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Campus: High School
Author(s): Wagner, Segleski
Date Created / Revised: 7-29-2015
Six Weeks Period: 1st
Grade Level & Course: 9th Grade World Geography
Timeline: 3 days
Unit Title: Demographics
Stated Objectives:
TEK # and SE
Lesson # Unit 3 Lesson 1
WG.5 Geography. The student understands how political, economic, and social processes
shape cultural patterns and characteristics in various places and regions. The student is
expected to:
WG.5B Interpret political, economic, social, and demographic indicators (gross domestic product
per capita, life expectancy, literacy, and infant mortality) to determine the level of development
and standard of living in nations using the terms Human Development Index, less developed,
newly industrialized, and more developed.
WG.6 Geography. The student understands the types, patterns, and processes of settlement.
The student is expected to:
WG.6A Locate and describe human and physical features that influence the size and distribution
of settlements.
WG.6B Explain the processes that have caused changes in settlement patterns, including
urbanization, transportation, access to and availability of resources, and economic activities.
WG.7 Geography. The student understands the growth, distribution, movement, and
characteristics of world population. The student is expected to:
WG.7A Construct and analyze population pyramids and use other data, graphics, and maps to
describe the population characteristics of different societies and to predict future population
trends.
WG.7B Explain how political, economic, social, and environmental push and pull factors and
physical geography affect the routes and flows of human migration.
WG.7C Describe trends in world population growth and distribution.
WG.22 Social studies skills. The student communicates in written, oral, and visual forms. The
student is expected to:
WG.22A Design and draw appropriate graphics such as maps, diagrams, tables, and graphs to
communicate geographic features, distributions, and relationships.
WG.22C Use geographic terminology correctly.
See Instructional Focus Document (IFD) for TEK Specificity
Key Understandings
Social, political, and economic factors determine population trends and demographics in
a region.
Misconceptions
Key Vocabulary
human geography
demographics
birth rate
death rate
push factor
pull factor
Gross National Product
Gross Domestic Product
purchasing power parity
population pyramid
growth rate
natural increase
population density
population distribution
less developed
more developed
newly industrialized
Human Development Index (HDI)
per capita
standard of living
level of development
Suggested Day
5E Model
Day 1
Engage/ Explore/
Explain
Instructional Procedures
(Engage, Explore, Explain,
Extend/Elaborate, Evaluate)
Create a T-Chart on the board. On one side
label it Physical Features and on the opposite
side label it Population.
Using physical and cultural maps of China and
India, students identify a physical feature and
the type of population density that is around
those features, such as small, medium, large,
etc.
Students begin to identify patterns in the
population based upon physical features. For
China, students should notice the distinct
population pattern along the Yangtze River; in
India there is a distinct pattern along the
Ganges River.
Materials, Resources, Notes
Materials:
physical and cultural maps of China and India
Purpose:
Students use physical maps to determine
population density.
Instructional Note:
Other countries or regions can be used for the
engagement activity.
Other maps that can be used as comparison
maps are climate to land use. Climate patterns
are strongly correlated to land use patterns
(farming v. herding).
Ask:
Why do you think a specific physical feature
affects the population size? What are push
or pull factors for populations? (Pull factors
promoting larger populations: natural
resources available, climate is favorable for
farming, waterways for trade, strong
economy, etc.; Push factors influencing
smaller populations: drought, lack of
resources, poor soil, lack of infrastructure to
adapt to terrain, etc.)
Do you think that this happens in every
region or country in the world? Why or why
Materials:
graph paper or graphic software on computers
population data for countries around the world
(census
data): http://www.census.gov/ipc/www/idb
not? (Answers may vary)
This is what we will be exploring in this
lesson.
Human Geography is the study of people,
their cultures, demographics, and the ways
in which people interact with each other and
their environment on Earth.
This lesson examines measures of
development.
population data for countries around the
world:https://www.cia.gov/library/publications/theworld-factbook/
Attachments:
Handout: World Population Growth
Purpose:
Students use data to make inferences about
world population.
Distribute to students the Handout: World
Population Growth
Students graph the population of the world:
Say:
What conclusions can be drawn from this
data? Turn to the person sitting next to you
and discuss possible answers to the
question. Think about reasons for the
exponential growth in the
20th century. Students graph the J-curve
and draw conclusions about population
growth as well as historical events that
contributed to population growth (i.e. The
Industrial Revolution, the Renaissance,
exploration and colonization, medical and
technological advances, green revolutions,
farming technological advances, etc.).
Write your responses. Share your
conclusions with the class.
Show images of densely populated cities in the
world. Students brainstorm about the standard
of living in those places, and how urban
infrastructure needs to support growth in cities.
What factors have led to a large population
in those cities? (social, political, economic)
Say:
Geographers use different tools to examine
and explain population growth rates. Two
such tools are population pyramids and the
Materials:
images of densely populated cities
information on population
pyramids: http://populationpyramid.net/
current data on countries for use in creating
population pyramid:
Attachments:
Handout: Population Pyramid (1 per student)
Handout: Demographic Transition
Chart (optional)
Purpose:
Students learn to interpret population pyramids
and make inferences from the data that is
illustrated.
Instructional Note:
Ask students to speculate about future world
population trends. What about China and India?
How will those countries address infrastructure
needs and social issues with such a rapidly
growing population?
