Definition of CLIL
CLIL stands for Content and Language
Integrated Learning.
It refers to teaching subjects such as science,
history and geography to students through a
foreign language.
This can be by the English teacher using crosscurricular content or the subject teacher using
English as the language of instruction.
Both methods result in the simultaneous
learning of content and English.
In CLIL classroom practice
The TEACHER no
longer
the DONOR of
knowledge,
rather
a
FACILITATOR
STUDENTS are empowered.
They are actively engaged.
They use
PERCEPTION
COMMUNICATION
REASONING
as individuals and as a
group of peers
IN CLIL METHODOLOGY….
What is Geography?
basically the…
WHY
of
WHERE?
Chapter 1:
The World of Geography
OwlTeacher.com
Chapter 1:
What is Geography?
*It
is the study of our earth; our
home.
OR
*Anything that can be mapped!
OwlTeacher.com
What is Geography?
ge·og·ra·phy
n. pl. ge·og·ra·phies
1. The study of the earth and its features and of the distribution of life on the earth,
including human life and the effects of human activity.
2. The physical characteristics, especially the surface features, of an area.
3. A book on geography.
4. An ordered arrangement of constituent elements: charting a geography of the mind.
Origin: Latin ge graphia, from Greek ge graphi : ge -, geo- (= earth) + -graphi , -graphy
(=writing).] (The American Heritage Dictionary of the English Language)
*Geography mixes up the physical
and human aspects of our world
into one field of study.
*Geography shows the
relationship between people and
the environment.
OwlTeacher.com
What is a geographer?
Someone who
analyzes the Earth
from many points
of view.
OwlTeacher.com
The Five Themes of
Geography
There are five ways to look at the earth
When geographers work, they are guided by two basic
questions:
1)
Where are things located?
2)
Why are they there?
To find these answers, geographers use five themes to
organize information
OwlTeacher.com
Things that geographers study:
oceans
plant life
landforms
people
how the Earth and its people affect each other
OwlTeacher.com
THE FIVE THEMES:
1)
LOCATION – Geographers begin to study a place by finding where
it is, or its location.
2)
PLACE – Geographers study the physical and human features of a
location.
3)
HUMAN-ENVIRONMENT INTERACTION – Geographers study
how people affect or shape physical characteristics of their natural
surroundings and how does their surroundings (environment) affect
them.
4)
MOVEMENT – Helps explain how people, goods, and ideas get
from one place to another.
5)
REGIONS – Geographers compare the climate, land, population, or
history of one place to another.
The five themes of geography:
Location: absolute: latitude and longitude / a street address, local
location; relative location: from one place to another.
Place (physical / human features) What is it like there? What kind
of place it is?
Human / Environment Interaction How do humans and the
environment affect each other? (We depend on it, we modify it, we
adapt to it)
Movement (travel from place to place /exchange of good and ideas)
Regions (united by similar physical conditions and cultural traits).
LOCATION
Where are we?
Absolute
Location
A latitude and longitude
(global location) or a
street address (local
location).
Paris France is 48o
North Latitude and
2o East Longitude.
The White House is
located at 1600
Pennsylvania Ave.
Relative Location
Described by landmarks,
time, direction or
distance. From one
place to another.
Go 1 mile west on
main street and
turn left for 1
block.
PLACE
What is it like there, what kind of place is it?
Human
Physical
Characteristics
Characteristics
What are the main
languages, customs,
and beliefs.
How many people live,
work, and visit a place.
Landforms
(mountains, rivers,
etc.), climate,
vegitation, wildlife,
soil, etc.
HUMAN-ENVIRONMENT
INTERACTION
How do humans and the environment affect each
other?
We depend on it.
People depend on the Tennessee River for water and
transportation.
We modify it.
People modify our environment by
heating and cooling buildings for comfort.
We adapt to it.
We adapt to the environment by wearing
clothing suitable for summer (shorts) and
winter (coats), rain and shine.
MOVEMENT
How are people, goods, ideas moved from place to
place?
