A Population explosion!
Social Studies Standards
National Council for the Social Studies Standards (NCSS)
Standard II - Time, Continuity and Change Social studies programs should include experiences that provide for the study of the past and its legacy Standard IV- Science, Technology and Society Social studies programs should include experiences that provide for the study of relationships among science, technology and society. VA SOL Skills USI.1 The student will demonstrate skills for historical and geographical analysis and responsible citizenship b) make connections between past and present d) interpret historical ides from different historical perspectives e) evaluate and discuss issues orally and in writing USI.2 (Geography) The student will use maps, globes, photographs, pictures, or tables to a)locate the seven continents and five oceans. Math Standards
National Council for Teachers of Mathematics
Algebra - Use mathematical models to represent and understand quantitative measures; SWBAT model and solve contextualized problems using various representations, such as graphs, tables and equations. |
science standards
National Science Education Standards (NCES)
5-8: F. SCIENCE IN PERSONAL AND SOCIAL PERSPECTIVES 2. Populations, Resources, and Environments a. When an area becomes overpopulated, the environment will become degraded due to the increased use of resources. b. Causes of environmental degradation and resource depletion vary from region to region and from country to country. VA SOL Earth Resources 6.9 The student will investigate and understand public policy decisions relating to the environment. Key concepts include a) management of renewable resources; b) management of nonrenewable resources; c) the mitigation of land-use and environmental hazards through preventive measures; and d) cost/benefit tradeoffs in conservation policies. Scientific Investigation, Reasoning, and Logic 6.1 The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by planning and conducting investigations. h) data are analyzed and communicated through graphical representation; i) models and simulations are designed and used to illustrate and explain phenomena and |
Objectives
- SWBAT understand the EQs for this unit and and related PBA.
- SWBAT analyze and interpret global population patterns over the past 500 years and today (math, science, social studies)
- SWBAT graph population curve and analyze its pattern (math)
Activities (75 minutes)
- Engage - Introduce and create anchor charts for the unit's essential questions and review the components of the PBA for this unit. ( 10 minutes- whole group on carpet)
- Engage - Create 3 graffiti wall charts with students - what do you know about 1) population growth patterns 2) scarce resources and the 3) immigration? ( 10 minutes- whole group)
- Explore - Students participate in the Population Circle Simulation & Discussion. Before starting the activity, provide each student with a sticker to wear which says " 250,000,000 people". During the simulation, ask a few times, when do you think we will have our first 250 million(30 minutes- whole group)
- Explain - Teacher reviews Population Growth "Dot" slides or DVD( DVD is available for purchase on population connection.org) (whole group - 5 minutes)
- Elaborate - Students work independently to complete the J-chart worksheet ( individual- 10 minutes )
- Elaborate - Jigsaw Part 1 - Break students and reading into 4 groups. Small groups will read, discuss and take notes on a section of the class reading- Population Dynamics (small group -10 minutes)
Materials
1) PBA assignment packet (1 per student)
2) Chart paper for KWL 3) Population Circle materials
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4) Computer with projection for dot population slides
5) Jigsaw Activity
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Assessment
Formative - Collect the J-chart activity from each student. Were they able to explain the phenonemon of exponential growth and properly plot the points on the chart.
Anecdotal - Checklist on who answers questions and participates in advancing a meaningful discussion. ( will assess some of the students not all)
Anecdotal - Checklist on who answers questions and participates in advancing a meaningful discussion. ( will assess some of the students not all)