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This classroom resource examines population growth patterns, human demographics and the concept of carrying capacity. Through a series of lessons and activities students explore the past, present and future impacts of human population growth.
Population Dynamics is one of 16 units in the Earth Matters program available in DVD format. Each unit features a background reading, case study, several student activities, a glossary, as well as suggestions for further exploration. Since each unit outline includes links to lessons and activities found in the other units, this resource provides numerous ways to create thematic lesson plans that address sustainable development.
Analyzing population statistics to determine demographic trends. Graphing skills are also developed.
The following tool will allow you to explore the relevant curriculum matches for this resource. To start, select a province listed below.
|Consideration of Alternative Perspectives||Good|
Different view points are present to address the issue.
|Consideration of Alternative Perspectives: |
|Multiple Dimensions of Problems & Solutions||Very Good|
The unit effectively explores social, economic and biological dimensions of the problem.
|Multiple Dimensions of Problems & Solutions: |
Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.
|Respects Complexity||Very Good|
The complexity of problem is well represented. An experiment exploring the exponentiel growth of yeast is carried out as a comparative model to human population growth.
|Respects Complexity: |
The complexity of the problems/issues being discussed is respected.
|Acting on Learning||Satisfactory|
There are activities that provide authentic experiences but there is no component within the resource through which students can make positive changes in their community.
|Acting on Learning: |
Learning moves from understanding issues to working towards positive change — in personal lifestyle, in school, in the community, or for the planet
Students are given a meaning opportunity to articulate their own views in the "Power of the Pyramids" activity.
|Values Education: |
Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.
|Empathy & Respect for Humans||Good|
Attention is paid to the plight of the women of Iran.
|Empathy & Respect for Humans: Empathy and respect are fostered for diverse groups of humans (including different genders, ethnic groups, sexual preferences, etc.).|
|Personal Affinity with Earth||Poor/Not considered|
This is not a feature of the unit. Others units within the Earth Matters compilation address this criterion.
|Personal Affinity with Earth: |
Encourages a personal affinity with -the natural world.
|Locally-Focused Learning||Poor/Not considered|
This is no direct attempt to relate to the lives of the learners.
|Locally-Focused Learning: |
Includes learning experiences that take advantage of issues/elements within the local community.
|Past, Present & Future||Good|
There is certainly plenty of discussion about how many humans there are now and how many there will be on the planet in the future. Population history is addressed in the recommended DVD.
|Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future.|
There are no right answers.
Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.
|Integrated Learning||Very Good|
Yes this unit effectively combines outcomes from math, biology, environmental science and social studies.
|Integrated Learning: |
Learning brings together content and skills from more than one subject area
Students are provided with intriguing questions, materials to use, & make their own decisions on how to find answers.
|Inquiry Learning: |
Learning is directed by questions, problems, or challenges that students work to address.
|Differentiated Instruction||Very Good|
Yes the activities address a range of learning styles.
|Differentiated Instruction: |
Activities address a range of student learning styles, abilities and readiness.
The activity is a simulation.
|Experiential Learning: |
Authentic learning experiences are provided
Students can work in groups or by themselves.
|Cooperative Learning: |
Group and cooperative learning strategies are a priority.
|Assessment & Evaluation||Good|
Some of the activities include assessment tools such as relective questions and an extension activity allows to do another similar case study.
|Assessment & Evaluation: Tools are provided that help students and teachers to capture formative and summative information about students' learning and performance. These tools may include reflection questions, checklists, rubrics, etc.|
Only 'incidental' peer teaching occurs.
|Peer Teaching: |
Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.
Real case studies re used from other countries.
|Case Studies: |
Relevant case studies are included. Case studies are thorough descriptions of real events from real situations that students use to explore concepts in an authentic context.
|Locus of Control||Satisfactory|
There is no opportunity provided for students to choose program content except in the extension activities. Extension activities could provide opportunities for students to choose their program content.
|Locus of Control: Meaningful opportunities are provided for students to choose elements of program content, the medium in which they wish to work, and/or to go deeper into a chosen issue.|