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Population and migration

Key Questions Knowledge, Understanding, Skills, Content Activities Resources
·         What is population?

·         Is population evenly spread across the UK and the world?

·         to understand what the word ‘population’ means

·         to understand the difference between population density and population distribution

·         to be able to define the words ‘sparse’ and ‘dense’

·         to be able to draw a chloropleth map of the UK to show differences in population density

·         brainstorm the word ‘population’ – then define, students to copy from OHT

·         define and write out definitions of ‘population density’ and ‘population distribution’

·         discuss high vs. low population density and give examples – use pictures from ‘A Question of Population Densities’ as a starting point; ask students what type of population density would be in each photo and why

·         complete own chloropleth map of UK and write a paragraph about it

·         definitions on OHT

·         A Question of Population Densities PowerPoint

·         UK outline map

·         What affects where we live and therefore what affects population density? ·         to understand what affects where people live

·         to understand how this in turn affects population density

·         recap definitions from last lesson

·         brainstorm areas where many people live and areas where few people live and why (lower ability use photos from last lesson’s PowerPoint again as a prompt)

·         in pairs, students to identify reasons for each photo stuck around the room why it is densely or sparsely populated – feedback to rest of class

·         ideas then put into two spider diagrams, one each around a photo of Hong Kong and the Himalaya with generic reasons why areas have a high or low population density

–        lower ability to have wordbank

–        higher ability to identify social, environmental and economic factors

·         higher ability extension: p.143 New Foundations Teacher’s Pack ‘What Affects Where We Live?’ worksheet

·         complete a world chloropleth map – higher ability by country, lower ability by region

·         A Question of Population Density PowerPoint photos

·         laminated photos around the room

·         blank table on worksheet to write down reasons for high/low population densities

·         differentiated worksheet for higher/lower ability

·         world outline and information to map densities

·         How big is the world’s population?

·         How fast is it growing?

·         to know how many people there are on earth

·         to understand that the rate of increase is rapid (exponential)

·         starter: newspaper headlines on OHT – students to identify what the issue is

·         students to draw a graph showing the world’s increasing population size

·         OHT with newspaper headlines

·         graph paper

·         table of data to create graph

·         How does population change? ·         to appreciate that population is a dynamic system with inputs, stores and outputs

·         to understand what leads to population increase, population decrease and a stable population

·         to understand what leads to high and low Birth Rates and Death Rates

·         (higher ability only) to be able to understand and interpret the Demographic Transition Model

·         starter: draw a washing machine on the board with an arrow into it from the left and an arrow out from it to the right – explain that these arrows represent inputs and outputs; ask students to complete the ‘blanks’

·         link this idea to population – brainstorm the inputs, stores and outputs

·         students to draw own version of the population system in a way that makes sense to them

·         define birth rate, death rate and natural increase

·         identify what causes population increase (more births than deaths), population decrease (more deaths than births) and a stable population (equal number of births and deaths) – students to write/draw this, again in a way that makes sense to them

·         put list of reasons on the OHT; go through each one and explain what it means; ask for students to assign them to the four boxes: reasons for high birth rate, reasons for low birth rate, reasons for high death rate and reasons for low death rate – feedback and change any wrong answers, students to complete worksheet

·         higher ability extension: the DTM – explain that a visual representation of change can be made – draw each line of the DTM separately; identify the five distinct sections; identify countries in each section; if very able group, put up UK DTM and show that specific events can be identified on it (Waugh An Integrated Approach has details)

·         definitions of birth rate, death rate and natural increase

·         list of reasons to be assigned boxes OHT

·         DTM on OHT

·         How can population size and change be shown ·         to know what population pyramids are and why we use them

·         to be able to interpret population pyramids

·         to be able to draw population pyramids

·         high ability starter: living graph exercise

·         starter: recap reasons for high and low birth rates and death rates

·         explain that we are able to graphically represent the changes in population over time in a population pyramid; they are extremely useful for governments who plan things like schools and hospitals

·         step by step explain how a population pyramid is drawn and what each section means

·         students to draw their own and interpret what they mean

·         higher ability: link differently shaped population pyramids to the sections of the DTM

·         Living Graph resources

·         Population Pyramids WS1

·         Population Pyramids question sheet

·         Graph paper, rulers, pencils

 

·         What are MEDCs and LEDCs?

·         How do their birth rates and death rates differ?

·         to be able to define MEDCs and LEDCs

·         to understand that their birth rates and death rates differ and to be able to explain why

·         to know that there are generic patterns of birth and death rates (LEDCs have high birth rates and falling death rates, leading to a rapid population increase; MEDCs have low birth rates and low death rates, very slow population increase)

·         starter: use ‘A Question of LEDCs or MEDCs’ to introduce concept of poor and rich countries

·         define MEDCs and LEDCs and copy from OHT

·         link back to reasons for high and low birth rates and death rates

·         identify population differences between MEDCs & LEDCs

·         play the Population Game to appreciate why some couples have so many children

·         Prep: ‘how big is my family?’ Complete the two speech bubbles, one each for an LEDC and MEDC mother

·         A Question of LEDCs or MEDCs PowerPoint

·         definitions of MEDCs and LEDCs on OHT

·         Identifying differences between MEDCs & LEDCs WS & data OHT

·         Population Game boards, dice, counters

·         Prep sheet ‘how big is my family?’

 

·         Population Enquiry ·         to recap everything that has been learn so far on population ·         work through the Population Enquiry sheets (also in Connections) ·         Population Enquiry sheets
·         What is migration?

·         Why do people migrate?

·         to be able to define the meaning of the term ‘migration’

·         to understand what push and pull factors are

·         brainstorm the word ‘migration’ – links to birds will be made and use this to explain the meaning of the word in terms of humans

·         ask students who has moved at any point in their lives and why – extract concept of push and pull factors

·         read handout

·         add extra push and pull factors

·         complete a worksheet with questions on push and pull factors of people moving into Mexico City

·         prep: complete first part of ‘Our Class’ Migrations’

·         complete rest of questions in the next lesson

·         introducing migration handout

·         Migration into Mexico City WS

·         Our Class’s Migrations WS

·         maps

·         Why do some people move from Mexico to the USA? ·         Mexico/USA mapwork

·         to understand the concept of ‘The American Dream’

·         to appreciate why people want to move from Mexico to America

·         recap ideas of migration and push and pull factors

·         Mexico/USA border mapwork

·         read p. 94 in Connections and complete Activities 1-4

·         extension: Extra 2

·         maps, atlases, colouring pencils

·         Connections textbooks

·         What are the effects of migration? ·         to appreciate that migration has effects, which can be positive or negative ·         read p. 96-7 in Connections

·         complete Activities 1-4

·         in pairs, complete the Extra Activity to produce a poster for the wall

·         Connections textbooks
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