Human Movement
Trucks, Trains, Planes
Information Movement
Phones, computer (email), mail
Idea Movement
How do fads move from place to place?
TV, Radio, Magazines
REGIONS
How are Regions similar to and different from other
places?
Formal Regions
Regions defined by governmental or administrative boundaries
(States, Countries, Cities)
Regions defined by similar characteristics (Corn Belt, Rocky
Mountain region, Chinatown).
Functional Regions
Regions defined by a function (newspaper service area, cell phone
coverage area).
Vernacular Regions (Not in your book)
Regions defined by peoples perception (middle east, the south, etc.)
Remembering the 5 themes
If you can’t remembering what
they are just ask MR. HELP!!!
M – Movement
R – Regions
HE – Human Environment
interaction
L – Location
P - Place
Guess the definitions
Location
Place
Human environment/ interaction
Movement
Region
Location
There are two ways to think about
location:
1. absolute location – describes the
place’s exact position on the Earth.
2. relative location – explains where a
place is by describing places near it.
OwlTeacher.com
Location
There are two ways to think about
location:
1. absolute location –
_______________
______________________________
_.
2. relative location – explains where a
place is by describing places near it.
OwlTeacher.com
Place
This includes a location’s physical and human
features.
To describe physical features, you might say
that the climate is hot or cold or that the
land is hilly.
To describe human features, you might
discuss how many people live there, what
types of work they do, or what they do for
fun.
Human-Environment
Interaction
How do people adjust to and change their
environment? How does the environment adjust to
and change the people?
Geographers also use interaction to study the
consequences of people’s actions.
Human-Environment
Interaction
How do people adjust to and change their
environment? How does the environment adjust to
and change the people?
___________________________________________
___________________________________________
___________________________________________
_______.
OwlTeacher.com
Movement
Explains how people, goods, and ideas move from one
place to another.
Helps geographers understand cultural changes.
OwlTeacher.com
Movement
Explains how _______________________
__________________________________.
Helps geographers understand cultural changes.
OwlTeacher.com
Regions
A region has a unifying characteristic, like climate,
land, population, or history.
On maps, geographers use color and shape or special
symbols to show regions.
OwlTeacher.com
Regions
A region has a unifying characteristic, like
__________________________________.
On maps, geographers use color and shape or special
symbols to show regions.
OwlTeacher.com
Your assignment
Describe you and your family using the 5 Themes of
Geography.
Make sure you use every theme.
Type your biography
The Geographer’s Tools
Globes and Maps:
As people explored the Earth, they collected
information about it.
Mapmakers wanted to present this
information correctly.
The best way was to put it on a globe, a
round ball that represented the Earth.
OwlTeacher.com
The Geographer’s Tools
Globes and Maps:
As people explored the Earth, they collected
information about it.
___________________________________
_____________________________.
The best way was to put it on a globe, a
round ball that represented the Earth.
OwlTeacher.com
Because globes are not practical or
easy to use to carry, flat maps were
invented.
However, the earth is round and a
map is flat.
Mapmakers had to find ways to make
maps accurate.
OwlTeacher.com
Because globes are not practical or
easy to use to carry,
_______________ were invented.
However, the earth is round and a
map is flat.
Mapmakers had to find ways to make
maps __________________.
OwlTeacher.com
How Latitude and Longitude Form the
Global Grid
OwlTeacher.com
The Hemispheres
OwlTeacher.com
Globes and Maps
The most accurate way to present information
on the islands, continents, and bodies of water
of the world is to put it all on a globe, a round
ball like the Earth itself.
The only difference between a globe and the
Earth itself is the scale, or size, represented on
the globe.
OwlTeacher.com
Globes and Maps
The most accurate way to present information
on the islands, continents, and bodies of water
of the world is to put it all on a ________, a
round ball like the Earth itself.
The only difference between a globe and the
Earth itself is the __________, or size,
represented on the globe.
OwlTeacher.com
Globes have a disadvantage:
They cannot be complete
enough to be useful and at the
same time be small enough to
be convenient.
