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UNIT 4: Primary Sector
Learning objective :1 To tell the importance of the Primary sector
Y3 GEOGRAPHY Session 1
Starter: guess (next slide)
UNIT 4: Economy – Population and work
Learning Objectives :1 To revise the economic sectors
Y3 GEOGRAPHY Session 1
Starter: Spanish econ sectors starter file, then sort out
the jobs in the ‘Employment file’, p.1. use the
dictionary to help you
https://www.youtube.com/watch?https://www.youtube.com/watch?
v=9GorqroigqMv=9GorqroigqM
• Starter: video Activs
• 1- What is a corporation?
• 2- What are the elements of the econ
activity?activity?
• 3- According to the video, what do you think
is the econ activity?
WhatWhat isis economiceconomic activityactivity??
• It’s all processes used to obtain goods and
services.
– Good: a piece of bread
– Service: a haircut
• Phases in the economic• Phases in the economic
activity (give examples):
– Production: goods and services created
– Distribution: moving of goods and services
– Consumption: goods and services that people buy
EconomicEconomic sectorssectors
• Primary: activities to obtain food and raw materials from the
environment.
– Agriculture, livestock farming, fishing, mining
• Secondary: activities to transform the raw materials into
manufactured products
– Car factory, central power station,
building companybuilding company
• Tertiary: activities that
provide a service, not a good
(Transport, trade, tourism)
– e.g.Lawyers, chemists, journalists, teacher
• Quaternary: activities to do with high technology and research
• Engineers at a hi-tech company, researchers in universities
TERTIARY- cold call telesales
- textbook writer
- Prime Minister
- market gardener
- taxi driver
- bank manager
- fish merchant
- driving instructor
- entertainer
- computer programmer (Q)
- teacher
PRIMARY
• Coal miner
• Trawlerdeckhand
• Quarryman
• Lumberjack
• Farmer
• Farm tractor driver
• Fruit picker
SECONDARY
• Fish farm worker
• Park keeper
• Gardener
• Jeweller
• Oil rig worker
• Carpenter
• Petrochemicalengineer
• Stonemason - teacher
- shopkeeper
- doctor
- environmentalist (Q)
- sailor
- nuclear scientist (Q)
- film star
- nurse
- TV presenter
- editor
- medical researcher (Q)
- banking and insurance
- vet
• Fruit picker
• Shepherd
• Fruit grower
• Diamond miner
• Pig farmer
• Sustainableforest manager
• Sawmill operator
• Stonemason
• Fish filleter
• Petrol pumpattendant
• Potter
• Conservationist
• Lorry driver
• Wood machinist
UNIT 4: Economy – Population and work
Learning Objectives :1 To understand the different ways of payment through
history
Y3 GEOGRAPHY Session 3
2 To revise barter
Starter: observe the history of payment, p.39, choose
one of them, write a full definition for it and give an
example of a payment situation
Now you… Should rich people pay
more taxes? Write your points
Group A (in favour):
• e.g. The state would use
tax money to distribute
wealth more equitably
Group B (against):
• Poorer people should
work harder.
• They would createamong population.
• Richest people can
afford to make a larger
contribution.
• Poorer people need
more aid and services.
• They would create
more jobs.
• The richest people
should enjoy all the
benefits of their hard
work.
• Less motivation to
work.
