Teaching and Learning Ideas

Unit 3 Topic 4 n o i t a l u p

Chaptero 12: Population change p

l a b o Teachingl and learning ideas Resources g

Starter: Draw axes on the board (time and millions) and get students to draw their h

t predicted line of population growth between 1900 and 2050. w o

r Teaching points: SB p. 204 G

:  Review the Objectives for this section. Objectives , SB p. 204 1  Explain how population growth rates are normally calculated. n

o Study Figure 1 and point out the main features of the global population growth – Figure 1, SB p. 204 i  s slow rates up to first half of 20th century; acceleration during the second half, s e continuing into 21st century; possible deceleration between 2030 and 2050. S  Now review the changing rates of population growth in terms of the number of years it takes the global population to increase by 1 billion. Note the minimum period of 12 years in the 1970s and that the period has begun to lengthen.  Explain the warning in ResultsPlus, Watch out! feature.  The critical question for the future of the world is when will the point of zero population growth be reached? Will the world’s resources have been fully exploited ResultsPlus, SB p. 204 by then?  Explore why it is difficult to forecast future populations. The key factor is the birth rate. Plenary: Brainstorm what resources might be threatened by future population growth. Try and get at least 10 different resources (clean air, minerals, space, etc.). n o i

t Homework: Answer Extension activity 1, Q3 to show factors that affect sparse Extension activity 1, Q3 , TG u

b population. i r t s i Skills: Geographical enquiry, graphical. d

n Key terms: Birth rate, population growth rate, zero population growth. SB Glossary a

t Starter: Give students a world map outline. Get them to shade on, from their own i

s knowledge, 3 areas where they think there are lots of people and 3 with few people. Use n

e an atlas to name these places. D

Teaching points: SB pp. 205–206 n

o  Start from the basic point that population numbers vary from place to place over the i

s Earth’s surface. s

e  Figure 2 displays the distribution of population – i.e. people are shown exactly Figure 2, SB p. 205 S where they are, and by a symbol, usually a proportional dot.  However, it is more usual to relate population numbers to the area they occupy – Figure 3, SB p. 205 i.e. density. Figure 3 shows the density.  Look back at Figure 2 and make the point that the density of dots gives an impression of population density.  Allow students to work in pairs to complete Skills Builder 1. Skills Builder 1 , SB p. 205  Consolidate the difference between distribution and density (ResultsPlus Watch ResultsPlus, SB p. 205 out!).  Now look at Figure 3 again, which shows population densities at a national level, and note those parts of the world with relatively low (< 50 persons per km²) and relatively high (>150 persons per km²) densities.  Consolidate with Extension activity 1, Q1-2. Extension activity 1, Q1–2 , TG Plenary: Give the areas and population sizes of 5 different countries and get students to do the calculation of density. Then allocate the countries to low or high categories of description. Homework: Answer Extension activity 1, Q4. Extension activity 1, Q4 , TG Skills: Geographical enquiry, cartographic, graphical. Key terms: Population density, population distribution. SB Glossary

Unitc 3 Topic 4 n i

l a r u t a n

f o Teaching and learning ideas Resources s e t

a Starter: What factors might cause a population to change? Create a simple systems r

g diagram of inputs and outputs on the board. n i

g Teaching points: SB pp. 206–207 n

a  Look at Figure 4 which shows the distribution of population at a national level Figure 4, SB p. 206 h

C between 1990 and 2000.

3  Identify those parts of the world that experienced high rates of population growth

n (over 30% gain) and those that showed little (<10%) or no change. Note that three o i

s countries actually lost population. s

e  Explain that population change is the outcome of the aggregate balance between S two sets of variables: birth and death rates (natural change); immigration and Figure 5, SB p. 206 emigration (migrational change). Use Figure 5 to illustrate.  Explain how the different combinations of natural and migration change can create high and low rates of population, as well as cancel each other to create situations of little or no change. Figure 4, SB p. 206  Make the point that most of the change shown in Figure 4 is the outcome of the balance between birth and death rates. Natural change is usually a more powerful

s driver of population change than migrational change. e t a

r Plenary: Create a word bank of key terms below, trying to use named place examples

h and numerical detail in the definitions. t a e

d Homework: Complete Activity 1. Activity 1 , SB p. 206

a Skills: Geographical enquiry, cartographic, graphical.

