» 5 Urban change » This chapter meets the crime aspects of Unit 15 in the QCA Key Stage 3 Scheme of Work in Geography: Crime and the local community. It also covers other urban issues and the main focus is on the changing characteristics of cities. The contribution made by sporting events to urban regeneration is considered, illustrated by the case study of the Commonwealth Games in Manchester. The challenge of managing land use on the edge of urban areas is also assessed. On page 69, five learning objectives are stated. To summarise, the chapter ends with Assessing 360º: a chance for pupils to assess and review the chapter’s objectives. The chapter begins with an introduction to urban areas, exploring how and why cities have changed. The problems faced by people living in urban areas and the term ‘quality of life’ are also investigated. Pupils have the opportunity to practise drawing an annotated sketch and discuss solutions to urban problems. Following on from this, the next double-page spread introduces the new opportunities being created for people in urban areas. Manchester is used as a case study of a city that has undergone inner-city regeneration. Examples of how this has been achieved include the projects of Salford Quays, Trafford Park and the Metro-link tram system. Pupils have the opportunity to practise drawing a line graph and to use ICT resources to research one of the Manchester projects and assess how it has helped to improve the city. Developing the theme of urban change, the next spread explores why crime is a problem in some cities. Pupils have the opportunity to practise drawing a bar graph and to use ICT resources to research the crime rates and types of crime in a chosen city. Pupil book pages 69–82 The chapter continues with a consideration of how living conditions are being improved in cities over two spreads. The first spread details how some areas of cities become run down and explores how the quality of life can be improved in poor urban areas. The second spread focuses on how sport can contribute to urban regeneration. Pupils explore two case studies covering improved residential areas in London and investigate how the Commonwealth Games helped with urban regeneration in Manchester. The final section of the chapter covers the topic of land use on the edge of urban areas. ‘Urban sprawl’ is investigated and pupils are encouraged to think about land use management on the rural–urban fringe. Assessing 360º: The first question provides the opportunity for all pupils to explore development on the rural–urban fringe. For Core, pupils are asked to suggest how this development can damage the environment. The second question requires all pupils to interpret OS maps of Chester and explore the changes in the area and the opinions of local people. For Foundation, pupils are asked to describe the environmental damage caused by building in Mickle Trafford. For Core, pupils are asked to suggest why housing developers are keen to build on the edge of urban areas. There are mark schemes available for this on page 77 of this Teacher’s Handbook. 63 Urban change 360_Geog_TH3_U05_pp063-077 15/6/06 12:08 pm Page 63
Transcript
»5 Urban change»
This chapter meets the crime aspects of Unit 15 inthe QCA Key Stage 3 Scheme of Work inGeography: Crime and the local community. It alsocovers other urban issues and the main focus ison the changing characteristics of cities. Thecontribution made by sporting events to urbanregeneration is considered, illustrated by the casestudy of the Commonwealth Games in Manchester.The challenge of managing land use on the edgeof urban areas is also assessed.
On page 69, five learning objectives are stated. Tosummarise, the chapter ends with Assessing 360º:a chance for pupils to assess and review thechapter’s objectives.
� The chapter begins with an introduction tourban areas, exploring how and why cities havechanged. The problems faced by people livingin urban areas and the term ‘quality of life’ arealso investigated. Pupils have the opportunity topractise drawing an annotated sketch anddiscuss solutions to urban problems.
� Following on from this, the next double-pagespread introduces the new opportunities beingcreated for people in urban areas. Manchesteris used as a case study of a city that hasundergone inner-city regeneration. Examples ofhow this has been achieved include theprojects of Salford Quays, Trafford Park and theMetro-link tram system. Pupils have theopportunity to practise drawing a line graph andto use ICT resources to research one of theManchester projects and assess how it hashelped to improve the city.
� Developing the theme of urban change, thenext spread explores why crime is a problem insome cities. Pupils have the opportunity topractise drawing a bar graph and to use ICTresources to research the crime rates andtypes of crime in a chosen city.
