Name: Thieman Grade Level: Graduate Course: CI 548 Social Studies Methods
Unit/Date: 3/13/2014 Lesson: Geographic and Spatial Reasoning for a
World of 7 Billion (Population Connections) Time Allotted: 4-6:30
Essential Question: What does it mean to teach for understanding in social studies using authentic instruction and assessment?
How can I develop technology enriched learning activities to meet the diverse needs and interest of students and engage them in active citizenship?
PREPARATION
Purpose/Rationale: Geographic/spatial reasoning skills should be integrated into social studies classes K-12. Too often students are assigned to color/label a map instead of analyzing spatial information to draw conclusions and creating representations of spatial data. This lesson focuses on global challenges of competition for finite resources, and working towards a sustainable society.
Unit Goal: Promote students’ construction of connections within the social studies and between themselves and the world beyond the classroom .Develop dispositions and teaching abilities to provide powerful social studies learning opportunities for all learners.
Learning Objectives: TCs will participate in Population Connection activities (role playing simulation , population graphing and analysis) to build their students’ analysis, critical thinking, and problem-solving skills. TC’s will access content resources about global population challenges .
Standards:
Candidates critically analyze and implement research-based practices
Prior Knowledge/Background Information:
TCs may be familiar with ODE geography standards, and all have taken at least two courses in Geography as a program prerequisite.
Materials/Resources Needed:
Resources on instructor wiki: gtpdx.wikispaces.com CI 548 Advanced Social Studies Methods
Resources on Population Connection Activities: URL for World of 7 Billion video http://www.populationeducation.org/content/world-population-video
Food for Thought handouts, Population Pyramid handouts
Teacher Candidates: iPad Minis
PROCEDURES AND ASSESSMENT OF STUDENT LEARNING
Introduction:Student’s Actions / Teacher’s Actions / Resources / Time
Students sit in world regions based on number of seats at each table
Students watch video and then report out, What did you notice about world population growth over time? What factors led to population decline and population increase? What are the implications for a world of 7 billion and growing? / Prior to class: Use yarn to create 5 world regions:
Blue: N. America 13 ft Red: Latin America 13 ft
Green: Europe 14 ft White: Africa 15 ft
Yellow: Asia 15 ft
Ask students to sit in the regions to represent region’s population: N. America: .5 Latin America: 1
Europe: 1.5 Africa 2: Asia: 8
Ask students to watch online video World of 7 Billion / 12 min
Body of Lesson:
Student’s Actions / Teacher’s Actions / Resources / Time
Students share Degree of Impact Cards
Ambassadors read cards in order: US, Latin America, Europe, Africa, Asia
Card A: population Card B: birth rate: Card C: death rate
Card D: rate of natural increase Card E: doubling time
Discuss implications of differences in population growth among world regions
Card F: literacy rate Card G: total fertility rate: H: infant mortality rate: I: life expectancy J: access to adequate sanitation K: medical doctors
Discuss implications of differences in quality of life in each region
What do indicators like high infant mortality rate, limited access to decent sanitation facilities and short life expectancy say about quality of life in a region? What are some possible causes?
Can you see any connection between Africa’s unusually high infant mortality rate of 74/1000 and high total fertility rate 4.8 children/woman
Infant mortality rates are lower when girls have access to higher education? Is there a connection?
Each region receives props:
(equivalent to energy generated by wood coal, natural gas, nuclear power) Each match= amount of energy consumed by each citizen of each region/year (equivalent to energy from burning 1 barrel of oil)
GDP: candies represent amount each person/year IF region’s GDP divided equally among citizens each candy- $500
Respond to questions re: population pyramid graph
Follow along with instructions for calculating % population from whole numbers.
Use country information on worksheets to complete population pyramid for assigned country When finished bring up pyramid and take turns explaining it to rest of class.
Prepare to discuss following questions:
Of six graphs, which look most like pyramids? What does that indicate about population growth rates? What factors would change shape of pyramids in future?
Looking at pyramids, which countries appear to have slowest rates of pop growth? How can you tell?
In which country do children make up biggest percentage of pop?
In which countries are there more young males than young females? Why might this occur?
How would you expect Mexican pyramid to look if you graphed it 40 years from now?
Student Curriculum Map Teams work on project due next week / Give one Degree of Impact Card to 6 different students and ask them to read the card aloud
Appoint 5 ambassadors and ask them to each read information card
Prior to each card: review definition of term (K-12 students record in journal or word wall)
Ask students to respond in whole class discussion to questions:
NOTE: (ML or HS classroom: discuss within region group and then report out; may reduce number of cards read)
NOTE: If time permits, use cards L and M and discuss Land Use Patterns (.6 acres of arable land per person on earth), Urbanization (50% of world’s population live in urban areas)
Review definition of Energy Consumption: total amount of energy used by each region per year divided by number of people living in region including industrial use.
Gross Domestic Product: measure of nation’s wealth, annual profits of all goods and services exchanged/year
What do people in Asia and Africa think about the N. Americans and Europeans who have bags bulging with wealth when they have so little?
How will wealthier regions decide to which countries they will offer foreign aid?
INTRODUCE PYRAMID POPULATION ACTIVITY
Display Sample population pyramid handout
Questions: Why is it called pop pyramid? What is largest age cohort? Why?
Assign each group one of 6 countries, distribute graph paper and student worksheets
Figures represent % pop (thousands) for each age group within gender for country. Students calculate percent of population of each gender in each age group
Population of US 304,062,000 Pop of males 0-4 was 10,748,000 Divide Subgroup Pop/National Pop = .035 or 3.5%
As groups finish country population chart, have them bring to front and present.
Close with discussion of key questions.
BREAK
Review requirements for Curriculum Map
DISMISS at 6:15 / 25
30
20 min
45 min
Closure/Extensions: (Determining progress toward daily objective.)
Student’s Actions / Teacher’s Actions / Resources / Time
Review HW for 3/20
Group Curriculum Map and Presentation / 5 min
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