I. Curricular Framework

Concept:

Cause and Effect

Essential Question:

How does the population of the world and its continual growth affect the society of various regions

Bridge:

Largest/Smallest Visuals

Content:

Outcomes:

II. Standards Aligned

III. Instruction and Assessment

1. Connect: Connecting to the Concept Experientially

Objective: Students determine the significance of assorted numbers (populations) and different regions of the country.

Activity: Students in groups are given a series of cards with numbers related to population of the world, United States, China, California, Nebraska, and Fremont. Students do not know what the numbers represent and are asked to determine how each of these cards relates to each other. After about 5 minutes, the students are given a second set of cards that contain the names of the regions related to the populations. The students are again not told the significance but are asked to determine how they relate to each other. Once they have determined the significance is populations, then have them try to pair them with the correct region and population.

Assessment: Student engagement and participation

2. Attend: Attending to the Connection

Objective: Students begin to view issues related to population size seeking answers to what effect the population has on the world.

Activity: Students in groups discuss and write an explanation for the population differences in the region found on the cards and explain the impact each region has on the world population.

Assessment: Students engagement and participation

Assessment, Phase One, Level of Engagement, Fascination:

3. Image: Creating a Mental Picture

Objective: Students conceptualize visually population diversity by illustrating their view of small and large populations.

Activity: Students name the largest populated and smallest populated places they have ever visited and/or lived. Explain in a visual representation what each place was like and explain their reasoning.

Assessment: Formulation of a visual representation and are able to explain to the class.

Assessment, Phase Two, Seeing the Big Picture:

4. Inform: Receiving Facts & Knowledge

Objective: Students acquire information about population dynamics from a video, the instructor, and the text

Activity: Video: Population records and projections (5 min)

Teacher led discussion about Chapter 4, notes on overhead defining key terms and concepts. The discussion should include topics on the principles of population growth, limiting factors to population growth, patterns of population growth, effects of population growth and how birth rates, death rates, age, immigration and emigration affect a population.

Assessment: Students are engaged, and are able to formulate questions related to the topics

Assessment, Phase Three, Success with Acquiring Knowledge:

5. Practice: Developing Skills

Objective: Students use the information gained to answer questions related to principles of population growth, limiting factors to population growth, patterns of population growth, effects of population growth and how birth rates, death rates, age, immigration and emigration effect a population.

Activity: Students complete reinforcement and study guide worksheet over chapter 4.1 and 4.2

Assessment: Completeness and accuracy

Assessment, Phase Four, Success with Acquiring Skills:

6. Extend: Extending Learning to the Outside World

Objective: Students gain information related to various countries’ populations and the effects of the population on its society and the society of other countries

Activities: Students use the internet to research population dynamics of three countries of their choice from a list generated by the instructor. Students should complete the data table given by the instructor so all essential information is gathered. Students use this information to determine which dynamics are strengths and which dynamics are weaknesses for the countries.

Assessment: Student participation and completion of data table

7. Refine: Refining the Extension

Objective: Students work with others to organize and refine their ideas so they may share the group’s work with the rest of the class in an organized and accurate way

Activity: Students pair with other students who have similar population dynamic countries and compare their ideas on strengths and weaknesses. Students prepare a group population dynamics strength vs. weaknesses diagram and reasons they felt this way.

Assessment: Student participation

8. Perform: Creative Manifestation of Material Learned

Objective: Students share their group findings to inform the class of various population dynamics illustrating knowledge gained about the population’s effects world-wide.

Activity: Students present their group findings to the class and the class compares all data to determine the ideal country to live in and why.

Assessment: Student participation and completed project with accurate informatio to be handed in to the instructor.

Assessment, Phase Five,Performance, Creative Use of Material Learned: