Lesson No. 1 Lesson title Objectives Suggested activities How Many people? How many people are in the world? Why is it changing? What will happen in the future? Starter Quick quiz on population, true or false? KWL grid regarding population and settlement. (AFL, can be referred back to in following lessons) Resources X- curricular KWL grid Numeracy True or false starter World population data. Outline graph for SEN Skills Plotting informatio n Justifying choices Interpretati on. SEAL Building a sense that they are part of a global community. Statistician Main Pupils to plot a line graph to show population growth over the last 1000 years. Through this the pupils should be able to recognize that major population growth is a recent phenomenon. Living graph statements 3 graphs to show potential population growth.
Define population explosion and mark on the graph where they think the world experienced this. Scales of birth and death rates. The only factors that affect population growth are birth and death rates. When the BR is higher then the DR the population will go up. This can be shown in a simple set of 3 scales. Pupils will also need a definition of BR and DR making sure that they understand that it is measured in per 1000 Pupils turn their graph into a
living graph by adding statements regarding changes in BR and DR. These can be stuck on or written on depending on the group. Plenary Pupils given a selection of graphs that predict possible future populations. Pupils to pick which graph is most likely and why. 2 Changing populations Why do Birth and death rates change? What is an MEDC, What is an LEDC Starter Show images of a variety of different families (sizes/wealth) Pupils decide where this family fits on a graph of population (use a Images of different families Card sort on changes to BR and DR Decision making Communic ation Working with others Working and learning with others. Analysing the importance of family and its links to global issues.
population graph which goes through all 5 stages of population change.) True or false quiz Making links Researcher Main Recap on prior learning regarding the scales of population. Explain that today we will be looking at why birth rates and death rates change. Split pupils into pairs and hand out cards. The cards have factors that are likely to increase or decrease the rate of population growth. Define MEDC, LEDC with
examples. Re sort the cards into things likely to happen in MEDC or LEDC What is noticed? Pupils should notice that the factors likely to increase the rate of population growth are found in LEDCs. Students explain their findings on both activities (through discussion with other groups this will promote AFL) Plenary True or false? Quick game of true or false population factors. Questions
3 Where do we all live? To understand what we mean by population distribution To know where people live around the world To know why people live there will be about both the rate of growth and state of development Starter Split the class into 6 groups to represent the worlds population by continent (for a class of 30 this will be Africa 4, Asia, 18, Europe 3, S America 2, N America 2, Oceania 1.) This will show pupils the distribution of people around the world. Main Define the key terms of population; density, distribution, sparse, dense. Use photographs of a variety of Photographs of ten world locations Map with locations marked Chance to develop understandin g of the way communities and societies function to utilise social skills to work with students from different religious, ethnic or social economic backgrounds Researchers, town planners
world locations. In groups pupils decide whether a place is sparsely or densely populated. A map will also be provided which will have the possible locations of each picture. The pupils will have to match up the photo with the location and try to provide reasons for the density of the area. Plenary. Checklist. Pupils to come up with a top 10 list of things that will create a high density, and a top 10 for a low density. This activity could be done in pairs and would provide an
opportunity to use AFL 4 Why would we want to move? To understand push and pull factors associated with migration Starter Where do birds go in winter? Question on the board asking pupils the above question. Where do birds go, why do they go there, and what is this called. Opposite. Where do hedgehogs go in winter, why, what is it called. Why do these two animals do different things? Define migration. Explain that we are a bit like the hedgehog and the swallow. As people we often want to go abroad to live but things can either aid us Migration scenarios. to consider other people s feelings and values for students to learn about themselves to utilise social skills to work with students from different religious, ethnic or
or hinder us. Main Push and pull factors. In pairs pupils write down a list of things that would force them out of the UK. Make it clear that they do not care where they go. (push factor) Discuss findings as a group. Now do the same for pull factors. What would make you want to go to another county even if you found everything ok here. social economic backgrounds Government policies, town planners, researchers, census Why would you go.? Split the class into small groups.
Each group will be given a migration scenario (i.e. Iraq to the UK). Each group must explain the positive effects of that migration for the people involved (both the migrant and the countries involved.) They then do the same for the negative effects. Each scenario will contain the countries involved, and some background information on the countries, such as state of development, safety ect. Also information on the group of migrants, such as age, social status.
