TITLE:
ENTRY TASK:
INTRODUCTION
KEY TERMS:
ACTIVITIES:
PLENARY:
HW:
Y8 Population
Chapter goals
By the end of this chapter, most students should be able to:
Know roughly how many people there are on Earth right now.
Describe the shape of the line graph which shows how our population has risen.
Describe which parts of Earth are most crowded, and which the most empty.
Explain why population growth tends to be higher in poorer countries.
Explain how and why life expectancy is changing.
Describe how Earth’s population is predicted to change until 2100.
Explain the problems a country might face if its population keeps falling.
Give at least four facts to describe the UK’s population.
Give three examples to show how we depend upon Earth’s resources.
Give three examples to demonstrate how we have harmed our planet.
Key Stage 3 Geography: Programme of Study
Locational knowledge:
extend their locational knowledge and deepen their spatial awareness of the
world’s countries using maps of the world — focusing on their key physical and
human characteristics
Place knowledge:
understand geographical similarities, differences, and the links between places
through the study of human and physical geography
Human and physical geography:
understand, through the use of detailed place-based exemplars at a variety of
scales, the key processes in human geography relating to population and the use
of natural resources
Geographical skills and fieldwork:
build on their knowledge of globes, maps and atlases and apply and develop this knowledge routinely in the classroom and in the field
interpret topographical and other thematic mapping
Chapter 2 Population — Key words
By the end of this chapter, most students should be able to explain these terms:
- population distribution
- population density
- population growth rate
- life expectancy
- resources
- industrial revolution
- sparsely populated
- densely population
- sustainable
- population structure
- ageing population
Study 1: Introduction - 2.0 Population
Start of Year Admin and expectations.
- Books
- Elthorne Way
Syllab extract/tracker sheet
Identify some of the goals for Chapter 2
Resources:
Online student book: pages 16/17
2.0 Class interactive – Word scramble
2.0 Foundation worksheet (and answers)
2.0 Extension worksheet (and answers)
Chapter 2 assessments:
Extended assessment task
Examstyle question
Self-assessment
Online assessments (ODD)
Online assessments (EVEN)
CW Date: 11th February 2019
(Both 8B and Up)
Title: What is "Population" all about?
Entry Activity:
Study the image below (or the copy that your teacher has provided - Sheet Here).
Discuss, with your neighbour, possible answers to the questions on the right.
Activity 2:
Working in pairs/small groups... use the information in the diagram below to answer the following questions...
1. How many new babies, World wide, are born each year? (131,400,000)
2. How many babies will have been born during this lesson? (15,000)
3. How many babies per minute? (250)
Highlight the brackets to reveal the numbers...
Any Questions?
Feedback:
So, what does this all have to do with population... what is population about?
Activity 3:
This activity is designed to remind you of some key population words that you may already know... or to introduce some :)
Population Vocabulary/Key Words: Use the crossword sheet provided by your teacher to unscramble the mixed up words.
Challenge:
Explain the meaning of each of the words
CW Date: February 2019
Title: Why is population important?
Entry Activity:
Using the sheet provided by your teacher, complete the three paragraphs and the question at the end.
Copy - HERE
Copy - HERE
The importance of population
"Population" is about ………….... how many are there, where they are, how numbers of people are changing due to ……….and death rates or …………... patterns. Demographers (people who ……... population) are also interested in age and gender structures of populations and ………………. use this information, for example, when planning school provision or health care services.
The characteristics of the populations of any given locality can be used to understand a great deal about that place... including its …………….. and development status.
Studies of population, therefore, are fundamental to understanding the world today and for …………….. for the future.
Q. What do you think are some issues related to population facing the world today?
Worksheet - HERE
CW Date: 4th March 2019
New Title:
What is happening to the number of people on planet Earth?
Aim: To discover how quickly our numbers are rising and why.
Key Vocab:
Population Growth
Birth Rate
Death Rate
1. To discover how quickly our numbers are rising.
2. To understand why our population is rising so fast.
3. To interpret a graph to describe and explain the pattern of population growth
Resources:
Online student book: pages 18/19
2.1 Class interactive – Sort it out!
2.1 Foundation worksheet (and answers)
Mmmm...
Feedback... How does 1 person plus 1 person equal three people... or four, five or six?
Try this calculation... it is about Bo and Ella who fell in love and got married... and had 4 children:
Calculate the number of people in each of the generations below...
- Bo and Ella had four children.
- Each child got married too and also had four children (Bo and Ella's grandchildren)
- Each grandchild also had children of their own (Bo and Ellas's Great grandchildren)... lets average it out at three each.
- By the time the grandchildren are born... sadly, Bo and Ella have died, so take them off the total, what are you left with?
Make a graph to show this change...
Feedback about the graph... (Including the shape of the curve)
If we expand our thinking over the whole of human existence and for the whole world... What have been the consequences?
Geog 2 Textbook... Page 18. Reading together...
Activities
Complete the activities 1 to 8* from pp 19.
*DO Activities 1, 2, 3, 4, 7.
Stick the copy of this graph into your book to accompany your work... Copy HERE
CW Date:
8B 6th March 2019 2017
Title: So, Where is everyone?
Key Vocab:
Population Growth
Birth Rate
Death Rate
Write a sensible sentence about population using the three vocab terms above (Use your learning from the previous lessons).
Sheet 2.2 (Print out) - Complete the sheet with teacher development and support.
Aim: To see how unevenly we are spread around the world and to explore some reasons why.
2.2 Foundation worksheet — Students locate areas of different population density around the UK and decide whether they are sparsely of densely populated.
2.2 Extension worksheet — Students describe the population distribution of the world and the UK, and explain why a high population density can sometimes cause problems.
Starter:
Look at the images at the top of page 20. Which of the three places would you like to live? Explain your reasons...
Copy -
2.2 Extension worksheet — Students describe the population distribution of the world and the UK, and explain why a high population density can sometimes cause problems.
Starter:
Look at the images at the top of page 20. Which of the three places would you like to live? Explain your reasons...
Copy -
Introduction:
Clearly there are some places that are more attractive for humans to live in than others. For example, humans generally prefer climates that are not too extreme, places that are not too remote, landscapes that are lower and less steep... such factors make living easier. For example, temperate climates are better for growing crops and places that are not remote are better for trading with other groups of humans.
When we are discussion the number of people living in different parts of the World, we are actually interested in two concepts...
Population Distribution (Where they are) and Population Density (How many there are per unit area....eg a square kilometer)
Vocabulary:
Distribution
Density
Dense
Sparse
Sort it Out - Activity - Here
Using one of the photographs from the top of page 20, write a sentence (or two) about it that uses as many of the Vocabulary terms as you can.
Action:
1. Study the world map pp 20 Geog 2 - which places have dense/sparse populations! Give reasons.
See activity sheet (adapted for this) - HERE (same as Sort it Out)
CW Date: March 2019
Kerboodle HW:
Title:
Kerboodle HW:
To complete by Friday.
2.1 End-of-lesson Assessment Entry Task - Copy and complete by adding the missing words (There is no Wordbox... use words from previous vocabulary learning):
Globally, population is unevenly ........................ . Some areas, such as Europe, have many people and are described as having a ................ population. Other regions like North Africa are described as having ................. populations because very few people live there.
Where populations are dense or sparse depends mainly on the environmental conditions (especially climate) of a place. Where the climate is extreme, it is often difficult to produce much food. This keeps population low and sparse. Where climates are moderate, lots of food can be grown and the populations become .................
1. Activities from the textbook - pp 21.
2. Looking at the UK... do the same patterns of sparse and dense populations exist at a smaller scale? (feedback from task on the previous activity sheet/world pop density).
CW Date: 22nd March 2019
Title:
What is the Population Like Around the World?
Lesson objective
To find out about population growth and life expectancy around the world.
Entry Task:
Study the map provided.
What information does it show?
What does it tell us about global population?
Review sheet - UK Population (Ref K2.3)
Copy:
Intro:
Earth's population is growing by about 1.2% per year. This adds over 80 million people to the global population each year (remember... this is the growth rate, so it accounts for the losses as people die!).
However, like so many averages or totals, the pattern of growth is not the whole story. Growth rates, in fact, vary considerably around the world. Map A on pp 24 shows this using colour shading.
Look at the map, what do you notice?
8A from here NL:
Copy and complete:
Three Key Features of population growth around the world:
1. Some parts of the world have rising populations, but others have falling populations (give an example of each)
2. The fastest growing populations are usually in poorer countries and the slowest in richer countries (Why do you think this might be?)
3. the continent with the highest population growth rates is...
This suggests that many countries here are economically rich/poor (select)
Reading from the text (from "why are growth rates so high in some places?).
Tasks from the text (pp 25) - Complete 1 to 6.
HW - Sheet 2.4
Can be given in class if everything else done.
CW DATE: (highlight below)
8A . 29th March 2019
8up . 1st April 2019
8B 1st April 2019
TITLE:
What is the impact of our growing population on the Planet?
ENTRY TASK:
Our numbers are growing fast - Sheet 2.1 (Here)
View the Animation pp 27 -
2.5 Animation: What is our impact on our planet?
INTRODUCTION
Complete the quiz: HERE
KEY TERMS:
Resources - Anything that people use or need.
Sustainable - Living in a way that does not harm us or other species and is not wasteful.
Acid Rain - Rain that has mixed with pollution so that its acidity is increased to a harmful level.
