Population

(Source: WAAMC Geography Department – Year 8 Autumn Term 1)

Lesson Title / Learning Objectives / Starter / Main Task / Plenary / Homework / Resources needed
1 – What is population / To identify what population means and the impact on the World.
-All pupils to identify what population means
-Most pupils can state how population can change.
-Some pupils can start to identify what might influence population / - Hand out Topic Overview
-What do you think population means? / -Data interpretation of the World’s Population.
-In groups pupils to write 3 questions they would like to answer from the graph.
-Pupils to annotate the graph with description of what is happening and suggestions of why they think it has happened. / -Why is population to do with Geography?
-Pupils to write down their view on a post it note and class discussion. / What is the population of the US? / -A3 graph of the world population over time.
2 – Population Change / To identify what natural change is and the factors that influence it.
-All pupils to identify what birth and death rate mean.
-Most pupils can state a reason why the birth and death rate may increase and decrease. / -What is the Population of the UK?
-Pupils write their answer on the mini whiteboard.(HWK) & share with table.
-Find a live number of the population. / -Explain the process of Natural change including birth and death rate.
-Pupils to create an image for each, include definition.
-Using the factors that change population, pupils use their image and specific whether it increases or decreases.
-Pupils need to explain each factor and why it either decreases or increases
-To reach Some LO – Do you think U.S. is increasing or decreasing its population – ensure pupils link their answer to the factors. / -Pictionary – Pupils draw a picture from their answer to the Question on Is the US population increasing/ decreasing&why?
-Guesser needs to explain why the ‘picture’ would either decrease or increase. / None Set / -Natural change factor sheet
3 – Population Density / To learn why some places are densely populated whilst others are sparsely populated.
-All pupils to define what densely and sparsely populated mean.
-Most pupils can identify reasons why people do or do not want to live in a place.
-Some pupils can identify places where there are high or low populations. / Unscramble the key words from last lesson. / -Why are some places really crowded and others not?
- State the difference between sparsely and densely populated.
-How do we measure population density – formula
-Pupils to Work out the population density of England.
-Create top trumps cards for sparsely and densely populated areas. / Where would you prefer to live, in a densely or sparsely populated place?
Why? / Using http://www.worldometers.info/
-Write down 5 of your favourite facts and tell me why you like it. / -Lower Ability – Top trump cards.
4 –Population distribution / To investigate the population density of the US.
-All pupils can contrast between Population density and distribution
-Most pupils can confidently interpret a choropleth map. / Card Sort looking back at Natural change. Do the factors increase or decrease natural change. / -Explain what is meant by Population Density.
-Pupils write a sentence stating the difference between density and distribution.
-Consider the keywords – pupils to draw a photograph using all 4 keywords.
-Using a choropleth map of the US, pupils in groups to describe the distribution of the US’s population. Presentation of 3 key facts. Include compass directions, location of cities. / Population Density odd one out – Separate Notebook file / Above / -Choropleth map of U.S. -Card sort on Natural change
5- World Population Density / To explore areas in the world where there is a dense and sparse population density.
-All pupils can state an area that is sparsely populated in the world.
-Most pupils can identify an area in the world that is densely populated and why.
-Some pupils can describe the world population density. / Pupils to consider 3 places in the world that are sparsely and densely populated . / -Remind pupils of what Population density and distribution are.
-Show pupils the Choropleth map of the World density.
-Were pupils correct with their guesses?
-Give pupils the World population density worksheet – pupils to create their own key/ colours OR
HA- Complete word fill of World density. / Map showing world map according to population size and quote about population and LEDCs. Why are there more people in LEDCs? / Next Lesson / World Population density worksheets either Higher Ability or Lower ability.
6 – Overpopulation / To consider what impacts overpopulation will have on the planet.
-All pupils to identify what overpopulation means.
-Most pupils can state two impacts on the Earth from Overpopulation.
-Some pupils can suggest ways in which the population can be reduced. / What is the Question? / -What do you think overpopulation means? And what are the negative impacts?