UNIT 4: Economy – Population and work
Aims :1 To understand the cycle of economic activity
Y3 GEOGRAPHY Session 4-5
CycleCycle of of economiceconomic activitiesactivities::
Inputs Inputs –– ProcessesProcesses –– OutputsOutputs
• Natural
– Water
– Soil
– Sun
– Seed
• Crops (vegetables,
wheat)
• Animal products
(wool, milk, meat)
• Profits or loss
• Planting
• Watering
• Ploughing
• Grazing
• Lambing• Human and
economic
– Workers
– Money/capital
– Subsidies
– Machines
• Profits or loss• Lambing
• Milking
• Silage
ReinvestmentReinvestment of of profitsprofits
< inputs < inputs ifif a a lossloss
Now you…
• HW: create your own primary company, give it a name, write the inputs, processes, outputs and what you’ll do in the case of profit and losses. Use information from p. 70ss on how to work your company:company:
• Type of land• Farming methods• Climate factors• Intensive/extensive farming• Give as many details possible, make it appealing
(cardboard)
UNIT 4: Economy – Population and work
Aims :1 To understand how the population participates in
economy through its work
Y3 GEOGRAPHY Session 5_6
Agents of the economy
• People: they produce and consume goods and services
• Companies: produce and distribute goods and
• The State:
– Regulates the economy
– Helps the private sector (subsidies and aid)
– Create companies in distribute goods and services in factories orother businesses (e.g.stationers) for a profit
– Create companies in strategic and troubledsectors (petrol stations, nuclear stations)
– Provide public services(national health, security)
Now you…
1. Define subsidy and profit.
2. Who are considered economic agents? How
do they participate in economic activity?
3. Explain the difference between public and 3. Explain the difference between public and
private companies.
4. Give three examples of public services.
WIKI Activ PISA Reading CCSS, p.24
What’s the relationship between
population and labour? Add examples
from your family
• Active population: people over 16 years old
– Employed: active population who have a job.
– Unemployed: active population who haven’t got a – Unemployed: active population who haven’t got a
job but are looking for it.
• Inactive population: people younger or over 16 years
old who aren’t employed or unemployed
(housekeeper, students, retired)
Who in your family…?
Importance of the Primary Sector
1. It employs…. of the total active
population
2. It contributes…. of total GDP*
3. In developed countries it employs
• 50%
• 40%• 4%3. In developed countries it employs
about…. of the active population
4. In developing countries it employs
about…. of the active population
*Total richness that a country produces
• 4%
• 6%
Importance of the Primary Sector
• It employs…. of the total active population
• It contributes…. of total GDP
• In developed countries it employs about….
of the active population
• 40%• 4%• 6%
of the active population
• In developing countries it employs
about…. of the active population• 50%
Learn the importance of the primary sector today
• Activs. 2 and 3 p.64
UNIT 4: Primary Sector
Learning objectives :1 To identify the economic systems in the world
Y3 GEOGRAPHY Session 3
Starter:
Economic systems(Did you know? p.65)
• Subsistence economy• Communist system• Capitalist or market economyeconomy• Mixed economy
1. Subsistence systems
• Family produce what they need• Cultivate their own food• Make their own clothes• Small or no surplus: street market• Small or no surplus: street market• LEDCs
2. Communist systems
• Planning economy: everything is planned by the state
• State owns companies• States decide how much to • States decide how much to
produce, what price and what to do with profits
• Cuba, North Korea, ex-Soviet Union
• China: transition from communist to market economy
3. Capitalist or market economy• Private property of factories, companies (e.g. Microsoft,
Renault,…• Reinvestment of profit: ‘engine’ of capitalism• Law of supply and demand (next slide)
↓ • Regulates the price• Regulates the price• Free competition: anyone can set a company (protection by
the constitution, laws…)• Different situations that can happen in a capitalist system:
– Monopoly: one company controls the production and sale of a product (Microsoft-Windows)
– Oligopoly: a few companies control the production and sale of a product (e.g. OPEC)
Law of supply and demand
Supply • One bakery
• 3 bakeries
Demand 100 people
100 people
Price
• 3 bakeries
• Lack of supply
100 people
200 people
4. Mixed economy
• State and market organize the economy• Welfare state: the state intervenes in
economy• The state rule the economic system (e.g. • The state rule the economic system (e.g.
