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Nancy LeeUnit Plan: What are the population trends and issues and how can we adapt in a changing world?

What are the population trends and issues and how can we adapt in a changing world?

Social Studies 11 Human Geography Unit

Rationale It is expected that students will (Core competencies):

apply critical thinking –including questioning, comparing, summarizing, drawing conclusions, and defending position- to make reasoned judgments about a range of issues, situations, and topics

demonstrate skills and attitudes of active citizenship, including ethical behavior, open-mindedness, respect for diversity, and collaboration

Prescribed Learning Outcomes (PLOs):Students are expected to be able to do the following:

use geographic inquiry processes and skills to: ask questions; gather, interpret, and analyze data and ideas; and communicate findings and decisions

assess the significance of people, places, events, and developments, and compare varying perspectives on their historical significance at particular times and places and from group to group (significance)

assess the justification for competing historical accounts after investigating points of contention, reliability of sources, and adequacy of evidence (evidence)

compare and contrast continuities and changes for different groups during this time period (continuity and change)

explain different perspectives on past or present people, places, issues, and events by considering prevailing norms, values, worldviews, and beliefs (perspective)

Unit Goals Students will:

examine the substantial growth in world population since the twentieth century assess the impact of population growth, economic development, and urbanization on the

environment read and interpret a wide range of statistical tables and graphs identify patterns of population growth and change identify and distinguish the different types of population pyramids examine and distinguish the different demographic transition models explain quantitative and qualitative standards of living apply reasoned decision-making and problem-solving skills on real life issues including

environmental degradations and urbanization understand the global and national organizations’ roles and responsibilities critically evaluate Canada’s sustainable development reflect on the relationship between resources, the environment, and human populations

Lesson 1 Demography: How Do We Decipher Demographic Data?

Lesson Objectives

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Students will be able to: define key terms related to demography from census to net migration identify 6 types of population graphs examine the birth and death rates in Cameroon and Canada 1950-2010 and design

population graphs compare and contrast the birth and death rates for Canada and Cameroon

Student Activities (Minutes:Seconds) Teacher Activities (Min:Sec, 80 minutes per lesson) 3:40 Listen to “Demography Rap” and read lyrics

15:00 Definitions: Write meanings of key terms in their own words (either by summarizing or rewording)

5:00 Look at 6 types of graphs

20:00 In groups of 3, design graphs for Figures 11-4 and 11-5

5:00 Share interpretations of graphs and hand in

15:00 In notebooks, compare and contrast the birth and death rates in Cameroon and Canada and how they change over time (with reasoned conjectures as to what might have contributed to the decrease/increase in birth rates and/or death rates, related to politics, economy, or social events)

3:40 Play “Demography Rap” with lyrics on PowerPoint slides

15:00 Definitions: Provide definitions of key terms on the slides with examples: Demography, census, developed country, and developing country

5:00 Show 6 types of population graphs and explain what they represent (Counterpoints, 360)

20:00 Divide the class into groups of 3 to design graphs for Figures 11-4 and 11-5

5:00 Listen to students’ interpretations of graphs and provide feedback. Ask other groups if they have questions or comments. Collect the graphs

15:00 Ask students to compare and contrast the birth and death rates in Cameroon and Canada

Formal Assessment Resources Participation and collaboration

o Willing to participate in group work o Stays on task, listen to each other and

communicate with respect Definitions

o Written in students’ own words, rather than copying textbook definitions

o Provides examples or images of key terms Graph Designing

o Examines and designs the graphs with accurate numbers

o Neat and legible writing with names on top

6 types of population graphs and Figures 11-4 and 11-5 in Counterpoints: Exploring Canadian Issues 2nd Edition by Michael Cranny and Garvin Moles (pages 360-1)

“Demography Rap” by Geosource PowerPoint slides, ruler, pens or pencils

Lesson 2 Population Change: What are the Components of Population Change?

