20 June - 26 June

FOCUS / ARONGA learning intentions:

• We are FOCUSING on the relationships and connections between people, across boundaries, and with the environment shape societies.
• We are FOCUSING on how living things are impacted by humans and natural occurrences.
• We are FOCUSING on how people use resources sustainably and unsustainably.

Lesson One

Learning Objective: To understand that India (a NEE) is experiencing rapid economic development, which is leading to significant social, environmental and cultural changes.

Success Criteria: • To understand the location and importance of India, regionally and globally.

• • To understand how political and trading relationships are changing.
• • To understand India’s changing industrial structure.
• • To evaluate how economic development affects the environment and the quality of life.

Starter - What Is the Link?

Show the students the images on the PowerPoint. Give the students one minute to think how the images could be linked. They can share their ideas with a partner or with the rest of the class. There is no need to come to a final solution here; the task is revisited during the plenary.

Activity: Social, Political, Economic and Cultural Context

Use the PowerPoint to introduce the context of India, with particular focus on air pollution and water pollution. For more context about water pollution in the River Ganges, watch the video link on Google Classroom

Activity: Environmental Context

The students should consider the advantages and disadvantages of Trans-National Corporations within India. Open PDF 'The Changing Economic World - Lesson 3 - TNCs in India Activity Sheet' as a Google Doc and use two colours to highlight all the advantages and all the disadvantages of TNCs in India.

Activity: International Aid

Discuss the five main types of international aid that India receives. For an example of ‘bottom-up’ aid in India, you watch the following video clip about biogas  on Google Classroom.

To demonstrate their understanding, get a set of crds from Ms Carter The Changing Economic World - Lesson 3 - International Aid Card Sort, putting the statements under the five categorise previously outlined.

Activity: Impacts of Economic Development

The students will consider the impacts of economic development on the quality of life and environment in India. Complete the The Changing Economic World - Lesson 3 - Impacts on Economic Development Word Search, using one colour to highlight all the impacts on the quality of life, and another to highlight the impacts on the environment.

Plenary

Revisit the first slide from the PowerPoint. When asked the question this time, they should be able to give a more accurate answer.

Lesson Two - World Overshoot Day

Learning Objective: 

To understand the significance of World Overshoot Day.

Success Criteria: 

• • To understand what an ecological footprint is.
• • To identify the positive and negative effects on our ecological footprint.
• • To utilise the thinking hats approach to decide if we should do something about World Overshoot Day.

Starter

Identify ‘Odd One Out’ slide on the PowerPoint. Give the students one minute to think about the correct answer.

They should be able to justify it. They can share their ideas with a partner or with the rest of the class. Answer, and explanation, revealed on a click.

Main Activities

What Is an Ecological Footprint?

Introduce what an ecological footprint is. Open the World Overshoot Day Factsheet as a Google Doc. The students should watch the video  on Google Clasroom and fill in their sheet with any information that they think might help them formulate an opinion about this statement.

Card Sort

In this activity, students will consider the positive and negative effects on our ecological footprint. Get a set of the Ecological Footprint Card Sort and sort the cards into the two categories (positive and negative effects on our ecological footprint).

What Is the Significance of World Overshoot Day?

Use the PowerPoint to explain what World Overshoot Day is and how it is significant for the future of the planet. For more context, students may watch the videos: on Google Classroom.

Continue to fill in their World Overshoot Day Fact Sheet whilst watching the videos.

Thinking Hats

The students should consider the statement ‘We should try to do something to prevent World Overshoot Day.’ In groups of five, give each student in the group a set of questions from the Thinking Hats Activity Sheet. Each person in your group will have a

different thinking hat and different set of questions. They should only answer the questions for their thinking hat.

Plenary

Students will revisit the statement from the previous task.

1. Give the groups three minutes to share their answers from the previous activity with the rest of their group.

2. As a group, ask the students to decide what they would do about World Overshoot Day and explain their answer.