i Key terms: Birth rate, death rate, emigrants, immigrants, migrational change, natural SB Glossary b

change. g n i

t Starter: Look at Figure 4. What initial ideas can students give to account for the area of Figure 4, SB p. 206 c

e highest population gain? f f a

s Teaching points: SB pp. 206–208 r

o  Of all the factors affecting population change, possible the most significant is the t

c birth rate – whether it is rising or falling. a F

 The birth rate, in turn, is affected by a number of factors. : 4

 Cultural traditions and the perceptions of children – from cheap labour to a drain on n

o financial resources. i

s  The availability of contraceptives and attitudes to birth control. s

e  In general terms, the birth rate declines with development. S  Similarly, the death rate declines as healthcare is improved and access to it widens.

Plenary: Create a mini mind-map to summarise all the factors that can affect birth rates in a country. Homework: Complete Skills Builder 2a. Skills Builder 2a , SB p. 208 Skills: Geographical enquiry, cartographic, graphical. Key terms: Birth rate, death rate. SB Glossary

Unito 3 Topic 4 i t i s n a r t

Teachingp and learning ideas Resources a r

g Starter: Write Demographic Transition Model on the board. In turn, explain what each

m word means separately and then explain the term when put together. e d

e Teaching points: SB pp. 207–208 h

T  Revisit the idea from the previous session that as countries develop, their birth and

: death rates change, and therefore their rates of natural change. 5

n  That most countries to follow the same sequence of change – they follow the same Figure 6, SB p. 207 o i broad pathway. That pathway (the demographic transition model – Figure 6) is s

s thought to be powered by development. e

S  Explain what is involved in development, particularly economic development. Illustrate how this process might affect populations.  Traditionally, the population or demographic pathway has been divided up into four sections or stages,  But those countries that are furthest along the pathway are beginning to show a new and different relationship between birth and death rates.  Now take students through the first four stages, focussing on trends in both the birth and death rates and their aggregate impact on rates of natural change. ) 2 ( Plenary: Get students to suggest a possible named country for each of the 5 stages of n

o the DTM and record these in their notes. i t i s

n Homework: Complete a response to the ResultsPlus, Exam Question Report. ResultsPlus , SB p. 207 a r t Skills: Graphical. c i h

p Key terms: Demographic transition. SB Glossary a r

g Starter: Mini test – Define two population terms. Name a country with a large population o

m gain, one with a very low gain, and one with a loss of population. e d

e Teaching points: SB p. 208 h

T  Continue identifying the essential characteristics of each of the four stages.

:  It is possible to recognise a new stage in the model – Stage 5. 6

n  It is still a little tentative, but clearly there is a growing number of MEDCs where o i death rates exceed birth rates and as a consequence, populations are beginning to s

s decline. e

S  Explore the reasons for the low birth and death rates. So what is the end game – do populations eventually disappear?  Finally, the ‘health warning’. Remember that the DTM is a generalisation and not all countries will follow the same pathway.  Remember too that countries will move along the pathway at different speeds – presumably the pace being determined by the rate of development.  Note that some countries may not move from one stage into the next (ResultsPlus, Watch out!). ResultsPlus, SB p. 208 Finally, remember that the DTM is only about natural change. It does not take migration into account. Plenary: Show the model of the DTM on board again. Follow the birth rate and death rate lines in turn and get students to recap on reasons for their trends. Homework: Complete Skills Builder 2b. Skills Builder 2b , SB p. 208 Skills: Graphical, geographical enquiry. Key terms: Demographic transition, MEDCs. SB Glossary

n o i t u b i r t s

Teachingi and learning ideas Resources d

g Starter: Ask students what is good and bad about living in the area that they live in. n i

t What additional factors can they think of that might determine where people do or do not c e

f live. f a

s Teaching points: SB p. 209 r

o  Remind students of the difference between ‘distribution’ and ‘density’. t

c Now look at Figure 7 which sets out the factors affecting distribution and density. Figure 7, SB p. 209 a  F

