Preliminary course: Global challenges (By Elly Klappas and Patrick Lai)

Unit: Population
time: 20 hours

Geography

Indicative

Focus: the changing nature, rate and distribution of the worlds population, spatial patterns of fertility and mortality,
types, volumes and directions of population movements such as rural-urban migration, labour migration and refugee
migration & issues arising from the changing size and distribution of population including environmental, economic and
social impacts.
Outcomes
(Knowledge):
P1 differentiates
between spatial
and ecological
dimensions in
the study of
geography
P4 analyses
changing
demographic
patterns and
processes
P5 examines the
geographical
nature of global
challenges
confronting
humanity
P6 identifies the
vocational
relevance of a
geographical
perspective

Assessment
Task:
This topic will be tested in a topic test
Weighting:
20%
Outcomes to be assessed:
P1 differentiates between spatial and ecological dimensions in the study of geography
P4 analyses changing demographic patterns and processes
P5 examines the geographical nature of global challenges confronting humanity
P6 identifies the vocational relevance of a geographical perspective
P8 selects, organises and analyses relevant geographical information from a variety of
sources
P9 uses maps, graphs and statistics, photographs and fieldwork to conduct geographical
inquiries
P10 applies mathematical ideas and techniques to analyse geographical data
P12 communicates geographical information, ideas and issues using written and/or oral,
cartographic and graphic forms
Task information for students:

The topic test will test students Geographical skills and knowledge
It will take place during one 50 minute period
It will take place under strict examination rules.

Outcomes
(Skills):
P7 formulates
a plan for
active
geographical
inquiry
P8 selects,
organises and
analyses
relevant
geographical
information
from a variety
of sources
P9 uses maps,
graphs and
statistics,
photographs
and fieldwork
to conduct
geographical
inquiries
P10 applies
mathematical
ideas and
techniques to

analyse
geographical
data
P12communic
ates
geographical
information,
ideas and
issues using
written and/or
oral,
cartographic
and graphic
forms.

Learn about:

the
changing
nature,
rate and
distributi2.
on of the
worlds
populatio
n
spatial
patterns
of fertility

Teaching strategies:

Learn to:

1.Watch video How many people can live on planet Earth- BBC from
(https://www.youtube.com/watch?v=k7zTb_-fzVc) (60 minute video)
(Relevant outcomes: P4, P5)

investigate
and
communicat
e
geographical
ly by asking
and
addressing
geographical
questions
such as

how and

2. Watch video: 7 Billion, National Geographic & 7 billion: Are you typical from
( https://www.youtube.com/watch?v=sc4HxPxNrZ0 and https://www.youtube.com/watch?
v=4B2xOvKFFz4 )
Discuss the content and information the videos represent. Ask students to write responses to:
How is the worlds population changing?
What trends/ statistics do these videos show about the worlds population
What are some changes to the population these videos are forecasting to happen

and
mortality
types,
volumes3.
and
directions
of
populatio
n
moveme4.
nts such
as ruralurban
migration
, labour
migration
and
refugee
migration
Issues
arising
from the5.
changing
size and
distributi
on of
populatio
n
including
environm
ental,
economic
and
social
impacts.

in the future?
(Relevant outcomes: P4,P5,P12)
3. Use Senior Geography: an integrated approach- preliminary textbook (pages 210-211).
Ask students to use to graphs/ figures provided to answer questions 1,3,4,5 &6.
Teacher is to initiate class discussion on the problems that the changes in the world population will
bring
(Relevant outcomes: P4,P5, P9, P10,12)
4. Access http://www.geographypods.com/1-population-growth--distribution.html
Students are to use map of the world- inflated to show high population numbers & deflated to
show low population numbers
Students are to answer the questions listed above the map:
What does population distribution mean?
What does population density mean?
Write a description of spatial distribution of the most populous countries in the
world. Identify countries whose populations have increased immensely and those
who have almost disappeared.
Identify Australia and describe its new shape
(Relevant outcomes: P1,P4,P5,P12)
5. Use http://www.geographypods.com/1-population-growth--distribution.html
Use the earth clock and explain each function of the clock to the students
As a pre-reading activity, ask students to predict:
How many more people will there be in the world by the end of the lesson?
How many more people will be infected with the HIV virus?
How many species will have become extinct?
How many tonnes of CO2 will have been released?
Check back 10 minutes prior to the end of the lesson and compare the statistics to students
predictions.
Ask students to access http://www.theguardian.com/environment/interactive/2011/oct/24/how-bigworlds-population-born
Students are to put their birthdates into the calculator and answer the following questions:
What was the global population rate at the date you were born?
Which was the fastest growing country?
Which was the slowest growing country?

why is
the
distributi
on of the
worlds
populatio
n
changing
?
what are
the
factors
responsib
le for
cultural
integratio
n?
what is
the future
of the
nationstate?
how can
spatial
inequality
be
defined?
what
types of
conflicts
can arise
from the
ownershi
p and use
of natural
resources
?

 How does this compare to the statistics today?

(Relevant outcomes: P4,P5, P9, P12)
6. 6. http://www.ined.fr/fr/tout-savoir-population/jeux/population-demain/
http://www.abs.gov.au/websitedbs/d3310114.nsf/home/Population%20Pyramid%20%20Australia
Use both websites to compare global population with domestic population.
The teacher is to go through the global and domestic population pyramid and identify factors that
may impact why the pyramid looks the way it does.
Students are then to write a response identifying the ways in which the global population pyramid
differs to our domestic population pyramid in relation to the rate of change, distribution and nature
of the population.
(Relevant outcomes: P4,P5, P9, P10,12)
7. 7. http://ismibgeo2010.wikifoundry.com/page/Spatial+Pattern
Using this map that shows the spatial patterns of fertility, students are to analyse the map and
answer the following questions:
What is fertility?
What is mortality?
Why do you think there are higher birth rates in some countries, as opposed to
others?
Why do some countries have higher mortality rates than others
Can you group countries based on their fertility and mortality rates? Why and
how?
(Relevant outcomes: P1, P4,P5,P12)
8. 8. Teachers are to access the table Population by State and Territory from
http://www.abs.gov.au/ausstats/abs@.nsf/Lookup/by%20Subject/1301.0~2012~Main
%20Features~Population%20size%20and%20growth~47
Students are to use this table to calculate the population density for Australian States and
Territories.
Population density= Number of persons/ Area of land
Students are to answer the following questions:
Which state or territory is the densest?
Why do you think this is the case?
(Relevant outcomes: P4,P5, P9, P10, P12)

use
geographical
skills and
tools such as
calculating
population
density of a
chosen area
using a map
- using
information
technology to
collect and
synthesise
data relevant
to ecologically
sustainable
development
- estimating
the scale of a
given area
from aerial
photographs
and satellite
images to
understand spatial
patterns of
natural
resources use
- orientating a
photograph to
a map of an
urban area
- interpreting
frequency
distributions

9. 9. Students are to use their information from the previous activity to construct a map to show the
population density of Australian states and territories, based off the table and calculations from the
previous activity.
Students are to use shading and from dark to light, where dark shading represents more densely
populated areas and light shading represents less densely populated areas.
Students will be provided with a map of Australia to construct their map
(Relevant outcomes: P4,P5, P9, P10, P12)
10. Students are provided with a table of Australias population which includes age groups,
population of both sexes, male population and female population.
Students are to calculate the missing figures on the table
Once calculated, students are to construct their own population pyramids. Students will be
provided with a stencil
Once constructed, students are then to answer the following:
Why do you think the population pyramid is shaped like this?
What does it say about Australias population?
(Relevant outcomes: P4,P9, P10,P12)
11. Students will be asked in groups to brainstorm reasons why a person may leave or go to certain
a place or country.
Students will then watch the video The push and pull factors of migration from
https://www.youtube.com/watch?v=WXQd21to6xg. Students will then be given a worksheet to
complete individually while they watch video.
Define pull factors.
Define push factors.
Identify the push factors listed in the videos
Identify the pull factors listed in the video
Case study: Using a device, select one push or pull factor and look up a news article where
this appears
(Relevant Outcomes: P4, P5)
12. Students will be given one of two key documents from the Department of Immigration and
Border Protection. Either:
Fact Sheet - Key Facts about Immigration
(https://www.border.gov.au/about/corporate/information/fact-sheets/02key)

and diagrams
about access
to food,
shelter and
educational
opportunities
for different
groups.
identify
geographical
methods
applicable
to, and
useful in, the
workplace
such as
- mapping
global
patterns of
population
distribution
and migration
applying
information
technology
such as the
Internet to
understand
population
change
the
relevance of a
geographical
understanding
of global
challenges to
a particular