ACTIVITIES:
1. Answer question 1, 2, 4 and 5 (not 3!) from page 27 of the Geog 2 text.
2a. Our Impact on the Planet - You Decide Activity(HERE)
Plus...Once you have prioritised those above... decide where the following approach should go:
Population growth naturally slows down as people become wealthier and more educated. We need to share the World's resources more fairly to improve the wealth of people in poor countries so that overall we use less resources and produce less waste.
2. Complete the activities on the following sheet - HERE
PLENARY:
HW:
CW DATE:
TITLE:
ENTRY TASK:
INTRODUCTION
KEY TERMS:
ACTIVITIES:
PLENARY:
HW:
CW Date:
Title:
Review and revision/preparation for end of unit assessments.
Entry Task (in pairs)...
Study the "2.6 you decide" source from Kerboodle. Refer to pp 29 to help you.
Together discuss and decide on what you think and why. Record your ideas in your books... be ready to feedback to the class.
Remember... you will need to be able to justify your ideas i.e. explain your reasons.
Action:1. Complete the activities on the "What does the Future Hold?" worksheet provided - HERE (this should be familiar as you have done some work on this topic as cover). Hand in for checking :)
2. Quiz - Complete the quiz sheet provided. You may use the textbook to assist you. HERE
If the above is finished...
Revision/prep:
Your assessment is going to be about the effect of population change on the world.
Ref pp 26/27 to review this topic.
NL - Assessment question
Problems caused by population change
Written answer using evidence, data and graph source.
6 marks
DNo - Mod sheet to PO only the Q (display the guidance) - HERE
Preparation:
This is an important assessment, so do not rush straight in...
You can adapt the question by focusing on one impact or one resource such as energy, land, food etc.
The question below uses the same graph (A), as the original question.
The graph below shows how the world’s population changed between 10 000 BC and 2000 AD.
Explain how changes in the population may have a negative impact on the World’s food supply.
Use data from the graph in your answer.
You can adapt the question by breaking it down into sections. So, if they are writing about the increased use of fossil fuels and the need for open-cast mining, they can use the structure below.
End of Unit - Audio/Visual:
Hans Rosling - Dont Panic! - HERE
To complete from c40 mins
CW Date: 15th November 2017
Title:
Is the World Over Populated?
Overpopulation is the situation in which there are too many people for the resources available. In such circumstances, population growth that exceeds the resources of an area will lead to increasing levels of poverty and, potentially conflict.
The previous video explored these issues in the world today and maybe busts some myths.
The following attempts to put it in a "nutshell"...
Short A/U stimulus - HERE
BBC Report (Written) - HERE
Key Vocabulary:
Over population - When there are too many people for the resources available. As such each person's share in the resources gets less (In theory!).
Resources - Anything that people need or use. Some resources are essential for life.
Fertility Rate - The average number of children born per woman.
Birth Rate - The number of live births per 1000 people (both male and female) in a population per year.
Death Rate - The number of deaths per 1000 people in a population per year.
Development - The progress and improvement of a place in terms of quality of life, wealth and technology.
Demographic - The study of population characteristics processes.
To explore the main question - "Is the world over populated" we can break it down... for example...
Action:
Using some or all of the above, and any additional sub-questions that you devise:
1. Discuss the issue in a small group
2. Record the key elements of your discussion on the paper provided.
3. Write a joint response to the question for presentation to the class.
------------------------------------------------------------
Review Questions (from cover lessons). Answer these questions in your exercise book:
1. What is the approximate population of the UK?
2. Can you name a historical event that changed the UK population a) negatively and b) positively?
3. What was life expectancy in the Elizabethan age?
4. What is UK life expectancy today?
5. Define the term "life expectancy".
Review of Worksheet (GPOP):
Continued from last lesson...
CW 4th November 2016
Bookcheck (See feedback below)
Message to 9R Tutor - 19th Oct...
Following students to bring books to me by end of school tomorrow (20th) List below updated... some still not returned books.
Check your own book and list any of the following that you specifically need to focus on:
Particular concerns (plus those listed above whose books have not been checked/HI):
Dillon B
Max G
Adam H
Ella D
Dylan N
Cameron B
Bahir M
Osar
Title:
What is the Population Like Around the World?
Lesson objective
To find out about population growth and life expectancy around the world.
However - see feedback from book check (Below)
Activities:
1. Reading the text book... class shared reading - pp24/25. Completed 14th Oct.
HW re pop in UK (lesson 2.2) - cut and paste onto paper set for NL. - HERE
Continue NL (after half term...?)
2. Discussion points/questions.
3. Answer questions 1 to 6 on pp 25.
4. Worksheets:
HW - Activity Sheet - So where is everyone? Do on paper for hand in next lesson. Set already - See above.
Collect Books - Checked and ready for return.
Message to 9R Tutor - 19th Oct...
Following students to bring books to me by end of school tomorrow (20th) List below updated... some still not returned books.
Particular concerns (plus those listed above whose books have not been checked/HI):
Dillon B
Max G
Adam H
Ella D
Dylan N
Cameron B
Bahir M
Osar
...............................................................................
CW 9E/9T 7th March 2017
Title:
What is the impact of the Human Population on our planet?
Review Questions (from last lesson):
1. Discuss in pairs... be ready and able to feedback to class at least two factors.
2. Complete the mapping activity (UK population distribution and density)
Today's
Lesson objective
To understand some of the impacts of our growing population on planet Earth.
Activity - Linking Population and Consumption.
Copy:
In China, rapid population growth was perceived as a serious threat to the nation, so (in 1979) the "One Child Policy -OCP) was introduced (see pp 25 Geog 2). (Why was rapid population growth considered to be such a threat?)
Even with this policy, China's population continues to grow by about 7 million each year and since October 2015, China has ceased the policy (having "achieved its goals").
Explain why you think the Chinese government were so concerned about population growth that they were prepared to introduce such a austere policy.
CW 9E 13th March 2017
9T 14th March 2017
If not already done...
Title:
Copy and complete the following paragraphs using the terms in the wordbox to help.
Wordbox:
famine overpopulation
One Child Policy resources
In the last lesson we were beginning to think about the effect that global population growth could have on the planet. In some places, too many people has led to ........................ (or fears of it) e.g. China.
Overpopulation is defined as when a population has exceeded the ................. available to support it. In the case of China, this resulted in horrific ............... (although government agricultural and industrial policy was also a major contributor to this). Fear of a repeat of these events of the early 1960s contributed to the development and introduction of the ......... ............. .................
So, to what extent is population growth affecting our planet?
In the Geog 2 text, turn to and read pages 26 and 27.
Complete activities 1, 2, 4 and 5 on page 27
ie
Clearly there are some places that are more attractive for humans to live in than others. For example, humans generally prefer climates that are not too extreme, places that are not too remote, landscapes that are lower and less steep... such factors make living easier. For example, temperate climates are better for growing crops and places that are not remote are better for trading with other groups of humans.
When we are discussion the number of people living in different parts of the World, we are actually interested in two concepts...
Population Distribution (Where they are) and Population Density (How many there are per unit area....eg a square kilometer)
Vocabulary:
Distribution
Density
Dense
Sparse
Sort it Out - Activity - Here
Using one of the photographs from the top of page 20, write a sentence (or two) about it that uses as many of the Vocabulary terms as you can.
Action:
1. Study the world map pp 20 Geog 2 - which places have dense/sparse populations! Give reasons.
See activity sheet (adapted for this) - HERE (same as Sort it Out)
CW Date: March 2019
Kerboodle HW:
Title:
What causes differences in the global distribution of population?
Kerboodle HW:
To complete by Friday.
2.1 End-of-lesson Assessment Entry Task - Copy and complete by adding the missing words (There is no Wordbox... use words from previous vocabulary learning):
Globally, population is unevenly ........................ . Some areas, such as Europe, have many people and are described as having a ................ population. Other regions like North Africa are described as having ................. populations because very few people live there.
Where populations are dense or sparse depends mainly on the environmental conditions (especially climate) of a place. Where the climate is extreme, it is often difficult to produce much food. This keeps population low and sparse. Where climates are moderate, lots of food can be grown and the populations become .................
1. Activities from the textbook - pp 21.
2. Looking at the UK... do the same patterns of sparse and dense populations exist at a smaller scale? (feedback from task on the previous activity sheet/world pop density).
CW Date: 22nd March 2019
Title:
What is the Population Like Around the World?
Lesson objective
To find out about population growth and life expectancy around the world.
Entry Task:
Study the map provided.
What information does it show?
What does it tell us about global population?
Review sheet - UK Population (Ref K2.3)
Copy:
Intro:
Earth's population is growing by about 1.2% per year. This adds over 80 million people to the global population each year (remember... this is the growth rate, so it accounts for the losses as people die!).
However, like so many averages or totals, the pattern of growth is not the whole story. Growth rates, in fact, vary considerably around the world. Map A on pp 24 shows this using colour shading.
Look at the map, what do you notice?
8A from here NL:
Copy and complete:
Three Key Features of population growth around the world:
1. Some parts of the world have rising populations, but others have falling populations (give an example of each)
2. The fastest growing populations are usually in poorer countries and the slowest in richer countries (Why do you think this might be?)
3. the continent with the highest population growth rates is...
This suggests that many countries here are economically rich/poor (select)
Reading from the text (from "why are growth rates so high in some places?).
Tasks from the text (pp 25) - Complete 1 to 6.
HW - Sheet 2.4
CW DATE: (highlight below)
8A . 29th March 2019
8up . 1st April 2019
8B 1st April 2019
TITLE:
What is the impact of our growing population on the Planet?
ENTRY TASK:
Our numbers are growing fast - Sheet 2.1 (Here)
View the Animation pp 27 - 2.5 Animation: What is our impact on our planet?
INTRODUCTION
Complete the quiz: HERE
KEY TERMS:
Resources - Anything that people use or need.
Sustainable - Living in a way that does not harm us or other species and is not wasteful.
Acid Rain - Rain that has mixed with pollution so that its acidity is increased to a harmful level.
ACTIVITIES:
1. Answer question 1, 2, 4 and 5 (not 3!) from page 27 of the Geog 2 text.
2a. Our Impact on the Planet - You Decide Activity(HERE)
Plus...Once you have prioritised those above... decide where the following approach should go:
Population growth naturally slows down as people become wealthier and more educated. We need to share the World's resources more fairly to improve the wealth of people in poor countries so that overall we use less resources and produce less waste.
2. Complete the activities on the following sheet - HERE
PLENARY:
HW:
Complete Kerboodle Online End of Lesson Assessment (Before 5th April 2019) (Not 8up)
8up - Design a poster to illustrate your preferred plan for saving the planet...
Next Lesson we will be looking at what the future holds in terms of population (and, of course, resources).
CW DATE:
TITLE:
ENTRY TASK:
INTRODUCTION
KEY TERMS:
ACTIVITIES:
PLENARY:
HW:
CW Date:
Title:
Review and revision/preparation for end of unit assessments.
Entry Task (in pairs)...
Study the "2.6 you decide" source from Kerboodle. Refer to pp 29 to help you.
Together discuss and decide on what you think and why. Record your ideas in your books... be ready to feedback to the class.
Remember... you will need to be able to justify your ideas i.e. explain your reasons.
Action:1. Complete the activities on the "What does the Future Hold?" worksheet provided - HERE (this should be familiar as you have done some work on this topic as cover). Hand in for checking :)
2. Quiz - Complete the quiz sheet provided. You may use the textbook to assist you. HERE
If the above is finished...
Revision/prep:
Your assessment is going to be about the effect of population change on the world.
Ref pp 26/27 to review this topic.
NL - Assessment question
Problems caused by population change
Written answer using evidence, data and graph source.
6 marks
DNo - Mod sheet to PO only the Q (display the guidance) - HERE
Preparation:
This is an important assessment, so do not rush straight in...
You can adapt the question by focusing on one impact or one resource such as energy, land, food etc.
The question below uses the same graph (A), as the original question.
The graph below shows how the world’s population changed between 10 000 BC and 2000 AD.
Explain how changes in the population may have a negative impact on the World’s food supply.
Use data from the graph in your answer.
You can adapt the question by breaking it down into sections. So, if they are writing about the increased use of fossil fuels and the need for open-cast mining, they can use the structure below.
End of Unit - Audio/Visual:
Hans Rosling - Dont Panic! - HERE
To complete from c40 mins
CW Date: 15th November 2017
Title:
Is the World Over Populated?
Overpopulation is the situation in which there are too many people for the resources available. In such circumstances, population growth that exceeds the resources of an area will lead to increasing levels of poverty and, potentially conflict.
The previous video explored these issues in the world today and maybe busts some myths.
The following attempts to put it in a "nutshell"...
Short A/U stimulus - HERE
BBC Report (Written) - HERE
Key Vocabulary:
Over population - When there are too many people for the resources available. As such each person's share in the resources gets less (In theory!).
Resources - Anything that people need or use. Some resources are essential for life.
Fertility Rate - The average number of children born per woman.
Birth Rate - The number of live births per 1000 people (both male and female) in a population per year.
Death Rate - The number of deaths per 1000 people in a population per year.
Development - The progress and improvement of a place in terms of quality of life, wealth and technology.
Demographic - The study of population characteristics processes.
To explore the main question - "Is the world over populated" we can break it down... for example...
- What does over population mean?
- What would over population look like?
- Is global over population in the future a possibility? Explain.
- Are there some places in the world that might be considered to be over populated today? Examples? How do we know?
- Where? and Why?
- How is over population avoided? eg through demographic processes and through development.
- What does the future hold?
Action:
Using some or all of the above, and any additional sub-questions that you devise:
1. Discuss the issue in a small group
2. Record the key elements of your discussion on the paper provided.
3. Write a joint response to the question for presentation to the class.
------------------------------------------------------------
Review Questions (from cover lessons). Answer these questions in your exercise book:
1. What is the approximate population of the UK?
2. Can you name a historical event that changed the UK population a) negatively and b) positively?
3. What was life expectancy in the Elizabethan age?
4. What is UK life expectancy today?
5. Define the term "life expectancy".
Review of Worksheet (GPOP):
Figures showing life expectancy at birth does not give you the whole picture.
