Technology-Connected Lesson Plan
Title:
Grade Levels:
Curriculum
Areas:
Measurable
Objectives:
LA Content
Standards:
Technology
Guidelines:
Technology
Connection:
Popular Popclocks
9-12
 Science (Health) / Mathematics / Social Studies
 To use a minimum of 5 Internet website to explore and document population
distribution and survivor curves
 Use Excel to creative 2 types of charts (line and column) to analyze the data
Science
LS-H-D3 investigating population dynamics;
9-12 2, 3, 4, 5
using technology and mathematics to improve
SI-H-A3
9-12 1, 2, 3
investigations and communications;
communicating that scientists rely on technology to
SI-H-B3
9-12 1, 3
enhance the gathering and manipulation of data;
 Math
recognizing data that relate two variables as linear,
exponential, or otherwise in nature (e.g., match a
D-2-H
9-12 1, 2, 3, 4
data set, linear or non-linear, to a graph and vice
versa);
recognizing events as dependent or independent in
D-5-H
nature and demonstrating techniques for computing
9-12 1, 2, 4
multiple-event probabilities;
recognizing and answering questions about data that
D-6-H
9-12 1, 2, 4
are normally or non-normally distributed;
making inferences from data that are organized in
D-7-H
charts, tables, and graphs (e.g., pictograph; bar, line, 9-12 1, 3, 4
or circle graph; stem-and-leaf plot or scatter plot);
 Social Studies
analyzing trends in world population numbers and
G-1C-H3
9-12 1, 2, 3, 4
patterns and predicting their consequences;
1. Technology Research Tools (Linking and Generating Knowledge
Foundation Skill)
 Students use appropriate technology to locate, evaluate, and collect
information from a variety of sources.
a) Students use technology tools to process data and report results.
 Excel
 Internet Websites
 GPO Access http://www.access.gpo.gov/su_docs/index.html
 Statistical Abstract of the United States
http://www.census.gov/prod/www/statistical-abstract-us.html
 Population Reference Bureau http://www.prb.org/
 Atlas of United States Mortality,
http://www.cdc.gov/nchs/products/pubs/pubd/other/atlas/atlas.htm
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 The Demographic Transition
http://www.geog.ouc.bc.ca/conted/onlinecourses/geog_210/contents/210~3
~3~6.html
 Genealogylinks.net http://www.genealogylinks.net/
 Historical National Population Estimates: July 1, 1900 to July 1, 1998.
http://www.census.gov/population/estimates/nation/popclockest.txt
 Web Population clocks
 Dynamic POPClocks http://www.census.gov/main/www/popcld.html
 U.S. POPClock Projection http://www.census.gov/cgi-bin/popclock
Procedures:
Introduce the activity by saying, "In this activity, we will study changes in
population size. The two main things that affect population size are birth rate and
death rates. If these two rates remain equal, the population size will generally
remain the same. In this activity, we will collect information about the deaths of
humans and organize them into a life table. We will analyze this information to
decide the ages at which the human population is most vulnerable to death."
Have students begin their investigation at Genealogylinks.net . They should find
their state and explore the links to find obituaries from newspapers. For example,
under Maryland they can find obituaries from the Baltimore Sun, a variety of death
records, and so on. Have students explore the various states and make a list of
the types of resources in which they could find records of births and deaths on the
Internet.
Students will look at the Dynamic POPClocks on the U.S. Census webpage and
discuss their meaning. They should then look at the U.S. POPClock Projection and
at the Historical National Population Estimates: July 1, 1900 to July 1, 1998.
Materials:
Assessment:
Teacher
School:
 Gather data from Internet websites.
 Use the data to make graphs or charts in Excel that can be used to compare
demographic information from different areas of the country. Students can
compare line charts with column charts to show different presentations of
information.
 Excel, index cards and data tables
 Production of accurate charts and graphs.
 Higher order level thinking answers to questions similar to these: What age
groups would you predict to be most vulnerable to death? What factors might
contribute to the increased rate of death during those predicted age groups?
 Linda Hyde
 KHS
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