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Lesson # Date Teacher Activity Student Activity Resources Theme Population: What is the significance of changes in global population

for Canada and the world? 11.1 Jan 1. Our Country Ice 1. In pairs design country Counterpoints pp. 356Intro 28 Breaker 2. make a democratic 358 World Pop 2. Bio-poem classroom Growth 3. Class censuses 3. Fill out Bio-poem Bio-poem 4. Timeline 4. Individually, answer census 5. Global Trends questions on cell phones Census on Quiz 5. Examine the timeline on Polleverywhere.com pg. 356-357 as a class, establish significance Our Country Handout 6. Collaboratively answer questions on quiz Global Trends Quiz (diagnostic purposes) 11.2 Jan 1. Be a 1. Define some terms from Counterpoints pp. 360Demography 30 the glossary I gave out last 361 demographer Designing day 2. Population Graphs 2. Play the interactive game: http://www.pbs.org/wg Change lecture practice being demographic bh/nova/earth/demogra 3. Population experts phic-data.html change from year 3. Discuss the slides and their 0 to 50 years from significance. Then examine http://www.pbs.org/wg the timeline again, add key bh/nova/earth/globalnow. dates and events that you population-growth.html 4. Constructing think should be there Effective Graphs 4. In pairs, do some of the in pairs exercises on pp. 360-361 5. Write 3-4 sentences defining the continuity and change from the timeline that we discussed 11.3 Feb 1 1. “Demographic 1. Watch video Demographic The Bomb”: youtube 2. Review and Lecture Transition Model Demographic video 3. Study Demographic handouts (2) Revolution 2. Lecture on Transition models together;

Assessment

Mark Value

In class paragraph on continuity and change of global population trends

/1 mark

DMT worksheet

/3 marks

11.4 Population Profiles

Feb 5

Demography 3. Study Demographic Transition models 4. Class Discussion on “developing countries”; what constitutes a developed country? 5. Group Activity: Case Study – Population control in India, China and Kenya: 1. Mapping activity (b.l.o.t.s: border, legend, orientation, title, scale) 2. Population Pyramids: design your own

what do they mean? 4. Participate in the Discussion; there will be some record of this to be kept by students 5. Case Study: China, India, Kenya (Population Growth Control)

Population Campaign Handout Counterpoints pp.365370

11.5 Pessimists vs. Optimists/ Where do 6 billion+ people live?

Feb 7

1.Jigsaw Activity 2. Videos 3. Response and Discussion 4. Population Density Mind Map

1. Think, Pair, Share on Canada’s Aging Population 2. Lecture on Population Pyramids: Study the population pyramids in the text. 3. With a partner, design a population pyramid. 4. Learn how to map demographic statistics 4. One sentence on the most valuable thing you learned today (1 participation mark 1. In groups, research from handouts and text book on a population pessimist or optimist; once researched switch groups and teach the new group about the person you researched

Counterpoints pp. 371377

Hand in Population Pyramid

10 marks

Counterpoints pp. 378379 Handouts Counterpoints pp.381383 Youtube Videos

Idea Web Video Response

1 mark 5 marks

11.6 World in the Balance Activity

Feb 13

World in the Balance Activity

2. Watch Videos 3. Form an opinion; ask yourself why you think that, in paragraph form write a response to the videos. We will discuss these as a class. 4. In pairs, answer question 2 on pg. 382 1. In teams of 4, use the 10 year compounded growth rates to determine when 6-8 different countries’ populations will double. Then graph the results in a best fit curve, not a straight line. Create a histogram together of all the data. Brainstorm reasons. Then in two groups, research factors that contribute to the lowest/highest growth rates. Conclusion discussion.

http://www.pbs.org/wg bh/nova/education/acti vities/3108_worldbal.ht ml 1. copy of the "Double Up" student handout (PDF or HTML) 2. copy of the "Calculating Population Growth" 3. student handout (PDF or HTML) 4. copy of the "Growth Rates Worldwide" student handouts (PDF or HTML) 5. calculator 6. graph paper 7. access to print and Internet resources

Homework: Counterpoints pg. 385 question 8 and 12 Glossary

/2 marks

Completion mark of 10

11.7 Feb Term 2 Common Term 2 15 Assessment Common Assessment Living Standards: How do living standards in Canada compare with those of developing countries? What is being done to close the poverty gap and improve human development around the world? 11.8 Feb 1. Chapter 11 Test 1. Write Test (45 mins) http://hdr.undp.org/en/ Test 40 Chapter 11 19 (10 MC, 5 Terms, 2. Take Notes statistics/ marks