Therefore, people invented flat
maps.
OwlTeacher.com
Globes have a disadvantage: They cannot be complete enough
to be useful and at the same time be small enough to be
convenient.
Therefore, people invented ___________.
OwlTeacher.com
Maps try to show the Earth, which is round, on a flat surface.
This causes distortion, or a change in accuracy of the shapes
and distances of places.
It is impossible to show the Earth on a flat surface without
some distortion.
OwlTeacher.com
Maps try to show the Earth, which is round, on a flat surface.
This causes distortion, or a change in accuracy of the shapes
and distances of places.
_________________________________________________
___________________.
OwlTeacher.com
Getting It All On the Map
The World: Mercator Projection
• In 1569, a geographer
named Gerardus Mercator
created a flat map to help
sailors navigate long
journeys across the globe.
• The Mercator projection, or
method of putting a map of
the Earth onto a flat piece of
paper, is used by nearly all
deep-sea navigators.
• The Mercator projection is a
conformal map, meaning
that it shows correct
shapes, but not true
distances or sizes.
• There are many types of
other projections of the
globe.
OwlTeacher.com
The World: Three Projections
Interrupted Projection
There are many ways to show a globe
on a flat map. The interrupted
projection map, on the left, shows
real sizes and shapes of continents.
The equal area map , below left,
shows size accurately. The Peters
projection, below, shows land and
oceans areas and correct directions
accurately
Peters Projection
Equal-Area Projection
OwlTeacher.com
The World: A Robinson
Projection
ARCTIC OCEAN
OwlTeacher.com
The Parts of a Map
Compass Rose
A compass rose is a model of a compass. It tells the
cardinal directions, which are north, south, east,
and west.
Scale
The scale on a map tells you the relative distance
on the map to the real world. For example, a map’s
scale may tell you that one inch on the map equals
one mile in the real world.
OwlTeacher.com
The Parts of a Map
Compass Rose
A compass rose is a ________________. It tells
the cardinal directions, which are north, south,
east, and west.
Scale
The scale on a map tells you the relative distance
on the map to the real world. For example, a map’s
scale may tell you that ______
________________________________________
______________________________________.
OwlTeacher.com
Key
The key, or legend, on a map explains what the
symbols on a map represent, such as triangles
representing trees.
Grids
Some maps use a grid of parallels and meridians.
On a map of a small area, letters and numbers are
often used to help you find your location.
OwlTeacher.com
Key
The key, or legend, on a map explains what
________________________________________
__________________________________.
Grids
Some maps use a grid of parallels and meridians.
On a map of a small area, letters and numbers are
often used to help you find your location.
OwlTeacher.com
Branches of Geography
There are three main branches of geography:
Human Geography
Physical Geography
Environmental Geography
Human Geography
Human geography is concerned with the spatial
aspects of human existence - how people and their
activity are distributed in space, how they use and
perceive space, and how they create and sustain the
places that make up the earth's surface.
Human geographers work in the fields of urban and
regional planning, transportation, marketing, real
estate, tourism, and international business.
Physical Geography
Physical geographers study patterns of climates, land
forms, vegetation, soils, and water. They forecast the
weather, manage land and water resources, and analyze
and plan for forests, rangelands, and wetlands.
Many human and physical geographers have skills in
cartography and Geographic Information Systems
(GIS).
Environmental Geography
Geographers also study the linkages between human
activity and natural systems. Geographers were, in
fact, among the first scientists to sound the alarm that
human-induced changes to the environment were
beginning to threaten the balance of life itself.
They are active in the study of global warming,
desertification, deforestation, loss of biodiversity,
groundwater pollution, and flooding.
All geographers study the
linkages, or
interdependency,
between human activity and
natural systems.
History of Geography
Note the relationship between the rise/decline of
empires and the rise/decline of geography.
Empires “need” geography when their “world” has
expanded, thus (così) more studies are devoted to it.
Geographic inquiry!
