 Q 2(b)


19.2 Harvesting energy from living resources to provide power.

Discuss biomass as a long established power source; what it included, where it is much used and why is it important. (W,B)

Reinforce the links with energy studies in previous units. Learners can be asked to draw a chart divided into four to summarise the 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/biomass.asp

Climatic hazards


http://www.nrdc.org/energy/renewables/biomass.asp

http://www.nrdc.org/energy/renewables/biomass.asp


14.7 Climatic hazards; extremes of weather: causes and occurrence.

Define 'natural hazard' and 'climatic hazard'. (W,B) Link back to other hazards already studied in the lithosphere and

hydrosphere units and to review earlier studies of floods and drought, updating in the light of new events (where necessary). (W,B)

Discuss the causes and occurrence of tropical cyclones. (W,B)

5014 past examination paper:Jun 2013 Paper 12 Q 5(a)


Online:www.metoffice.gov.uk/weather/tropicalcyclone


16.6 The impact of climatic hazards on human communities.

Give learners advice on how to organise their study of impacts, by separating out immediate effects (loss of life and physical damage), from short-term effects (dangers to health) and longer-term effects (loss of production). (G,I,C)

5014 past examination papers:Jun 2013 Paper 12 Q 5(b)(i)(iii)(iv)Jun 2013 Paper 22 Q 1(h)


Online:http://sciencepolicy.colorado.edu/sourcebook/

18.3 Strategies to reduce the negative impact of climatic hazards.

Outline general strategies for reducing the impacts of hazards using the two headings: prevention before the event, and relief after it. (W,B)

Learners to apply the general strategies to the individual climatic hazards. (I,C)

There is the opportunity for learners to undertake individualinvestigations of climate hazards that affect their home country or world region.Guide their work by suggesting headings such as 'where' (areas most at risk), 'when' (at what time of year), 'causes', 'negative

5014 past examination paper:Jun 2013 Paper 12 Q 5(b)(ii)


Online:www.ready.gov/kids


http://www.ready.gov/kids

http://sciencepolicy.colorado.edu/sourcebook/

http://sciencepolicy.colorado.edu/sourcebook/




http://www.metoffice.gov.uk/weather/tropicalcyclone

http://www.metoffice.gov.uk/weather/tropicalcyclone


impacts in the past' and 'strategies in place to reduce effects on people from future hazards'. (I,C)



Unit 4: BiosphereRecommended prior knowledgeLearners 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.

ContextThis 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,

OutlineThis 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.



Ecosystems, biomes and types of vegetation


20.1 The concept of an ecosystem. Review and extend the introductory work on ecosystems in the hydrosphere unit. (W,B)

Demonstrate the importance of both biotic and abiotic elements to the system. (W,C)

Learners to draw a systems diagram to show energy flows. (I,C)

5014 past examination paper:Nov 2013 Paper 11 Q 5(a)(iii)(b)


20.2 Organisation within an ecosystem. To ensure that learners understand the key syllabus terms, namely population, community, habitat and niche, and how they are organised in well ordered, integrated and competitive communities.

Learners can be taken to observe a nearby ecosystem and asked to draw a labelled field sketch to describe its main features. (W,G,I,B,C)

5014 past examination paper:Nov 2013 Paper 11 Q 5(a)(ii)


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 Earth; sunlight, weather and climate (temperature, rainfall, wind), water supply and soils (characteristics, nutrients, pH). (W,B)

Emphasise how physical factors vary greatly from place to place. (W,B)

Give examples of plant characteristics for survival in different environments. (W,G,B)

Learners could then be asked to investigate contrasts in plant and 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)


Online:www.pbs.org/edens/etosha/cr_lesson_poppin.htm


http://www.pbs.org/edens/etosha/cr_lesson_poppin.htm

http://www.pbs.org/edens/etosha/cr_lesson_poppin.htm

http://sln.fi.edu/tfi/units/life/habitat/habitat.html

http://sln.fi.edu/tfi/units/life/habitat/habitat.html


20.4 Relationships of living organisms.

Discuss how living organisms depend on each other for survival. Illustrate this by referring to pollination, dispersal of fruits and seeds, and vegetation succession. (W,B)

Study a plant succession (possibly in the local area), and ask learners 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 consumers. (W,C)

Explain why there is a pyramid of numbers from many producers to only a few tertiary consumers. (W,B)

Learners to draw pyramids and food web flow diagrams for examples. (I,C)


Online:www.slideshare.net/fozzie/plant-succession

20.5 Energy flow. Discuss the importance of photosynthesis for life on land and explain how the process operates. (W, B)

Illustrate by means of examples how and why energy losses occur higher up the food chain. (W,I,C)

Learners to research a food chain and food web in their home and draw a diagram to show it. (I,C)