 In the interests of continuity from the previous session, start with population change : 7

and its possible impacts. n

o  Examine and illustrate the impact of physical factors given in the table. Answer i

s Activity 2, paying attention to ResultsPlus, Exam Tip. Table, SB p. 209 s

e  Examine and illustrate the impact of the human factors. Activity 2 , SB p. 209 S  As regards historical factors, the important point to put across is that present ResultsPlus, SB p. 209 distribution and density involve an element of inertia – inheritance from the past.  The concept of carrying capacity is best introduced now. The greater the carrying capacity, the higher the potential density. Capacity is determined not just by physical factors, but also human ones, such as technology and level of development.  Carrying capacity is a vital factor in determining population conditions, such as overpopulation, underpopulation and optimum population. Plenary: Ask students to put the phrases ‘historical inertia’ and ‘carrying capacity’ into a K

U logical sentence (e.g. ‘Liverpool’s location is a result of historical inertia from a time when

d the port and textiles were important’). n a

a Homework: Complete Activity 3. Activity 3 , SB p. 211 n i h Skills: Geographical enquiry, basic. C

f o Key terms: Carrying capacity, optimum population, overpopulation, underpopulation. SB Glossary s e i

d Starter: Show a collage of photographs to show the sheer diversity of the physical and u t human landscapes of China. What factors can the students see which might determine s

e population distribution? s a

C Teaching points: SB pp. 210–211

8  In the case of China, the density of population (Figure 8) shows an inverse Figure 8, SB p. 210

n relationship with relief (Figure 9). The highest densities occur in the east and on the Figure 9, SB p. 210 o i

s major lowlands. s

e  Explore the possible reasons for this. Why is relief so influential? S  In contrast, there would appear to be a direct relationship between population Figure 8, SB p. 210 density (Figure 8) and annual rainfall (Figure 10). Figure 10, SB p. 210  Again, explore the possible reasons for this. Why is rainfall so influential? See Quick notes, SB p. 210 Quick notes.  A third possible factor is the coast, but it is difficult to isolate its impact on population densities from those of relief and rainfall.  Finally, perhaps consider the negatives – why are mountains and drought associated with sparse populations.  In the UK similar relationships may be observed, namely that relatively high relief and rainfall act as a deterrent to population. Figure 11, SB p. 211  The distribution and density of population (Figure 11) also show the impact of Quick notes, SB p. 211 historic factors, particularly the industrialisation and urbanisation that was focused on the coalfields (Quick notes).  The inertia of the coalfields persists despite the fact that the UK economy is now largely a service rather than an industrial one. Plenary: Collect on the board, ten words connected with population that end in –ion, e.g. transition, distribution, optimum population. Homework: Write an excellent answer to the question on the relationship between the ResultsPlus , SB p. 211 physical geography of China and its population distribution. Follow the guidelines in ResultsPlus, Build Better Answers. Skills: Geographical enquiry, basic. Key terms: Density, distribution. SB Glossary

n o i t a Unitl 3 Topic 4 u p o p

Teachingg and learning ideas Resources a n

a Starter: What is a census? Is it easier to collect information in more developed or less m

developed countries? Why? r o f Teaching points: SB p. 211 s

n  Introduce the idea that responsible governments need to constantly monitor their o

s populations, by censuses and the recording of births and deaths. a

e  The monitoring is necessary in order for governments to check what is happening to R