-Pupils to define what is meant by overpopulation, give them the definition, they then have to turn the definition into a sentence and cartoon image.
-Pupils complete the sheet looking at the impacts from overpopulation – explain in detail / Are there any problems in the US due to overpopulation? / You are the President of a country that is overpopulat-ed. Explain your population policy that will reduce the population, making your country more sustainable / Overpopulation worksheet
-Homework sheet on Solution to Overpopualtion
7 – Population management / To identify how one country has managed its population.
-All pupils can identify one way the government could control population.
-Most pupils can explain the One Child Policy.
-Some pupils can evaluate the effectiveness of the One Child Policy. / SAS Evaluation
What 2 things have you learnted so far this topic and what questions do you still have? / -Watch the Short clips on the One Child Policy in China
-Pupils to read the information sheet on the One Child Policy
-Pupils to extract the relevant information to produce a newspaper article evaluating the One Child Policy targeted for other pupils. They need to include their own opinion and figures.
-Produced on A3 Paper continuation in next lesson. / I Phone Text (Tweet) - In less than 140 characters
‘What is the One Child Policy and Why is it needed? / Above / -China Info sheet
-A3 paper
8 – Population Management II / Same As Above / -What two questions would you ask the Chinese government about the policy?
e.g Is it being effective? How do they know?
How many families have one child? / -Remind Pupils of the One Child Policy in China.
-Pupils to continue and complete their newspaper article on the Policy.
-To reach higher levels they need to include pictures, graphs, mock interviews and the relevance of the policy 35 years on. / -What is your opinion on the One child policy is to fair?
-Should it be your own right to have as many children as you want?
Is it sustainable? / Above / Same as Above
9- Population Pyramids / To explain what Population pyramids show us and how they may differ.
-All pupils can explain a population pyramid shows us.
-Most pupils can correctly analyse a population pyramid.
-Some pupils can compare the differences in pyramids for LEDCs and MEDCs, offering reason. / Peer assessment of
HWK – What
Solutions would you impose if you were president of an overpopulated country? / -Pupils to consider what a population pyramid shows.
-Pupils to write a sentence explain what they do – work in pairs to create a detailed sentence.
-From the pyramid on the board in their groups pupils have to identify 4 facts about the country – need to ensure precise data.
-How would the pyramid differ it if was a developing country? In their groups pupils to estimate the pyramid. / Think of four questions on population on each table, swap with other tables. / None Set / -Population Pyramids for annotation
10 – Migration / To describe how migration can impact both negatively and positively on population.
-All to define migration and identify its various forms.
-Most pupils can describe 2 ways migration can be viewed as a positive in an area.
-Some pupils can evaluate the negative aspects on a population from migration and can begin to provide solutions to migration concerns. / Review of population keywords
Pupils to match the keyword and definitions / -Without using words, pupils to draw an image showing what they think migration is – Provide definition.
-Why do people move? Show BBC clip on pull push factors.
-Pupils arrange the push and pull factors on the board- could do as active movement.
-Classroom Migration – Various landscapes and scenarios – pupils move to the area where they will have a good standard of living. / If you were the President, What would your Immigration policy be?
11 – Migration Case Study / To investigate a case study of migration to highlight why and how people migrate.
-All pupils can state one reason why Mexicans are migrating to the USA.
-Most pupils can describe how Mexicans cross the border and the problems they may face.
-Some pupils can evaluate the effectiveness of the USA Border patrol. / Scenarios of the push and pull factors in pictures on the board. / Case study on migration
Mexico to USA
Drama/ roleplay / Revision for Topic Assessment
12 – Migration Case Study II / -Pupils continue to research and prepare for their presentation at the end of the lesson.
-Half way through lesson -
13 – Population Assessment / To assess your knowledge of the population topic. / 5 mins to look through exercise books to revise for end of topic assessment. / Pupils to carry out the population assessment for 1st part of lesson.
2ns part of lesson – peer mark assessments. / Pupils complete an end of topic evaluation – how could the topic be improved further and what skills does the pupil need to focus on?