Test 12.1 Intro Measuring Development

12.2 Measuring Living Standards

Feb 25

12.3 Measuring Poverty

Feb 27

2-3 Application Questions) 45 mins 2. Introductory Lecture 3. Human Development Index 4. Closing the Development Gap: Examine the MDG’s chart 1. Globalization: Nike Sweatshops – Behind the Swoosh 2. Class discussion (record notes on pc) 3. Immigration Push-Pull factors: Graphic Organizer 1. Case Study: Kenya – Trapped in Poverty, Debt Cycle 2. OECD countries 3. Provincial Exam practice 1. Women’s rights in developing countries discussion 2. Subsistence Farming: Is this

3. Examine HDI and fill in work sheet as a class 4. Examine MDG’s Chart and fill in work sheet in pairs

Counterpoints: pg 388390 Work sheets Hand in work sheets for marks. /4 marks (2 for each)

1. Watch video 2. Participate class discussion on the point of the movie 3. Fill in graphic organizer via class discussion

http://www.youtube.co m/watch? v=M5uYCWVfuPQ Graphic organizer

1. Read pgs 398-99 and answer questions 2. Watch video

Counterpoints pp. 398399 http://www.youtube.co m/watch? v=ZaoGscbtPWU

12.4 The Vulnerable Ones: Women and children

Mar 1

1. List how their day happens as class; then discuss the chart on pg. 402. Compare. 2. Participate in discussion. 3. Discuss the first set of questions and answer

Counterpoints pp. 402403 http://www.pbs.org/wg bh/nova/body/maternal -health.html Child Labor Project

Exit slip: paragraph on the student’s interview.

/2 marks

12.5 The Health Crisis

Mar 1

12.6 Helping to Improve Living Standards 12.7 Should Canada link its foreign aid to human rights?

Mar 5

good enough? 3. Child Labour Research Project 4. “Where in the world is Osama Bin Laden?” Student Interview 1. Child Labor Research Project 2. History of Epidemics: Start at the black plague and move forward. 3. Mind Map of Major Determinants of Health 1. Foreign Aid Computer Lab

together as a class. 4. Watch interview.

“Where in the world is Osama bin Laden?” video

1. Finish project together. 2. Brainstorm different epidemics and their effects. 3. Fill out mind map.

Mind Map Counterpoints pp. 409411

Hand in Child research project.

/15 marks

88 marks for term 2 1. Go to computer lab and do the Foreign Aid Computer lab. Foreign Aid Lab Counterpoints pp. 413417

Critical Inquiry 1. Class Discussion on aid Counterpoints pp. 418- Foreign Aid lab Pg. 419 questions and human rights 419 due. Keep a record of 2. Read pp. 418-419 answers 3. Answer questions as a Participation 2. Provincial Exam class practice The Environment: How is global development causing environmental issues? And what challenges do they pose for Canada?

Mar 7

/15 marks /2 marks

13.1 Why care about the environment? 13.2 Population Growth and Sustainability

Mar 11

Buy Nothing Day!

http://mediasmarts.ca/ sites/default/files/pdfs/l essonplan/Lesson_Buy_Nothi ng_Day.pdf 1. Look at pictures of both and discuss 2. Examine maps of different countries and their resources and discuss how population growth affects them negatively or positively. Pictures of renewable and non-renewable resources.

Consumerism Diary

/5 marks

Mar 13

1. Renewable vs. Non-renewable resources hook 2. Mapping activity of large population and their resources (?) Middle East marsh: dammed up; now gone. UNwater.org 2. Provincial Exam practice 1.Canada’s water sources map: examine as a class 2. Counterpoints Assignment 1. Introduce Global Warming 2. “Who will take the heat?” Educator Role Play Session One: Review role-play format, the

13.3 Water: the Indispensable Resource 13.4 Should Canada treat Water as a resource to be traded? 13.5 Change is in the Air (Global Climate Change Conference Role Play)

Mar 15

http://www.unwater.or g/statistics.html

Unit Project Due

/ 50

Apr 3

1. Look at map together and discuss significance 2. Read Counterpoints pp. 434-435 and answer 2 and 4.

Hand in scripts and blog entries.

/5 marks (for each)

Apr 5

1. Take notes on global warming 2. Understand how role play works; define sources of conflict; divide into teams; research team’s identity and position

http://www.pbs.org/wg bh/nova/worldbalance/r olepl ay/heat.html

conflict, and the roles, and assign teams

13.6 Doing our Part for the Environment 13.7 Politics, Conferences and Climate Change Review

Apr 9

Negotiation moderator

Apr 11

Debriefing

1.Opening statements 2. Formal negotiations 3. Brainstorming and agreeing to options 4. Negotiation verbal reflection 1. Answer debriefing questions. 2. Write in class position paper from “Who will take the heat?” Bring questions to go over.

In class position paper

/5 marks

Apr 15

1. Provincial exam review as well. 2. Unit Test review Test (Provincial Exam Format: skills in multiple choice form out of 10; 1 essay question out of 15)

Unit Test

Apr 17

Test

Test

Test

????

Apr 19

Last day potluck and movie??? Teacher evaluation

Yay fun times!!!

Movie

Smiles!!