AS Geography – Health Issues
Less
on
1
Key
Question
What are
the global
patterns of
health,
morbidity
and
mortality?
Objectives
To
understand
there are
different
causes of
death
worldwide
Guildford County School – Geography Department
Suggested activities
Starter lesson 1: Students could use the powerpoint ‘health, mortality and morbidity
starter’ which asks students to match the keyword to the correct definition.
Main activity lesson 1: Students could then discuss what they think the leading causes of
mortality and morbidity are in different areas of the world. In groups they could predict
and mark these on a world map. Leading causes of mortality can be found on the second
slide of the powerpoint ‘health, mortality and morbidity starter’.
Main activity lesson 1: Students could look at the cartograms at www.worldmapper.org
and describe the pattern which can be observed. There are a range of different mortality
figures which have been mapped, including infant mortality, female mortality, health,
death, cause of death and age of death.
Resources
Ppt ‘health,
mortality
and
morbidity
starter
Blank
world maps
Ppt slides
1-9
Plenary lesson 1: How similar / different are their predictions to reality? How useful are the
maps on the world mapper website? Strengths and limitations?
ppt slides 1-9 as a summary.
2
What are
the global
patterns of
health,
morbidity
and
mortality?
What role
does
health
play in
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To examine
the
monitoring of
one disease
(cholera) and
to consider
disease on a
global scale
Starter: Students should answer the questions on the powerpoint ‘patterns of mortality and
morbidity’ which refer to the pages they have read for homework.
Main activity: Students could look at the map showing the global distribution of cholera.
(ppt Cholera slide 2) They should describe the pattern and try to explain it. Then show
slide 3 etc (link with water) and rest of ppt (John Snow).
Main activity: What do students know about the current Cholera outbreak in
Zimbabwe?
Watch clip from http://news.bbc.co.uk/1/hi/world/africa/7749425.stm
Look at map and links at http://news.bbc.co.uk/1/hi/world/africa/7771184.stm
Discuss spread of disease.
powerpoin
t ‘patterns
of
mortality
and
morbidity’
ppt cholera
internet
Homework /
Assessment
H/W lesson 1:
Students
should read
and make
notes on pages
277 – 279 of
AQA AS
Geography
(Phillip Allan)
which looks at
patterns of
mortality and
morbidity in
terms of
influenza and
yellow fever.
Also – see
‘How will you
die?’ website
Hm: make
notes from
website re
health and
HALE
Cholera pages
from Wycombe
High school –
go through as
review and
answer the
questions on
Guildford County School – Geography Department
world
affairs?
the plenary
page. (see
website)
So does cholera in Zimbabwe matter on a global scale?
Plenary: Students should consider why it is important to map morbidity at different scales.
Would John Snow have had his breakthrough if local data was not available?
3
What are
the global
patterns of
health,
morbidity
and
mortality?
What role
does
health
play in
world
affairs?
4
What are
the global
patterns of
health,
morbidity
and
mortality?
What role
does
health
play in
world
affairs?
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Understand
some of the
main global
health issues.
Understand
what is
classed as
good health
and how
globally
organisations
are trying to
improve this.
Starter: Students should brainstorm all the health related issues that they can think of. They
should sort these into individual issues, local issues, national issues and global issues.
Main activity: Using the information from:
http://www.globalissues.org/article/588/global-health-overview and
http://www.who.int/whr/1998/media_centre/50facts/en/ put the information about global
heath issues onto a world map.
Internet
Blank
world maps
Main activity: The Millenium development goals
www.geographyalltheway.com/year9_geography/year9_development/development_mdg.htm
Look at the You Tube clip to introduce the development goals and then complete the hot air
balloon activity (as described on the webpage).
Plenary: Do you think the world will reach the goals by 2015? If not, why not? Use their
knowledge to write a report to the UN on how they think LEDCs standards of health could be
improved. They should include 5 key strategies and rank them in order of necessity.
internet
Starter lesson 4: Students should select a global health issue (e.g avian flu, malaria,
influenza, yellow fever etc) which they wish to study in more detail. A wide range of issues
should be covered as a class.
http://news.bbc.co.uk/1/hi/health/6959583.stm will be very helpful!
http://www.globalhealthfacts.org/index.jsp to get health related figures for any country.