Learning ObjectivesStudents will be able to: define key terms related to population change, from immigration rate to net migration

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interpret statistics of natural increases of India, Russia, Canada, and Gabon, 2005-2010 consider factors that might account for the wide variation in the natural increase of

populations calculate the natural increase and net migration

Student Activities Teacher Activities 5:00 Receive graphs from previous class and ask

questions 5:00 Mind map activity: draw a mind map of the

components or factors for population change 20:00 Definitions: Write meanings of key terms in

their own words

5:00 Add or connect the key terms on the mind map

15:00 In groups of 5, look at Figure 11-7 and list 5 possible reasons as to why there are varying differences in the natural increase in India, Russia, Canada and Gabon, in a paragraph

10:00 Share with the class

10:00 Exit ticket: Define demography (the term learned in the previous class), natural increase, net migration, and exponential growth. Hand in

5:00 Hand back graphs from previous class and ask for questions

5:00 Mind map activity for population change

20:00 Definitions: Provide definitions of key terms with examples: Immigration rate, emigration rate, natural increase (NI), exponential rate, rule of 70, doubling time, and net migration

5:00 Have students to add or connect the key terms on the mind map

15:00 Figure 11-7: Assign students into groups of 5 to list reasons for why there are differences in the natural increase in India, Russia, Canada and Gabon, in a paragraph

10:00 Ask students to share their reasons with the rest of the class and remind them that natural increase is birth rate minus death rate so immigration is not included

10:00 Exit ticket: Ask students to define demography, NI, and exponential growth. Collect

Informal Assessment Resources Participation and collaboration

o Willing to participate in group work o Stays on task, listen to each other and

communicate with respect Exit ticket

o Able to define key terms accurately and concisely

Figure 11-7 in Counterpoints (362) Paper for drawing mind maps PowerPoint slides, pens or pencils

Lesson 3 What is the Demographic Revolution? Learning ObjectivesStudents will be able to: define key terms related to demographic revolution, from life expectancy to mortality assess the problems and benefits of urbanization and living in cities propose possible and realistic solutions to densely populated cities

Student Activities Teacher Activities 5:00 Receive exit tickets from previous class 5:00 Hand back exit tickets from previous class

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5:00 Share explanations for associating particular images or information with the demographic revolution

10:00 Figure 11-12: Compare and contrast life expectancy in 5 countries

15:00 In a paragraph, write what Canada’s life expectancy would be in 20 years with reasons (use mobile devices to research Canada’s health care and current life expectancy)

10:00 Definitions: Write meanings of key terms in their own words

4:08 Watch “Urbanization and the Future of Cities –Vance Kite”

10:00 T/P/S: How can we expect future cities to adapt to our growing urban populations? What are the benefits and problems of living in cities?

5:00 Campaign slogan: Write a one-sentence slogan that Vancouver’s mayor used or might use and hand in before leaving class

and comment on some of the students’ answers 5:00 Ask students what comes to their mind when

they hear the word, demographic revolution, and why

10:00 Figure 11-12: Ask students to interpret statistics

15:00 Ask students to write a paragraph on their own prediction of Canada’s life expectancy in 20 years with reasoned justifications

10:00 Definitions: Provide definitions of key terms with examples: Life expectancy, demographic transition model, industrialization, urbanization, and mortality

4:08 Play “Urbanization and the Future of Cities –Vance Kite”

10:00 T/P/S: How to adapt to our growing urban populations? What are the benefits and problems of living in cities?

5:00 Campaign slogan: Ask students to write a one-sentence slogan and collect at the end of class

Informal Assessment Resources Participation and collaboration

o Willing to participate in T/P/S o Stays on task, listen to each other and



o Provides examples or images of key terms Campaign slogan

o Lists Vancouver’s urban problems and proposes practical solutions

Figure 11-12 in Counterpoints (365) “Urbanization and the Future of Cities –Vance

Kite” by Ted-Ed PowerPoint slides, pens or pencils

Lesson 4 Population: Is it Stabilizing or Destabilizing? Learning ObjectivesStudents will be able to: analyze the population growth and related problems in Canada, China, and India compare and contrast the population control in China and India distinguish the different types of population pyramids

Student Activities Teacher Activities 5:00 Share one-sentence slogans from previous

class 5:00 Visit Worldometers and skim through the

section “World Population”

5:00 Share one-sentence slogans from previous class

5:00 Introduce the website Worldometers and highlight the section “World Population”

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3:00 T/P/S: Connect the key terms learned up until now to “World Population”

2:33 Watch “7 Billion: How Did We Get Big So Fast?”

5:00 Video follow-up: What factors lead to population growth?

