4 Where Are All The People

4 Where are all the people?
Mahindra International School Sayli Tongaonkar, Maria Mistry, Rosy Dias
IB MYP Integrated humanities (MYP 3) B
Summary
Subject Year Start date Duration

Integrated humanities MYP 3 Week 4, April 4 weeks 14 hours
Key and Related Concepts
Key Concepts
Key
Concepts Definition
Change is a conversion, transformation, or movement from one form, state or value to another. Inquiry into the
concept of change involves understanding and evaluating causes, processes and consequences.
Change
Related Concept(s)
Causality (cause and consequence)
Inquiry
Conceptual Understanding
Change in population being a consequence can lead to opportunities and challenges
Global Context
Global Context Explorations to develop
Human impact on the environment, Population and demography, Urban planning
Globalization and
sustainability
Statement of Inquiry
The population of human societies changes due to a variety of processes which may have long-term effects.
Mahindra International School

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Inquiry Questions
Type Inquiry Questions
Factual What has been the pattern of global population change? How can we model population change?
What are some of the social issues that can be caused by population change?
Conceptual What processes contribute to population change?
Debatable Should governments try to control the size of their populations?
Curriculum
Aims
Understand the interactions and interdependence of individuals, societies and the environment
Identify and develop concern for the well-being of human communities and the natural environment
Act as responsible citizens of local and global communities
Develop inquiry skills that lead towards conceptual understandings of the relationships between individuals, societies and
the environments in which they live.
MYP subject group objective(s)
A: Knowing and understanding
i. use a range of terminology in context
ii. demonstrate knowledge and understanding of subject-specific content and concepts, through descriptions,
explanations and examples
B: Investigating
i. formulate/choose a clear and focused research question, explaining its relevance
ii. formulate and follow an action plan to investigate a research question
iii. use the methods to collect and record relevant information
iv. evaluate the research process and results, with guidance
C: Communicating
i. communicate information and ideas in a way that is appropriate for the audience and purpose
ii. structure information and ideas according to the task instructions
iii. create a reference list and cite sources of information
D: Thinking critically
i. analyse concepts, issues, models, visual representation and/or theories

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ii. summarize information to make valid, well supported arguments
iii. analyse a range of sources/data in terms of origin and purpose, recognizing values and limitations
iv. recognize different perspectives and explain their implications
Content (topics, knowledge, skills)

• All students should:
• -Explain how their presentation on articles on population and sustainability relates to the unit
• -Describe how population growth can be affected by using data and sources
• -Produce graphs to show data
• Some students could: Describe and explain the relationship between two variables
• Document statistics, theories and perspectives of Professor Rosling
• Interpret pie chart showing the proportion of people per continent, 2016, Demographic Transition Model, Population
Pyramid
• list the stages of migration in DTM model
• Identify the causes of migration in current context of national lockdown
Skills
Subject specific skills that would be required
-Interpretation of the DTM and Population pyramid
-Investigative skills to handle case study
-research skills to gather information and produce the info-graphic on population structure
ATL Skills
ATL skills
Description
Learning Experiences:
In order for students to structure information and ideas according to the task instructions, the students need to learn how
to collect, record and verify data as well as access information to be informed and inform others. The students
gathered statistical information (Population size ,Birth rate, Death rate, Life expectancy, Infant mortality, Immigration,
Emigration), Visuals and graphs. This information was verified, and further processed to create a population info-graphic of a
country of their choice. The video by Hans Rosling - Don't Panic gave the student relevant examples of how information related
to population dynamics can be accessed and shared with others using comparative graphs and mathematical principles.
Formative 1 and 2 expect students to think critically, analyse sources and draw conclusions from the Population pyramid and
DTM.
Research
- VI. Information literacy skills
Finding, interpreting, judging and creating information
Collect, record and verify data

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Access information to be informed and inform others
Thinking
- VIII. Critical thinking skills
Analysing and evaluating issues and ideas
Practise observing carefully in order to recognise problems
Gather and organize relevant information to formulate an argument
Recognise unstated assumptions and bias
Interpret data
Draw reasonable conclusions and generalizations
Revise understanding based on new information and evidence
Consider ideas from multiple perspectives
Develop contrary or opposing arguments
Identify obstacles and challenges
Use models and simulations to explore complex systems and issues
Identify trends and forecast possibilities
Developing IB Learners
IB Learner Profile
Thinkers
Communicators
Description
Thinkers:
Students will think of the situations and actions of people that impact the society
Communicators:
Use their communicative skills to show their understand and to express their thoughts and share new innovative ideas to bring
about change .
Integration
International Mindedness
The unit focuses on how a change in population affects the social, economic, and environmental aspects of a region, which

