EVA
by Peter Dickinson
Lesson 4: INTLPop
Grade Level 9 - 12
Subjects: Social Studies, Science, Math, English
Learner Outcomes: Upon completion of this lesson
students will be able to:
-
assess causes of population growth and decline
-
read population pyramids
-
make inferences using charts and graphs
-
make predictions
-
use criticism in questions to improve thinking
-
use technology to predict and study population
growth
Time Frame: One 90-minute class period
Materials:
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Graph Paper
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Colored Pencils
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Colored Poster Board
-
Markers
-
Almanacs
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Glue or glue sticks
Technology Tools:
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INTLPop - freeware program available from Virginia
Tech
-
Computer and Projection Device
Teacher Notes:
-
INTLPop is a free program available from Virginina
Tech, but takes a very long time to download. Teachers may want to download
this after school.
-
The finished population posters may be used for
classroom or hallway display.
Procedures:
1. Introduce students to
INTLPop by using the United States as an example. Show the students how
to read population pyramids and discuss rationale behind the "cores." Show
population changes from the early 20th century to the mid-21st century,
then allow students to predict future population trends. Use INTLPop to
chart their predictions.
2. Divide students into
groups of 2 - 3. Assign each group a country to research. Hand out colored
pencils, graph paper, markers and poster board to each group.
3. Using almanacs and/or
the internet, students research current population statistics for their
assigned country.
4. Using this information,
students will create a population pyramid that illustrates their data.
5. Students will predict
population growth using the current rates over a fixed period of time that
has been predetermined by the teacher.
6. Each group should post
their pyramids on their poster board and present their findings and predictions
to the class.
7. Next, the teacher (or
a student) will use INTLPop to show current population pyramids and future
changes for each country. Students will then show the correct pyramids
and post these on their poster boards as well.
8. In a journal entry or
exit visa students will assess their success in following directions, reading
and analyzing data, applying data to their population pyramids, and synthesizing
information to make their predictions. (These could be attached to the
posters as well.)
9. In a journal entry or
exit visa students will discuss the accuracy of predictions for global
population growth implied by author Peter Dickinson in his novel Eva.
Modifications:
Lessons will be modified according to the
individual student's IEP. Teacher may need to assign the student to a group
that will be sensitive to the kind of support the student needs.
Enrichment Activities:
-
Group posters could be displayed in the classroom.
-
Students could be encouraged to explore exponential
growth with their math teachers.
Evaluation/Assessment:
-
Teacher observation
-
Group discussion can be used as assessment of
this particular lesson
-
Following directions to complete the posters
-
Completed posters
-
Self assessment in form of an exit visa or journal
entry
West Virginia
Instructional Goals and Objectives (IGOs):
Social Studies:
Civics 9.9, 9.11, 9.15, 10.3, 10.4
Economics 9.16, 10.17, 10.18
Geography 9.26, 9.32, 9.35, 10.25, 10.26,
10.28, 10.30, 10.33, 10.35
History 9.46, 9.47, 10.53, 10.61
Computer/Technology 9.51, 9,52, 9.53, 9.54,
9.55, 9.56, 9.57, 10.63, 10.64, 10.64, 10.65, 10.66, 10.67, 10.68, 10.69
Science
Nature of Science 9.3, 9.4, 10.1, B.1
Scientific Attitudes 9.5, 9.6, 9.7, 10.5,
10.6, 10.7, B.5, B.6, B.7,
Laboratory Investigations 9.19, 10.19, 10.26,
10.33, B.19, B.20
Science Content and Themes 9.72, 9.79, 10.70,
10.80, B.28, B.33
Science, Technology, and Society 9.96, 10.88,
B.37, B.38
Computer/Technology 9.103, 9.104, 9.105, 9.106,
10.94, 10.95, 10.96, 10.97, B.42, B.43, B.44, B.45, B.46, B.47
English
Listening/Speaking 9.1, 9.3, 9.4, 9.7, 9.9,
9.10, 9.11, 10.1, 10.3, 10.4, 10.8, 10.10
Reading Comprehension 9.18, 9.19, 9.24, 9.25,
9.26, 9.27, 9.31, 10.19, 10.20, 10.21, 10.23, 10.24, 10.25, 10.26, 10.30,
10.31, 10.32
Reading Vocabulary 9.34, 9.35, 9.37, 10.34,
10.35, 10.37
Writing Skills 9.39, 9.40, 9.41, 9.47, 9.48,
9.51, 9.52, 10.39, 10.40, 10.41, 10.47, 10.48, 10.51, 10.52
Spelling 9.54, 9.55, 9.56
Language 9.59, 9.65, 9.68, 10.63, 10.71
Study Skills 9.75, 9.77, 9.84, 9.86, 10.77,
10.79, 10.80, 10.84, 10.85, 10.87
Computers/Technology 9.90, 9.92, 9.93, 9.95,
9.97, 9.98, 9.99, 10.81, 10.86, 10.88, 10.89, 10.90
Math
Algebra/Geometry AGP.4, AGP.5, AGP.19, AGP.20
Applied Math – AM1.4, AM1.11, AM1.17, AM2.6,
AM2.10, AM2.12, AM2.14, Am2.18, AM2.20
Algebra – A1.6, A1.17, A1.20, A2.11,
A2.12, A2.14, A2.19, A2.20, A2.21
Probability – PS.1, PS.2, PS.6, PS.9, PS.19,
PS.20
National
Standards:
Math 1, 6, 9
Science 4, 5, 7, 9, 14, 15, 16
English 1, 2, 3, 4, 5, 6, 7, 8
References:
Dickinson, Peter. Eva. New York: Bantam
Doubleday Books for Young Readers, 1988.
INTLPop, Virginia Tech
Created by:
Judy
Gillian
Tracey
Hall
Jeanie
Robinson
Nitro
High School