10:00 Look at 2015 population graphs, charts, and pyramids of Canada, China, and India on Worldometers (Canada: use Statistics Canada and compare population ratios 0-14 with 65 or older nationally. Consider why there are significant gaps between the two age groups and why some provinces and territories are more or less populated than others)

15:00 Case study: Read “Population control in China and India” (Counterpoints, 368-9)

10:00 Case study response paragraph: Why do you agree or disagree that the rise from poverty to affluence is the most effective population control?”

5:00 Figure 11-17: Learn 4 different types of population pyramids (Counterpoints, 371)

3:00 T/P/S: Connect the key terms learned up until now to “World Population”

2:33 Play“7 Billion: How Did We Get Big So Fast?”

5:00 Video follow-up: Ask what factors lead to population growth

10:00 Show 2015 population stats of Canada, China and India, and ask students why there are significant gaps between the two age groups (0-14 and 65 or older) and why some provinces and territories are more or less populated than others

15:00 Case study: “Population Control in China and India” (Counterpoints, 368-9)

10:00 Monitor the class as students complete response paragraphs

5:00 Figure 11-17: Show and explain 4 types of population pyramid models (Counterpoints, 371)


o Willing to participate in T/P/S o Stays on task, listen to each other and

communicate with respect Case study response

o Considers different population control methods

o Takes on a position with reasoned justifications

Case study and Figure 11-17 in Counterpoints (368-371)

Worldometers, Statistics Canada “7 Billion: How Did We Get Big So Fast?” by

NPR PowerPoint slides, pens or pencils, mobile

devices

Lesson 5 Population Structures: Young or Old? Lesson ObjectivesStudents will be able to: explain the significance of age structure of populations assess the impacts of having a young or old population distinguish dependency ratio and dependency load define key terms related to population growth, from population density to demographic

regulationStudent Activities Teacher Activities 5:01 Wrap-up previous class: Watch “Population

pyramids: Powerful predictors of the future –Kim Preshoff”


5:01 Wrap-up previous class: Play “Population pyramids: Powerful predictors of the future –Kim Preshoff”

20:00 Definitions: Provide definitions of key terms with examples: Population density, family

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5:00 Pre-reading group discussion: What is the significance of age structure of populations? What services are required or needed?

10:00 Reading: Read “Age Structure of Population” and “Dependency: Too Young or Too Old”

10:00 Response paragraph: What effect does an aging or young population have on a country? Hand in

15:00 Introduction to the Unit Assignment: Read instructions and ask questions

planning, fertility rate, dependency ratio, dependency load, neo-Malthusian, carrying capacity, ecological footprint, and demographic regulation

5:00 Pre-reading group discussion: Ask, What is the significance of age structure of population? What services are required or needed?

10:00 Reading: “Age Structure of Population” and “Dependency: Too Young or Too Old” (Counterpoints, 373-4)

10:00 Response paragraph: Monitor the class as students complete their response and collect

15:00 Distribute assignment sheets, give instructions, and ask for questions


o Willing to participate in group discussion o Stays on task, listen to each other and

communicate with respect Response paragraph

o Discusses the social, economic, and political effects of having an aging or young population

o Provides examples of appropriate services for the different age groups

“Population pyramids: Powerful predictors of the future –Kim Preshoff”

Counterpoints (373-4) Unit Assignment sheets PowerPoint slides, pens or pencils

Unit Assignment: Is Population Growth an Opportunity or Challenge?

Prescribed Learning Outcomes It is expected that students will:

assess the significance of people, places, events, and developments, and compare varying perspectives at particular times and places, and from group to group (significance)

explain different perspectives on past or present people, places, issues, and events by considering prevailing norms, values, worldviews, and beliefs (perspective)

assess the justification for competing historical accounts after investigating points of contention, reliability of sources, and adequacy of evidence (evidence)

Lesson Objectives Students will:

explain the significance of changes in population growth assess the political, social, economic, and environmental opportunities and challenges of

population growth

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demonstrate effective written communication skills with evidence and reasoned judgments

justify either a pessimistic (Malthusian) or optimistic (anti-Malthusian) position on the issue of population growth

Assignment ( /20) Imagine you are a columnist writing on the controversial issue of population growth. You must include historical and contemporary arguments of population growth and conclude with your own stance as either Malthusian or anti-Malthusian.

