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2015 World Population Lesson Plan

Secondary, Middle

Description

This ESD resource  focuses on world population data as it relates to global social issues with special attention given to women’s empowerment. Students are asked to interpret statistics from around the world to develop an understanding of the social fabric of a variety of different countries.

The data describes education, health care access, income, domestic abuse, birth and death rates, family planning, population density, birth rates, death rates, migration, contraception practices, HIV rates, the number of female politicians and other gender gap data. The difference between the developing and developed world with regards to economic development, poverty, and women’s rights is an underlying theme.

Lesson One: World Population Data at a Glance

Students examine a world population data sheet, and answer questions related to birth rates, death rates, total fertility rates, life expectancy, gross national income, wealth, and projected populations in developed and developing countries.

Lesson Two: Profiling a Country

Students are introduced to demographic indicators (fertility, infant mortality, death rate, life expectancy) and then using a graphic tool, compare and contrast  profiles of countries from the developed and developing world.

Lesson Three: Mapping Data

Students create a 'chloropeth map' to display quantitative data and then look for patterns, account for variation, and discuss the factors which could lead to a range of outcomes in the future. Students compare their results with other students.

General Assessment

What skills does this resource explicitly teach?

  • Interpreting patterns and trends in data
  • Inferring and explaining relationships
  • Using critical thinking strategies to compare and contrast data
  • Displaying data in a variety of formats
  • Selecting and integrating information from various sources

Strengths

  • The resource is up to date
  • World population data sheet is an excellent reference and data analysis tool
  • Data can be used for a variety of topics and activities
  • Excellent links to an interactive map, digital visualization, and a world population clock
  • Step by step instructions included for chloropleth map
  • Specific data on educational, employment and politcal activity by women is provided

Weaknesses

  • Assessment tools must be developed by the teacher
  • There are no suggestions of accommodations for struggling students
  • No action plan
  • Not much background information for teachers on any of the variables described on the data tables

Recommendation of how and where to use it

This resource can be used in geography and social studies classes to analyze and compare quality of life in various parts of the world, to address outcomes related to human geography, and to examine global gender gap issues.

Science and environmental science classes can use this resource to examine the environmental consequences associated with a growing human population and dwindling resources.

Relevant Curriculum Units

The following tool will allow you to explore the relevant curriculum matches for this resource. To start, select a province listed below.

