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n The size of our global population can impact human health and
Chapter
Population
7 Population
Guiding Questions
Key Concepts
population growth rate
mortality rate
carrying capacity
population density
fertility rate
base population
replacement rate
family planning services
Supporting Vocabulary
demographers
immigration
emigration
exponential growth
doubling time
megacities
AMOT | DREAMSTIME.COM
RICHARD SOOY
7 Population
Additional Resources:
Article: A Student Led Community Day
at the Information Technology Academy
http://www.communityworksinstitute.org/exemplars/exemp9-12/
exemp_9_12text/spldcommday.html
Learn about how youth and older generations can collaborate alongside one another through the Shared Spaces program.
3
FACING THE FUTURE www.facingthefuture.org
7 Population
http://www.guardian.co.uk/society/2012/
jan/21/rise-megacity-live
Guardian article by Paul Webster and Jason Burke focusing on the city of Chengdu in southwest China as an example of a
megacity addressing the issues associated
with a growing population.
Summative Assessment:
Chapter Test
Connections
World History connections:
Historical population trends; human migration; transition to agrarian lifestyles; emergence
of city-states
Economics connections:
Relationship between population growth and
resource consumption; population growth and
access to necessities; population growth and
poverty
Geography connections:
Population growth rates and family planning
policies around the world
Civics connections:
Personal and structural solutions to population
issues
STANKO07 | DREAMSTIME.COM
DAVE WILTON
7 Population
Day 4
Reading: Population Today, continued
Activity 4: Room for More?Each student uses an online calculator to estimate his or her
individual ecological footprint. Students then investigate the interconnections between
population size and the collective ecological footprint of a region.
Day 5
Reading: Pathways to Progress: Population
Activity 5: Population ConnectionsStudents are introduced to the relationship between
increased life expectancy and reduced fertility rates. Students investigate 10 additional factors that correlate with fertility rates, either positively or negatively, and contemplate which
factors could be focused on to slow global population growth.
5
FACING THE FUTURE www.facingthefuture.org
2. As the text mentions, many have theorized that the world would one day have too
many people and starvation, violence, and epidemics would result. Do you think
their fears are justified? Why or why not?
3. What impact do you predict population growth will have the global economy?
Background on Population
4. Why do you believe more people live in cities today than in the past?
5. If a city is not able to provide necessary infrastructure for its growing population,
what consequences could result?
Population Today
6. What are some factors that could be stimulating higher population growth in
developing countries than in developed countries?
7. Why does the United States have a higher population growth rate than other
developed nations?
7 Population
Name
Date
Period
page 1
Recall
Match the following words on the left with their definitions on the right.
1. Base population
2. Replacement rate
3. Population density
4. Mortality rate
Reasoning/Explanation
Complete the following multiple choice questions by choosing 1 correct answer.
5. Which of the following is an example of a population?
a. the number of people that live in a city
b. the number of people who are unemployed
c. the number of people who speak two or more languages
d. the number of people who are literate
6. Use the flow chart to help answer the question below.
Homo sapiens
once foraged
the land as
huntergatherers.
City-states
developed with
large populations
forming governance
structures.
Our species is
now significantly
urbanized, having
formed several
megacities in the
last century.
7 Population
Name
Date
Period
page 2
7. The average ecological footprint of a person in Africa is 1.4 hectares per person.
Why might the combined footprint of Africas population be larger than the
combined footprint of people in the Middle East, where the average footprint is 2.5
hectares per person?
a. People in Africa are generating more waste than people in the Middle East.
b. Energy use is growing among African residents.
c. Africa has a larger population than the Middle East.
d. People in Africa tend to be poorer than Middle East residents.
8. Why are populations continuing to increase in some developing nations, despite
having slower growth rates than in the past?
a. Developing nations are receiving a lot of immigrants.
b. Each year there is a larger base population than the year before.
c. Better agricultural techniques have led to higher fertility rates.
d. Most developing nations are now encouraging women to have more children.