1 Although the life expectancy of someone born during the Elizabethan period was 40. If someone born into the aristocracy (like Queen Elizabeth) survived until the age of 21, then he or she could expect to live until the age of 71. Can you explain this?
2 It has been calculated that the life expectancy of someone born during the Upper Palaeolithic (Old Stone Age) was 33. The world average life expectancy at beginning of the Twentieth Century was 31. Can you account for this difference?
3 Life expectancy within the UK can vary enormously. In Glasgow the life expectancy for males in the Calton area stands at 54: 28 years less than in the affluent area of Lenzie, which is only eight kilometres away. Can you account for the difference?
Bookcheck (See feedback below)
| MAHAMUD Ridwan | |
Book Check Feedback:
A few books are really good and are following/exceeding expectations in terms of presentation, accuracy of work, completeness etc... These same people are clearly progressing in their knowledge, skills and understanding... because they are taking advantage of the opportunities placed before them.
This, however, is not the universal picture and there are a significant number of you who are falling below the basic expectations of effort, presentation and completion/work rates... not because you can not do it, but because of a lack of determination and will power... i.e. because you are not taking your learning seriously or being conscientious enough.
Some common issues:
The absence of titles and underlining,
Poor presentation,
Work that is not clear/organised,
Poor punctuation (capital letter use)
Missing or incomplete work
Failure to stick papers in
The number of books with the above weaknesses evident is appalling and is not tolerable... I will be collecting books again in two weeks. I do not expect to see any of the following:
I do expect to see... write the following into your books in GREEN PEN:
For next book check, ensure the following:
A few books are really good and are following/exceeding expectations in terms of presentation, accuracy of work, completeness etc... These same people are clearly progressing in their knowledge, skills and understanding... because they are taking advantage of the opportunities placed before them.
This, however, is not the universal picture and there are a significant number of you who are falling below the basic expectations of effort, presentation and completion/work rates... not because you can not do it, but because of a lack of determination and will power... i.e. because you are not taking your learning seriously or being conscientious enough.
Some common issues:
The absence of titles and underlining,
Poor presentation,
Work that is not clear/organised,
Poor punctuation (capital letter use)
Missing or incomplete work
Failure to stick papers in
The number of books with the above weaknesses evident is appalling and is not tolerable... I will be collecting books again in two weeks. I do not expect to see any of the following:
- Untitled or undated work.
- Lack of underlining.
- Absence of CW/HW
- Loose papers
- Failure to use capital letters to begin sentences and proper nouns
- Sentences lacking inclusion of subject
- Incomplete work
I do expect to see... write the following into your books in GREEN PEN:
For next book check, ensure the following:
- Clear evidence of effort and progress.
- Pride in the appearance of your books and work.
- Corrections and improvement based on class feedback of work.
Check your own book and list any of the following that you specifically need to focus on:
- Untitled or undated work.
- Lack of underlining.
- Absence of CW/HW
- Loose papers
- Failure to use capital letters to begin sentences and proper nouns
- Sentences lacking inclusion of subject
- Incomplete work
Particular concerns (plus those listed above whose books have not been checked/HI):
Dillon B
Max G
Adam H
Ella D
Dylan N
Cameron B
Bahir M
Osar
Title:
What is the Population Like Around the World?
Lesson objective
To find out about population growth and life expectancy around the world.
However - see feedback from book check (Below)
| MAHAMUD Ridwan | |
| MAIDANWAL Baheer | |
| MURPHY Matthew | |
Book Check Feedback:
A few books are really good and are following/exceeding expectations in terms of presentation, accuracy of work, completeness etc... These same people are clearly progressing in their knowledge, skills and understanding... because they are taking advantage of the opportunities placed before them.
This, however, is not the universal picture and there are a significant number of you who are falling below the basic expectations of effort, presentation and completion/work rates... not because you can not do it, but because of a lack of determination and will power... i.e. because you are not taking your learning seriously or being conscientious enough.
Some common issues:
The absence of titles and underlining,
Poor presentation,
Work that is not clear/organised,
Poor punctuation (capital letter use)
Missing or incomplete work
Failure to stick papers in
The number of books with the above weaknesses evident is appalling and is not tolerable... I will be collecting books again in two weeks. I do not expect to see any of the following:
I do expect to see:
A few books are really good and are following/exceeding expectations in terms of presentation, accuracy of work, completeness etc... These same people are clearly progressing in their knowledge, skills and understanding... because they are taking advantage of the opportunities placed before them.
This, however, is not the universal picture and there are a significant number of you who are falling below the basic expectations of effort, presentation and completion/work rates... not because you can not do it, but because of a lack of determination and will power... i.e. because you are not taking your learning seriously or being conscientious enough.
Some common issues:
The absence of titles and underlining,
Poor presentation,
Work that is not clear/organised,
Poor punctuation (capital letter use)
Missing or incomplete work
Failure to stick papers in
The number of books with the above weaknesses evident is appalling and is not tolerable... I will be collecting books again in two weeks. I do not expect to see any of the following:
- Untitled or undated work.