Write a one-page column covering both optimistic and pessimistic arguments of population growth.

Your column must have an interesting and unique headline. Examples: “Too Many People, Too Much Consumption?” “Population Growth is Not a Problem”

Make up a date, but the year must be 2015. Write in present tense. If you are taking a Malthusian argument, you must include 2 of these points (from

Counterpoints: Exploring Canadian Issues, pg. 378-9):o overpopulation and overconsumptiono resource depletion, carrying capacity, and ecological footprint o poverty and political upheavals

If you are taking an anti-Malthusian argument, you must include 2 of these points:o Knowledge and technology in agriculture and food production o Demographic regulation, efficient use of resources, and increased trade o Globalization and international aid agencies

In your conclusion, you must take a stance as either optimist or pessimist, with evidence and reasoned judgments.

Assessment Rubric for Unit Assignment Criteria Points

1 2 3 4

Organization Sequence of information is difficult to follow and disconnected from the topic

Information is in sequence which reader can follow but irrelevant to or disconnected from the topic

Information is logical and easy to follow and connected to the topic

Information is logical, easy to follow, and well connected to the topic

Content Knowledge

Student does not have grasp of content

Student is confused with content

Student is at ease with content

Student demonstrates an in-depth knowledge of content

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Evidence Work displays little or no evidence (0-1 point)

Work does not have appropriate evidence (2-3 points)

Appropriate evidence (4 points)

Additional evidence connected to other points (5 points or more)

Defense of Position

(Reasoned Judgments)

Conclusion is not connected to evidence

Conclusion is poorly connected to evidence and unconvincing

Conclusion is well-supported with evidence and moderately convincing

Conclusion is well-supported with evidence and very convincing

Text Length is too short (less than a page), missing a headline or year, with incomplete sentences

Correct length (1 page), has a headline and year, with incomplete sentences

Correct length, has a headline and year, complete sentences, with few grammatical mistakes

Correct length, has a headline and year, complete sentences, with no grammatical mistakes

Total: /20

Teacher Comments:

Lesson 6 What do the Living Standards Mean? Lesson ObjectivesStudents will be able to: assess the standards of living with respect to literacy rate, Human Development Index, GDP

per capita, and malnutrition understand the global and national organizations’ roles and responsibilities: World Health

Organization (WHO) and Canadian International Development Agency (CIDA) explain the quantitative and qualitative standards of living

Student Activities Teacher Activities 15:00 Group discussion: What is most important to

you? Health, Security, or Education? Give 3 personal and/or factual reasons


3:02 Watch “Best measure of Standards of Living” 5:00 Video follow-up T/P/S: After watching the

video, has your most important factor changed?

15:00 Group discussion: Ask students which is most important to them, health, security, or education, with 3 personal and/or factual reasons

15:00 Definitions: Provide definitions of key terms with examples: literacy rate, GDP per capita, malnutrition, WHO, CIDA, quantitative standards of living, and qualitative standards of living

3:02 Play “Best measure of Standards of Living” 5:00 Video follow-up T/P/S: Monitor the class

and listen to students

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Why? 15:00 Read pages 392-3 or 394-395 (depending on

which group they are assigned)

5:00 Team teaching: Each group reports by summarizing what the assigned reading was about

20:00 Letter writing activity: Read “What two strategies would you suggest to help Kenya break out of the cycle of poverty?” (Counterpoints, 398-9) and write a letter to the United Nations. Hand in

15:00 Divide the class into 2 groups; one group will read pages 392-3 and the other will read 394-5

5:00 Team teaching: Ask each group to report

20:00 Letter writing activity: Monitor as students read the textbook and answer questions. Collect


o Willing to participate in group discussiono Stays on task, listen to each other and



o Provides examples or images of key terms Letter writing activity

o All ideas are expressed in a clear and organized way

Counterpoints (392-5, 398-9) PowerPoint slides, pens or pencils Letters

Lesson 7 The Environment: What are the Challenges? Lesson ObjectivesStudents will be able to:

understand the relationship between resources, the environment, and human populations critically evaluate Canada’s sustainable development interpret messages from Environment Canada define key terms related to environment, from deforestation to Kyoto Protocol

Student Activities Teacher Activities 1:30 Watch “RMR: A Message from Environment

Canada” 10:00 Video follow-up discussion: What is the

message from Environment Canada? Do you agree or disagree? Why?

