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Economic activities

Key Questions Knowledge, Understanding, Skills, Content Activities Resources
·         What are economic activities? ·         to understand that there are four types of economic activity (primary, secondary, tertiary and quaternary)

·         to understand how Britain’s structure of employment has changed since 1805

·         go through introductory PP

·         graph work: using the data , students draw three pie charts indicating how Britain’s employment structure has changed over time

·         students to identify the different economic areas, match them to the pie charts and then give reasons for their choice

·         introductory PP

·         WS

·         What economic activities do we do in the UK? ·         to understand what type of economic activities we do in the UK

·         to have an idea of where such activities take place

·         recap on last lesson’s work – revise key words and ideas

·         show students a map of economic activity in the UK. Discuss and explain.

·         using the coloured photocopied maps, students make their own neat version of the map on their worksheet and answer the questions at the end.

·         coloured maps

·         WS

·         Land vs. Mining – who has the right? ·         to explore the issues related to mining ·         watch Australia 2000 mining video

·         answer Q at the same time

·         discuss issues brought up by the video

·         Australia 2000 video

·         WS

·        What does a mine look like? ·        to create a mine model ·        students work through worksheet to create a mine model ·        mine WS
·         How can farming become a system? ·         to appreciate what farming is and how it can be described as a system

·         to begin to understand the differences between inputs, processes and outputs

·         discuss the concept of a ‘system’ – liken it to a washing machine, with inputs, processes and outputs

·         read through WS and assign items into the correct boxes

·         WS
·         What type of farming do we do in the UK? ·         to understand the different types of farming

·         to appreciate why different parts of the country have different types of farming

·         to understand that farming is not without its problems

·         read through ‘Farming in the UK’ laminated sheet. Go through any complex descriptions of types of farming.

·         on own WS, students to complete their own map of farming in the UK.

·         as a class, complete the ‘What types of farming are there in the UK?’ worksheet. Teacher to write answers on the board for students to copy after class discussion. ‘Problems’ are the headlines on PP.

·         laminated sheets

·         farming in the UK maps

·         What types of farming are there in the UK? WS

·         PP

·         How does farming in Japan differ from the UK? ·         to understand how farming in Japan, another MEDC, can be so totally different to the UK ·         watch farming section of the Japan 2000 video.

·         students to answer questions on sheet as they watch it.

·         discuss questions and correct mistakes on sheet

·         Japan 2000 video

·         Question sheet

·         What does a UK farm actually look like? ·         to appreciate the decision-making process a farmer must go through when planning his farm. ·         go through task sheet with students. Explain what has to be done. Students can work in pairs. Finish for prep. ·         Willow Farm worksheet
·         What factors were traditionally part of the decision-making process for locating an iron and steel factory? ·         to understand what traditionally lead to the siting of a factory ·         read p.46-7 in New Connections

·         do Q. 1&2

·         New Connections

 

·         What factors are part of the decision-making process for locating iron and steel industries? ·         to understand what factors are part of the decision-making process for locating iron and steel industries ·         read p.48-9 in New Connections

·         complete Q.1-3

·         New Connections

·         answers to Q.1-3 on PP

·         How can the ideal site for industry change? ·         to appreciate that the ideal location for industry can/does change over time ·         read p.50-1 in New Connections

·         ‘Locating a factory’ worksheet

·         complete Q.1 and 2 on sheet

·         prep: ‘What is the best site for a factory?’ worksheet

·         New Connections

·         worksheets

·         What is the right site for the car industry? ·         to examine what the ideal location for siting the car industry is in the UK ·         read p.52-3 in New Connections

·         complete Q.1-4

·         prep: ‘The Car Industry’ worksheet

·         New Connections

·         worksheet

·         What are high-tech industries?

·         Where are they located?

·         to understand what high-tech industries are and where they are located ·         read p.56-7 in New Connections

·         complete Q.1-4

·         read p.58-9 in New Connections

·         complete Q.1-3

·         New Connections
·         How can industry pollute the environment? ·         to understand that industry pollutes the environment

·         to understand what can be done about it

·         read p.60-1 in New Connections

·         complete Q.1-3

·         New Connections
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