9. Use the graphic organizer below to help answer the question.
X
Mortality
Rates
Fertility
Rates
Net
Migration
Median
Age
Population
Growth
Sex Ratio
What example could best replace the X as another factor in a countrys negative or
positive population growth rate?
a. form of government
b. employment opportunities
c. access to the internet
d. average level of education reached among girls
10. What is 1 benefit of reducing population growth rates?
a. more money available to support retirees and elderly people
b. less pressure on environmental resources
c. more employed persons to support growing economies
d. fewer jobs to support the national economy
7 Population
Name
Date
Period
page 3
11. Why is living lightly (or using fewer resources) a strategy for meeting the
challenges of global population growth?
a. People who use fewer resources tend to have fewer children.
b. If each person uses fewer resources, Earths carrying capacity could increase.
c. Reducing a nations ecological footprint is one way to lower fertility rates.
d. Using fewer resources has been shown to make people more likely to seek out
family planning services.
12. What phenomenon is currently occurring in the majority of the worlds developed
nations?
a. People are having many more children than in the past.
b. Infant mortality is increasing.
c. Fertility rates are decreasing.
d. The tax base to support elderly people is increasing.
d.
U.S. CENSUS BUREAU
c.
13. Which of the following population structures is most likely from a country plagued
by violent conflicts?
a.
b.
14. Which of the following graphs best represents exponential growth over time?
a.
b.
c.
d.
7 Population
Name
Date
Period
page 4
Application/Complex Reasoning
Answer the following short answer questions.
15. Many people point to educating women and girls as a strategy for reducing
population growth. Explain how education could result in reduced growth rates by
each of the following mechanisms:
Part A. Increased family planning
Part B. Reduced infant mortality
Part C. Delayed age at marriage
16. Global population growth has been referred to as a tale of two trends.
Part A. Explain the two separate trends in population growth happening today.
Part B. For each trend, indicate where it is occurring, what is driving it, and what
effects it is producing.
7 Population
Teacher Master
Chapter Assessment: Population
Recall (4 points)
1. Base populationnumber of people in a given area to which a growth rate or other vital rate
is applied
2. Replacement rateaverage number of children born to each woman that would result in a
stable population
3. Population densitynumber of people living in a given area
4. Mortality ratenumber of deaths per unit of population
Reasoning/Explanation (10 points)
5. a
10. b
6. d
11. b
7. c
12. c
8. b
13. a
9. d
14. a
Part A. Education about family planning could lead to women spacing their childrens births
out and having only as many children as they want.
Part B. Education about infant care and maternal health could result in families taking
measures to prevent disease and death among their children, which may lead a family to have
fewer children in the future.
Part C. Pursuit of educational goals may result in women marrying at older ages, which may
delay childbearing among those women.
7 Population
Part A. While population is increasing rapidly in some places, population growth is slowing
dramatically in other places. Overall global population growth may be on the rise but overall
fertility rates are in decline.
Part B. The places where population growth rates are increasing most dramatically are in a
handful of countries in Africa, the Middle East, and Asia. The slowest growth rates are typically
in developed countries. It appears that growth rates everywhere are beginning to slow. As
nations develop, fertility rates tend to fall.
Time Required
A pie or cake is used to represent the worlds resources. As the population of a group of students clustered
in the middle of the classroom grows, similar to the
pattern of global population growth, each student is
able to contemplate how his or her slice of the pie
may be shrinking.
Key Concepts
global population growth
resource scarcity
limits to growth
Objectives
Students will:
simulate global population growth over the last
200 years
experience how population growth affects resource
availability
7 Population
Materials/Preparation
Food: A pie, cake, or other desirable baked item that
can be cut into wedges; keep the cake hidden until
the activity has begun
Utensils: Plates, napkins, and forks, 1 set per student
Utensils: Spatula/knife to cut and serve the pie
Use the following table to divide the class into
groups as the activity progresses:
Year
Class of 15
students
Class of 20
students
Class of 25
students
Class of 30
students
% of class
participating
1800
16%
1900
27%
2000
15
20
25
30
100%
Steps
1. Now show the class the pie and let the volunteers
know that they will each receive a portion of the
pie. Keep it at a distance for the time being.
2. Ask the 3 volunteers if they would like to share
the pie with the rest of the class. If they say no,
ask them why not.
3. Call up additional students until you have the
number needed for year 1900, according to the
table.
4. Read the following statement to the newly
enlarged group: It is the year 1900, and you
represent the worlds population at that time.