Main activity lesson 4: Students should spend some time investigating their issue. They
should look at its global impact as well as national, local, and individual impact. They should
display their information on one side of A4 using a map or series of maps.
Plenary lesson 4: Students should compare their maps – which issue has the greatest global
impact? Why might this be? Which issue has the least global impact? Why might this be?
Guildford County School – Geography Department
5
6
Starter: Write down 10 things (if they can) about HIV / Aids. Compare in small groups / as a
class. What is our prior knowledge? How accurate is it?
Case
study of
one
infectious
disease
Watch the powerpoint ‘Intro to HIV / Aids’ and then the ‘Basic facts’ ppt.
Main activity lesson 5: Students could complete the card sort ‘Aids classification exercise in
which they sort 40 cards into the categories ‘Background about HIV/AIDS’, ‘Causes of the
epidemic’, ‘Strategies to tackle the epidemic’ and ‘Impacts of African communities’.
- global
distributio
n
- impact
on health,
economic
developm
ent and
lifestyle
Plenary lesson 5: Students should have a look at the Google Earth overlay showing the
global distribution of HIV/AIDS. They should describe the distribution shown.
Or slides 10-13
Starter: Show image of Kami (the Muppet from SA who is HIV+) – do they know who this is? What
has this got to do with our topic? Introduce Kami. More info at
http://www.muppetcentral.com/news/2002/091702.shtml and then show You Tube clip
http://uk.youtube.com/watch?v=JnhcZGOvDfM What do they think about the opinions voiced in the
clip? Do they understand why SA Muppet show has a character with HIV / Aids?
Main activity: Distribution of HIV / Aids – slides 10 and 13 – does anything surprise them? Describe
the pattern or map the areas with highest % HIV and describe the pattern.
Read p280-282 to give reasons for the pattern of distribution.
Plenary: 1. http://news.bbc.co.uk/1/shared/spl/hi/africa/03/aids_debate/html/default.stm
2. Brief discussion about HIV in UK e.g Routine testing for pregnant women (reasons why) etc
7
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To
understand
the impact of
HIV / Aids
Starter: Give the starter which is fig 8.1 p 283 blanks and ask students to try to place
information in the correct place on the concept map. Then show text book diagram to check.
Main activity: Mind map the effects of HIV / Aids using p282-3, slides 14-18 and
http://www.avert.org/aidsimpact.htm (NB ‘Impact on Sub Saharan Africa in folder has main
details from website if website not available) and p15-33 of the Scottish booklet. Also some
slides in ‘Socioecon impact aids’ ppt . Use headings ‘health, economic development and
lifestyle’ (from syllabus).
Intro to
HIV/Aids
ppt
Basic facts
ppt
Q8a from
sample exam
paper1
Aids
classificati
on exercise
Google
Earth or
slides 1013
Kami
image
You Tube
clip
Slides 10
and 13
Blank
world maps
‘starter’ in
lesson 7
folder
Text book
Slides 1418
Internet
Scottish
booklet
Socioecon
impact
aids’ ppt
Compile case
study of Aids /
HIV in Zambia
www.avert.org/
aidszambia.htm
And info from
AQA teacher
resource bank
and from p57
Scottish
booklet
Guildford County School – Geography Department
To know
what steps
can be taken
to reduce the
impact of
HIV / Aids
8
Starter: show ‘aids prevention’ posters on ppt. Do they think these posters are effective or
not? Why?
Main activity: Make notes on management of HIV / Aids using p283-4, p35-47 of Scottish
booklet and websites. Make sure students have case study specific information about
Zambia
‘aids
prevent’
ppt
Text book
Scottish
booklet
Plenary: Exam Q: With reference to one or more schemes, explain the benefits of
training local people as basic health workers to work in poor areas in less developed
countries. 6 marks
9
What is the
global
distribution
of coronary
heart
disease?
How does
CHD
impact on
health,
economic
developme
nt and
lifestyle?
Starter: Can students remember what the biggest killer in the USA was? Heart disease
(responsible for 28.5% of deaths in USA) Causes 17 million deaths a year globally (30% of
total deaths).