: their populations. Are they growing or declining and at what rate? Does that rate of 9 change ring any alarm bells? n o

i  How does the current population and its forecasted change relate to a country’s s

s carrying capacity. Is overpopulation a likely outcome? e

S  Thus if governments do detect population trends that in some way threaten trouble, then it becomes desirable that they should make some sort of corrective intervention.  The exact nature of the intervention depends on the anticipated problems.  Intervention may be directed at three different aspects of population – birth rates, death rates and migration.  The first has proved to be the most frequently targeted because this is the simplest and most effective way of getting a grip on population change.  Birth rates may be either boosted or reduced.  Death rates tend to be controlled in only one direction – i.e. reduced.  Controls on migration are examined are in Chapter 13. SB pp. 222–239

a Plenary: Hold a two-minute debate on whether the class feel it is ‘right’ to manage a n i

h country’s population, or whether natural forces should be allowed to occur. C

Homework: Complete Activity 5. Activity 5 , SB p. 213 l o r t Skills: Geographical enquiry, basic, ICT. n o c Key terms: Birth rate, death rate, natural change. SB Glossary n o i t Starter: Put the country outline and flag of China on board. Get students to brainstorm a l

u their images of the country by word association. p o P

0 Teaching points: SB p. 212 1  China is a giant of a country and that description applies to both its land area and its n o

i population. s

s  During the 1970s the growth rate was rising at an alarming rate. There were fears of e exceeding the country’s carrying capacity. S  In 1980 the government introduced the one-child policy which was rigorously enforced (Figure 12) – much more stick than carrot. Figure 12, SB p. 212  Investigate the penalties. Note Quick notes. Quick notes, SB p. 212  Look at the impact of the policy on China’s population structure (Figure 18). Figure 18, SB p. 217  The policy is now beginning to produce results in the form of a declining growth rate, but, of course, the population continues to grow.  Some relaxation of the policy since 1996, largely in response to labour shortages in rural areas (exacerbated by heavy rural-urban migration).  Interestingly, in urban areas couples are freely restricting their families – largely brought on by the expense of urban living and shortage of accommodation.  However, there have been some unwanted consequences – see Chapter 13.  Play Class interactive 2: Changing population in China. SB p. 217

Class interactive 2, AT Plenary: Get students to draw the approximate shape they would predict for China’s population pyramid for 2050. Annotate the shape with any issues they think might arise.

Homework: Discuss the effects of China’s one-child policy. Activity 4 , SB p. 212 Skills: Geographical enquiry, graphical, basic. Key terms: One-child policy. SB Glossary

Unita 3 Topic 4 g n i S

l o r t n

Teachingo and learning ideas Resources c

o Starter: Locate Singapore using an atlas. Draw a quick sketch map to make notes on its i t location and size and neighbouring countries. a l u p o

P Teaching points: SB p. 213

1  Singapore presents a rather different case study. Differs from China in that there 1 has been less coercion (but still some pressure) and the policy has made a U-turn. n o

i  Initial policy to curb population growth because of fears that the tiny island state s

s would soon become overpopulated. The slogan was ‘Stop at two’. e

S  The policy was so successful that it looked as if the country would begin to decline in population. See Case study quick notes. Case study quick notes, SB p. 213  In 1980s the U-turn was made and the slogan became ‘Have three or more – if you can afford it’.  Look at incentives used.  In Singapore, population change has a significant migration dimension. Selective immigration has been encouraged, but the government has been keen to admit only well educated immigrants.  Immigration policy has also had an ethnic dimension. Government anxious to maintain dominance of Chinese component. Non-Chinese immigrants find themselves still subject to the old ‘Stop at two’ policy.  Discuss whether there is racial equality in Singapore (see Figure 13). Figure 13, SB p. 213 Plenary: Conduct a two-minute discussion: Should governments be allowed to select migrants on the basis of ethnicity and skills levels? Allocate one pupil to be pro and one

s anti the motion. c i t s i Homework: Review the ResultsPlus Maximise your marks Higher question, and outline ResultsPlus, SB p. 221 r e

t an response to the question that would earn ‘excellent’ marks. c a r

a Skills: Cartographic, basic. h c Key terms: Birth rate, death rate, natural change. SB Glossary n o i t Starter: Show a photograph of a large crowd of people. Get students to discuss what a l

u characteristics differentiate them (height, ethnic group, age, sex, etc). p o P

