Embedded Files
AGENDA
AGENDA
I. LESSONS
I. LESSONS
1. Text Unit 8 (Thank you Lucia!)
2. Workbook Unit 8 (Thank you Lucia!)
Video of Slides slides 28-38
Video of slides 19-27
Video of slides 38-41
5.Human Population Through Time (video)
6. Alternate Text: Population Dynamics-ENVIRONMENTAL
7. Alternate Text: Population Dynamics - HUMAN
II. ACTIVITIES
II. ACTIVITIES
VOCABULARY BINGO! CARDS
STORY TELLING MAPS:
A. THE HUMAN MADE LANDSCAPE: https://worldpopulationhistory.org/the-human-made-landscape/
DESCRIPTION, Requirements, ACTIVITY DIRECTIONS
Welcome to the Anthropocene: https://www.esri.com/en-us/maps-we-love/gallery/anthropocene
World Populations History: https://worldpopulationhistory.org/map/2050/mercator/1/0/25/
MAKE YOUR OWN STORY MAP: https://www.esri.com/en-us/arcgis/products/arcgis-storymaps/albums/storytelling-tips
PHOTO STORAGE: http://picasa.google.com/
B. WHERE DO WE GROW FROM HERE? https://worldpopulationhistory.org/where-do-we-grow-from-here/
3. POPULATION SIMULATOR
Watch Video: https://www.learner.org/series/the-habitable-planet-a-systems-approach-to-environmental-science/human-population-dynamics/
FOLLOW DIRECTIONS on the website, manipulate the simulator and put answers in the data sheet
DYNAMICS WEB SITE: https://www.learner.org/series/the-habitable-planet-a-systems-approach-to-environmental-science/demographics-lab/
SIMULATOR: https://www.learner.org/wp-content/interactive/envsci/demographics/demog.html
DATA TABLE ~ WORKSHEET
Can use CIA site to help answer questions
4. CIA SITE: https://www.cia.gov/library/publications/the-world-factbook/docs/rankorderguide.html
Click on ‘People and society’,
Choose a Topic
Choose a country
AGAIN click on ‘People and society’,
Then scroll to view the population pyramid.
5. Migration Case studies Questions on slide 41 of PPT in Lessons #3
A. CASE STUDIES
-Choose a country: Ireland, Qatar, Syria, Afghanistan, Iraq, Cuba, Darfur, France, Kuwait, Italy, Sudan, Hong Kong, India, Ukraine, Germany, Australia, India, Guatamala
-General topics
Economic migration – Mexico to the USA
Forced migration – Darfur (Sudan) internally displace people and refugees
Rural to Urban Migration- urbanization in Brazil and the growth of mega-cities such as Rio de Janeiro
B. DIRECTIVES FOR RESEARCH
Headline facts and figures – when, where, how many?
Reasons – push (e.g. poor living conditions) and pull (e.g. better paid work with opportunities for career development) factors
Impacts – on area of origin AND are of destination (positive, such as supply of cheap labour or remittances, and negative, such as impacts on origin population structures or exploitation)
Long-term sustainable management attempts e.g. wall on US border vs. better managed temporary work visas
C. FORMAT (same as all other ppt projects)
Intro slide:
"Irish Immigration 1630-1921"
Name Student 1 topic
Name Student 2 Topic
Name Student 3 topic
Name Student 4 Topic
IGCSE Period 4 2020
Each person in the group gets a topic from Directives in Section B above
Number of slides per topic not important- FORMAT IS IMPORTANT
NEW heading/topic slide for EACH new presenter but presenter's name on topic slide
Topic headings on each slide
Numbers on each slide in bottom right corner
No more than 5 bullet points to a slide
Bullet points are ideas, not sentences or paragraphs
Links to source for information on slide *8pt fnt
Relevant image on every slide (with link to image source)
The more information you provide relative to population dynamics the better your grade! Check IGCSE Objectives for Unit 8
D. MIGRATION PROJECT RUBRIC:
III. HOMEWORK
III. HOMEWORK
IV. OUTCOMES
IV. OUTCOMES
SC.912.E.5.4:
Explain the physical properties of the Sun and its dynamic nature and connect them to conditions and events on Earth.
SC.912.E.6.6:
Analyze past, present, and potential future consequences to the environment resulting from various energy production technologies.
SC.912.L.17.11:
Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests.
SC.912.L.17.12:
Discuss the political, social, and environmental consequences of sustainable use of land.
SC.912.L.17.13:
Discuss the need for adequate monitoring of environmental parameters
when making policy decisions.
SC.912.L.17.15:
Discuss the effects of technology on environmental quality.
SC.912.L.17.20:
Predict the impact of individuals on environmental systems and examine how human lifestyles affect sustainability.
Define a problem based on a specific body of knowledge, for example: biology, chemistry, physics, and earth/space science, and do the following:
1. Pose questions about the natural world, (Articulate the purpose
of the investigation and identify the relevant scientific concepts). 2. Conduct systematic observations, (Write procedures that are
clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines).
3. Examine books and other sources of information to see what is already known,
4. Review what is known in light of empirical evidence,
SC.912.N.1.1:
Plan investigations, (Design and evaluate a scientific investigation). 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage).
7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences),
9. Use appropriate evidence and reasoning to justify these explanations to others,
10. Communicate results of scientific investigations, and
11. Evaluate the merits of the explanations produced by others.
SC.912.N.1.2:
Describe and explain what characterizes science and its methods.
SC.912.N.1.3:
Recognize that the strength or usefulness of a scientific claim is evaluated through scientific argumentation, which depends on critical and logical thinking, and the active consideration of alternative scientific explanations to explain the data presented.
SC.912.N.1.4:
Identify sources of information and assess their reliability according to the strict standards of scientific investigation.
SC.912.N.1.5:
Describe and provide examples of how similar investigations conducted in many parts of the world result in the same outcome.
SC.912.P.10.3:
Compare and contrast work and power qualitatively and quantitatively.
SC.912.P.10.9:
Mathematicians who participate in effortful learning both individually and with others:
Analyze the problem in a way that makes sense given the task. Ask questions that will help with solving the task
Build perseverance by modifying methods as needed while solving a challenging task.
Stay engaged and maintain a positive mindset when working to solve tasks.
Help and support each other when attempting a new method or approach.
MA.K12.MTR.2.1:
Mathematicians who demonstrate understanding by representing problems in multiple ways:
Build understanding through modeling and using manipulatives.
Represent solutions to problems in multiple ways using objects, drawings, tables, graphs and equations.
Progress from modeling problems with objects and drawings to using algorithms and equations.
Express connections between concepts and representations.
Choose a representation based on the given context or purpose.
MA.K12.MTR.4.1:
Teachers who encourage students to engage in discussions that reflect on the mathematical thinking of self and others:
Establish a culture in which students ask questions of the teacher and their peers, and error is an opportunity for learning.
Create opportunities for students to discuss their thinking with peers.
Select, sequence and present student work to advance and deepen understanding of correct and increasingly efficient methods.
Develop students' ability to justify methods and compare their responses to the responses of their peers.
MA.K12.MTR.6,1;
Apply mathematics to real-world contexts.
Mathematicians who apply mathematics to real-world contexts.
Connect mathematical concepts to everyday experiences.
Use models and methods to understand, represent and solve problems.
Perform investigations to gather data or determine if a method is appropriate.
Redesign models and methods to improve accuracy or efficiency
Page updated
Report abuse