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affects a wider region or even globally. Students study a particular country as a case study and connect it with the global
situation. In this unit Migration is one component that students will look at. The causes and consequences of migration will
enable students to be internationally minded.
Academic Integrity
Students submit their tasks on managebac. With integrated Turnitin it becomes easier to look at the similarity report. The
students practise paraphrasing skills and writing skills as an integral part of class activities and/or home assignment.
Connections
Language Development
This unit demands students to study a range of vocabulary. The unit begins with understanding the terminologies and their
definitions. Also at every stage with a new topic, I add new vocabulary as a part of the discussion and I encourage students to
use it appropriately.
Service as Action
With the debatable question 'Should government intervene population growth'? students can explore and suggest modification
to an existing system to the benefit of all involved.
Assessment
MYP Assessment Criteria
N/A A: Knowing and understanding N/A B: Investigating
N/A C: Communicating N/A D: Thinking critically
Description
Peer and Self-assessment

Students give feedback to their peers during class activities and formative presentations. They self assess and reflect on ATLs
used during class activities.
Standardization and Moderation

As a co-teacher, we reviewed together the tasks as well as class activities.
Learning Experiences
Prior Learning Experiences

Students know some aspects such as migration, population distribution, however, this unit is mostly is a new topic. The students
have studied the concept 'change' and related concept 'causality' earlier.

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Learning Experiences and Teaching Strategies

Learning experiences and teaching strategies
The learner profile attribute for the unit is communicators and the key ATL focuses are Self Management skills and thinking skills.
What has been the pattern of global population change? (pages 82–87)
Students ponder over global population change and discuss the perspectives shared by Professor Rosling.
https://www.youtube.com/watch?v=FACK2knC08E ( Prof Rosling_ Don't panic)
Discuss: Students discuss some of the reasons for slow population growth before 1804 and why the rate of population growth
has increased. (page 83)
DYNAMIC LEARNING: In the news
Individually or as a class: Students find articles on population and sustainability and present these to the class. They think of
factual, conceptual and debatable questions that can be asked when reading the articles.
Activity: The pattern of global population change (page 87) https://mbisorg-my.sharepoint....
Individually: Students analyse data and sources on factors that can affect population growth. They discussed about migration
as one of the dynamic factors
DYNAMIC LEARNING: How to use mathematics when studying population Link to mathematics. Students produce
graphs to show data. They research more data and produce a scatter graph to show the relationship between the number of
children per woman and GDP.
Class activity : Push pull factors https://mbisorg-my.sharepoint....
Students inquire about process of migration and relate it with current events (the plight of migrants due to national lockdown)
Formative 1 Pattern of global change : https://mbisorg-my.sharepoint....
Pattern of Global change: Students response to prompts based on extracts (Source A and C ) , Statistics (Source B) and pie
chart (Source D) ( Pg 86-87)
Processes that contribute to population change
After discussion on indicators and various components that enhance understanding of a country and its status, introduce
students to DTM - Demographic Transition Model.
Explain the Demographic Transition Model, various stages in DTM and how to identify the stage a country
belongs. https://mbisorg-my.sharepoint....
https://www.youtube.com/embed/l1_KBTk5FhQ
Class Activity-
Students look at recent data on the structure of the population. They copy the pyramid and annotate it to explain what it shows.
Population pyramid
https://www.populationpyramid....
Case Studies -Based on population structure https://mbisorg-my.sharepoint....
a)Overcrowding - Lagos, Nigeria and Bangladesh
b) Ageing population -Hong Kong and Japan