Pupil book pages 69–82� The chapter continues with a consideration of
how living conditions are being improved incities over two spreads. The first spread detailshow some areas of cities become run downand explores how the quality of life can beimproved in poor urban areas. The secondspread focuses on how sport can contribute tourban regeneration. Pupils explore two casestudies covering improved residential areas inLondon and investigate how theCommonwealth Games helped with urbanregeneration in Manchester.
� The final section of the chapter covers the topicof land use on the edge of urban areas. ‘Urbansprawl’ is investigated and pupils areencouraged to think about land usemanagement on the rural–urban fringe.
� Assessing 360º: The first question provides theopportunity for all pupils to exploredevelopment on the rural–urban fringe. ForCore, pupils are asked to suggest how thisdevelopment can damage the environment. Thesecond question requires all pupils to interpretOS maps of Chester and explore the changesin the area and the opinions of local people.For Foundation, pupils are asked to describethe environmental damage caused by buildingin Mickle Trafford. For Core, pupils are asked tosuggest why housing developers are keen tobuild on the edge of urban areas. There aremark schemes available for this on page 77 ofthis Teacher’s Handbook.
StartersBrainstorm on the topic ‘Changing cities’. Pupilscould work in small groups and use photograph Aon page 70 as a visual stimulus to get themthinking about what an urban area is. They shouldbe encouraged to think about when they havebeen to an urban area: Do they live in a city? Havethey been shopping in a city? Once the pupilshave suggested characteristics of urban areas,move on to ask pupils about the problems incities. Use photograph B on page 70 as a visualstimulus showing inner-city graffiti. They should beencouraged to think about when they haveexperienced problems in an urban area: Have theybeen stuck in traffic in a city? Have they seengraffiti in a city? Summarise the main points takenfrom the pupils’ suggestions on the board as aspider diagram. Use the spider diagram to leadinto exploring the urban challenge.
Focus of pupil activities1 Pupils list activities that take place in a
city and suggest why cities need goodcommunication systems.
Pupils complete a gap-fill paragraphdescribing cities.
2 Pupils identify and explain three urbanproblems.
4 Pupils write a report identifying themain things that can be done toimprove the urban area.
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Pupils explain how certaindevelopments would make living in acity better.
PlenaryUse mini-whiteboards to review the lesson with atrue/false activity. Ask pupils to write T or F on theirwhiteboards in response to each statement. Use avariety of statements, such as:
� Urban areas do not experience any problems.
� The rural–urban fringe is the edge of an urbanarea where it meets the countryside.
� ‘Quality of life’ is used to describe the amountof money people have.
� Quality of life is higher in urban areas than ruralareas.
Once pupils have identified whether thestatements are true or false, they have to givereasons for their choices. This aims to improve thethinking skills of ‘justification’.
WorkbooksPupils are asked to identify things that areimportant to a person’s quality of life.
Pupils interpret a photograph of an inner-city residential area.
Pupils compare photographs of twodifferent residential areas.
Extension Pupils should categorise the following urbanproblems as social, economic or environmentalissues: traffic congestion, graffiti, vandalisedbuildings, air pollution from exhaust emissions,poor-quality housing, high rates of crime, parkingproblems, river water pollution.
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Changing cities
Pupil book pages 70–71Main objective To learn about change in urban areas
Other aims To understand some of the problems faced by urban areas
Skills � Matching key words and definitions � Drawing an annotated sketch of a photograph� Writing a report
2 Pupils create a case study fact file fortwo of Manchester’s urban projects.This could be used as a peerassessment or self-assessmentopportunity. There is a mark schemeon Worksheet 5.2.
Pupils draw a line graph to show howemployment in the inner city changedbetween 1950 and 2000.
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3 Pupils use the Internet to investigatehow either the Trafford Centre or theMetro-link has helped to improveManchester.
Pupils complete a table with details ofthe schemes used to regenerate thecity of Manchester.
