Risky World Skills Yr 9 Feb

Levels of DevelopmentLevels of DevelopmentYear 9 Risky World Assessment - Developing Skills

Levels of DevelopmentLevels of DevelopmentYear 9 Risky World Assessment - Developing Skills

Focus :

Independent Enquirers PLTS.

Follow the tasks and work independently towards the outcome.

Refer back to the objectives.

Open word – answer all the tasks (copy and paste images from this ppt) into the document (saving your progress). Name the file: geography levels of development.

Focus :

Independent Enquirers PLTS.

Follow the tasks and work independently towards the outcome.

Refer back to the objectives.

Open word – answer all the tasks (copy and paste images from this ppt) into the document (saving your progress). Name the file: geography levels of development.

© Okehampton College

STARTER: PHOTO ENQUIRY Write down as many questions as you can in 2 mins.

Levels of Developmentstarter game

Thinking game: Is this country an MEDC or LEDC - http://www.activegeography.co.uk/flash/dustbin/yr9_LEDC.html

MEDC – more economically developed country (rich)

LEDC – less economically developed country (poor)

Thinking game: Is this country an MEDC or LEDC - http://www.activegeography.co.uk/flash/dustbin/yr9_LEDC.html

MEDC – more economically developed country (rich)

LEDC – less economically developed country (poor)

Objectives – pupils will be able to:

Select secondary information from sources of evidence (Lev 4)

Explain what development means (Lev 5)

Interpret secondary data and represent graphically (Lev 5 into 6)

Recognise that an interaction of processes produce the distinctive characteristics of a place (Lev 6)

Setting the scene:Setting the scene:

CONTRASTING IMAGESCONTRASTING IMAGES

The Development Gap – Shanty Town in Rio, Brazil

Complete the mind map…

What makes the UK a DEVELOPED country?

What is a development Indicatordevelopment Indicator?

• Iliteracy rate (reading and writing - quality of education) – males and females may differ. Why?

• Fertility rate (total births per woman) – shows family planning and need for children

• Life expectancy (how long you are expected to live as average) – indicator of health care, nutrition and wealth

• Nutrition (average daily calorie intake) – access to food resources• GDP $ per capita (indicator of average income per person)

• THERE ARE MANY OTHERS BUT WE WILL FOCUS ON THESE – the next slides show why they are important (discuss as a class)

Indicator 1LITERACY RATE

Indicator 2FERTILITY RATE

Indicator 3NUTRITION

Indicator 4LIFE EXPECTANCY

Choosing 4 countries to compare?

Here are the countries we will use: 1. UK2. BRAZIL3. INDIA4. SOMALIA

Tasks1. Find the data for each of the 5 indicators discussed (literacy rate, nutrition, life

expectancy, GDP per capita $, fertility rate) Add this data into a table in word or excel. To obtain the date either - Use the atlas, p154 onwards or UNICEF site http://www.unicef.org/statistics/index_countrystats.html

2. EXTENSION – use the chloropleth maps p.134-153 (to find extra data about these countries that may affect levels of development)

3. Creating Graphs from the data: Using graph paper of excel represent the data graphically. Make decisions about which graphs would show a good comparison.

4. Extension (you could) Graphs: Create 3 line graphs comparing (see Mr. Green!)- nutrition to life expectancy- illiteracy to fertility rate- GDP $ to % service workers

5. EXTENSION – create 1 extra graph using data from chloropleth maps

6. Final Question: rank the 4 countries in order of development – explain your choices.

Levels of Developmentstarter game

Thinking game: Which development indicators relate to MEDC / LEDC –

http://www.activegeography.co.uk/flash/dustbin/yr9_development_indicators.html

Thinking game: Which development indicators relate to MEDC / LEDC –

http://www.activegeography.co.uk/flash/dustbin/yr9_development_indicators.html

Extension:Gapminder website

• Visit the www.gapminder.org website for a visual comparison of all countries by indicator.