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c) Declining population - Detroit, USA and Italy
Class Activity : https://mbisorg-my.sharepoint....
Reasons for high life expectancy : Through class discussion students look into the factors that cause high life expectancy. They
inquire into factors that affect CBR and CDR. The subsequent issues and solutions that need to be looked into were enumerated.
Formative 2 https://mbisorg-my.sharepoint....
Modelling Population change - Students interpret data to analyse issues, models, and visual representation based on DTM and
Population Pyramid.
Class activity -
When exploring a topic such as poverty and overcrowding in Lagos, Nigeria, students look at history of city in a negative and
a single narrative. Students discuss the actual reality of living there and the different experiences that exist within the city after
taking look at 'The Dander of a single story ' https://www.ted.com/talks/chim...
Summative.
Students will create an infographic demonstrating their understanding of Population Change, factors affecting population
change and impact. They will suggest solutions/recommendations to the government based on issues due to population
structure.
https://mbisorg-my.sharepoint....
Teaching strategies:
Communicative strategy where students take part have a major role to play in discussions.
Student Expectations
While in class I give them explicit instructions on what I expect from them. The task also contains simple instructions with a
sequence. While students are working on their tasks/assignments I interact with them and look at their work and give feedback.
Feedback
As learning is an ongoing process while in class, I give feedback during class discussions and various activities. I have planned
tasks in such a way that these tasks eventually take students to formative assessment and summative assessment. Students
receive feedback for every task and activity. The feedback is based on ATL skills mainly with a clear distinction of strands per
ATLs.
Differentiation
• Because of virtual learning, we encouraged students to have video calls and share their anxieties and doubts.
• Variety in videos that were sectioned off and sliced as per complexity level.
• One-on-one interaction to explain subject-specific terms
• Students may reply to questions, or ask clarifying questions using private chat
• Loud reading sessions for content laden reading material (stages of DTM, Processes that contribute to population change,
etc)
• Using exemplars to assist students who were struggling because of a remote learning environment.
• We frame exit Tickets and managebac prompts in such a way that it sets a tone in the beginning and indicates students'
knowledge and understanding from the previous lesson.

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Reflections
General Reflections
Prior to studying the unit

Sayli Tongaonkar Feb 9, 2018 at 12:21 PM
This topic will be interesting as it is related to
Sayli Tongaonkar Jun 14, 2019 at 10:35 AM
Students have a basic understanding of some terms such as population, population growth, population explosion. This unit
introduces students to some economic indicators that play an important role in determining a country's development as
well its position in the world. It has a scope to develop into an interdisciplinary unit with math as a lot of mathematical
applications will help understand the patterns in population change and its impact. Interpretation of graphs, population
pyramid and connecting it to DTM could be a difficult task. Students will use a lot of critical thinking and analytical skills.
Rosy Dias May 26, 2020 at 6:25 PM
The selection of this topic would be interesting to the students as they will get to explore different understandings associated
with population change .This will allow them to gain an insight into how the global population has changed through times as
well as the different ways of modelling population change. This will give them a chance to reflect on the challenges facing
societies at different times of their development and on sustainable solutions to develop more equitable and fair societies ,
This topic has scope of integration with mathematics to interpret data in the form of variety of graphs.
Sayli Tongaonkar May 11, 2021 at 10:39 AM
Knowing about the society we live in is always fascinating, espcially demographical aspect. Students know the world
population, population growth and population related issues such as population explosion, socioeconomic aspects and
environmental implications. Understanding terminologies or parameters is a technical aspect of learning. Students get
confused a little, however with reinforcement in discussions and application of these indicators during case-studies
discussion helps them understand it well. This cohort is not very expressive at individual level, so they are more into group
work, creating grphic organiser and sharing it for others to have a look. Due to virtual platform service learning opportunities
are thin. The unit can be an inspiration for a Personal Project where students can take it up to evaluate government policies
and connect it with Sustainable Development Goals. Students can be asked to bring in resources from their lanaguages and
brief class on the main idea from those resources.

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Rosy Dias Jun 11, 2021 at 2:34 PM
This unit will be an interesting one since currently the mortality rate across the world is a point of consideration in the context
of current pandemic. This unit will help the young learner to understanding specific concepts about population structure.
This information will help them understand the real world situation of how population statistics have a long term effect on
socio-economic conditions.
Rosy Dias Jun 10, 2022 at 12:48 AM
There is a direct and high intensity interdisciplinary connections with Mathematics . The variety of processes that contribute
towards population change like birth rate, death rate, migration can be calculated and interpreted with the assistance of
mathematical knowledge and skills. This unit will be an interesting one since currently the mortality rate across the world is
a point of consideration in the context of current pandemic. This unit will help the young learner to understanding specific
concepts about population structure. This information will help them understand the real world situation of how population
statistics have a long term effect on socio-economic conditions.
The unit is inclined more towards Human Geography and involves cultural trends, social, economic and political aspect to
a great extent. It has strong connections with Maths and requires some matehmatical skills. This unit allows students to
see how population grew magnificently in the 19th century and continued to grow in 21st century with some exceptions.
Students will look at implications of population growht, political policies, economic consequences and socila structures.
During the unit