PlenaryYou could produce a spider diagram on the boardsummarising the urban projects in Manchester.The key points on the diagram can describe whatwas done for each project and what the resultswere for the city. This could be extended by askingpupils to identify how each of the urban projectsinfluenced the society, economy and environmentin the city of Manchester.
WorksheetsWorksheet 5.1 comprises an activity in whichpupils locate cities with urban regenerationprojects on a map of the British Isles. This activityprovides all pupils with the opportunity to practisemap skills.
In addition, pupils are required to interpretthe information on the map.
Worksheet 5.2 provides a mark scheme for thepeer assessment activity.
WorkbooksPupils are asked to assess the redevelopment ofBrindleyplace in Birmingham.
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Main objective To understand that cities go through periods of growth and decline
Other aims To learn about the different projects used to regenerate Manchester
Skills � Drawing a line graph
ICT opportunities � Using the Internet to research Manchester’s urban projects
Level 3 You name the scheme.You make some attempt to describe what was done.You use some geographical terms.
Level 4 You name the scheme.You give a description of what was done.You use a range of geographical terms.
Level 5 You name the scheme.You give a description of what was done.You give a description of how the scheme created jobs and improved housing.You use a range of geographical terms.
Level 6 You name and locate the scheme.You give a detailed description of what was done.You give an explanation of how the scheme created jobs and improved housing.You use a wide range of geographical terms.
Level 7 You name and locate the scheme on a map.You give an explanation of what was done.You give an explanation of how the scheme created jobs and improved housing.You consider the effects of the scheme at different scales.You use a wide range of geographical terms.
Level 8 You name and locate the scheme on a map.You give a detailed explanation of what was done.You give an explanation of how the scheme created jobs and improved housing.You consider the effects of the scheme at different scales.You use a comprehensive range of geographical terms.
My three targets for my next piece of assessed work are:
StartersUsing the starter cards from Worksheet 5.3, askpupils to say whether the activities on the cardsare crimes or not. You could use mini-whiteboardsand asks pupils to write CRIME or NO CRIME onthe whiteboards. Use this activity to introduce anddiscuss a definition of crime.
Focus of pupil activities1 Pupils research some crimes reported in their
local newspaper.
From these reports, pupils suggest whycrime reports might give a falseimpression of an area.
Pupils write headlines for the crimes.
2 Pupils explain why crime rates areoften higher in cities.
Pupils complete a gap-fill paragraph oncrime.
3 Pupils create a poster with diagramsand notes to describe crime reduction.
Pupils complete a gap-fill paragraph oncrime in cities.
4 Pupils draw a bar graph to show dataabout fear of crime.
Pupils create a poster with diagramsand notes to describe crime reduction.
5 Pupils use the Internet to researchcrime data in a chosen town or city.C
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PlenaryAsk pupils to feed back on the details of theirposters for activities 3 and 4. You could use thisas a plenary to summarise what can be done toreduce crime.
Reuse the starter cards from Worksheet 5.3 forthe plenary activity and ask pupils to explain eachof the NO CRIME activities. Use Q&A: Should someof the activities be made illegal? Which activitiesand why?
WorksheetsWorksheet 5.3 comprises cards that are to beused with the starter and/or plenary activities.
Worksheet 5.4 shows a map of England and Walesand a data set of crime figures. This activityprovides all pupils with the opportunity to practisedensity shading (choropleth) map skills.
In addition, pupils are required to interpretthe information on the map.
Workbooks Pupils are required to complete and interpret a bargraph showing crime survey data. Pupils are alsoasked to read a newspaper article and explain howcrime can be reduced.
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Main objective To understand what is meant by urban crime
Other aims To learn about the effects of crime on people and businesses
Skills � Drawing a bar graph� Creating a poster
ICT opportunities � Using the Internet to research information about crime
StartersHand out Worksheet 5.5 to pupils and ask them tostudy the photograph of an urban area. Pupilsannotate the photograph to highlight urbanproblems and how they can be improved. UseQ&A: What are the problems shown in the urbanarea? Think about housing, services andcommunity spirit. How can the urban area beimproved? What would be the priorities forimprovement for this community?