5014 past examination papers:Nov 2013 Paper 11 Q 5(a)(i)Nov 2013 Paper 11 Q 5(a)(iv)


20.6 Nutrient cycling. Learners to draw a flow diagram to show how nutrients are recycled in an ecosystem. (I,C)

Explain why the fastest and largest nutrient cycling occurs in tropical rainforests. (W,B)

Carry out special studies of the carbon and nitrogen cycles named in the syllabus. (G,I,B,C)


Online:www.bbc.co.uk/schools/gcsebitesize/geography/ecosystems/tropical_rainforestes_rev2.shtml


http://www.bbc.co.uk/schools/gcsebitesize/geography/ecosystems/tropical_rainforestes_rev2.shtml



http://www.slideshare.net/fozzie/plant-succession

http://www.slideshare.net/fozzie/plant-succession


20.7 Resource potential. Provide a brief introduction to biomass and variations in productivity between different ecosystems / biomes. (W,B)

Define biodiversity. (W,B) Explain why biodiversity is greatest in tropical rainforests and its

importance as a genetic resource (for crop seeds and drugs against human disease). (W,B)



Online:http://www1.eere.energy.gov/tribalenergy/guide/m/biomass_biopower.html

21.1 The distribution and main characteristics of natural vegetation zones (biomes) and relationship to climatic zones.

Study a world map to identify the major natural vegetation zones in an atlas. (G,B)

Note the location and extent of the six biomes named in the syllabus. (G,B)

Compare their distribution with a map of world climate regions (all except monsoon were studied in the earlier Atmosphere unit) and to note the similarities between them. (G,B)

Learners to draw a sketch map to show the distribution of biomes in their home continent. (I,C)

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)


Online:http://school.discoveryeducation.com/lessonplans/programs/yosemite/

Human activities: impacts and strategies for conservation

22.1 How different types of human society use and value their natural environment.

Provide learners with background information about the range of human activities; the syllabus names examples from the primary, secondary and tertiary sectors. (W,B)

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

5014 past examination paper:Jun 2013 Paper 11 Q 5(c)



http://school.discoveryeducation.com/lessonplans/programs/yosemite/



http://www1.eere.energy.gov/tribalenergy/guide/m/biomass_biopower.html




developing countries. (W,B) Learners to research data about percentage employment in primary,

secondary and tertiary in the home country and display them in a pie graph. (I,C)

22.2 The increasing ability of people to create artificial environments as a result of economic and technological development and social and cultural change.

Learners to look back and review the new agricultural techniques which increase yields previously studied in the atmosphere unit. (I,C)

Continue with the main theme of increasing human impact for greater and more assured food supplies by examining past developments 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 GM crops. (W,C)

Initiate learner investigation about GM crops from web sites by giving guidance about what to search for, such as main countries 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)


Online:http://news.bbc.co.uk/1/shared/spl/hi/pop_ups/04/sci_nat_gm_food/html/1.stm

www.edenproject.com/whats-it-all-about

24.1 Factors influencing the clearance of natural vegetation over time.

Organise learners into groups to discuss: Different reasons why people clear forests and natural vegetation. (G,B)

Groups to make a visual presentation based on a summary of reasons shown on a spider diagram. (G,C)

Provide learners with data by continent for world forest or tropical rainforest clearances, which can be plotted in graphs. (I,B)

Learners to make a case study investigation of the causes of forest clearances in a country where deforestation is an issue, such as Brazil or Indonesia. (W,G,I,B,C)

Textbook:Environmental Management: A Core Text for O Level and IGCSE, pages 219–223

Online:www.rain-tree.com/schoolreports.htm

25.1 Habitat destruction, loss of biodiversity and genetic depletion.

Link back first to the earlier work on biodiversity and its great importance. (W,B)

Make learners aware of how species loss is being speeded up by humans, linking it to habitat destruction from forest clearance and other activities such as dam building. (W,B)

5014 past examination papers:Nov 2013 Paper 11 Q 5(d)Nov 2013 Paper 21 Q 1(d)(e)



http://www.rain-tree.com/schoolreports.htm

http://www.rain-tree.com/schoolreports.htm

http://www.edenproject.com/whats-it-all-about

http://www.edenproject.com/whats-it-all-about

http://news.bbc.co.uk/1/shared/spl/hi/pop_ups/04/sci_nat_gm_food/html/1.stm




25.2 The effect of loss of habitat on wildlife and on the food chain.

Learners to draw up a list of reasons why forests, wetlands and other natural habitats are worth preserving. (I,B)

Learners to investigate a natural habitat under threat in their home region or own country. (G,I,B,C)


25.3 The impact of tourism.background information about the growth of tourism in general, and reasons for the increasing numbers visitors to developing countries. To examine some of the unfavourable impacts of tourism.