What processes contribute to population change (pages 88–93) Activity: Family planning in Singapore (page 89) Individually:
Students analyse sources on how Singapore has tried to change its population. Take Action: Students explore how they
can have an impact on the United Nations gender equality goal. They can create a presentation to raise awareness about
gender inequality in other countries or set up a group to see how women and girls are treated in their school. (page 89)
Activity: Living longer (page 91) Individually: Students create a magazine article about a country with high life expectancy.
Activity: Compass point discussion on migration (page 93) Whole class: Students have a class discussion on whether or
not governments should encourage immigration and emigration around the world. DYNAMIC LEARNING: Refugee TED talk
Students research into the cause and consequences of one recent refugee movement. This activity works best in groups,
and could involve the entire class, year or grade group. You might wish to spend the whole afternoon on the activityHow can
we model population change? (pages 94–95) Activity: Modelling population change (page 95) Individually: Students describe
and explain how population pyramids fit with the Demographic Transition Model (DTM). They investigate the population
pyramid, and where it fits into the DTM. The country can be either the country they live in, or their home country.What
are some of the social issues that can be caused by population change? (pages 96–104)Discuss: Students consider the
message of the cartoon on page 96 of the textbook and whether they agree with it. (page 96)Discuss: Students discuss

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the sources on pages 98 and 99 of the textbook and the consequences of overcrowding in Lagos. They consider some
of the solutions to the issue. (page 99)Links to: History: Students explore how historical narratives and single stories are
created by looking at the TED talk by Chimamanda Ngozi Adichie. (page 99)Links to: Arts: Students think about how social
issues can be represented by the arts, and consider the social realism movement in art. (page 103)Extension: In pairs,
students list feature of fair and equitable societies. They can then categorize these into different themes. (page 103)Activity:
Population issues (page 103)Individually: Students complete a table looking at certain population issues. Students identify
or suggest certain benefits and possible solutions.DYNAMIC LEARNING: What are some social issues that can be caused
by population change? Students individually (or in pairs/groups) choose one of the social issues identified in the textbook:
overcrowding in Lagos, ageing population in Hong Kong, or declining population in Detroit. They write an article for an
educational magazine aimed at their age group on how population change has caused the social issue. Extension: Students
consider how various practices can help cities and communities to develop in the future, particularly to overcome issues
such as overcrowding and an ageing population. (page 104)Activity: Population infographic (page 104)Individually: Students
create an infographic on a country of their choice. They provide some statistical data and visual information, such as a
map and population pyramid. They answer questions on the country that they have researched. DYNAMIC LEARNING
ACTIVITY: ATL skills checklistIndividually: Students explain their understanding of the relevant ATL skills in relation to each
activity.DYNAMIC LEARNING: Concept and global context understandingIndividually and pairs: Students think about the
key concept, related concept and global context in this unit.Individually: Students choose another global context and come
up with their own statement of inquiry to include this. They explain how the focus of the chapter would change with the
global context that they have chosen.DYNAMIC LEARNING ACTIVITY: Reflection table Individually: Students complete the
reflection table for the unit.
As expected, students took time to understand some indicators such as GDP, GDP per capita, life span. They mostly got
confused between fertility rate and birth rate. It was challenging to make them understand how fertility rate can be in decimal
or fraction. Another challenging area is when students analysed Population Pyramid and infer the social, cultural, economic
and political conditions in a particular country.Students used their analytical skills well in their first formative which focused
on source analysis. Formative two was challenging as students need to work on few more concepts such as life span,
factors affecting life span, impact of a change in life span.
The difficulties that we may encounter is enabling students to grasp the understanding and knowledge of DTM model
especially since the context is now in remote learning environment. Over dependency on virtual resources could pose as a
big challenge. Moving on the momentum of the unit has picked up since the ongoing pandemic has changed the population
structure of different countries. The current news on Italy is promoting a certain degree of interest and seriousness since
students can see for themselves dynamics of 5 stages of DTM. Besides , students living in their own regions had interesting
anecdotes to share how Covid 19 pandemic has affected death rate and how mortality rate was calculated worldwide. The
factors affecting population structure which included - women empowerment and migration was well connected with current
events. The students discussed how women empowerment has lead them to become global leaders. They pointed out to
leadership skills of Jacinda Ardern (New Zealand, PM) and Tsai Ing-wen ( Taiwan , President) These women made headlines
for the efficient way in which they have handled the pandemic.

