Population Geography October 3rd 14th.docx - CMSFQ Teachers Site

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Population Geography October 3rd 14th.docx - CMSFQ Teachers Site Powered By Docstoc
					                                                         Common Lesson Planning Template
Teacher: Richard Whelan

Enduring Understandings For Unit:
          The impact of population shifts due to political, economic and social reasons.
          The different ways in which a population pyramid can take shape.
          How population growth in the "Developing World" is affecting population densities.
          Data presented in population pyramids and analyze how government policy changes can inhibit or
           increase population growth.

                                                         Common Lesson Planning Template
Teacher: Richard Whelan

 Day of Unit
                                                                                    Description
   Date
                 Warm-up / Preassessment: Students will be asked to respond to the short Survey posted on the board about living styles and what type of family they
                want to have in the future.
                Objective: Begin to interpret the consequences, causes, effects, and possible solutions to population growth and shifting migration patterns
                By: Reading the National Geographic Article “7 Billion and Counting” and answering the accompanying questions.
                Comment on Instructional Practice(s) you will use: Lecture, group work.
                Learning Activities:
       1
                             Students will answer the survey questions on the board for a beginning discussion of population growth and resource consumption.
                             Students will then to begin to read out loud with the teacher the National Geographic Article, and answer the following questions.
                Closure / Assessment: Students will be asked the following: According to what we know is the issue with population growth the amount of people
                living on earth OR the amount of resources they consume with a “western” lifestyle. What is the ratio between a decrease in population and a
                decrease in global consumption of fossil fuels and non renewable resources?
                HW: Start to begin to think of a survey question for our Census project.
                Warm-up / Preassessment: Students will watch a short clip from Baraka depicting movement and populations in large cities.
                Objective: Begin to interpret the consequences, causes, effects, and possible solutions to population growth and shifting migration patterns.
                By Watching the TED webcast by Hans Rosling discussion the consequences of global population growth.
                Comment on Instructional Practice(s) you will use: Lecture.
                Learning Activities:
       2
                             Students will watch the following TED webcast http://www.ted.com/talks/lang/eng/hans_rosling_on_global_population_growth.html
                             Students will answer the questions about the webcast and discuss them in class.
                             Students will then be placed into groups and be asked to work on their Census Project.
                Closure / Assessment: Students will be asked to describe how the TED webcast perspective differs from the National Geographic perspective.
                HW: None
                Warm-up / Preassessment: None.
                Objective: Begin to interpret the consequences, causes, effects, and possible solutions to population growth and shifting migration patterns.
                By Viewing and taking notes on the Population Power Point in Class
                Comment on Instructional Practice(s) you will use: lecture
       3        Learning Activities:
                             View and Take notes on the Power Point (The first half)
                Closure / Assessment: Students will be asked to define the following terms and where they are highest and lowest: Crude birth rate, crude death rate,
                infant mortality rate, total fertility rate, and arithmetic density.
                HW: None.
                Warm-up / Preassessment: None.
                Objective: Begin to interpret the consequences, causes, effects, and possible solutions to population growth and shifting migration patterns.
                By Viewing a variety of youtuve videos that deal with the following themes: the problems with an aging population, growth and consumption of
                natural resources, urban growth and population explosion in urban areas, and the global distribution of population growth.
                Comment on Instructional Practice(s) you will use: lecture
       4        Learning Activities:
                             Students will be a variety of youtube videos selected by the teacher and be asked to write a short summary after each video about the
                              particular aspect of population growth it represented.
                Closure / Assessment: Students will be asked to answer the following question: According to what we have seen, how could global population growth
                in other areas of the world affect Ecuador?
                HW: none
                Warm-up / Preassessment: None.
                Objective: Begin to interpret the consequences, causes, effects, and possible solutions to population growth and shifting migration patterns.
                By Viewing and taking notes on the Population Power Point in Class
                Comment on Instructional Practice(s) you will use: lecture
       5        Learning Activities:
                             View and Take notes on the Power Point (The Second Half)
                Closure / Assessment: Students will be shown a population pyramid from Ecuador and asked to explain how the young population of Ecuador could
                be a problem or benefit for the country.
                HW: None.
       Warm-up / Preassessment: None
       Objective: Assess students knowledge of the topics reviewed in class
       By giving students a MC formative assessment.
       Comment on Instructional Practice(s) you will use: lecture
 6     Learning Activities:
                   Students will be shown the web site www.studystack.com and review, with the instructor, the terms for the quiz
                   Students will take a formative assessment.
       Closure / Assessment: None
       HW: None
       Warm-up / Preassessment: Students will be shown a variety of different neo-natal and non-neo-natal propaganda from different countries.
       Objective: Compare and contrast the causes and possible consequences of demographic change between the developed and non-developed world
       By completing the Population Pyramid project and reading the accompanying articles addressing demographic differences.
       Comment on Instructional Practice(s) you will use: lecture
       Learning Activities:
7/8                  Students will be asked to sit in groups and be given a series of articles dealing with the demographic effects (focusing on age) of young
                    and old populations and migration. Once the groups have read and answered the corresponding questions they will complete a group
                    “think pair and share” activity with members of the other groups.
                   After this is complete students will be taken to the Computer lab and asked to complete the “Population Pyramid” Activity.
       Closure / Assessment: None.
       HW: None.
       Warm-up / Preassessment: None.
       Objective: To improve the writing abilities of the students
       By giving them the opportunity to respond to a Free Response Question from the AP Board.
       Comment on Instructional Practice(s) you will use: lecture
       Learning Activities:
                   Students will be given two separate prompts to complete in class pertaining to population geography. Day One.
9/10
                   Once students have completed the prompts, and they have been graded, the teacher will pass them back and discuss with the students
                    issues with their writing
                   Once that in complete, the teacher will pass out student samples provided by the AP board and have the students analyze their essays and
                    later read the analysis provided by the AP board as to why they received the score they did.
       Closure / Assessment: None
       HW: None

				
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