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  • Alberta
    • Step 2Select a grade level
    • Grade 10
      • Step 3Select a subject
      • Social Studies
        • Step 4Relevant matches
        • Social Studies 10-1(Perspectives on Globalization) Globalization & Sustainable Prosperity
        • Social Studies 10-2 (Living in a Globalizing World) Globalisation and Sustainable Prosperity
        • Social Studies 10-4 (Living in a Globalizing World) Globalisation and Sustainable Prosperity
    • Grade 11
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      • Science
        • Step 4Relevant matches
        • Science 24:Disease Defence and Human Health
    • Grade 12
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      • Geography
        • Step 4Relevant matches
        • World Geography 30: World Patterns of Population and Settlement
  • British Columbia
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    • Grade 12
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      • Social Studies
        • Step 4Relevant matches
        • Social Justice: The causes of social injustice are complex and have lasting impacts on society
  • Manitoba
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      • Social Studies
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        • Canada in the Global Context
        • Canada in the Contemporary World
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      • Geography
        • Step 4Relevant matches
        • Geogarphic Issues of the 21st Century: Industry and Trade
        • Geographic Issues of the 21st Centurty: Geographic Literacy
    • Grade 11
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      • Science
        • Step 4Relevant matches
        • Current Topics in the Sciences 30S: Science, Technology, Society & the Environment
    • Grade 12
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      • Geography
        • Step 4Relevant matches
        • World Geography: A Human Perspective - World Geography Overview
        • World Geography: A Human Perspective - World Population: Characteristics, Distribution, and Growth
        • World Geography: A Human Perspective - World Interdependence
      • Science
        • Step 4Relevant matches
        • Interdisciplinary Topics in Science 40S: Science, Technology, Society and the Environment
      • Social Studies
        • Step 4Relevant matches
        • Citizenship and Sustainability: Area of Inquiry: Environment
        • Citizenship and Sustainability: Area of Inquiry: Poverty, Wealth and Power
        • Citizenship and Sustainability: Area of Inquiry: Social Justice and Human Rights
        • Area of Inquiry: Gender and Identity
        • Area of Inquiry: Health and Biotechnology
        • Global Issues
        • Global Issues
        • Global Issues
        • Global Issues: Citizenship and Sustainability
        • Global Issues: Citizenship and Sustainability
  • New Brunswick
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    • Grade 12
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      • Environmental Science
        • Step 4Relevant matches
        • Advanced Environmental Science 120:Introduction to the human sphere
      • Social Studies
        • Step 4Relevant matches
        • World Issues 120: Humanity
        • World Issues 120:Interdependence
  • Newfoundland & Labrador
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    • Grade 10
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      • Geography
        • Step 4Relevant matches
        • Canadian Geography 1202: Human Population Issues in Canadian Geography
    • Grade 12
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      • Geography
        • Step 4Relevant matches
        • World Geography 3200/3202: Population Distribution and Growth
  • Northwest Territories
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    • Grade 10
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      • Social Studies
        • Step 4Relevant matches
        • Social Studies 10-2 (Living in a Globalizing World) Personal Response to Globalization
        • Social Studies 10-4 (Living in a Globalizing World) Personal Response to Globalization
    • Grade 11
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      • Science
        • Step 4Relevant matches
        • Science 24: Disease Defense and Human Health
  • Nova Scotia
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    • Grade 9
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      • Social Studies
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        • Citizenship 9: Engaged Citizenship
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      • Geography
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        • Geography 10: Geographic Perspective
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      • Geography
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        • Geography of Canada 11:Global Links
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      • Geography
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        • Global Geography: Population
        • Global Geography: The Global Geographer
  • Nunavut
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    • Grade 10
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      • Science
        • Step 4Relevant matches
        • Experiential Science 10, Terrestial Systems: Resource Management and Population Dynamics
      • Social Studies
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        • Social Studies 10-1(Perspectives on Globalization) Globalization & Sustainable Prosperity
        • Social Studies 10-2 (Living in a Globalizing World) Globalisation and Sustainable Prosperity
        • Social Studies 10-2 (Living in a Globalizing World) Personal Response to Globalization
  • Ontario
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    • Grade 8
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      • Geography
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        • Global Inequalities: Economic Development and Quality of Life
        • Global Settlement: Patterns and Sustainability
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        • Environmental Science (Univ/College Prep.) Human Health and the Environment
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        • Introduction to Spacial Technologies (open): Spacial Technologies, Society and Interdependence
      • Social Studies
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        • Gender Studies (Univ./College Prep.): Foundations
        • Gender Studies (Univ./College Prep.): Gender Issues and Gender-Related Policy in Context
    • Grade 12
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      • Geography
        • Step 4Relevant matches
        • Global Connections
        • The Environment & Resource Management (Univ./College Prep.): Spacial Organizationties
        • The Environment & Resource Management (Workplace Prfeparation)
        • World Issues: A Geographic Analysis (College Prep.):Changing Societies
        • World Issues: A Geographic Analysis (Univ. Prep.): Social Change and the Quality of Life
      • Social Studies
        • Step 4Relevant matches
        • Challenge and Change in Society (Univ. Prep.) Global Social Challenges
  • Prince Edward Island
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        • Geography of Canada 421A: Canada’s Global Connections
        • Geography of Canada 421A: Methods of Geographic Inquiry
    • Grade 11
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      • Geography
        • Step 4Relevant matches
        • Geography 531A (World Geography): Cultural Patterns of the Worl
    • Grade 12
      • Step 3Select a subject
      • Environmental Science
        • Step 4Relevant matches
        • Environmental Science 621A: Human Population and Carrying Capacity
      • Geography
        • Step 4Relevant matches
        • Geography 621A Global Issues: Introduction- What is a global issue?
        • Geography 631A Global Issues: What are the issues?
        • Geography 631A Global Issues: Introduction - What Is a Global Issue
  • Quebec
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    • Grade 9
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      • Social Studies
        • Step 4Relevant matches
        • The Contemporary World: Population
        • The Contemporary World: Wealth
    • Grade 11
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      • Geography
        • Step 4Relevant matches
        • Cultural Geography: African Cultural Area
        • Cultural Geography: Arab Cultural Area
        • Cultural Geography: East Asian Cultural area
        • Cultural Geography: Indian Area
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        • Cultural Geography: Western Cultural Area
      • Social Studies
        • Step 4Relevant matches
        • Contemporary World: Population
        • Contemporary World: Wealth
  • Saskatchewan
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    • Grade 10
      • Step 3Select a subject
      • Geography
        • Step 4Relevant matches
        • Geography 10:Population
      • Social Studies
        • Step 4Relevant matches
        • Social Studies 10: Economic Decision Making
    • Grade 11
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      • Social Studies
        • Step 4Relevant matches
        • World Issues - Wealth & Poverty
        • Social Studies 20
        • Social Studies 20: World Issues - Population
        • Social Studies 20: World Issues - World Governance
        • Social Studies 20: World Issues -Human Rights
  • Yukon Territory
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    • Grade 12
      • Step 3Select a subject
      • Social Studies
        • Step 4Relevant matches
        • Social Justice: The causes of social injustice are complex and have lasting impacts on society

Themes Addressed

  • Economics (2)

    • Globalization
    • Poverty Reduction
  • Human Health & Environment (4)

    • Access to Health Care
    • HIV/AIDS
    • Human Population Dynamics
    • Quality of Life
  • Human Rights (4)

    • Cultural Diversity
    • Gender Equality
    • Poverty
    • Social Justice

Sustainability Education Principles

Principle Rating Explanation
Consideration of Alternative Perspectives Satisfactory

Students interpret the data and form their own conclusions.

Consideration of Alternative Perspectives:
  • Satisfactory: absence of bias towards any one point of view
  • Good: students consider different points of view regarding issues, problems discussed
  • Very good: based on the consideration of different views, students form opinions and  take an informed position
Multiple Dimensions of Problems & Solutions Good

The resource uses information about population, health, and the environment (human population and carrying capacity, open spaces/ safety) to encourage action. Students gain an understanding that underlying social and economic issues hinder the solving of many problems and not meeting the needs of current generations compromises the needs of future generations.

Multiple Dimensions of Problems & Solutions:

Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.

  • Satisfactory: resource supports the examination of  these dimensions
  • Good:  resource explicitly examines the interplay of these dimensions
  • Very Good:  a systems-thinking approach is encouraged to examine these three dimensions
Respects Complexity Good

Students recognize the world as an integrated whole. The interactive map and the creation of the chloropleth map brings focus to this.  The complexity of real world issues is evident.

Respects Complexity:

The complexity of the problems/issues being discussed is respected.

Acting on Learning Poor/Not considered

There is no authentic action plan.

Acting on Learning:

Learning moves from understanding  issues  to working towards positive change — in personal lifestyle, in school, in the community,  or for the planet

  • Satisfactory: action opportunities are included as extensions 
  • Good: action opportunities are core components of the resource
  • Very Good: action opportunities for students are well supported and intended to result in observable, positive change
Values Education Satisfactory

The data provided should serve a springboard to discussion and values clarification. These opportunities, however, are not central parts of the lesson.

Values Education:

Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.

Empathy & Respect for Humans Very Good
Empathy & Respect for Humans: Empathy and respect are fostered for diverse groups of humans (including different genders, ethnic groups, sexual preferences, etc.).
Personal Affinity with Earth Satisfactory

There are no out-of-doors experiences, but the population density statistics could be used to discuss ecological footprints, carrying capacity and the sustainable use of land and resources. The data could be used to motivate many discussions about planet stewardship.

Personal Affinity with Earth:

Encourages a personal affinity with -the natural world.  

  • Satisfactory: connection is made to the natural world
  • Good: fosters appreciation/concern for the natural world
  • Very Good: fosters stewardship though practical and respectful experiences out-of-doors 
Locally-Focused Learning Satisfactory

The students are asked to compare their country with a country in the developing world.