Greek Geographic Thought
500 BCE to 500 CE
Eratosthenes
Credited with coining the term
“geography,” which literally means
“earth-writing.”
Remarkably accurate computation of
the earth’s circumference (error of less
than 2%!), which he based on the angle
of the sun at the summer solstice and
the distance between the two Egyptian
cities of Alexandria and Syene.
Greek Geographic Thought
500 BCE to 500 CE
Ptolemy
Published Guide to Geography in the second century BCE,
which included rough maps of the landmasses, as he
understood them at the time, and a global grid system.
Key word grid reference lines on map
The Chinese and Arab World
500 CE to 1500 CE
Chinese:
During Roman days, Chinese geographers knew as
much as Western geographers. The compass was
invented in China in the 11th century for navigation.
Muslim:
Arab geographers and librarians from about 700-1400
CE translated the geographic works of the Greeks and
Romans, which later helped to spurn European
exploration during the Renaissance.
Western Europe
1500 CE to 1900 CE
European global exploration --need for good
navigation, knowledge about the world
Expanding empires of Spain, England,
France, Netherlands, Germany
imperialism: the extension of the power of a nation
through direct or indirect control of the economy and
political life of other territories
Rise of Modern Geography
1700’s -- Immanuel Kant (philosopher), Carl Ritter, and Alexander von
Humboldt stressed (sottolineò) the interdependence of people, plants, and
animals.
1800’s -- “environmental determinism” (Darwinian geography) where the
environment determines how people live.
1900’s -- the “quantitative revolution” some of the techniques that epitomize the
quantitative revolution include: [1]
Descriptive statistics;
Inferential statistics;
Basic mathematical equations and models, such as gravity model of social physics, or
the Coulomb equation;
Stochastic models using concepts of probability, such as spatial diffusion processes;
Deterministic models, e.g. Von Thünen's and Weber's location models.
The Five Themes of the Spatial
Perspective
Location
Human-Environment Interaction
Region
Place
Movement
Location
Where something is on the earth and the effects that
position has on human life.
Location
Absolute location (mathematical)
Latitude & Longitude
degrees, minutes, seconds
Relative Location
“place” in relation to surroundings
Site versus situation
Site- a place’s internal physical and cultural characteristics
Situation- context
Location
Human-Environment
Interaction
How human activities affect their environment and
how environmental changes impact human life.
Positive and negative effects of interaction
Region
Spatial units that share some similar characteristics.
Types of Regions
Formal Region
A type of region marked by a certain degree of homogeneity in
one or more phenomena; also called uniform region or
homogenous region. Examples: a country linked by government,
a climate region, a religious region.
Functional Region
Defined by the places affected by the movement of some
phenomenon from its source (node) to other places. Examples:
airline routes, area affected by a disease.
Perceptual Region
A region that only exists as a conceptualization or an idea and
not as a physically demarcated entity, e.g. in the US, “the South”
and “ the Mid-Atlantic region”
Place
Unique combination of physical and cultural attributes that
give each location on the earth its individual identity.
Human components:
Religion
Language
Politics
Artwork
Physical components
Climate
Terrain
Natural resources
Movement
Geographers analyze the movement occurring in space:
Information
People
Goods
Other phenomena
Spatial interaction- how places interact through
movement
Friction of Distance
Degree to which distance interferes with some
interaction.
Been reduced in many aspects of life with improved
transportation and communication technology.
New phenomenon: Space-time compression
Increasing sense of accessibility and connectivity that
seems to be bringing humans in distant places closer
together.
Managing change in the
human environment
Population Change
How do populations change?
Population Key Terms
Birth rate – the number of births per 1000 people
Death rate – the number of deaths per 1000 people
Fertility rate – the number of births to women aged 15 to 45
Infant mortality – the number of children who dies within the first year
of life, per 1000
Life expectancy – the average age a person can expect to live from birth
Rate of natural increase – the difference between death and birth rate
Migration – the movement of people from one place to another
Population growth – an increase in an area as a result of death rate, birth
rate and life expectancy
Population change – change in a population measured
in terms of birth rate, death rate and migration figures
Dependent population – people who are too old or too young to look
after themselves
What has happened to word population?
