BINGO1. Migration2. Emigration3. Immigration4. Life expectancy5. Infant mortality6. Push factor7. Pull factor8. Commuter belt9. Top down approach10. Bottom up approach

11. disparity12. deindustrialisation13. Periphery14. Green sector15. Tertiary employment16.Non – renewable resource17. Renewable resource18. sustainability19. depopulation20. diversification

To revise knowledge and understanding of Unit 2

Lesson objectives

For each picture decide which topic/chapter it comes from and what the picture shows

Round 1

Development dilemmas

Bottom up development/intermediate technology/water pump

Consuming resources Malthus’ Theory

Making a living

De-industrialisation

Living spaces

Urbanisation/urban sprawl

Changing countryside

Farm diversification

Population dynamics

Population pyramids/population structure

In pairs write an exam style question that matches the following model answers.

1. “They act as a filter reduce migration flow. In the UK there is a five tier system. Countries might want to favour those jobs needed, such as doctors.” (3 marks)

Round 2: Jeopardy

2. “Solar power is ‘cleaner’ for the environment with fewer emissions (no CO2) or waste. It will not run out.” ( 2marks)

3. “In London renting bikes reduces use of cars in the city. This reduces CO2 emissions making it more sustainable.” (3 marks)

4. “A decrease in secondary (manufacturing) jobs might lead to less pollution. More Brownfield sites might be good if they are changed to new habitats or ‘bad’ if toxic materials are left.” (2 marks)

1. Describe how skills tests are used to limit the numbers of migrants allowed into a country.

2. Describe one way in which the use of an alternative or renewable resource helps sustainability.

3. Describe one attempt to create a sustainable living space.

4. Outline two environmental effects of economic changes in developed countries, such as de-industrialisation.

Questions