Organise learners into small groups with the task of making full lists of the advantages and disadvantages of tourism. (G,B)

Learners to individually to reorganise the lists under headings such as environmental and economic. (I,C)



27.1 Causes and consequences of rapid and progressive deforestation.

Link causes back to 24.1 and extend the work to include general consequences of deforestation, linking into work on air pollution and climate change in atmosphere (unit 3), and soil erosion and desertification in 27.2. (W,B)

Online:www.fao.org/sd/wpdirect/wpan0050.htm

27.2 Causes and consequences of soil erosion and desertification.

Discuss that soil erosion is a natural process which is speeded up by humans. (W,B)

Advise learners to separate physical causes (dry climate, lack of natural vegetation cover, steep slopes) from human causes (vegetation clearances, overgrazing, overcultivation, poor farming techniques and population pressure) and consequences into environmental and economic. (W,C)

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 biodiversity and the genetic resource.

Introduce learners to strategies for the sustainable harvesting of wild plants and animal species, and gene banks.

Learners to investigate world biosphere reserves from the MAB (Man and Biosphere) programme part of the UNESCO web site and write an account, using suggested headings such as reasons for their creation, locations and conservation benefits. (I,B,C)

Textbook:Environmental Management: A Core Text for O Level and IGCSE, pages 203 to 206Online:www.unesco.org/new/en/natural-sciences/environment/ecological-


http://www.unesco.org/new/en/natural-sciences/environment/ecological-sciences/man-and-biosphere-programme


http://www.fao.org/sd/wpdirect/wpan0050.htm

http://www.fao.org/sd/wpdirect/wpan0050.htm


sciences/man-and-biosphere-programme

www.amazonteam.org

28.2 World conservation strategies and legislation.

Provide background information about the types of conservation work undertaken by international agencies. (W,C)

Make learners aware of the diverse nature of the four agencies named in the syllabus as well as their areas main areas of interest. (W,B)

Learners research the interests and activities of one international organisation, either from those named in the syllabus, or for one that is active in the home country. (G,I,B,C)


Online:http://worldwildlife.org/science/wildfinder/

29.4 Managing tourism. Define national park and eco-tourism. (W,B) Describe how national parks and eco-tourism can be used to

conserve species andenvironments and to study an example of each. (W,G,B,C)

Learner investigation: nature reserves and/or national parks in thehome country or region. (W,G,I,B,C)

Learners show locations on a map and describe the environments and habitats which are being protected. (I,C)

5014 past examination paper:Nov 2013 Paper 21 Q 2(e)


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 study: mechanical methods which change the land surface and farming landscape (terracing, contour ploughing, windbreaks), changes in farming practices (dry land farming, tree planting), and community solutions (integrated rural development programmes, land reform, community participation). (W,I,C)

5014 past examination papers:Jun 2013 Paper 11 Q 5(d)Jun 2013 Paper 22 Q 2(b)


30.2 Sustainable forest management Demonstrate how and why it is easier to replant and mange softwood 5014 past examination paper:


http://www.prm.nau.edu/prm346/mod_9_lesson_planning.htm

http://www.prm.nau.edu/prm346/mod_9_lesson_planning.htm

http://worldwildlife.org/science/wildfinder/

http://worldwildlife.org/science/wildfinder/

http://www.amazonteam.org/




techniques. temperate coniferous forests than hardwood tropical forests. (W,B) Examine ways for more sustainable use and management of tropical

rainforests such as methods of sustainable logging, agro-forestry and community forestry. (W,B)

Learners to make a summary check list of sustainable methods. (I,B)

Nov 2013 Paper 11 Q 5(e)


30.3 Alternatives to deforestation. Class activity: How can people save the world's forests? ( W , B , C ) Design posters and displays promoting methods of conservation

including reuse and recycling, alternative sources to timber for building and construction and for fuel wood. (G,I,B,C)

Online:www.globaled.org/issues/152/

Population and economic development

23.1 Population growth. Provide learners with world population totals at key dates from 1800 for drawing a line graph, to identify different rates of growth before and after about 1950. (W,I,B)

Introduce the four population terms for population growth (birth rate, fertility rate, death rate and infant mortality rate). W,B)

Explain how the rate of natural increase can be calculated. (W,C) Learners to calculate rates of natural increase for a selection of

developed and developing countries, including their own country for comparison. (I,C)


23.4 The model of demographic transition and its limitations.

Introduce learners to the five stages of the model, emphasising where it shows the largest natural increases, but also pointing out the more recent natural decrease in stage 5. (W,C)

Give learners the opportunity to draw the diagram and make a table 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)

Online:www.bbc.co.uk/schools/gcsebitesize/geography/population/population_change_structure_rev4.shtml

23.2 Population structure. Guide learners into the best technique for interpreting population pyramids i.e. look first at the base (decide whether it is narrow or wide), look next at the top (decide whether it is high with some width, or low and narrow), before looking at the overall shape (whether triangular or straight up and down). (W,I,C)