Discussion Questions
1. What would happen if our class doubled in size?
Would there be enough pie for everyone?
7 Population
Objectives
Students will:
graph two types of growth models: linear and
exponential
recognize that population growth has limits
Steps
Time Required
One 45-minute class
Key Concepts
linear growth
exponential growth
carrying capacity
Discussion Questions
Materials/Preparation
Math Extension
Activity
Introduction
1. Ask students to recall from Activity 1 how
population size and resource availability are
7 Population
Name
Date
Period
Patterns of Growth
Directions: For each scenario provided, sketch a graph below to show how population is
changing over time.
Scenario 1
Year
Population
1
2
2
4
3
6
4
8
5
10
6
12
7
14
8
16
9
18
10
20
Time (years)
Scenario 2
Year
Population
1
2
2
4
3
8
4
16
5
32
6
64
7
128
8
256
9
512
10
1024
Time (years)
Scenario 3
Year
Population
1
2
2
4
3
8
4
16
5
32
6
64
7
128
8
256
9
230
10
230
Time (years)
Questions:
1. Describe the difference in population growth between Scenario 1 and 2.
_ _______________________________________________________________________________________
2. Which scenario most closely resembles global population growth up until now?
_ _______________________________________________________________________________________
3. Describe how Scenario 3 differs from Scenario 2.
_ _______________________________________________________________________________________
4. What do you think could cause the trend that emerged in Year 9 for Scenario 3?
_ _______________________________________________________________________________________
5. What can you infer about birth and death rates during Year 9 for Scenario 3?
_ _______________________________________________________________________________________
7 Population
Time (years)
Scenario 2
Year
Population
1
2
2
4
3
8
4
16
5
32
6
64
7
128
8
256
9
512
10
1024
Scenario 3
Year
Population
1
2
2
4
3
8
4
16
5
32
6
64
7
128
8
256
9
230
10
230
Time (years)
Time (years)
Questions:
1. Describe the difference in population growth between Scenario 1 and 2.
Scenario 1 is linear growth; the population is increasing by the same number each year. Scenario 2 is exponential;
_ _______________________________________________________________________________________
the number of individuals added each year is greater than the number added the year before.
2. Which scenario most closely resembles global population growth up until now?
Scenario 2
_ _______________________________________________________________________________________
3. Describe how Scenario 3 differs from Scenario 2.
After Year 8, the population no longer grows in Scenario 3. It levels out the following year at 230.
_ _______________________________________________________________________________________
4. What do you think could cause the trend that emerged in Year 9 for Scenario 3?
Exceeding carrying capacity, or using more resources than the environment can regenerate to sustain the population.
_ _______________________________________________________________________________________
5. What can you infer about birth and death rates during Year 9 for Scenario 3?
They are equal.
_ _______________________________________________________________________________________
7 Population
Objectives
Students will:
interpret information conveyed by age-sex pyramids for a variety of countries
predict future age structures, based on past trends
and given growth rates
determine possible factors influencing a countrys
given age-sex structure
consider ramifications of different population
structures
Time Required
One 45-minute class
Key Concepts
birth rate
death rate
demographic transition
population pyramid
7 Population
Materials/Preparation
Handout: Reading the Pyramids, 1 per student
Activity
Introduction
1. Discuss the concept of a population pyramid
with the students. (A diagram that shows the
distribution of a population by age and sex; though
the name suggests a pyramid shape, many countries
no longer exhibit a pyramid-shaped age structure.)
Discussion Questions
1. What challenges might result from the pyramid
shown for Japan?
census.gov/population/international/data/idb/
informationGateway.php) to find current population
Math Extension
Dependency ratios indicate the relative number of
people who are economically dependent on others
within a population. For example, small children and
elderly citizens are typically dependent on people
who are employed. To determine a countrys dependency ratio, use the following equation:
# of people 65 and older # of people ages 014
# of people ages 1564
7 Population
100
Name
Date
page 1
Period
1. Look at the pyramid shown above for Honduras in 1980. What do the differences in population
size from age 0-4 to age 5-9 indicate?
_ _______________________________________________________________________________________
_ _______________________________________________________________________________________
_ _______________________________________________________________________________________
3. What factors would allow demographers to predict the size and structure of Honduras population
30 years from now?