1:29 Watch “RMR: Seven Day Forecast” 5:00 Video follow-up discussion: In the two video

clips, what information is misleading or misinformed?


20:00 Team teaching: Read assigned pages

1:30 Play “RMR: A Message from Environment Canada”

10:00 Video follow-up discussion: Ask, What is the message from Environment Canada? Do you agree or disagree? Why?

1:29 Play “RMR: Seven Day Forecast” 5:00 Video follow-up discussion: Ask, In the two

video clips, what information is misleading or misinformed?

20:00 Definitions: Provide definitions of key terms with examples: Deforestation, global warming, acid precipitation, greenhouse gases, Montreal Protocol, and Kyoto Protocol

20:00 Divide the class into 3 groups and have them read: 424-6, 428-430 or 432-3 plus 436

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10:00 Each group reports by summarizing what the assigned reading was about

15:00 Letter writing activity: Based on the readings, write a one-page letter (as if you are an environment activist) to the Ministry of Environment, evaluating Canada’s role and performance in sustainable development. Hand in

10:00 Team teaching: Ask each group to report 15:00 Have students to role-play as an

environment activist writing a letter to the Ministry of Environment, evaluating Canada’s role and performance in sustainable development. Collect letters


o Willing to participate in group discussiono Stays on task, listen to each other and



o Provides examples or images of key terms Letter writing activity

o All ideas are expressed in a clear and organized way

Counterpoints (424-6, 428-30, 432-3, 436) “RMR: A Message from Environment Canada” “RMR: Seven Day Forecast” PowerPoint slides, pens or pencils Letters

Lesson 8 Population Growth and Sustainability: Why Care about the Environment?

Lesson ObjectivesStudents will be able to:

identify the problem of population growth on sustainability explain the difficulties of feeding a growing world population use problem-solving skills and decision-making to examine the environmental issues

Student Activities Teacher Activities

15:00 Read “Feeding a Growing Population” (Counterpoints, 425-6)

10:00 Reading response: Write 1-paragraph reflection on the reading

4:01 Watch “Sustainability easily explained” 3:00 Video follow-up discussion: What does

sustainability mean and what would it mean in the future?

30:00 Problem-solving skills and decision-making: Examine the issues with the Alberta oil sands and alternative energy sources in British Columbia (Counterpoints, 427) by searching websites, BC SEA and CBC news on their mobile devices

5:00 Exit ticket: What is the significance of

15:00 Ask students to read “Feeding a Growing Population” (Counterpoints, 425-6)

10:00 Reading response: Ask students to reflect on the reading

4:01 Play “Sustainability easily explained” 3:00 Video follow-up discussion: Ask students

what sustainability means and would mean for the future

30:00 Problem-solving skills and decision-making: Examine the issues with the Alberta oil sands and alternative energy sources in British Columbia (Counterpoints, 427) by looking at BC SEA and CBC news. Allow the use of mobile devices

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sustainability to you personally nationally, and globally? Hand in

5:00 Exit ticket: Ask students to consider the significance of sustainability at the personal, national, and global levels. Collect tickets

Formal Assessment Resources

Participation and collaboration o Willing to participate in group discussiono Stays on task, listen to each other and

communicate with respect Reading response

o Clearly articulates the challenges of or limits to feeding a growing population

Exit ticketo Considers the significance of sustainability

with detailed examples and/or explanations

Counterpoints (425-7) BC SEA website, CBC news Pens or pencils, mobile devices

Overall Unit Assessment

Criteria Points

0-3 4-6 7-9 10-12

Attendance &

Participation

Has more than 3 unexcused absences or is usually late

Sometimes late with no prior notice or excuse

Always on time

Little to some participation

Always on time

Full participation with respect and

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Disrupts/disturbs the class

No participation enthusiasm

Content Knowledge

Does not understand key terms

Confused with key terms (irrelevant examples)

At ease with key terms (relevant but vague examples)

In-depth knowledge of key terms (clear examples)

Assignment: Evidence, Format &

Completion

Work displays little or no evidence

Length is too short, incomplete sentences

Not completed

Work does not have appropriate evidence

Correct length, incomplete sentences, lacks flow

Completed and submitted

Appropriate evidence

Correct length, few grammatical mistakes, flows


Well-established evidence

Correct length, no grammatical mistakes, flows well


Total: /36

Teacher Comments:

Annotated List of Resources

1. Michael Cranny and Garvin Moles. Counterpoints: Exploring Canadian Issues 2nd Edition. Toronto: Pearson, 2010.

This is Social Studies 11 textbook used in my School Advisors’ classrooms. It includes concise definitions of key terms and colorful illustrations of images, charts, graphs, tables, and maps.