Main activity:
http://www.bbc.co.uk/scotland/education/int/geog/health/health/index.shtml?chd
Look at map of CHD. Ask what do students think are the main risk factors for CHD? Then
look at ‘developed lifestyles’ link.
Show slides 22-26.
What are DALYs? (see p286-7 text book)
http://news.bbc.co.uk/1/hi/health/4696172.stm How do patterns of heart disease vary in the
UK?
Plenary: http://edition.cnn.com/2009/HEALTH/01/01/smoke.free.laws/ What do they think
to this?
Starter:
10
Internet
access (can
be one
access)
Slides 2226
Text book
Slides 2729
Main activity: Research and produce an A3 poster showing the following aspects of
coronary heart disease:
1. Risk factors
2. Impact on lifestyle
3. Impact on Economic development (economic costs)
4. Impact on health
5. Prevention
Slides 27-29 will help
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A3 paper
Complete
posters using
additions
suggested in
plenary.
Guildford County School – Geography Department
Some useful weblinks:
http://news.bbc.co.uk/1/hi/health/2489237.stm (‘Heart disease costs billions’)
http://www.admin.ox.ac.uk/po/060516a.shtml (good for figures)
http://www.bbc.co.uk/health/conditions/heart/
http://www.dh.gov.uk/en/Healthcare/NationalServiceFrameworks/Coronaryheartdisease/inde
x.htm
http://www.bhf.org.uk/
Plenary: peer assess posters – critically suggesting other information needed.
Starter: Review posters – what can they learn from each other’s information? Write down
at least 5 points that you haven’t got on your own poster.
11
12
How do
food and
health link
together?
To study the
problem of
obesity
Main activity: “Describe the impact of one disease of affluence on economic development”
5 marks. (Q1b p309)
In pairs note down some points to answer this question – 10 mins. Then join into 4s and
share ideas.
Individually write an answer to the question. Peer mark (p39 teacher’s folder has mark
scheme)
Starter: Students could have a go at the ‘Obesity quiz’ which asks some basic questions
about obesity http://news.bbc.co.uk/1/hi/magazine/7105472.stm
Starter: ‘from fat to thin’ – students organise themselves in line to show which countries
they think have the highest and lowest numbers of obese people
Starter: ‘What the world eats’ ppt
Main activity : Students could look at the link
http://news.bbc.co.uk/1/hi/health/7151813.stm
They should shade a blank world map with the data on the map ‘the global obesity
problem’.
Students should then write geographical questions around the map e.g. why is the pattern
like this? Why do rich and poor countries both have high obesity levels etc.
They should have at between 5 and 8 questions. Students should then spend some time
trying to find the answers to their questions.
Students should feed back to the class the answer to one of the questions which they have
researched. If students don’t have this question on their map then they can add it.
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Teacher’s
folder p39
‘From fat
to thin’
‘What the
world eats’
ppt (Mark
Ollis)
Internet
Blank
world map
H/W: read the
article
‘Japanese firms
pay penalties
for over weight
staff ’ see
weblinks
And make
notes.
Read the pdf
’10 things you
need to know
about obesity’
from WHO and
make notes.
Also – slide 37
Guildford County School – Geography Department
Plenary lesson 13: Students could look at the graphs showing the % of people estimated to
be obese in different Local Authorities: Students should look for patterns e.g. highest % of
obese; lowest % of obese; Guildford’s position. They should try to give reasons for the
patterns. See weblinks at the end. Also – see ‘fat map’
www.independent.co.uk/multimedia/archive/00049/fat-map_49088a.jpg
13
How do
food and
health link
together?
To study the
problem of
obesity
Extra reading: http://www.timesonline.co.uk/tol/news/uk/health/article2532694.ece
http://www.globalissues.org/article/558/obesity
Starter lesson 14: Students could have a look at the ingredients starter ‘what is it?’ which
lists all of the ingredients of a Big Mac. They should try to guess the product and then
explain the feelings they have about this.