World population has doubled
between 1950 and 2000
Today and into the future more
people are likely to be living in
LEDCs than MEDCs
World
Population
1950
2.5 billion
2000
6 billion
2050 (est.)
9 billion
MEDC
0.8 billion
32%
1.3 billion
20%
10% (est.)
LEDC
1.7 billion
68%
4.7 billion
80%
90% (est.)
A greater proportion of people are living in LEDCs which tend to be
poorer and less developed countries
LEDC - Less
Economically Developed
Country
MEDC - More
Economically Developed
Country
What has happened to word population?
Physical and human factors of
population change
Physical factors
Human factors
Natural disasters - floods, earthquakes
and storms
Healthcare
Disease - AIDS
Development
Religion/culture (may encourage
family size)
Education
Physical and human factors can
have different effects in
LEDCs and MEDCs.
Government
Conflict
Migration (usually from LEDC to
MEDC)
What are the causes of population change?
Stage 1 – high birth rate, high death
rate, low growth rate, stable population
Stage 2 – high birth rate, death rate
begins to fall, growth rate rises,
population total rises
Demographic
Transition
Model
Stage 3 – Death rate continues to fall, birth
rate begins to fall, growth rate begins to slow
down, total population rises
Stage 4 – Death rate stay
rate falls, growth slows, t
Population structure
Proportion of
elderly people
small
The proportion of
older people
increasing
Increasing
number of middle
aged people
The elderly
dependent
population is
increasing
The number of
young people
under 15 is
decreasing
(young
dependents)
Proportion of
young people
under 15 is
large (young
dependents)
Growth is static,
typical of MEDC
The total population
will keep growing,
typical of an LEDC
Managing change in the
human environment
Population Change
What are the effects of population change?
LEDCs – What would happen if growth rates
continue to be high?
1.
Basic necessities for life such as food
and water will be in short supply
2.
By 2025, 2 out of 3 people will have
access to clean water
3.
Increasing levels of malnutrition
(Africa and Asia)
4.
Cities in LEDCs will continue to
grow rapidly with high levels of
pollution, disease and poor sanitation
5.
The quality of life may decrease with
more dependent children and not
enough work
6.
Difficult to provide adequate health
care and education
MEDCs – What would happen if growth rates
continue to decline?
1.
The proportion of dependent elderly
people needing care will increase e.g.
UK and Japan
2.
The number and proportion of
young people will decrease as in Italy
3.
The working population will be a
smaller proportion of a countries
population
4.
Service, such as healthcare and
pensions will be difficult to provide
for an elderly population
5.
Housing, education and other needs
will change
6.
The quality of life for some may
decrease, as in Russia
UK: Ageing Populations
As people live longer the structure of a population changes.
The UK is now experiencing a significant increase in the numbers of elderly
people as a proportion of the population as whole.
As birth rates fall and people have smaller families, the number of young
dependants is falling and the number of elderly dependants is rising.
In the near future this will mean that there are fewer people of working age
to support the elderly population.
Kenya: Disease (Aids)
Total Population: 31 million
Growth rate: 1%
Fertility rate: 3.3 per woman
Death rate: 15 per 100
Infant mortality: 62 per 100 births
Life expectancy: 47 years
Many of these figures are estimates because of the death rate
from AIDS. AIDS can result in lower life expectancy, higher
infant mortality and death rates.
• The AIDS pandemic is costing the Kenyan government more than £1.8
million a days in medical care, lost labour force and funeral expenses.
• Government figures show that up to 25% of Kenyans are HIV positive,
but only 2% can afford the correct medicines.
Managing change in the
human environment
Population Change
How can population change be managed?
Why do we need to manage
population change?
Countries with too many people
for their resources and a poor
quality of life may want to
reduce the birth rate
Countries were few children are
being born may not have enough
people in the future to look after
an ageing population
Non Government Organisations (NGOs)
Migration to find work, natural
hazards or war can affect
population and create refugees
and asylum seekers
NGOs such as population concern and
UNICEF work to support people in
improving the quality of their lives e.g.
contraception or aid.
