Activity 3: Population characteristics (80-140 minutes)

This activity introduces students to 12 terms used to describe the characteristics of populations.

Teacher note:

These terms are defined in atlases, almanacs, and in many grade eight geography textbooks. A sample set of statistics is provided in Population Characteristics - Selected Countries and Selected Data, Appendix 1.1, and simple definitions/explanations are provided in Matching Quiz on Population Characteristics, Appendix 3.1.

Expectations

  • demonstrate an understanding of the terms describing population characteristics;
  • use appropriate vocabulary to describe their inquiries and observations;
  • locate relevant information from a variety of sources

Assessment

  • peer assessment using a matching quiz of terms and explanations to check for understanding
  • formative assessment by teacher of the student notes for neatness, completeness, and accurate explanations of each term
  • peer assessment of partner’s population characteristics of chosen country, checking for completeness.

Teaching/Learning Strategies

Teacher Note:

Prior to the start of this activity, check that students can explain and use the term hypothesis correctly (see Strategy 6).

  1. Create 12 groups (one per characteristic) to research, explain, or define the following terms about population characteristics: area, population, birth rate, death rate, life expectancy, infant mortality rate, average daily food availability, literacy rate, urban population, rural population, percentage population under age 15, and GNP per capita.
  2. Each group creates a visual representation to show the meaning of their assigned term. Have the class try to identify the group’s population characteristic based on the image they present.

 

  1. As a class, students create definitions/explanations for each term in a collective note (Co–operative Note, Appendix 1.3). Use an atlas, textbooks, and other reference material to provide information about each population characteristic as it applies to Canada.
  2. Quiz students on terms using Matching Quiz on Population Characteristics, Appendix 3.1. Answers are included in Appendix 3.1b.
  3. As an assignment for their scrapbook, each student researches to locate and record information on each of the population characteristics listed in Strategy 1 as it applies to their country.
  4. Each student hypothesizes whether their country is developed or developing. (Note: A hypothesis is a statement of fact that can be proven or disproved. For example, "My country is a developed nation because..." The terms "developed" and "developing", however, are ill defined. One generalization is that "developed" nations have a high standard of living compared to Canada.)

Modifications/Expanded Opportunities

  • Students with access to computers enter the class data for each of their countries into a single database. This data can then be sorted, ranked, filtered, etc., to search for patterns and anomalies. An example of a pattern is the low birth rate of most "developed" nations. An example of an anomaly is the large GNP of some "developing" nations.
  • Research the Central Intelligence Agency (C.I.A.) and its role.
  • Research the career of a demographer using Career Explorer or other Internet sources: http://www.wois.org/products/ced_download.html.
  • Research to find out why these population statistics are considered "crude".

Resources

  • atlases, textbooks, almanacs, Internet sources

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