# GIFTED AND TALENTED - DOC by accinent

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SPEAKING AND LISTENING/LITERACY

CONSIDERATIONS FOR THE LESSON

GROUP WORK

PRESENTATION

ICT

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.

       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

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.

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

   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?

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

Links with G and T Classroom Quality

Standards (CQS)

NEXT STEPS
See above.

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