This does have an effect of the number of
children that are born.
How can some of the causes of population
change be managed?
LEDCs
Birth Control - countries can actively
encourage people to have less children
and use contraception. China has
enforced a one-child policy onto its
population, but it may be possible to
change the social environment as in
Kerala, leading to people wanting fewer
children.
Education - educating women can
contribute to a reduction in the birth
rate (e.g. Kerala)
Agricultural reform - changes in farming
such as using appropriate technology
may improve yields and lessen stress on
the land.
Healthcare - improved healthcare may
help very poor people to see that they do
not have to have six children to ensure
that three will live long enough to help
them in their work and look after them
in their old age. (e.g. Bangladesh)
Employment - many people choose to
have fewer children if they have work,
money and their standard of living rises.
How can some of the causes of population
change be managed?
MEDCs
Standard of living - if this falls in an
MEDC and people become poorer, they
may choose not to have children. If
people think life will get better, they may
have more children.
Choice - some people just do not want
children. The average family size is
shrinking and in the UK is now 1.7
children per family, down from 2.4 in
the mid 1990s. Governments may
encourage their populations to have
more children.
The effect of Government Policies: China
The Chinese government was concerned that if population continue to
grow at the same rate in China there will be famine and starvation.
1. In 1979 the Chinese government enforced a ‘one child policy’
2. Each family could have only one child
3. The policy was enforced and the current population of 1300 million is set
to fall in 2020
Most families want a male heir, and
some girl babies are abandoned
and brought up in orphanages.
One child policy
There are now more men than
women in China, 116 men to 100
females (2001 census)
The effect of Government Policies: India (Kerala)
Kerala India
India Population: 1100 million
UK
Life expectancy
(women)
75
61
80
India may become the most populated
country in 2020, however the growth
rate if falling.
Infant mortality
(per 1000)
14
70
6
Female literacy
85%
The greatest fall in fertility is in the
southern state of Kerala.
Average number
of children per
family
1.8
Children per family: 3.2
57% 99%
3.2
1.7
1. In Kerala women have always been valued and educated (85% of
women in Kerala are literate, 57% is the average in India).
2. Healthcare is good and infant mortality has dropped to 14 per 1000 (70
per 1000 in Indian on average)
3. Work is available and the social environment has changed
4. Families choose not to have to many children, so the average is 1.8
Population
GCSE
Definitions you need to know
BIRTH RATE
DEATH RATE
INFANT MORTALITY
NATURAL INCREASE / DECREASE
CARRYING CAPACITY
OPTIMUM POPULATION
OVERPOPULATION
MIGRATION
EMIGRATION
IMMIGRANTS
LIFE EXPECTANCY
Demographic Transition Model
External links
http://www.youtube.com/watch?v=LFgb1BdPBZo ch4
news on pop growth
http://www.worldometers.info/ stats clocks and
counters
What does
this number
represent?
6,830,586,985
Population Dynamics
1.1 How and why is population changing in different parts of the world?
a) The world’s population was increasing exponentially, but future growth rates
are uncertain
Read through
the article.
What issues
does it raise?
Lesson 1: How is the world’s population changing?
Population Dynamics
Lesson 1: How is the world’s population changing?
Learning Objectives:
• To describe how the world’s population has grown
in the past.
• To explain how populations change.
• To suggest reasons for the changes in the world’s
population
Lesson 1: How is the world’s population changing?
Describe how the world’s population has changed
since 1800
Lesson 1: How is the world’s population changing?
How the world’s population has changed since
1800.
• Since 1800 the world’s population has grown.
• It took 118 years for the population to double from 1
to 2 billion.
• From the 1950s there has been a population
explosion.
• The time it has taken the population to grow by 1
billion has shortened to 12 years between 1987 and
1999.
• The population is still growing but not at such as a
fast rate.
