GIFTED AND TALENTED SPEAKING AND LISTENING/LITERACY CONSIDERATIONS FOR THE LESSON GROUP WORK LEADERSHIP PRESENTATION ICT RESEARCH TASKS INVESTIGATION/FIELDWORK OTHER CONSIDERATIONS GEOGRAPHY TOPIC/CONCEPT: The Demographic Transition Model as part of ‘Population’. Assumes knowledge of key terms: birth rate (BR), death rate (DR), life expectancy, population change. YEAR: 9 (Could be used as starting point for GCSE or AS too) MAIN LESSON LEARNING OBJECTIVES: Students will: Know the graph illustrating the DTM. Describe population changes through time. Explain changes in population through time in terms of changes in birth rates and death rates. Know different countries are at different stages of DT. GIFTED AND TALENTED OBJECTIVES Explain changes in population through time in terms of reasons for changes in the birth rates and death rates. Analyse a range of countries’ DTs. SETTLER/STARTER APPROX Questions to promote thinking on changes in birth rates and death rates over time: eg In a primitive TIMINGS society such as that of Amazonian Indigenous tribes or England 50AD, what would you expect birth rates/ death rates to be? Which would change first, birth rates or death rates? Why? (presented on power point…) 5 MAIN ACTIVITIES Discuss: Q: Can changes in birth rates and death rates over time be generalised and put on a graph? 3 Teacher, with pupils, builds the DTM. (teacher on the board, pupils on an A3 sheet) 12 Pupils complete a living graph in pairs (see David Leat, ‘Thinking Through Geography’) on A3 sheet. 10 Under each stage pupils explain the changes in population in each stage in terms of changes in BRs and DRs. G&Ts to explain changes in population by describing and explaining changes in BRs and DRs. 10 From graphs of two countries: Students should identify which stage of the DTM the countries are at. They should list the differences between the two countries experiences. G&Ts consider and suggest 6 reasons why they might be different and which other countries may be at similar stages. G and T CHALLENGE AND EXTENSION In italics above PLENARY MAIN GROUP ‘Quick quiz’ on DTM (Power point). (Q+A) 10 GIFTED AND TALENTED Extension through quick quiz, eg: Why are countries at different stages? What happens after stage four? Links with G and T Classroom Quality Standards (CQS) NEXT STEPS: In depth study of two countries’ demographic transitions. GEOGRAPHY TOPIC/CONCEPT (For KS3 where relevant): Population: population structure. (Could be used as starting point for GCSE or AS too). YEAR: 9 MAIN LESSON LEARNING OBJECTIVES To describe what population structure is. To use correct terminology to describe a population pyramid. To explore and explain different pop pyramids (LEDC, MEDC). To identify uses for pop pyramids. GIFTED AND TALENTED OBJECTIVE To understand implications for planning for a range of countries and a range of scales. (Allowing for development of higher order thinking skills, eg. Application and analysis.) SETTLER/STARTER APPROX Students put into groups as they enter. Diamond ranking exercise ready on the desk: What TIMINGS features of population do government planning departments need to know most? (be ready to share your diamond and explain it) Total population 7 Birth rate Death rate Female / male ratio Number in an age group Life expectancy Migration Rate of change of population Other: Are there any other features of population a government may need to know? Add your own idea. MAIN ACTIVITIES 1. Share research on the two countries* in pairs. (Discuss the question ‘why are the features of the countries’ populations different?’) (*Assumes homework was to find out about one country’s population characteristics: one half of the class Ethiopia, the other the UK) 6 2. Discussion as a class of what population structure is and getting the students to suggest ways it might be illustrated. 3 3. Teacher to build a pyramid using information about the UK’s population characteristics. 2 4. Pupils to identify the characteristics of the UK pyramid in pairs and then are given the pyramid for Ethiopia to contrast the two. (G&Ts to consider the next lesson’s task when they finish) 10 5. Pupils consider the question: So what? Why are these pyramids useful? List ideas. 5 G and T CHALLENGE AND EXTENSION Next lesson: Project: Should X-town have another high school? How do we find the information we need to answer this question? Students plan and do research. Put the question to the pupils: what could you usefully do with your findings? (A different task to the rest of the group). PLENARY MAIN GROUP Extend the pupils by asking if the concept of pyramids can be used at different scales, and how this might be useful. 5 GIFTED AND TALENTED Links with G and T Classroom Quality Standards (CQS) NEXT STEPS See above.
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