Focus of pupil activities1 Pupils write a letter to a friend
describing what life is like in inner-cityManchester.
Pupils match key words anddefinitions.
2 Pupils explain why it is difficult toattract new businesses and shops torun-down areas.
Pupils describe the problems of livingin areas like Beswick.
3 Pupils list the advantages anddisadvantages of living in high-riseflats.
Pupils draw a flow diagram to showhow areas become run down.
4 Pupils explain how the NightingaleEstate was improved.
Pupils think about the suitability ofhigh-rise flats for families with childrenand single working people.
5 Pupils write a letter to a frienddescribing how the Nightingale Estatehas improved.
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PlenaryUse mini-whiteboards to review the lesson with an‘odd word out’ activity. Ask pupils to write downthe word that is the odd one out on theirwhiteboards. Use a variety of word lists, such as:
� run-down areas, poor housing, lots of jobopportunities, high crime rates
Once pupils have identified the odd word out, theyhave to give reasons for their choice. This aims toimprove the thinking skills of ‘justification’.
Worksheet Worksheet 5.5 has a photograph of a run-downinner-city area and pupils have to annotate thisphotograph showing urban problems and how thearea can be improved.
WorkbooksPupils complete a pie graph to show towncentre problems.
Pupils complete a bar graph to show towncentre problems.
All pupils are asked to describe how a town centrecould be improved.
Extension Ask pupils to draw an annotated sketch of thearea shown on Worksheet 5.5 after it has beenimproved.
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Main objective To understand how some areas in cities can become run down
Other aims To find out how the quality of life can be improved in poor urban areas
StartersThis activity asks pupils to identify connectionsbetween pairs of statements. The following aresome examples of statements they could be given:
� Manchester hosted the Commonwealth Games.East Manchester has undergone large-scaleurban regeneration.
� The Manchester Stadium was built for theCommonwealth Games. Major events are now hosted in Manchester.
Working in pairs pupils should discuss thestatements and make decisions about the type ofconnection between the statements. They coulduse the following letters: M = Must be aconnection; C = Could be a connection; N = Noconnection. Pupils should explain how and whythey made their decisions, and they could thendiscuss their decisions with another pair. Did theycome up with the same responses? They shouldtry to justify their decisions to the other pair. Canthey reach a common decision? This activity aimsto develop reasoning skills.
Focus of pupil activities1 Pupils identify the problems that were faced by
people in East Manchester.
2 Pupils identify which sports facilities were builtat Sportcity.
Pupils are required to state who usesthe facilities now.
3 Pupils make posters to illustrate thefive changes that have helped localpeople the most.
Pupils state who uses the facilities atSportcity now.
4 Pupils explore the conflicting opinionsabout the success of the Games inManchester.
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Pupils draw signs to show the changesfor people.
Plenary‘What’s the question?’ Give pupils five or sixanswers to questions and ask them to come upwith suitable questions. Here are some examplesof answers (and possible questions for them):
� Commonwealth Games (What sport event ledto the regeneration of East Manchester?)
� East London (Which area is most likely tobenefit from the regeneration for the 2012Olympics?)
� Sportcity (Which facilities were at the focus ofthe Commonwealth Games in Manchester?)
WorkbooksPupils answer questions about how sport can aidregeneration and describe the benefits forresidents of improving the urban environment.