Film
Main activity lesson 14: Students could watch part or all of the documentary by Morgan
Spurlock ‘Supersize me’ which looks at the link between eating a diet of fast food and the
effects on health. The film can be downloaded at the website
http://freedocumentaries.org/film.php?id=98 They should annotate the body outlines
showing a ‘before’ and ‘after’ view of Morgan Spurlock’s health. Further information can be
found at the website http://en.wikipedia.org/wiki/Super_Size_Me
14
Food and
health:
periodic
famine and
malnutritio
n
Starter: Hunger true or false (NB all are true!)
Starter: Slide 30 - terms (understanding difference between malnutrition and famine imp)
Main activity lesson 15: Students could watch the short film ‘The causes of poor food
supplies’. This could lead to a discussion about which cause students think has the biggest
effect. Make notes from slides 31 and 32
Main activity: Students could then discuss which areas of the world are most likely to
experience famine. Then use http://maps.maplecroft.com/ and select ‘hunger map’.
Describe the global pattern of hunger. Click on the hot spots to get reasons for hunger in
some areas and make notes on some of these. See also slide 33. How does the map compare
with their predictions?
Plenary: Look at http://library.thinkquest.org/C002291/high/present/where.htm which
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‘What is
it?’
Body
outlines
Hunger
true or
false starter
Slide 30
movie
slide 31-32
Internet
Slide 33
H/W: Students
should read
the article
which
summarises a
number of
important key
points. They
should make
notes. See
weblinks
Students
should answer
the questions
about famine
from the AQA
AS Geography
Redfern CD.
The questions
are: For one
named area
that you have
studied where
periodic famine
Guildford County School – Geography Department
shows countries affected by hunger and use the ‘next’ links to research the issue further.
Starter:– Is malnutrition a major issue in both MEDCs and LEDCs? Discuss
15
Slides 3435
Main activity: case study of causes of famine in Sudan 2005 (slide 35) ………
Main activity : Students could work in pairs to come up with some solutions for solving the
crisis of famine. They should try to think of practical solutions and explain why they think
their strategy would be effective. They should bear in mind that there is enough food to go
round but there are significant problems with transporting and distributing large quantities
of food.
Plenary: Students should have a look at the webpage
http://library.thinkquest.org/C002291/high/future/index.htm which has some suggestions
for how famine should be tackled. Students should investigate one of the articles (There
are 6 in total) and should feed back the three main points from the article. Also- slide 36
16
Contrasting
healthcare
approaches
in countries
at different
stages of
developme
nt
Starter: show ppt slide ‘number of people per doctor’- brief discussion.
Main activity: Slides 38-43 which show the different types of healthcare systems. Students
should then look at the table on page 295 of the David Redfern AS textbook. They should
rank the different healthcare systems from 1 (the one which they think is the best system)
to 5 (the one which they think is the worst). They should be able to justify their decision
and should compare their ideas with the rest of the class.
Main activity: Students could watch part, or all, of the Michael Moore documentary ‘Sicko’
in which he launches an attack on the US health system. There is a section in the middle
where he portrays the UK healthcare system as idyllic. Students could watch this section
and then discuss whether they think this is a fair reflection. They could consider the
experiences which they have had of healthcare throughout their lives. The film in total is
118 minutes but is excellent. It might be worth warning students that the first few minutes
are not for the squeamish!
Plenary: What do you think? Is the film a fair reflection of the US and UK
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internet
has taken place
a) describe the
causes of
famine in that
area. b) Outline
the actions
taken to
prevent famine
from arising
there again.
Slide 36
Ppt –
number of
people per
doctor
Slides 3843
DVD
H/W lesson 19:
Students
should design
their own
health care
system for a) a
developed
country and b)
a less
developed
country. They
should be able
to explain the
different
features of
their
healthcare
system e.g.
Guildford County School – Geography Department
healthcare systems?
17
Health
matters in a
globalising
world
economy:
TNCs and
pharmaceut
ical
research,
production
and
distribution
s, tobacco
Transnatio
nals.
Starter: T/F TNCs and globalisation
Main activity: Pfizer is the largest pharmaceutical company in the world, according to
2006 sales figures ($45,083 million). Visit www.pfizer.co.uk to find out more about
this organisation.
You are going to carry out a de Bono six-hat analysis of the role of Pfizer in the
production and distribution of drugs. Here are some ideas for questions to consider:
 White hat – what information can you easily find about Pfizer? What
information is more difficult to find? Why is this? (You may find it helpful to liaise
with others in your group and look at how they have been getting on with finding
useful information).
 Blue hat – who is in charge of Pfizer? What are Pfizer’s values? Who promotes
these values? What is the big picture?
 Yellow hat – what positive things do Pfizer do? Who has benefited from the
work of Pfizer? Can you give specific examples?
 Black hat – what negative things do Pfizer do? Who has suffered because of the
work of Pfizer? Can you give specific examples?
 Red hat – What are the views of different groups of people about the role of
Pfizer in the pharmaceutical industry? How do these views change between location,
gender etc?
 Green hat – What are the consequences of Pfizer’s actions for the world? What
are the subsequent issues going to be?
Decide who will use each ‘hat’. Give 20 mins for research into their area then
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T/F TNCs
and
globalisatio
n
who will fund
it? What are
the advantages
of the system?
Are their
health care
systems similar
to any of those
featured?
Read p296300 and make
notes.
Guildford County School – Geography Department
feedback as whole class (taking notes)
Plenary: Now take off your ‘hat’. What do you think about Pfizer’s operations?
Starter: Show images – what do they have in common? (All products of GlaxoSmithKline)
18
Main activity: slides 44-49
Then read the 3 articles (2 on word doc, 1 at link below)
http://news.bbc.co.uk/hi/english/static/in_depth/africa/2000/aids_in_africa/drugs.stm
Summarise the main points of the articles. Look at Qc p310 text book. In pairs / small group
-what do you think? Discussion on whether the drug companies are right to behave in this
way or not.
Starter: Students should read page 300 and 301 of the David Redfern AS textbook. They
should then compare the information here with that at the website http://www.bat.com/
19
Main activity lesson 22: Students should watch the video ‘Bannatyne takes on the tobacco
industry’ which has an associated worksheet and video notes of the same name.
http://www.globalissues.org/article/533/tobacco Tobacco global issues
http://video.google.com/videoplay?docid=4851577105036137701 to play Bannatyne
tobacco film from internet if no video player in room.
Plenary: slides 50-53 as summary.
20
21
Regional
variations
in health
and
morbidity
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Starter: http://www.deathclock.com/ check their date of death! Change the variables- what
affects the date they are given?
Then show slides 54-61 to introduce the issues.
Main activity: read p301-303 in text book then give out task sheet (report: “Working in
Product
images
Slides 4449
2 articles
on word
doc, 1 on
internet
Text book.
Text book
Answer Qc
p310 (15
marks)
H/W: read the
article
DVD/video http://www.gl
obalissues.org/
Worksheets TradeRelated/C
onsumption/To
bacco.asp
which covers a
Slides 50variety of
53
different issues
relating to the
tobacco
industry. They
should produce
an A4 factsheet
incorporating
the main points
which the
article makes.
internet
Complete
Slides 54report
61
Text book
301-305
Guildford County School – Geography Department
in the UK
Factors
affecting
regional
variations
in health
and
morbidity –
age
structure,
income and
occupation
type,
education,
environme
nt and
pollution.
pairs or individually, produce a report describing regional variations in health and
morbidity in the UK and attempting to explain patterns observed.
When explaining patterns you should consider the impact of:




Age structures
Income and occupation types
Education
Environment and pollution”)
http://www.apho.org.uk/resource/view.aspx?RID=50214
http://news.bbc.co.uk/1/hi/health/6035225.stm
http://news.bbc.co.uk/1/hi/health/6226988.stm
http://news.bbc.co.uk/1/hi/health/7293846.stm
http://news.bbc.co.uk/1/hi/health/4494051.stm
Plenary: concept map how these factors are interrelated.
22
23
Age,
gender,
wealth and
their
influence on
access to
facilities for
exercise,
health care
and good
nutrition.
A local case
study on the
implications
of the
above
for the
provision of
health care
systems.