- Lack of underlining.
- Absence of CW/HW
- Loose papers
- Failure to use capital letters to begin sentences and proper nouns
- Sentences lacking inclusion of subject
- Incomplete work
I do expect to see:
- Clear evidence of effort and progress.
- Pride in the appearance of your books and work.
- Corrections and improvement based on class feedback of work.
Particular concerns (plus those listed above whose books have not been checked/HI):
Dillon B
Max G
Adam H
Ella D
Dylan N
Cameron B
Bahir M
Osar
...............................................................................
CW 9E/9T 7th March 2017
Title:
What is the impact of the Human Population on our planet?
Review Questions (from last lesson):
1. Discuss in pairs... be ready and able to feedback to class at least two factors.
2. Complete the mapping activity (UK population distribution and density)
Today's
Lesson objective
To understand some of the impacts of our growing population on planet Earth.
Activity - Linking Population and Consumption.
Copy:
In China, rapid population growth was perceived as a serious threat to the nation, so (in 1979) the "One Child Policy -OCP) was introduced (see pp 25 Geog 2). (Why was rapid population growth considered to be such a threat?)
Even with this policy, China's population continues to grow by about 7 million each year and since October 2015, China has ceased the policy (having "achieved its goals").
Explain why you think the Chinese government were so concerned about population growth that they were prepared to introduce such a austere policy.
CW 9E 13th March 2017
9T 14th March 2017
If not already done...
- 9E - Complete sheet 2.4
- 9T - Complete the questions 1, 2,3 4, 5, 6 on page 25 of Geog 2
Title:
What is the impact of human population growth?
Copy and complete the following paragraphs using the terms in the wordbox to help.
Wordbox:
famine overpopulation
One Child Policy resources
In the last lesson we were beginning to think about the effect that global population growth could have on the planet. In some places, too many people has led to ........................ (or fears of it) e.g. China.
Overpopulation is defined as when a population has exceeded the ................. available to support it. In the case of China, this resulted in horrific ............... (although government agricultural and industrial policy was also a major contributor to this). Fear of a repeat of these events of the early 1960s contributed to the development and introduction of the ......... ............. .................
So, to what extent is population growth affecting our planet?
In the Geog 2 text, turn to and read pages 26 and 27.
Complete activities 1, 2, 4 and 5 on page 27
ie
CW 9E 14th March 2017
9T 15th March 2017
Title:
What is the impact of the Human Population on our planet? (continued)
Write these terms into your book:
Key Vocab:
Ensure that the tasks 1,2,4 and 5 have been completed from last lesson (pp 26 of Geog 2 text).
Then, around a copy of this illustration, write at least 4 annotations to a. identify ways we use the resources of the planet and b. the impacts that this use has.
Complete the following activity sheet.
NL:
Animation and quiz (Lesson 2.5 Resources) and quiz/discussion activities.
CW 9E 20th March 2017
9T 21st March 2017
Title:
Population and Resources - What does the future hold?
Comparing Populations - Resource Sheet HERE
1. Read the text pp 28/29
(If in iCt suite - attempt the E of L test 2.5 Assigned to 9e).
2. You have been provided with a resource sheet with copies of the graphs from this spread. Stick it into your exercise book.
3. Using the text if needed, describe what the graphs on the resource sheet tell us about populations in Ethiopia and Germany eg
4. Consider... these two countries are at very different stages of economic development and wealth. Can comparison of these two help us to predict or understand what is happening to populations in other places? Explain.
9e to complete tomorrow - 21st March 2017 . Complete the activities on page 29.
Set Kerb Activity (End of Lesson Asst. 2.5) when completed or use adapted paper copy - HERE
Advanced Challenge - DTM - HERE
See lesson resources to support
CW 16th December 2016
Title:
Is the World Over Populated?
Is the World Over Populated?
Over population is the situation in which there are too many people for the resources available. In such circumstances, population growth that exceeds the resources of an area will lead to increasing levels of poverty.
The following video explores these issues in the world today and maybe busts some myths.
First...
Feedback from test - What does the future hold?
Calculate % ie...
if you scored 10/13:
Divide 10 by 13 then multiply by 100 = %
Work out approx level:
10-20 = 2
21-40 = 3
41-60 = 4
61-80 = 5
81-100 = 6
=/- depending on which third of the band you are in... eg 77% is top third of the Level 5 band and so you get a 5+
Hans Rosling - Don't Panic! - HERE
-------------------------------------------------------------------------------------------------
Spring Term 2017
Regional Study: Russia
To get you all back into the new school term, you are going to do an investigation about Russia... This will be a scrap-book* outlining the key Geographical information and points of interest about the physical, economic and human aspects of the country. You can also choose other elements to include.
