ICT Integrated Lesson Plan

Author	Julie Ann Cameron and Stephen J. Moroney  smoroney@staff.ednet.ns.ca
Title	Population Pyramids: Data Acquisition, Construction in Excel Spreadsheet Format and Geographic Analysis
Grade Level	Grade Twelve
Subject Area	Global Geography
Overview of unit/lessons/activities (assumptions of prior knowledge/learning)	The population pyramid is a fundamental tool of the demographic geographer. An understanding of population dynamics can be acquired through study of pyramids. In the world of the demographic geography, certain factors are crucial to the interpretation of human population patterns. These “population vitals” include birth rate, death rate, fertility rate, life expectancy, literacy rate, child and infant mortality, dependency ratio, immigration and emigration. Knowledge of these will lead to a major geographic understanding of important issues and scenarios facing the world’s nations and all of humankind.                        Using Bloom’s Taxonomy ( http://www.officeport.com/edu/blooms.htm), this population pyramid tutorial will take students along a geographic road of discovery . Every crossroad presents an opportunity to increase their understanding of global human population patterns and the factors influencing these arrangements. The first step along the road of geographic discovery is the collection of population datasets. Manipulation of the data calls for the arrangement of the statistical information into other categorizations. In population pyramid studies, data is organized into subsets based upon sex and age in specific time periods then converted from whole numbers into percentages. Deposition of these datasets into an Excel spreadsheet template allows for the transportation of numbers onto the graphing landscape, referred to in this case as a population pyramid. Pyramids are formatted to sharpen the perception and analysis. At this juncture, readings are incorporated to augment the student geographic knowledge base. In addition, the geographic understandings previously investigated will be drawn upon to complete the analysis, synthesis and evaluation. Discovery questions allow the students to analyse and synthesize the pyramids into patterns of demographic understanding. Evaluation of all geographic factors is apparent in the final synthesis. Student reflection upon a world of seven continents, seven ecosystems, five oceans, all their indigenous flora and fauna and humankind, undivided by borders and cultures will lead to an understanding of the holistic nature of demographic geography. Further review of newly acquired knowledge of population pyramids and previous knowledge of ecosystems, development status of nations, global food supply systems and freshwater networks will orient their thought processes on the road to evaluation. Evaluation skills will become apparent when students are asked to design a population pyramid structure that would best ensure that humankind, lives in a world where all have equality in food, fuel, shelter and way-of-life opportunities.
Correlations to ICT and curriculum outcomes	Global Geography Studies 12 outcomes Students will be able to: a) Provide an explanation of world population growth over time b) Graph population growth using semi-log graph paper c) Define relevant terms, which are used in studying characteristics of populations d) Apply formulas and methods used in studying population characteristics e) Explain and analyze census research f) Evaluate the roles of culture and economics in population growth g) Assess the role of women as it relates to population growth h) Examine and interpret global population distribution patterns i) Define development and developing & less developed countries k) Evaluate the capacity of the earth to sustain present and future populations l) Identify and assess possible solutions to the global population crisis OCT Outcomes SEHI 12.4 demonstrate habits of perception, analysis, judgment and selectivity as they contribute to society through the discerning and critical use and creation of information resources and technology PTS 12.5 create electronic charts, tables and graphs; and design, create, and manipulate spread sheets and databases, as part of the process of collecting, analyzing, and displaying data independently
Projected timeline for preparation and for carrying out activities	data collection and pyramid construction - 3 one  hour classes (crossroads 2, 3, and 5) discovery questions - 3 one hour classes (crossroads 6) the global human population pyramid - 2 one hour classes (crossroad 7)
Equipment Requirements: (computers, software, etc)	computers with internet access and Microsoft Excel
Teaching materials provided (Blacklines, worksheets, templates, teacher materials)	Overview.rtf Crossroad_Number_One.rtf Crossroad_Number_Two.rtf Crossroad_Number_Four.rtf Crossroad_Number_five.rtf Crossroad_Number_Six.rtf Crossroad_Number_Seven.rtf
Resources available for teacher/student use (websites, references, etc)	access to the following websites http://www.census.gov/ - United States Census Bureau http://ecp3113-01.fa01.fsu.edu/lively_introduction/comp.htm - population pyramid reading http://www.flatrock.org.nz/topics/money_politics_law/boom_moves_along.htm - population pyramid reading http://www.officeport.com/edu/blooms.htm - Bloom's Taxonomy
Detailed instructions for each activity or lesson (teacher notes, activity information, learning strategies, teacher role, student roles)	refer to teaching materials
Student products expected	1) Population pyramids of  the four nations students were assigned 2) A global population pyramid of individual student design 3) Answers to discovery questions 4) Paragraph of explanation pertaining to the design of the global population pyramid
Samples (include teacher notes, assessment information, student work if available)	Population_Pyramid_Example.xls
Logistics (organization, grouping, management issues, access to technology)	1) Availability of class sized computer labs to facilitate faster completion times  2) Assignment is individually based, i.e. students are assigned individual groups of nations thus the discovery questions are also individually based.  3) The websites are open-access websites. No blockages apply nor is entry restricted in any way.
Assessment information (e.g., rubrics for products and/or process)	Suggested Marking Scheme.rtf
Possible extensions	!) In pairs students compare and contrast their four nation groups and their individual designs for future human global population pyramids 2) Crossroad_Number_Eight.rtf- a tutorial on the acquisition of the world age/sex population dataset for the year 2050. With this dataset students can construct in Excel spreadsheet a global population pyramid to be used in comparison with their individual designs.