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http://news.bbc.co.uk/1/hi/health/7584056.stm Social factors are the key to ill health
(article)
http://www.bbc.co.uk/scotland/education/int/geog/health/health/lifestyles/causes/index.shtml
How different factors impact upon health.
Internet
Question /
task sheet
Guildford County School – Geography Department
24
25
26
27
http://www.apho.org.uk/resource/view.aspx?RID=50214 interactive health profiles
28
29
http://www.surreyhealth.nhs.uk/about-surrey-pct Surrey PCT
30
NB: Where pages only are given they refer to AS Geography – Barker, Redfern and Skinner
‘Slides’ refers to Health powerpoint from Curriculum Press (new AS materials)
NT refers to the AQA AS Geography text book from Nelson Thornes
Other weblinks:
Lessons 4-8
http://maps.maplecroft.com/showpage?section=googleearth&topic=maplecroft_google_earth_series Google Earth map to show HIV / Aids
http://www.aidsinafrica.net/map.php (interactive Africa map)
http://news.bbc.co.uk/hi/english/static/in_depth/africa/2000/aids_in_africa/aids_facts.stm BBC special report
http://news.bbc.co.uk/1/hi/health/7536684.stm HIV / Aids challenge in the UK
http://news.bbc.co.uk/1/hi/in_depth/health/2005/aids_crisis/default.stm BBC special report: The Aids crisis
http://news.bbc.co.uk/1/hi/world/americas/7539813.stm Aids discrimination in Mexico
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Guildford County School – Geography Department
http://earthtrends.wri.org/searchable_db/index.php?action=select_countries&theme=4&variable_ID=399 searchable by country – HIV / Aids
orphans
http://www.indexmundi.com/map.aspx?v=HIV%2fAIDS+-+adult+prevalence+rate(%25) AIDs / HIV adult prevalence
http://www.avert.org/aids-zambia.htm Zambia
http://www.geographyteachingtoday.org.uk/images/activities/hazard02.html (Malaria and HIV mapped)
http://www.school-portal.co.uk/GroupRenderCustomPage.asp?GroupID=134546&ResourceId=488664 Wycombe high school
Lesson 1
http://www.bbc.co.uk/blogs/thereporters/markeaston/2008/10/map_of_the_week_how_will_you_d.html How will you die?
Lesson 2: H/W
http://www.esrcsocietytoday.ac.uk/ESRCInfoCentre/facts/international/health.aspx?ComponentId=14902&SourcePageId=14912
http://www.school-portal.co.uk/GroupHomepage.asp?GroupId=134540 (Wycombe High School – cholera)
Lesson 13: http://www.ic.nhs.uk/webfiles/Popgeog/Graphs%20showing%20Model%20Based%20Estimates%20of%20Obesity%20%28adults%29.pdf
Hm: www.guardian.co.uk/world/2008/mar/19/japan?gusrc=rss&feed=worldnews
Lesson 14 Hm: www.globalissues.org/TradeRelated/Consumption/Obesity.asp
http://www.dailymail.co.uk/health/article-1050048/Fat-map-shows-obesity-hotspots-emerging-healthier-South.html ‘Fat map’ for UK
http://www.independent.co.uk/life-style/health-and-wellbeing/health-news/diabetes-may-cause-first-fall-in-life-expectancy-for-200-years-966914.html
Diabetes may cause first fall in life expectancy….
Other:
http://allafrica.com/specials/health2008/ Problems relating to health in Sub-Saharan Africa
http://209.85.135.104/custom?q=cache:9h8V4KyK_0EJ:www.unis.org/data/files/News/UNISUNWorkingPapersNews/workingpaper.pdf+k+value
s&hl=en&ct=clnk&cd=5&client=google-coop-np UN health info
http://www.school-portal.co.uk/GroupHomepage.asp?GroupID=134539 Wycombe High School – Aids, cholera, malaria
Malaria
http://www.guardian.co.uk/science/2008/feb/17/medicalresearch.health The war on malaria
http://www.travelhealth.co.uk/education/malaria_lesson.htm Malaria teaching resources
H Nurton
Guildford County School – Geography Department
http://www.school-portal.co.uk/GroupHomepage.asp?GroupID=134541 Wycombe High school –malaria
H Nurton