Fact Sheet - Emmigration from Australia

(https://www.border.gov.au/about/corporate/information/fact-sheets/05emigration)
The class will be split into groups of 4 and given ONE of the documents and asked to record
information on the following questions. The groups will be given a large sheet of butchers paper,
and may choose to record information in any format.
How has immigration to/emigration from Australia, changed over the past 10 years?
Note 5 key statistics that are relevant to immigration to/emigration from Australia.
Groups will then share their findings with another group, which looked at the other document.
(Relevant Outcomes: P4, P5, P9)
13. Students will be given the following news articles, which look at examples of international
population movements. Students will be required to answer questions on these case studies.
https://www.border.gov.au/Trav/Ente/Work
What is the Working Holiday Maker program and what purpose does it serve?
Who is eligible to undertake a working holiday?
What entitlements does a working holiday allow you to do?
Name three countries that you could undertake a working holiday in.
http://www.canberratimes.com.au/act-news/australiaslovenia-work-and-holiday-agreementestablished-20160209-gmp7o6.html
List some reasons in the article that may be compelling reasons for Australians to work in
Slovenia.
http://www.australiaforum.com/information/travel/hungary-is-latest-country-to-sign-working-holidayarrangement-with-australia.html
What trends can be seen in short-term arrivals to Australia?
What trends can be seen in permanent arrivals to Australia?
List the three countries (and their percentage) where most permanent arrivals in Australia
come from.
(Relevant Outcomes: P4, P5, P8)
14. Watch the video on migration (https://www.youtube.com/watch?v=hcoOENLfpUI) where
students will see the volumes of movement across the globe.
Using the Australian Bureau of statistics website
(http://www.abs.gov.au/ausstats/abs@.nsf/Latestproducts/3412.0Main%20Features12013-14?
opendocument&tabname=Summary&prodno=3412.0&issue=2013-14&num=&view=) students are
to fill out a table with statistics on immigration/emigration statistics for Australia.
(Relevant Outcomes: P8, P9, P12)

vocation such
as: advising
diplomats and
politicians,
practising
journalism,
participating
in nongovernment
organisations
(NGOs),
providing
background
information for
tourist
agencies and
media outlets

15. Use the UN Refugee Agency website (http://www.unhcr.org) to answer the following questions.
What is the official definition of refugee?
What is the significance of the UN 1951 Refugee Convention?
Pick 3 of the main functions that the UN does in support for refugees? Outline and discuss
the benefits of these activities.
(Relevant Outcomes: P5, P8)
16. Students will read this article together in class. It introduces the fact that there are impacts to
cities and countries due to a changing size and distribution of populations.
http://www.canberra.edu.au/research/news/news-listing/migration-and-people-movement
The class will conduct a think-pair-share activity about the potential impacts from a changing size
and distribution of population in Australia. Students will list up potential impacts on their own,
before combining with a partner. The pairs will then feed these back to a large group class
discussion.
(Relevant Outcomes: P5, P8)
17. Students will use the following website https://www.embraceni.org/migration/the-pros-and-consof-migration/ and categorise the following pros and cons of migration into 3 distinct categories.
Environmental
Economic
Social
Students will to pick a specific pro and con from the list, and find two case studies that illustrate the
impacts using internet research.
(Relevant Outcomes: P4, P5. P8)
18. Students will watch a webinar on environmental impacts from migration
http://www.prb.org/Multimedia/Video/2014/migration-environment-webinar.aspx
The teacher will give students a worksheet, where students can make notes during the video. The
following headings will be provided:
Where has migration taken place?
Major impacts of climate change?
What does the research say?
Case studies: Burkina Faso, Bangladesh, Sri Lanka
Policy
(Relevant Outcomes: P4, P5. P8)

19. Students will be given sections a commissioned study run by the Australian Government, titled
Economic impacts of Migration and Population Growth. They will use highlighters to highlight the
important information in the document, and write a 500 word summary of the main impacts
addressed in the study.
(Relevant Outcomes: P4, P5. P8, P12)
20. Students will look at the social impacts of migration through an interactive lesson. Students will
be split into 5 groups and will be given a social impact of the changing size and distribution of
people in Australia.
Multiculturalism
High concentrations of ethnic groupings
Racism/Xenophobia
Scarcity of resources/ overpopulation
Increasing competition
Groups will take turn to act out these social impacts while other groups will take turns to guess.
(Relevant Outcomes: P4, P5. P8, P12)