welfare state): what to produce, how to produce, where to sell
• The market determines prices according to the law of supply and demand
• Spain: welfare state + market economy(private property)
• China: communist system + market econ
Practice your learning
• Activ. Think about it p.65
UNIT 4: Primary Sector
Learning objectives :1 To tell disperse rural settlement from nucleated rural
settlement
Y3 GEOGRAPHY Session 4
2 To identify the types of farming (p.69)
Starter: what’s the difference between these photos? (use the info on p.69)
Distribution of rural settlements
• Dispersed settlement
Agricultural holdings : units of rural production
• Open-fields (e.g….)• Closed fields (enclosures)
Human influence on the agrarian landscape (p.68)
• Nucleated settlement• Closed fields (enclosures)
(e.g….)• One holding = one or more
plots– Small plot: < 1Hect– Medium: 1-10 Hect– Large: > 10 Hect
TypesTypes of of farmingfarming
IntensiveIntensive IrrigationIrrigationcropscrops
MonocultureMonoculture ArableArable
ExtensiveExtensive RainfedRainfedcropscrops
PolyculturePolyculture PastoralPastoral
MixedMixed
UNIT 4: Primary Sector
Learning objective :1 To identify the types of farming (p.69)
Y3 GEOGRAPHY Session 5
Starter:
Intensive and Extensive Farming (p.69)
Intensive farming:• small area of land (or
a small area for livestock or agric)
• massive inputs of
Extensive farming:• farms are large• small inputs• low outputs• massive inputs of
capital and labour• very high outputs
• low outputs
Types of watering systemIrrigation crops : • need a lot of water• through irrigation
channels (e.g. monsoon cultivation in China)
• Flooding
Rainfed crops :• need little water• Supplemented with
modern techniques when necessary
• Flooding• Sprinkling
HW: Make a table to compare intensive and extensive farming
Extensive
• Disadvantages• Advantages
Intensive
UNIT 4: Primary Sector
Learning objective :1 To compare farming in MEDC and LEDC
Y3 GEOGRAPHY Session 6
Starter: brainstorming on the blackboard
Farming in MEDCs, p.70
• Rural revolution: 18th cent England↓took to
• Change from subsistence to commercial farming• Large investments → to obtain maximum profit• Specialization: one/two products per farm• Mechanisation: reduces labour• Modern farming methods:• Modern farming methods:
– Use of pesticides and fertilisers → air and water pollution– High-yield seeds (high productivity)– Greenhouses, artificial soils– New irrigation systems– Genetically modified (GM) crops– Fertilisers in water can cause → rapid algae growth
(eutrophocation)• Subsidies (from the EU)• (see table p.71 Benefits-Problems ofcommercial farming; state best/worst)
Practice your learning:
• Read the text on ‘organic farming’ onInternet and mention the advantages and disadvantages of this type of agriculture:
• https://www.betterhealth.vic.gov.au/health/healthyliving/organic-food
• Answer q.4 on p.71 and suggest solutionstaking into account also problems.
Farming in LEDCs, p.72
• Agriculture: main source of employment
• Subsistence agriculture: familiar business
• Polyculture: – small plots of land– several crops at the same farm (to – several crops at the same farm (to
ensure food)• Primitive farming techniques:
manual labour → low productivity• Strong dependence on physical
factors• Dependence on large companies
plantations (globalization)
Farming in LEDC, Types of agriculture p.72
1. Shifting cultivation:• Trees cut down and
burnt as fertiliser• Main crops: cereal,
tubers• Soil soon unfertile,
farmers move to another
2. Sedentary rainfed cultivation
• Triennial rotation• Main crops: cereal, nuts,
tubers• Savannah regions3. Irrigated monsoon farmers move to another
area• Africa, South America,
SW Asia
3. Irrigated monsoon cultivation:
• Extensive flooding• Main crops: rice• Small plots of land with
many workers• Eastern China, SE Asia
coast of India
Farming in LEDC, Plantation agriculture p.73
• Form of commercial agriculture• Origin: 16th-19th cent• Currently growing due to globalization:
– Plantations controlled by multinational corporations or their local producers (clients)
– Good transport network– Good transport network– Cheap labour– Modern machinery and techniques
• Main crops: cocoa, coffee, cotton, tea, rubber• High productivity, monoculture for export• Tropical LEDC: Africa, Central and South
America, India, SE Asia
Farming in LEDCs
• The Green Revolution (1930Green Revolution (1930--60s): 60s): – strategy to help farmers to become self-sufficient and allow them to make a profit– introduction of highyield varieties of grains– introduction of highyield varieties of grains– use of pesticides, and improved management
techniques.– introduce irrigation systems to increased
agricultural productivity– Partially financed with low interest loans from
the UN (FAO, IMF, World Bank)
Livestock farming and fishing
• You have a livestock farm and have todecide the most effective way to exploit it. List the elements that will help you fromp.74.p.74.