2 Teaching points: SB pp. 214–215 1  Review the Objectives for this section. Objectives, SB p. 214 n o

i  Go through the range of population characteristics – age, gender, ethnicity, religion s

s and occupation. Note the advice in ResultsPlus, Exam Tip. ResultsPlus, SB p. 214 e

S  Make the point that the purpose of most censuses is not just to count numbers, but also to analyse populations in terms of these characteristics.  A succession of censuses asking the same questions about a population allows important changes within a population to be identified.  The table shows some dimensions of change in the structure of the UK’s population Table, SB, p. 214 during the last inter-censal period.  Use the information to answer Skills Builder 3. Skills Builder 3 , SB p. 214  The spatial focus is narrowed on page 215 to the city of Southampton. This case study illustrates the detail that can be obtained from the census about population characteristics. Read through the Quick notes. Quick notes, SB p. 215  Particularly interesting is the information about ethnicity (Figure 15) and religion Figures 15, SB p. 215 (Figure 16). Work through Extension activity 2, Q4. Figure 16, SB p. 215  Another valuable dimension of census data is being able to compare particular Extension activity 2, Q4 , TG areas (cities, counties, etc.) against national and regional averages (Figure 14). Figure 14, SB p. 215 Plenary: Get students to use own knowledge to identify areas in UK with particular ethnic communities, elderly populations, primary and secondary economic employments. Homework: Collect census data about your class and process the results for Extension Extension activity 2, Q1 , TG activity 2, Q1. Skills: Geographical enquiry, basic, ICT, graphical. Key terms: Ethnicity. SB Glossary

Teachingt and learning ideas Resources a l

u Starter: Discuss graphical and cartographic skills used to show population data. Get p

o students to name as many graph and map types as possible. Which could they use for P

: showing information about a country’s age and sex? 3 1

n Teaching points: SB, pp. 216–217 o i  Age and gender are particularly significant population characteristics. s

s  The population pyramid is a useful way of showing these characteristics in any Figure 17 and 18, SB pp. 216, 217 e

S population (Figure 17 and 18).  Explain the structure of the population pyramid: the male and female components of the population are show separately. Vertical axis shows age and is divided into 5- or 10-year groupings running from youngest to oldest. The numbers in each of those age groupings are represented in either absolute or percentage terms.  Although the resulting diagram is described as a pyramid, often the shape is quite removed, as for example with an ‘ageing’ population.  Play Class interactive 3: pyramid on the population in Germany.  Now return to the DTM and the pathway idea and illustrate (Figure 6) that the shape of the population pyramid changes in step with changes in the birth and death rates. Class interactive 3, AT  Look at the typical pyramids of youthful, intermediate and ageing populations and Figure 6, SB p. 207 the typical birth and death rates associated with each of them.  Complete Activity 6 in pairs.  Work through Skills Builder 4 which compares information for Worthing with that of the UK as a whole. Activity 6, SB p. 217 Skills Builder 4 , SB p. 217 n o i

t Plenary: Use www.neighbourhoodstatistics.co.uk to show a population pyramid for the www.neighbourhoodstatistics.co.uk a l local region and compare it to that for the UK as a whole. u p

o Homework: Answer Extension activity 2, Q2-3, and compare information for your Extension activity 2, Q2–3 , TG p

l neighbourhood with that of the country as a whole. u f h t Skills: Geographical enquiry, graphical. u o y

Key terms: Ageing population, greying population, population pyramid, youthful SB Glossary a

f population. o

e Starter: Give students a population pyramid outline on a piece of paper and get them to c

n annotate with observations about life expectancy, birth rates, death rates, gender e

u imbalance, any anomalies. q e

s Teaching points: SB pp. 217–218 n

o  The needs of a youthful population are quite different from those of an ageing Figure 20, SB p. 217 C

population (Figure 20). :