Lesson 1: How is the world’s population changing?
How does the population change?
Natural Increase = Birth Rate – Death Rate (+/- Migration)
Lesson 1: How is the world’s population changing?
Key Terms:
Birth rate – the number of live deaths per 1000
people per year
Death rate – the number of deaths per 1000
people per year
Natural Increase – the difference between the
birth rate and death rate
Migration – the process of people changing their
place of residence, either within or between
countries.
Lesson 1: How is the world’s population changing?
What factors have caused rapid population
growth?
• The development of modern medicines.
• The introduction of vaccination and
immunisation programmes.
• Better healthcare – more doctors, nurses
and hospitals.
• More hygienic housing.
• Cleaner drinking water and better sewage
disposal.
• Better diet.
Lesson 1: How is the world’s population changing?
World Population Growth, Actual and Projected, 1950-2050
Why are people not sure about how the population
may grow in the future?
Why are people not sure about how the population
may grow in the future?
Population Dynamics
1.1 How and why is population changing in different parts of the world?
a) The world’s population was increasing exponentially, but future growth rates
are uncertain
What does it tell us
about the world’s
population?
Watch the following clip
Lesson 2: Is population change the same in different
parts of the world?
Population Dynamics
Lesson 2: Is population change the same in different places?
Learning Objectives:
• To explain why it is hard to predict how the
world’s population will grow in the future.
• To describe patterns of population growth in
different parts of the world.
• To explain why the population in different parts
of the world is growing at different rates.
Lesson 2: Is population change the same in different places?
Calculate the natural increase of each
country.
What is the formula?
Natural Increase = Birth Rate – Death Rate
Lesson 2: Is population change the same in different places?
Natural Increase and GDP (per capita)
100,000
GDP (per capita) US$
10,000
1,000
100
10
1
-5
0
5
10
15
20
Natural Increase
25
30
35
40
Lesson 2: Is population change the same in different places?
What were the differences between the
different countries?
High Income countries have low population growth,
population balance or even population decline.
Low and middle income countries have higher
levels of population increase.
Population change is related to a countries
development
Population change.
What does this
map tell us?
Population Dynamics
1.1 How and why is population changing in different parts of the world?
a) The world’s population was increasing exponentially, but future growth rates
are uncertain
What were the differences between the different
countries?
High Income countries have low population growth,
population balance or even population decline.
Low and middle income countries have higher levels of
population increase.
Population change is related to a countries development
Lesson 3: How does development affect population?
Population Dynamics
Lesson 3: How does development affect population?
Learning Objectives:
• To describe how birth rate, death rate and total
population change as a country develops
• To explain why these changes take place
• To describe and explain the stages of the
Demographic Transition Model
Lesson 3: How does development affect population?
Demographic Transition Model (DTM)
This model shows how population changes as countries
become more developed. The world’s countries are at
different stages of this model.
Lesson 3: How does development affect population?
Mix and match exercise
What you need to be able to do:
• Describe the birth rate, death rate and total
population at each stage of the model.
• Explain the factors that affect the BR and DR at
each stage.
Use the task sheet to help you with this exercise
Lesson 3: How does development affect population?
Birth Rate and
Death rate is
high and
fluctuating
The population
has periods of
increase and
decrease
Reasons for high birth
rate:
Little or no birth control
High infant mortality
Children seen as an asset and
status symbol
Reasons for high death
rate:
High infant mortality
High incidence of disease
Poor nutrition and famine
Poor housing and hygiene
Little or no healthcare
Lesson 3: How does development affect population?
High Birth Rate
Rapidly falling Death Rate
Rapid population rise
Reasons for rapid fall in death
rate:
Lower infant mortality
Improved healthcare and hygiene
Better nutrition
Safer water and better waste
disposal
Lesson 3: How does development affect population?
Falling death rate
Falling birth rate
Population growth slows
Reasons for rapid falling birth
rates:
Widespread birth control
Preference for smaller families
Expense of bringing up children
Low infant mortality rates
Lesson 3: How does development affect population?