_ _______________________________________________________________________________________
_ _______________________________________________________________________________________
4. What would you expect Honduras age structure to look like by 2100?
_ _______________________________________________________________________________________
_ _______________________________________________________________________________________
7 Population
Name
Date
page 2
Period
5. What does Japans projected age-gender pyramid for 2050 (shown above) indicate about its
population growth rate?
_ _______________________________________________________________________________________
_ _______________________________________________________________________________________
6. Explain the possible roles of birth rate and death rate in shaping this age structure.
_ _______________________________________________________________________________________
_ _______________________________________________________________________________________
7. How do the life spans of Japanese men and women differ from each other?
_ _______________________________________________________________________________________
_ _______________________________________________________________________________________
8. How would you describe the age structure predicted for France in 2050 (shown above)?
_ _______________________________________________________________________________________
_ _______________________________________________________________________________________
7 Population
Name
Date
Period
page 3
9. Based on the graph shown, how would you expect Frances population growth rate to change
between now and 2050?
_ _______________________________________________________________________________________
_ _______________________________________________________________________________________
10. What would you predict Frances age structure to look like in 2100?
_ _______________________________________________________________________________________
_ _______________________________________________________________________________________
11. What does the pyramid shown above indicate about the average life span in Lesotho?
_ _______________________________________________________________________________________
_ _______________________________________________________________________________________
12. What are potential causes of this type of age structure? Name at least 2 possible factors.
_ _______________________________________________________________________________________
_ _______________________________________________________________________________________
13. What might cause Lesothos pyramid to begin to look more like the pyramid shown for France?
Name at least 2 factors that could result in this change.
_ _______________________________________________________________________________________
_ _______________________________________________________________________________________
14. Demographic transition is the process of a country moving from high birth and death rates to low
birth and death rates. Which of the pyramids shown on this handout represent countries that are
past the demographic transition?
_ _______________________________________________________________________________________
_ _______________________________________________________________________________________
7 Population
7 Population
Materials/Preparation
Objectives
Students will:
use an ecological footprint calculator to estimate
their individual impacts on Earths ecosystems
explore the connections between ecological footprint and population
Time Required
One 45-minute class
Activity
Key Concepts
Introduction
ecological footprint
carrying capacity
biocapacity
http://www.footprintnetwork.org/en/index.php/
GFN/page/personal_footprint/
7 Population
Steps
1. Pass out the handout The Footprint of the Worlds
People, 1 for each student.
Technology Extension
Another metric used to determine humans impact
on Earth is the equation, I P A T, where
I impact, P population, A affluence, and
T technology. Have students research 2 examples
of technology according to the following criteria:
Find at least 1 example of technology that could
decrease our impact.
Find at least 1 example of technology that could
increase our impact.
Ask students to use findings from their research to
answer the following questions:
What is the role of technology in the degree to
which we impact the earth?
Discussion Questions
Additional Resource
Video: Finding BalanceForests and Family
Planning in Madagascar
http://populationaction.org/videos/finding-bal
ance-forests-and-family-planning-in-madagascar/
This 10-minute video by Population Action International reveals how family planning in Madagascar could support forest conservation.
7 Population
Name
Date
Period
page 1
This activity will explore the role that population plays in the depletion or renewal of Earths
resources.
Background:
An ecological footprint (EF) is a measure of the amount of Earths resourcesincluding
land, water, and aira persons lifestyle requires.
Biocapacity, or biological capacity, is the ability of ecosystems to produce usable materials
and to absorb wastes generated by human activities.
Directions: Use the tables1 provided to answer the questions.
Region
Population
(in millions)
Africa
902
1.4
366
2.3
Asia/Pacific
3,562
1.6
553
2.4
331
9.2
Europe (EU)
487
4.7
Europe (non-EU)
240
3.5
1. Complete the table above by calculating the combined ecological footprint of the people in
each region. (Do this by multiplying each regions population by its ecological footprint per capita.)
2. What role does population play in a regions ecological footprint?
_ _______________________________________________________________________________________
_ _______________________________________________________________________________________
_ _______________________________________________________________________________________
_ _______________________________________________________________________________________
_ _______________________________________________________________________________________
1 World Wide Fund for Nature (WWF), Living Planet Report 2008, (Gland, Switzerland: WWF, 2008) accessed
January 24, 2013, http://awsassets.panda.org/downloads/living_planet_report_2008.pdf.