ExtensionTell pupils that the organisers of the Olympics2012 claim that the Games will ‘inspire youngpeople and leave a lasting legacy’. Ask pupils toclassify the following potential impacts of theOlympic Games, in terms of SOCIAL, ECONOMIC,ENVIRONMENTAL and POLITICAL impacts:
� More job opportunities
� Improved transport facilities
� New sporting venues
� New urban park
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Main objective To explore urban regeneration
Other aims To understand how sport can be part of regeneration
Skills � Exploring differing opinions on the role of sport in regeneration
StartersBrainstorm on the topic ‘The rural–urban fringe’.Pupils could work in small groups and use diagramA on page 80 as a visual stimulus to get themthinking about what the rural–urban fringe is.Encourage thinking using Q&A: What are urbanareas? Do you live in an urban area? What arerural areas? Do you live in a rural area? What aredifferences between the locations of urban andrural areas? Where do urban and rural areasmeet? Once the pupils have suggestedcharacteristics of urban and rural areas anddifferences in location, move on to ask pupilsabout the characteristics of the rural–urban fringe.Summarise the main points taken from the pupils’suggestions on the board as a spider diagram. Usethe spider diagram to lead into exploring therural–urban fringe.
Focus of pupil activities1 Pupils write their own definitions for
the key words.
Pupils complete a gap-fill exerciseabout the rural–urban fringe.
2 Pupils suggest reasons why it is easierto build on the edge of a city than inthe city centre.
Pupils match groups of people tocomments about land use on therural–urban fringe.
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3 Pupils are asked about land use onthe rural–urban fringe.
Pupils are asked for their personalopinions on building houses on therural–urban fringe.
4 Pupils are asked about conflictingviews and opinions of different groupsof people over land use on therural–urban fringe.
5 Pupils create a spider diagram to showhow town people use the rural–urbanfringe.
6 Pupils contribute to a class discussionabout land use on the rural–urbanfringe.
PlenaryUse the vocabulary from the lesson – for example,green belt, greenfield site, urban sprawl – to playhangman.
WorkbooksPupils are asked to identify on a photograph thesites that would be suitable for new houses. Pupilsare then asked to describe the advantages anddisadvantages of a park-and-ride scheme.
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The rural–urban fringe
Pupil book pages 80–81
Main objective To find out what is in the rural-urban fringe
Other aims To understand why people disagree about how the land is used
Skills � Exploring differing opinions on the land use of the rural–urban fringe� Drawing a spider diagram� Holding a group discussion
Key words green belt, greenfield site, urban sprawl
Level 3 Question 1You give a correct description/definition of the rural–urban fringe.You list at least three types of building on the rural–urban fringe.Question 2You make some attempt to describe the changes that have taken place on the edgeof Chester.
Level 4 Question 1You give a correct description/definition of the rural–urban fringe.You list more than three types of building on the rural–urban fringe.Question 2You give a description of changes that have taken place on the edge of Chester.
Level 5 Question 1You give a correct description/definition of the rural–urban fringe.You list more than three types of building on the rural–urban fringe.You give a clear description of how the environment is damaged by buildings.Question 2You give a clear description of changes that have taken place on the edge ofChester.You use four-figure grid references in your answer to 2(a).You give a clear description of the opinions of different groups of people.
Level 6 Question 1You give a correct description/definition of the rural–urban fringe.You list more than three types of building on the rural–urban fringe.You give an explanation of how the environment is damaged by buildings.Question 2You give a detailed description of changes that have taken place on the edge ofChester.You use six-figure grid references in your answer to 2(a).You give an explanation of the opinions of different groups of people.
Level 7 Question 1You give a correct description/definition of the rural–urban fringe.You list more than three types of building on the rural–urban fringe.You give a detailed explanation of how the environment is damaged by buildings.Question 2You give a detailed description of changes that have taken place on the edge ofChester.You use six-figure grid references in your answer to 2(a).You give a detailed explanation of the opinions of different groups of people.
Level 8 Question 1You give a correct description/definition of the rural–urban fringe.You list more than three types of building on the rural–urban fringe.You give a detailed and thorough explanation of how the environment is damaged bybuildings.Question 2You give a detailed description of changes that have taken place on the edge ofChester.You use six-figure grid references in your answer to 2(a).You give a detailed and thorough explanation of the opinions of different groups ofpeople.