Locally-Focused Learning:

Includes learning experiences that take advantage of issues/elements within the local community. 

  • Satisfactory: learning is made relevant to the lives of the learners
  • Good: learning is made relevant and has a local focus
  • Very Good: learning is made relevant, local and takes place ‘outside’ , in the community 
Past, Present & Future Satisfactory
Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future.

Pedagogical Approaches

Principle Rating Explanation
Open-Ended Instruction Good

Students interpret the data provided and are asked to compare and contrast a variety of countries and variables. They are not steered in any one direction.

Open-Ended Instruction :

Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.

Integrated Learning Satisfactory

This is primarily a geography, social studies and math resource, but there are opportunities for teachers, if they choose, to link the lessons to environmental issues related to human activity; that is carrying capacity, over consumption of resources,  and sustainable ecosystems.

Integrated Learning:

Learning brings together content and skills  from more than one  subject area

  • Satisfactory: content from a number of different  subject areas is readily identifiable
  • Good:  resource is appropriate for use in more than one subject area
  • Very Good:  the lines between subjects are blurred 
Inquiry Learning Satisfactory

The vast amount of data on the World Population chart provides  opportunities for teachers to create many intriguing questions, addressing outcomes across a range of curricula involving several grade levels. The creation of the chloropleth map is also a very unique assignment.

Inquiry Learning:

Learning is directed by questions, problems, or challenges that students work to address.   

  • Satisfactory: Students are provided with questions/problems to solve and some direction on how to arrive at solutions.
  • Good: students, assisted by the teacher clarify the question(s) to ask and the process to follow to arrive at solutions.  Sometimes referred to as Guided Inquiry
  • Very Good:  students generate the questions and assume much of the responsibility for how to solve them.  . Sometimes referred to as self-directed learning.

 

Differentiated Instruction Satisfactory

The resource is primarily an analysis of global demographic data. It teaches to both the cognitive and affective domains. There are no accommodations suggested for people with learning difficulties.

Differentiated Instruction:

Activities address a range of student learning styles, abilities and readiness.

  • Satisfactory:  includes a variety of instructional approaches
  • Good: addresses  the needs of visual, auditory &  kinesthetic learners
  • Very Good: also includes strategies for learners with difficulties
Experiential Learning Poor/Not considered

There are no experimental, hands-on learning opportunities.

Experiential Learning:

Authentic learning experiences are provided

  • Satisfactory: learning takes place through ‘hands-on’ experience or simulation
  • Good: learning involves direct experience in a ‘real world context’
  • Very good: learning involves ‘real world experiences’ taking place’ beyond the school walls.
Cooperative Learning Satisfactory
Cooperative Learning:

Group and cooperative learning strategies are a priority.

  • Satisfactory:  students work in groups
  • Good: cooperative learning skills are explicitly taught and practiced
  • Very Good: cooperative learning skills are explicitly taught, practiced and assessed
Assessment & Evaluation Satisfactory

There are some guiding questions provided but no rubrics or tools are included for evaluation.

Assessment & Evaluation: Tools are provided that help students and teachers to capture formative and summative information about students' learning and performance. These tools may include reflection questions, checklists, rubrics, etc.
Peer Teaching Satisfactory
Peer Teaching:

Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.

  • Satisfactory: incidental teaching that arises from cooperative learning, presentations, etc.
  • Good or Very Good: an opportunity is intentionally created to empower students to teach other students/community members. The audience is somehow reliant on the students' teaching (students are not simply ‘presenting')
Case Studies Satisfactory

There are no detailed case studies, but the various types of data do provide a lens into the social issues present in countries around the world.

Case Studies:

Relevant case studies are included.  Case studies are thorough descriptions of real events from real situations that students use to explore  concepts in an authentic context.

Locus of Control Satisfactory

Students are given opportunities to choose the type of data they wish to pursue as well as the methods to present their findings.

Locus of Control: Meaningful opportunities are provided for students to choose elements of program content, the medium in which they wish to work, and/or to go deeper into a chosen issue.