*A scrap-book consists of blank pages that you stick information into.
Today you will construct a scrap-book into which you are going to add your research. It will need to include the following sections:
In addition you should aim to add at least two further sections outlining, for example, Russia's economy, its politics, international relations... or another topic of your choice such as sports, its contribution to science and technology or perhaps its food and culture.
Information can be selected from the core text book... plus other sources of your own.
Each page in the scrap-book will need to be numbered and listed in the contents. You will need to collect illustrations to accompany and support your work/findings, but many of these can be screen-printed from the Kerboodle text book at home and brought in to lessons.
Note: All illustrations must have a title, a commentary and be referred to in your written work.
Organisation of the investigation:
9T 15th March 2017
Title:
What is the impact of the Human Population on our planet? (continued)
Write these terms into your book:
Key Vocab:
resources - anything that people need or use e.g. water, land, oil, space...
industrial revolution - a period in history when Britain underwent a dramatic change in technology and the methods of production. It was associated with substantial increase in the use of the earth's resources many of which are finite (non-renewable) e.g. coal
sustainable - the property of using something, but not to the point of exhausting the supply of it or of living in a way that does not destroy the environment that we depend on for our survival.
Ensure that the tasks 1,2,4 and 5 have been completed from last lesson (pp 26 of Geog 2 text).
Then, around a copy of this illustration, write at least 4 annotations to a. identify ways we use the resources of the planet and b. the impacts that this use has.Complete the following activity sheet.
Not done as cover - do in lessons
NL:
Animation and quiz (Lesson 2.5 Resources) and quiz/discussion activities.
HW:
Kerboodle 2.5
Kerboodle 2.5
CW 9E 20th March 2017
9T 21st March 2017
Title:
Population and Resources - What does the future hold?
Comparing Populations - Resource Sheet HERE
1. Read the text pp 28/29
(If in iCt suite - attempt the E of L test 2.5 Assigned to 9e).
2. You have been provided with a resource sheet with copies of the graphs from this spread. Stick it into your exercise book.
3. Using the text if needed, describe what the graphs on the resource sheet tell us about populations in Ethiopia and Germany eg
- Total numbers
- Population change
- Aging or young population
- Future population characteristics
4. Consider... these two countries are at very different stages of economic development and wealth. Can comparison of these two help us to predict or understand what is happening to populations in other places? Explain.
9e to complete tomorrow - 21st March 2017 . Complete the activities on page 29.
Set Kerb Activity (End of Lesson Asst. 2.5) when completed or use adapted paper copy - HERE
See lesson resources to support
CW 16th December 2016
Title:
Is the World Over Populated?
Is the World Over Populated?
Over population is the situation in which there are too many people for the resources available. In such circumstances, population growth that exceeds the resources of an area will lead to increasing levels of poverty.
The following video explores these issues in the world today and maybe busts some myths.
First...
Feedback from test - What does the future hold?
Calculate % ie...
if you scored 10/13:
Divide 10 by 13 then multiply by 100 = %
Work out approx level:
10-20 = 2
21-40 = 3
41-60 = 4
61-80 = 5
81-100 = 6
=/- depending on which third of the band you are in... eg 77% is top third of the Level 5 band and so you get a 5+
Hans Rosling - Don't Panic! - HERE
-------------------------------------------------------------------------------------------------
Spring Term 2017
Regional Study: Russia
To get you all back into the new school term, you are going to do an investigation about Russia... This will be a scrap-book* outlining the key Geographical information and points of interest about the physical, economic and human aspects of the country. You can also choose other elements to include.
*A scrap-book consists of blank pages that you stick information into.
Today you will construct a scrap-book into which you are going to add your research. It will need to include the following sections:
- Title/cover page (Coloured paper)
- Contents page
- Introduction page
- Key facts page
- Physical features pages
- Climates and natural vegetation pages
- Population pages
In addition you should aim to add at least two further sections outlining, for example, Russia's economy, its politics, international relations... or another topic of your choice such as sports, its contribution to science and technology or perhaps its food and culture.
Information can be selected from the core text book... plus other sources of your own.
Each page in the scrap-book will need to be numbered and listed in the contents. You will need to collect illustrations to accompany and support your work/findings, but many of these can be screen-printed from the Kerboodle text book at home and brought in to lessons.
Note: All illustrations must have a title, a commentary and be referred to in your written work.
Organisation of the investigation:
- Paired working.
- Shared completion.
- Agreed homeworks.
- Completion 20th January 2017 9E
- You will need to provide glue!
Assessment:
1. Scrap books (paired) - Due as above
2. Russia Basics Test... 9E 23rd Jan; 9T 25th Jan; 9R 3rd Feb
3. Presentations about individual/choice sections (Paired) As per test dates.
No comments:
Post a Comment
Note: only a member of this blog may post a comment.