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2. “Demography Rap.” YouTube video, 3:40. Posted by “Geosource,” November 6, 2013. https://www.youtube.com/watch?v=ZZcqOVhspgw.

This is a rap of demography, talking about government policies of demographic regulation, dependency load, natural increase, and Malthus.

3. “Urbanization and the Future of Cities –Vance Kite” YouTube video, 4:08. Posted by “Ted-Ed,” September 12, 2013. https://www.youtube.com/watch?v=fKnAJCSGSdk.

This is an educational video which summarizes the concept of urbanization and projects an outlook of cities in the future.

4. “7 Billion: How Did We Get Big So Fast?” YouTube video, 2:33. Posted by “NPR,” October 31, 2011. https://www.youtube.com/watch?v=VcSX4ytEfcE.

This is an educational video listing the reasons that allowed the expansion of population, specifically pointing to higher living standards with better health care, and forecasts the world population to reach 10 billion by 2100.

5. Worldometers. http://www.worldometers.info/.

This is a website with live world statistics on population, government, economics, society, and media. It also includes statistics for environment, food, energy, and health.

6. “Population pyramids: Powerful indicators of the future –Kim Preshoff” YouTube video, 5:01. Posted by “Ted-Ed,” May 5, 2014. https://www.youtube.com/watch?v=RLmKfXwWQtE.

This is an educational video explaining the significant role of population pyramids as visual indicators used by policymakers and social scientists to make better sense of statistics.

7. Stats Canada. http://www.statcan.gc.ca/start-debut-eng.html.

This is a website of Canada’s diverse range of statistics, from population, unemployment rate and monthly GDP growth to international trade and transportation.

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http://www.statcan.gc.ca/start-debut-eng.html

https://www.youtube.com/watch?v=RLmKfXwWQtE

https://www.youtube.com/watch?v=RLmKfXwWQtE

http://www.worldometers.info/

https://www.youtube.com/watch?v=VcSX4ytEfcE

https://www.youtube.com/watch?v=fKnAJCSGSdk


8. “RMR: A Message from Environment Canada” YouTube video, 1:30. Posted by “MercerReport,” October 14, 2009. https://www.youtube.com/watch?v=l1WKxKmH3kA.

This is an interesting and humorous video explaining why seasons are becoming increasingly similar.

9. “RMR: Seven Day Forecast” YouTube video, 1:29. Posted by “MercerReport,” March 12, 2014. https://www.youtube.com/watch?v=wkDvqQKGgDA.

This is an interesting and humorous video of Canada’s stereotypical seven-day forecast, talking about the weather patterns.

10. “Sustainability Easily Explained” YouTube video, 4:01. Posted by “explainity,” July 25, 2012. “https://www.youtube.com/watch?v=_5r4loXPyx8.

This is a useful video that summarizes the concept of sustainability and its historical and contemporary developments.

11. British Columbia Sustainability Energy Association (BC SEA). http://www.bcsea.org/.

This is a website of a non-profit organization that supports sustainable energy in BC.

12. CBC News. “Alberta Oil Sands Downturn has U.S. Environmental Groups Celebrating.” October 28, 2015. http://www.cbc.ca/news/canada/calgary/pipeline-fighters-celebrate-oilsands-downturn-1.3293487.

This is a news article on Alberta’s oil sands, Shell’s cancellation of Keystone pipeline project, and environmental and progressive organizations’ positive reactions.

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http://www.cbc.ca/news/canada/calgary/pipeline-fighters-celebrate-oilsands-downturn-1.3293487

http://www.cbc.ca/news/canada/calgary/pipeline-fighters-celebrate-oilsands-downturn-1.3293487

http://www.bcsea.org/

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