Population Pyramids: These diagrams indicate
the growth rate of a country, past events (such
as wars and disease), and indicate future
trends. The base of the pyramid represents the
demographic transition chart.
Use information on population pyramids to help
students understand how to read them, the
complex ideas in them, and the kinds of
inferences that can be made from them. Explain
how to read a population pyramid and provide
examples of increasing, decreasing, and stable
populations. (Use information in the textbook or
other classroom materials or conduct an
Internet search for a multimedia presentation
such as a PowerPoint, podcast, or video.)
Distribute the Handout: Population Pyramid.
Students create a population pyramid for a
country of their choice, using current data.
When completed, students draw conclusions
about the population growth in their country.
Using population density maps, students
identify the cities and regions of the country that
are most densely populated.
Students look for differences between male and
female populations.
Say:
Women tend to live longer than men. Why
do you think that happens? (Answers will
vary, but may include men have more
dangerous jobs, women go to the doctor
more often, etc.)
Students analyze their population pyramid
looking for instances where there is a sharp
population increase or decrease for a
particular age range. (Reasons may
include a baby boom, war, genocide,
famine, disease, etc.)
If desired, distribute to each student
Handout: Demographic Transition Chart. To
gain a deeper understanding of population
pyramids, the impact of demographic patterns,
and to practice drawing conclusions, students
review the handout and analyze the relationship
number of children and the top of the pyramid
represents the number of adults. If the base is
larger than the top, the population is increasing.
(This looks like the top of an arrow pointing up.
Ex. Nigeria) If the top is larger than the bottom,
then the population is declining. (This looks like a
downward facing arrowhead. Ex. Russia, France)
If the top and the bottom are relatively equal, the
population is stable with either a slight increase
or decrease. (Ex. United States with a slight
annual increase)
Students can use the same country from this
Explore piece when working on the Evaluate
piece.
between birth rate, death rate, and growth
rate. They also consider the role of different
types of economic activity, education, and
healthcare. This optional activity can be
assigned as homework.
Day 2
Explain
With a partner, students share the population
pyramid from the previous day and discuss
conclusions about the population of their
assigned country.
Randomly select students to share their findings
with the class.
Provide students with a brief description for
each of the following words:
growth rate, death rate, natural increase,
doubling time, literacy rate, GNP, GDP, per
capita, standard of living, Human
Development Index, purchase power of
parity, etc.
Emphasize the general relationships between
the demographic terms. For example, in
countries with high population growth, there
tends to be lower literacy rates, higher rates of
poverty, lower life expectancy, and higher death
rates.
With a partner, students brainstorm connections
between demographic information and social,
political, and economic factors that affect the
demographics of a country or region, include in
this discussion the treatment of minorities and
women.
After the discussion, students write a paragraph
using the academic vocabulary to explain how
social, political, and economic factors affect the
demographics of a country or region.
Group students in groups of three.
Distribute the Handout: Most Populous Cities of
Purpose:
Students learn to create and interpret population
pyramids and make inferences from the data that
is illustrated.
Purpose:
Students learn and apply academic vocabulary.
Instructional Note:
Demographics are difficult to teach to students
who do not like math and numbers. Try to
emphasize concepts and relationships between
the demographics. This will provide for more
balanced lessons between concepts and math.
Explain to students about direct and inverse
(indirect) relationships.
Direct: As one increases, the other does as well.
For example, as per capita GDP goes up, so
does life expectancy. That is a direct relationship
Inverse: As one increases, the other decreases.
Materials:
atlases
access to the Internet
climate maps, resource maps, etc.
Attachments:
Handout: Most Populous Cities of the World
Purpose:
Students apply what they have learned about
demographics and population by comparing
populous regions.
the World to each of the groups.
Remind students about the difference between
calculating total population and population
density.
Provide maps such as climate maps and
resource maps so students can compare
these to populated areas to find and understand
patterns.
Upon completion of the handout ask students:
Where are the most populous regions or
countries in the world? (East Asia, South
Asia) What factors have contributed to
these large population areas?(Fertile land,
etc.)
What factors would contribute to people
migrating to another region or to a
city? (Natural disasters, disease, famine,
political instability, industrialization, etc.)
Day 3
Evaluate
As a demographer, create a country profile
that includes gross domestic product per
capita, life expectancy, literacy and infant
mortality. In the profile, include a population
pyramid using current data and write a brief
statement that determines the level of
development for the country.
Materials:
materials for creating a poster, including poster
or butcher paper, glue, markers, tape, etc,
Attachments:
Handout: Country Profile
Instructional Note:
To extend this activity for advanced students,
use Excel software (or another statistical
package) and enter in demographic data for
several countries. Then select “CORREL” under
Statistical Functions, and find the Correlation
Coefficient between the demographic variables.
You will have to highlight the appropriate data for
this function by selecting which variables you are
looking to correlate. For example, a correlation
coefficient of r=.90 means that the two variables
(example: literacy and growth rate) are strongly
correlated. There are numerous websites that
give instructions for Excel statistics, but this is a
fun activity for advanced students using
computers.
Accommodations
for Special
Populations
Accommodations for instruction
will be provided as stated on each
student’s (IEP) Individual
Education Plan for special
education, 504, at risk, and
ESL/Bilingual.