4  Look at the population pyramid for Indonesia in Figure 17, which illustrates the Figure 17, SB p. 216 1

n characteristics of a typical youthful population. o i  Note the broad base (relatively high birth rate) and the sudden blunting of the s

s pyramid over 60 years (relatively high death rate and therefore relatively low life e

S expectancy).  Thus there is a high dependence of young people (aged <15 years) on working adults.  One consequence is the need to invest in schools and healthcare services for the young.  An obvious challenge is to reduce the birth and death rates and thereby increase life expectancy. Plenary: Create a short list of 5 goods and 5 services that would be needed in a country with a youthful population. Homework: Answer Extension activity 2, Q5, comparing the challenges of a youthful Extension activity 2, Q5 , TG population with an ageing population. Skills: Geographical enquiry, basic, graphical. Key terms: Dependence, life expectancy. SB Glossary

Unitg 3 Topic 4 n i e g a

Teachingf and learning ideas Resources o

s Starter: Ask class for the age of the oldest living person in their family. Get someone to

o work out an average for the class. How might this have differed 100 years ago? c

n Teaching points: SB pp. 217–218 a

s  Examine the issues caused by an ageing population. Play Class interactive 1. Class interactive 1, AT o

r  An ageing population is well illustrated by Figure 19. Figure 19, SB p. 217 P

:  Look at the statistics of ageing in the UK’s population. Play video on UK’s Video and video notes, AT 5

1 population crisis.

n  It is easy to compile a list of negatives associated with ageing populations. o i  These include the high level of dependence on a relatively small working s

s population. In pairs, complete Skills Builder 5. Skills Builder 5 , SB p. 218 e

S  Discuss the costs of providing pensions and special services to meet the needs of the elderly.  What are these special needs? They range from sheltered housing to stairlifts, from large print books to day centres, from meals-on-wheels to bus passes.  Explore and explain the pluses and minuses set out in the table under the Table, SB p. 219 Economic and Social headings.  Now brainstorm some pluses and minuses under the heading of ‘political’.  What is the class’s verdict on the balance of pros and cons of an ageing population? Work through Activity 7. Activity 7 , SB p. 219 Plenary: Take a class vote on: Which poses greatest challenges for a government, a youthful or an ageing population? Get students from each group to explain the reasons for their answer. Homework: Work through Case study extension activity on ageing populations. Case study extension activity , TG Skills: Geographical enquiry, graphical, basic.

n Key terms: Dependence, life expectancy. SB Glossary o i s i Getting started: v

e  Students recall the areas they have studied and complete individual checklist for SB p. 220 R revision to identify areas of strength and weakness.  Debrief through whole-class question and answer session. Development:  Revisit chapter and highlight key terms and case studies/examples that will require further focus.  Students could work in pairs/groups to organise/summarise their notes under headings.  Give students Revision Summary sheets to kick-start revision. AT Exam questions practice:  Students should revisit the ResultsPlus Exam Question Reports questions in the ResultsPlus, SB pp. 207, 211, 214 chapter and the ResultsPlus Maximise your marks at the end of the chapter in ResultsPlus, SB pp. 221 Exam zone.  Students should revisit the ResultsPlus Exam Tips throughout the chapter. ResultsPlus, SB pp. 209, 214  Students should revisit the ResultsPlus Watch Out! features throughout the chapter. ResultsPlus, SB pp. 204, 205, 208,  Students should complete the multiple-choice questions on Active Teach. 216  Whole-class discussion of Edexcel Sample Assessment Materials and mark AT schemes. Practice answers needed in line with the mark scheme. www.edexcel.com  Set students end-of-unit test. Peer or self assess using the mark scheme.  Follow link to ResultsPlus interactives on Active Teach. ResultsPlus, AT Skills practice:  Students should revisit the Skills Builder exercises throughout the chapter. Skills Builder, SB pp. 205, 208, 214,  Supplement skills coverage with Chapter 1. 217, 218 Skills planning matrix, TG pp. 12-15 Key terms:  Students revisit key terms highlighted in text and refer to the glossary. SB Glossary  Students complete the key terms practice at the end of the chapter in Exam zone. SB p. 220