Give learners two contrasting pyramids for study:



http://www.bbc.co.uk/schools/gcsebitesize/geography/population/population_change_structure_rev4.shtml



http://www.globaled.org/issues/152/


one for a developing country with a young and rapidly growing population and the other for a developed country with an ageing 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 separate out into push and pull factors. (W,I,B)

Carry out a special study of factors for rural to urban migration, the main type of migration in developing countries. (W,G,I,B,C)

Organise learners into small groups, with the task of examining the relative strength of push and pull factors for different types of migration. (G,B,C)

Learners to investigate push and pull factors for the main type of migration in their country.(I,B)


Online:www.prb.org/Publications/Reports/2013/global-migration.aspx

26.4 Urbanisation. Provide learners with a definition of urbanisation. ( W , B ) Learners to find the top 10 (or 20) cities in the world by size, then plot

them on an outline world map before commenting about their distribution between the developing and developed worlds. (I,C)

Review previous work on the big difference in service provision between rural and urban areas, such as for water supply and sanitation (hydrosphere 10.2), to help explain the scale of rural to 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)

5014 past examination paper:Jun 2013 Paper 22 Q 1


26.1 Social, economic and environmental implications of population growth rates and structures.

Learners to summarise in a table the environmental problems (already covered) either caused or made worse by population growth.Headings can be suggested for guidance such as loss of natural vegetation, pressure on water sources and supplies, water and air pollution and soil damage from over-farming in rural areas. (I,C)

Show learners a population pyramid of an urban area for them to identify differences in population structure, especially the bulge in numbers of working age from rural to urban migration, and the

Textbook:Environmental Management: A Core Text for O Level and IGCSE, pages 244 to 245Online:www.fao.org/ag/magazine/0106sp.htm




http://www.prb.org/Publications/Reports/2013/global-migration.aspx




implications.(W,I,C)

29.1 Strategies for managing population growth.

Introduce learners to the range of ways for reducing population growth, in general terms. (W,B)

Study in more detail population policy in two countries to bring out 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 successful it has been. (G,I,C)



29.2 Strategies for managing the urban and rural environments.

Identify strategies for managing urban problems, with special study of housing which allows the three named ways in the syllabus to be developed i.e. planning (planned new housing zones inside cities, new towns outside), environmental improvement (authorities providing essential services to slum areas) and community participation (self-help schemes with help from the authorities/organisations/ charities). (W,B)

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)

5014 past examination paper:Nov 2013 Paper 21 Q 2(a)–(d)


26.2 Measures of world poverty and the North-South divide.

Learners to study the course of the dividing line between North and South on a world map and to note which continents make up the developed and developing worlds. (I,B)

Introduce learners to examples of measures of development to include economic (e.g. GDP per head) and socio-economic measures (e.g. housing, health and nutrition). (W,C)

Obtain data for the home country such as GDP per head, percentage access to safe water, infant mortality rate. (W,C)

Learners to analyse what the data shows and suggest the relative wealth of the home country in world terms. (I,B,C)

5014 past examination papers:Jun 2013 Paper 11 Q 5(d)(iv)Jun 2013 Paper 12 Q 5(a)(b)


26.3 The implications of the cycle of poverty, as it affects individuals

Learners to study and draw examples of poverty cycles leading to family poverty (e.g. from lack of access to safe water leading to




and communities, for the environment.

disease and inability to work, or from malnourished babies, high infant mortality and high birth rates) and environmental damage (e.g. overuse of farmland leading to soil erosion, desertification and salinisation). (I,B,C)

Core Text for O Level and IGCSE, page 257

29.3 Strategies for overcoming world inequalities.

Revise previous work about why world trade favours developed at the expense of developing countries (15.7). (W,B)

Make learners aware of the aims and objectives of the Fair Trade movement. (W,B)

Concentrate on the topic of aid to countries, distinguishing between short-term (relief, emergency, food) aid and long-term (development) aid, as well as distinguishing between aid from government and non-government sources. (W,C)

Learners to investigate the work of one NGO (non-governmental organisation) / charity, working under guided headings such as 'countries of operation', 'sources of funds', 'types of work' and 'special study of one project' – perhaps for one which operates in the home country. (I,B,C)

50145014 past examination paper:Jun 2013 Paper 12 Q 5(c)(d)


Online:www.fairtrade.org.uk/

http://news.bbc.co.uk/1/hi/business/the_economy/253705.stm

© Cambridge International Examinations 2014





http://www.fairtrade.org.uk/

Documents

5014_y14_sw_v1_030614.docx - o7ocmrfjp.qnssl.com Internation… · Web view5014_y14_sw_v1_030614.docx - o7ocmrfjp.qnssl.com