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In a rather short period of inquiry, students have gained knowledge about the demographic transition model. The online
resources especially https://www.populationpyramid.... proved to be extremely helpful. The current situation of death rate
due to Covid 19, gave students ample opportunities to inquiry how health facilities is a neglected portfolio for various
developing and underdeveloped nations.
Sayli Tongaonkar Jun 11, 2021 at 5:53 PM
In this unit we used a wide range of sources and various case studies. Students were amazed with how simple models suchs
as population pyramid can provide with so much information about a country. This unit gave a lot of opportunitity to practice
,crictical thinking skills. Students used Population Pyramid and Demographic Transition Model to understand how countries
develop and what issues can arise as they develop. Students found some of the concepts such as birth rate, death rate,
fertility rate difficult to understand. It will be a good idea to discuss this topic in a subtle way in earleir classes.
Due to certain inherent drawbacks of online learning, it was challenging for the students to interpret the Demographic
Transition Model. Personally, it was kind of stressful to plan and execute the lessons as the learners made an attempt to
capture all the technicalities that flood this unit. However, the online tools for "Population Pyramid" were very engaging.
Students were meaningfully engaged in exploring the causes and consequences of urban migration.
Students have always enjoyed this unit. Espceially, Demographic Transition Model, Population Pyramid, has enabled
students to work on their analytical skills. Students were amazed to see that migration can impact societies to the great
extent, refugees is also a type of migration and how wars/conflicts are clearly contirbuting population change.
After the unit

Reflection: Students think about the values and limitations of using models to represent population sizes and structures.
(page 95)

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Students learned various indicators that will help them understand economic aspects better. This unit introduced students
to some basics they might study in Geography and Economics in their DP program. I am intending to have more discussions
and case studies to understand population pyramid and DTM more clearly with an analytical approach.It was interesting to
watch students trying to analyse their own countries and reflecting on what could be the reasons or socio-economic factors
leading to the present status/stage of their country.
The major learning outcome of this unit has been seeing two important factors that have created ripples world wide -
migration and death rate. The summative assessment task gave students an opportunity to focus on country of their choice
to share their understanding of the population structure as well as issues and suggestion. The unit end reflection proved to
be an evidence of learning where students have listed answers to conceptual questions based on their own experiences. The
case studies on overcrowding, aging population and declining death rate - these have paved a path to discuss or observe
the social life which forms bases of their cultural life. This was a good prior knowledge that can be built up on since the
next unit is based on understanding the complex factors of culture. The compass point strategy was particularly useful and
different for the students to initiate and extend their discussion on migration .
This unit contained some points of discussions which needed maturity of thought and discussion of certain taboo issues.
The following year, it would be a great idea to rope in counsellors to host a session on basic information about government
policies on birth control and its long term effects. The case study on overcrowding in Lagos, Nigeria initiated a discussion
on - The danger of single story' (TED Talk). This thought and discussion must be continued further so that issues with
stereotype thoughts can be openly deliberated upon.
Sayli Tongaonkar Jun 11, 2021 at 6:03 PM
The students enjoyed this unit, especially the infographic. It was also challenging as they were expected to put a lot of
inforamtion on an inforgraphic precisely. While studying case studies a discussion on Monaco came up. Such a small
country, still populous and develped, what must be the people in Monaco doing? Since Monaco has the longest life
expectancy, students suggested, other countries should follow an example of such countries.
This unit offers some content that can be used as a front loading for the next unit on Natural Disasters. The comparison
between man made disaster and natural disasters will be an authentic way to create an understanding of how the human

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society need to be cautious and aware of nature's fury .
This unit links well with Language and Literature where world literature component offers a great launch for stories that
show how population change is connected with social issues too.
For Service Learning opportunities, there is scope for reflection on the challenges facing societies at different times of their
development and on sustainable solutions to develop more equitable and fair societies.
This unit took a little more time than expected. Virtual mode of learning caused the delay as DTM and Population pyramid
needed more practice and revisions. Students will definitely use the learning from this unit next year while studying units
such as Poverty, Resources and Development.
Stream & Resources
Resources
Maria Mistry
Posted note on Feb 9, 2018 at 12:16 PM
PowerPoint presentation
DYNAMIC LEARNING Building blocks
Dynamic Learning
DYNAMIC LEARNING Activity: In the news
DYNAMIC LEARNING Activity: How to use mathematics when studying population
DYNAMIC LEARNING Activity: Refugee TED talk
DYNAMIC LEARNING Activity: What are some social issues that can be cause by population change?
DYNAMIC LEARNING Activity: ATL skills checklist
DYNAMIC LEARNING Activity: Concept and global context understanding
DYNAMIC LEARNING Activity: Reflection table

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4 Where are all the people?

Mahindra International School Sayli Tongaonkar, Maria Mistry, Rosy Dias

IB MYP Integrated humanities (MYP 3) B