• What are the environmental problems thattrawling, coastal fishing, inshore fishingand off shore fishing may carry out. P.75
UNIT 4: Primary Sector
Learning objective :1To recognize the weaknesses and strenghts of farming in
Spain
Y3 GEOGRAPHY Session 7
Starter: study table p.76, suggest solutions for the
weaknesses and ways to improve the strengths
Primary Sector in Spain• The main types of farming:
– Arable– Pastoral (sheep, goats, cows)– Mixed: hill & plateau cattle and arable
farming– All of them are commercial.
• The Common Agricultural Policy (CAP at • The Common Agricultural Policy (CAP at the EU) and other regulations have encouraged:– arable farming more than pastoral or hill
sheep farming– As a consequence, many farms became
mixed farms.• Most farming in Spain tends to be
intensive
Aquaculture or wet farming• Intensive production of trout, sea bass,
mussels,…
Aquaculture or wet farming
•Individual activ 1 p.77•Reading articles_quest, p.1•Activ.1 p.78
Primary sector in Spain• Observe the data, graphs and maps on p.76-79 (only info
from the book, not Internet )• Draw a chart about every AACC
AACC Ceuta and Melilla Galicia Castilla León La Rioja
Type of landscape Desertic
Type of settlements NucleatedType of settlements Nucleated
Primary sector activ
AgricultureLivestock
Type of farming Polyculture, intensive, rainfed crops
% labour in Primary
< 3%
Human impact /problems
Dependence from the peninsula
Other info It needs large inputs in irrigation
Case study: El Ejido, the Almerian desert
• p. 67 txtbk• Read alsoArtic_questfile, p.2file, p.2
Case study: El Ejido
1. Why was there a low agricultural productivity in El Ejido until the 1970s?
2. Has it changed today? Why?3. What farming techniques have led production3. What farming techniques have led production
to increase? Explain what they are4. What benefits has modern agriculture brought?5. What negative aspects?6. El Ejido needs 450,000 tonnes of plastic a year.
What’s the problem about it?
HW: 3rd Farming case studies file: England, Spain, Netherlands and India
FACTORS UNITED KINGDOM SPAIN NETHERLANDS INDIA AND BANGLA DESH
CLIMATE Temperate (oceanic) Mediterranean
PRODUCTS Wheat, barley,PHYSICAL INPUTS NORTHERN AREA
Cool summers, mild winters, cold on mountainsCENTRAL AREA
SOUTHERN AREAHUMAN AND ECONOMIC INPUTS
� Machinery� Computer
technology� Sprinkler system
CLASSIFICATION BY INPUTS
Intensive farming Extensive
CLASSIFICATION BY PROCESSES
� Pastoral farms (Catabrian region)
CLASSIFICATION BY OUTPUTS
� Commercial � Subsistence
OTHER FEATURES � . Essential to make a profit. Specialisation in one type of product
Farming case studies
• DISCURSIVE WRITING: Using the patterns on discursive essay, write an article comparing the farming in two of the countries and mention the similarities, differences, main problems of each and the impact on the environmentand the impact on the environment
Final activities (Primary sector)
• P.81 activs. 9-11