Birth rate and
Death rate are low and
Fluctuating
The population has periods
of increase and decrease
Reasons for rapid falling birth
rates:
Effective birth control
Working women having children
later
Lesson 3: How does development affect population?
Death rate rises slightly
above birth rate Natural
decrease
Population decline
Reasons:
Life expectancy is high
Less people in the reproductive
age range (15-50)
Lesson 3: How does development affect population?
What are the problems with using this model?
Learning Objectives:
• To describe how birth rate, death rate and total
population change as a country develops
• To explain why these changes take place
• To describe and explain the stages of the
Demographic Transition Model
Population Dynamics
What do we need to know?
What has happened to global population – historically, currently and
future trends?
Socio-cultural and economic factors affecting birth and death rates.
Factors driving changes in fertility and mortality rates.
How and why population change varies?
Issues relating to youthful and ageing populations.
Why some countries wish to control their population?
The impact and effectiveness of policies to control population.
What policies exist to manage migration?
Why countries adopt different migration policies?
Tensions that arise as a result of inward migration.
Learning Objectives
To know what has happened to global population over
the last millennium.
To know how population increases.
To be able to explain what exponential growth is.
What has happened to
the global population?
http://math.berkeley.edu/~galen/popclk.html
The population is constantly increasing.
How much do you think it will have
increased by at the end of the lesson?
http://www.bbc.co.uk/learningzone/clips/is-the-worldspopulation-spiralling-out-of-control/531.html
Total World Population
Estimate
What makes the population
grow?
When is the rate of
growth the quickest?
What do you think
exponential growth
means?
Year
When did population growth start to increase rapidly?
Why might this of happened?
Exponential Growth
Has been occurring – it is the amount of time
taken for the population to double.
For example in 1804 it had taken 300 years to
double from ½ billion to 1 billion.
In 1999 the double time had fallen to 39 years
from 3 billion to 6 billion.
The world population is growing at an alarming rate –
in 2008 at least another 65 million people were
added to the global total.
What do you think is going to happen in the future?
What problems do you think we are going to cause?
Since 2000 the rate of growth has began to slow down,
but the population will reach 9 – 10 billion before it
starts to decline, that is 33% more people in the World
than today.
• http://math.berkeley.edu/~galen/popclk.html
How and why is
population
changing?
Mr. Marsh
Learning Objectives
To understand that population can change due to
two distinct factors.
To be able to match up key terms and definitions
for the unit.
To suggest reasons why a countries population
might change rapidly.
Births
Immigrants
Population GAIN
+
+
Natural
Change
Migration
Change
Total Population
-
-
Population LOSS
Deaths
Emigrants
Task
On the worksheet, you have to match up the
key terms with the correct definitions.
Do this in pencil first so that you can correct
them if you don’t quite get them all right.
Why does population increase?
Mainly due to a decline
in death rates and
infant mortality rates
but why?
Cleaner
drinking water
and better
sewage
disposal.
Better healthcare –
more doctors, nurses
and hospitals.
Immigration
Development of
modern
medicines.
Pro-natalist policy –
EG –
Singapore/Estonia
Why does population increase?
More hygienic housing
Better diets –
promoting
healthy eating
‘5 a day’
Introduction of
vaccination and
immunisation
programmes.
Why does population decrease?
Spread of diseases and
not having medical
facilities or cures such as
HIV/AIDS
Anti-natalist
policy such as
China – ‘One
Child policy’
War/conflict – men away
from home – not many
babies being born – lives
also lost in action.
Why does population decrease?
Emigration
Death rate is higher
than the birth rate
Natural disasters
such as famine,
drought, flooding,
tsunamis etc etc.
Food shortages
Types of Migration
Voluntary – immigration and emigration
because people/families wish to move.
Involuntary/forced – refugees – a person who
is residing outside the country of their birth
due to fear of persecution for reasons of
race, religion or political opinion.
Homework: your task
How might the infant mortality
rate differ between developing
and developed countries and
why is this the case?