7 Population
Name
Date
Period
page 2
_ _______________________________________________________________________________________
_ _______________________________________________________________________________________
Region
Africa
9.3%
6.2%
Asia/Pacific
41.9%
9.76%
22.4%
Europe (EU)
16.8%
Europe (non-EU)
6.2%
TOTAL
5. Complete the table above by summing up the regional percentages to find the total percent of
Earths biocapacity that would be needed to support everyone on Earth at their current ecological
footprint sizes.
6. What does this indicate to you? Write a short paragraph explaining the implications this could
have on global sustainability.
_ _______________________________________________________________________________________
_ _______________________________________________________________________________________
_ _______________________________________________________________________________________
_ _______________________________________________________________________________________
_ _______________________________________________________________________________________
_ _______________________________________________________________________________________
_ _______________________________________________________________________________________
7 Population
Population
(in millions)
Africa
902
1.4
1,262.8
366
2.3
841.8
Asia/Pacific
3,562
1.6
5,699.2
553
2.4
331
9.2
3,045.2
Europe (EU)
487
4.7
2,288.9
Europe (non-EU)
240
3.5
840
1,327.2
Region
Africa
9.3%
6.2%
Asia/Pacific
41.9%
9.76%
22.4%
Europe (EU)
16.8%
Europe (non-EU)
6.2%
TOTAL
112.56%
6. We are overshooting Earths biocapacity, meaning we are using more of Earths resources each year
than the earth can supply. We are using more resources in a year than the earth can produce during a
year. When those resources are finally depleted, the earth will not be able to support as many people
at the same level of resource consumption.
7 Population
Objectives
Students will:
critically analyze a world health experts conclusions about how population growth can be slowed
sketch graphs of correlations between fertility rate
and other country-specific statistics
determine which factors are most closely associated with population growth
Time Required
One 45-minute class
Key Concepts
correlation
fertility rate
7 Population
Materialsl/Preparation
Internet access
Handout: What Factors Are Correlated with
Population Growth? 1 per student pair
Activity
Introduction
1. Show the 10-minute video What stops
population growth? from Hans Rosling at
Gapminder: http://www.gapminder.org/videos/
what-stops-population-growth/.
Hans Rosling is a physician and professor of
global health at the Karolinska Institute (a
medical university) in Sweden. He founded the
nonprofit Gapminder to present data around
global development.
2. Lead a class discussion of the main points of the
video, or have students discuss in a think-pairshare format. Here are questions to guide the
discussion:
a. Why would allowing child mortality to
increase not reduce population growth?
Communications Extension
Additional Resource
Videos: PSI stories from around the world
http://www.psi.org/multimedia
Short videos document the personal stories of individuals in developing countries who have sought
the family planning services of PSI, such as Barbra
Pakamisa, a 23-year-old mother of three in
Zimbabwe.
Discussion Questions
1. Why is it difficult to formulate solutions based
on a correlation? (Correlations only show that some
relationship exists; they do not indicate causation.)
7 Population
Name
Date
Period
page 1
Background:
A correlation is a relationship between two variables. It does not indicate that one variable
causes the other variable to change, though a causal relationship may exist.
Fertility rate is the average number of children a woman in a particular society/nation is
expected to have.
Directions:
1. Use the Gapminder World website to view graphics for each of the correlations:
http://www.gapminder.org/world/.
2. Sketch a representative trendline for each correlation in the space provided.
3. Write 1 sentence to explain each correlation.
Example:
Life Expectancy (years)
Total Fertility
(children per woman)
1. Go to www.gapminder.org/world/.
2. Click on Load Gapminder World.
3. On bottom of graph (x-axis), choose Children
per woman (total fertility) from the pull-down
menu.
4. On left side of graph (y-axis), choose Life
expectancy (years) from the pull-down menu.
7 Population
Name
Date
Period
page 2
9. If you were working to slow global population growth, what factors would you focus on?
_ _______________________________________________________________________________________
_ _______________________________________________________________________________________
_ _______________________________________________________________________________________
7 Population
No observable
trend
7 Population