Plenary Identify push and pull factors of Scarborough. 5 Time to move Students will gain a wider and deeper understanding of the practical realities behind migration Students will explore their own and other people's humanitarian instincts and behavior Starter Start this phase by showing students a single photograph Ask students what they think is going on. Where might this picture have been taken? Who do students think the two men are? What is the relationship between them? What circumstances might explain what seems to be happening? Photographs of migration to Tenerife. These are available both separate and on PowerPoint. Background information to the events surrounding migration to Tenerife Possible writing frame for SEN to consider other people s feelings and values # to utilise social skills for students to learn about themselves to be creative Government
Main Show photographs of the response to migrants arriving on the beeches of Tenerife. These migrants have been fortunate to arrive as many die. policies, town planners, researchers, census As a written activity, ask students to imagine they were on that beach when a boat arrived carrying many very distressed people just as in the photographs. They could write as if they were: One of the migrants on the boat, remembering the day sometime
later A first-time holiday maker on the beach, who was shocked by what was happening A resident of Tenerife, now very familiar with the sight of migrant boats. Ask students to structure their writing so that it brings out the following elements: how they felt how others around them reacted what they would like for the future Plenary It is not possible to say what happened to the
individuals in the photographs. The photographer thinks that the African man in the first picture went to hospital. From there he would have probably gone to a detention centre. In pairs ask pupils to write down what they think happened to the migrants over the following ten years. You will need to offer some information, for example what a detention centre is. AFL could be used by pupils assessing another pair s work to see if they agree with the reality of the
6 Where is the best place to build To know what we mean by site and situation To be able to choose a suitable location for an early settlement. situation. Starter What do you need? You have been dropped of in the middle of a strange country and you have to set up a camp. What things do you need to look for so that you can survive for one year. Could also be done for a desert island. Go through the key factors affecting settlement. Main Pupils given a small map of an area with 5 locations marked. Pupils must construct a table to rate each location by the Map to show the 5 settlement locations Blank tables for class / SEN OS maps Chance to develop understandin g of the way communities and societies function to utilise social skills to work with students from different religious, ethnic or social economic backgrounds Government policies, town
quality of its settlement factors. Food, flat land, resources, water, dry land ect. Which settlement is best and why, which is worst and why? planners, researchers, census Cartographer O.S map. Give ratings for locations in the local area. Factors are different with modern settlements. For example food is from a major supermarket. Roads offer good communication as do trains. A table will be needed which is similar to the one in the previous activity. This could be premade or designed
by the pupils. This would extend the brighter pupils as they will be coming up with their categories. 7 Who s more important To understand what is meant by a Plenary Word association game similar to Mallets mallet. In pairs pupils have to take turns to come up with something that you need to have a successful settlement. This is a good use of AFL and adds a competitive element. Could be used to see which pair get the highest number of things. Starter Card sort of settlement types, Card sort on settlement types Chance to develop
settlement hierarchy. To know what goods and services are available in different locations To know what we mean by settlement function names, sizes. I.e. Scarborough, town, 50000-100000 people. 24 cards, 8 in each column. Main Settlement hierarchy pyramid. Pupils to draw the pyramid into their books and offer suggestions of what services and facilities they may find in each location. OS maps Blank worksheet for map work understandin g of the way communities and societies function Government policies, town planners, researchers, census O.S map work. Pupils to fill in worksheet to identify settlement types in the local area. Settlement name, grid reference, type, facilities available.
Plenary All settlements have a job. This is known as a function, it is the reason why the settlement exists. Simple list on the board of settlements and their functions. These are jumbled up and the pupils must rearrange them into the correct order. 8 Urban models To understand how cities grow to a set pattern. This could also be done as a picture quiz in a similar method to the picture quiz on a question of sport Starter Estate agent! 3 pictures of house of varying wealth. Pupils to say where about Chance to develop understandin g of the way communities
in Scarborough they would expect to find each house, why, how much is it worth. Main 3D city Pupils are given a series of sheets which contain pictures of houses and buildings found in a city. Pupils cut out the buildings and glue them to an A2 sheet of paper in the correct place. This activity should be run in stages with teacher guidance, either with a guide sheet for constructing the city or by verbal instruction from the teacher. i.e. Old industrial buildings must and societies function to appreciate their cultural heritage Government policies, town planners, researchers, census
be built close to the centre.next you need workers, because these are built by the factory owner they need to be small and close to the factory. The city should build up over a timeline. Go through urban model diagram, Burgess and Hoyt Plenary O.S map of Scarborough. How closely does the model created look like Scarborough? 9 What do we buy and where from? To know what convenience and comparison goods are To understand Starter Main Plenary Government policies, town planners, researchers,
10 Virtual Fieldwork where each item is likely to be sold census 11 Virtual Fieldwork 12 Virtual Fieldwork