E X P E R I E N C E
O V E R V I E W
page 1
Name of Project:
The World of 7 Billion
Subject/Course:
AP Environmental Science
Other Subject Areas:
N/A at this time
Unit Goal for Student:
Summary of the issue,
challenge, investigation,
scenario, or problem:
Create public service announcements that serve to educate the community, and others, on the role of the
status of women and food security in a land of 7 billion people.
Enduring
Understanding(s)
Consequences of gender inequality in a world of 7 billion people impede progress.
In a world of 7 billion people (and counting) food security is an increasing concern.
Essential Question(s)
What are the impacts of the role women play in population studies?
What demographic statistics, graphs, and vocabulary allow us to interpret the current status of women in a
society?
What impact does the status of women have on the quality of life?
How does the status of women in a society impact culture?
How do we secure food for the 7 billion people on this planet and ensure it for future generations of a
growing population?
What techniques are currently being implemented to increase food production?
What are the effects of current food production techniques on the environment?
What does the future of food production look like?
Duration:
Teacher(s): Kerry Fergason
12 days
Grade Level: 11-12
Curriculum Standards Bundle (Stage 1)
Content and Process
Standards (TEKS) to be
taught and assessed:
Highlight those targeted for
depth.
§112.66. Advanced Placement (AP) Environmental Science (One to One and One-Half Credits).
(b) Content Requirements. Content requirements for Advanced Placement (AP) Environmental Science are prescribed in the College Board
Publication Advanced Placement Course Description: Environmental Science, published by The College Board.
College Board AP Environmental Science Topic Outline:
III. Population
A. Human Population
1. Human population dynamics
Region 10 ESC
ADAPTED FROM BUCK INSTITUTE FOR EDUCATION
2.
3.
(Historical population sizes; distribution; fertility rates; growth rates and doubling times; demographic transition; age-structure diagrams)
Population size
(Strategies for sustainability; case studies; national policies)
Impacts of population growth
(Hunger; disease; economic effects; resource use; habitat destruction)
IV. Land and Water Use
A.
Agriculture
1.
2.
Feeding a growing population
(Human nutritional requirements; types of agriculture; Green Revolution; genetic engineering and crop production; deforestation;
irrigation; sustainable agriculture)
Controlling pests
(Types of pesticides; costs and benefits of pesticide use; integrated pest management; relevant laws)
The following TEKS are for Environmental Systems – The course taught is AP Environmental Science, so these standards are not exact:
(3) Scientific processes. The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions within and
outside the classroom. The student is expected to:
(A) in all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and
experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage
critical thinking by the student;
(B) communicate and apply scientific information extracted from various sources such as current events, news reports, published journal
articles, and marketing materials;
(C) draw inferences based on data related to promotional materials for products and services;
(D) evaluate the impact of research on scientific thought, society, and the environment;
(E) describe the connection between environmental science and future careers; and
(5) Science concepts. The student knows the interrelationships among the resources within the local environmental system. The student is
expected to:
(A)
(C)
(D)
(E)
(F)
summarize methods of land use and management and describe its effects on land fertility;
document the use and conservation of both renewable and non-renewable resources as they pertain to sustainability;
identify renewable and non-renewable resources that must come from outside an ecosystem such as food, water, lumber, and energy;
analyze and evaluate the economic significance and interdependence of resources within the environmental system; and
evaluate the impact of waste management methods such as reduction, reuse, recycling, and composting on resource availability
(7) Science concepts. The student knows the relationship between carrying capacity and changes in populations and ecosystems. The student
is expected to:
(A) relate carrying capacity to population dynamics;
(B) calculate birth rates and exponential growth of populations;
(C) analyze and predict the effects of non-renewable resource depletion; and
(D) analyze and make predictions about the impact on populations of geographic locales due to diseases, birth and death rates, urbanization,
Region 10 ESC
ADAPTED FROM BUCK INSTITUTE FOR EDUCATION
and natural events such as migration and seasonal changes.
(9) Science concepts. The student knows the impact of human activities on the environment. The student is expected to:
(F) evaluate cost-benefit trade-offs of commercial activities such as municipal development, farming, deforestation, over-harvesting, and
mining;
(G) analyze how ethical beliefs can be used to influence scientific practices such as methods for increasing food production;
(J) research the advantages and disadvantages of "going green" such as organic gardening and farming, natural methods of pest control,
hydroponics, xeriscaping, energy-efficient homes and appliances, and hybrid cars;
Other Required Standards
to be taught and assessed:
(i.e. CCRS, Graduate
Expectations, Local
Objectives, etc.)
Authentic Learning
Elements to be integrated:
Check all that are targeted
in this unit.
21st Century Skills/NETS
to be taught and assessed:
Provide authentic context that
reflects the way the knowledge will
be used in real-life
x
Provide multiple roles and
perspectives
x
Promote articulation
Provide authentic activities
x
Support collaborative construction of
knowledge
x
Provide coaching and scaffolding
Provide access to expert
performances and the modeling of
processes
x
Promote reflection
x
Provide for authentic assessment of
learning within the tasks
x
Creativity and Innovation (NETS 1)
x
Information, Media, or ICT Literacy (NETS 3)
x
Communication and Collaboration (NETS 2)
x
Life and Career Skills
x
Critical Thinking/Problem Solving (NETS 4)
x
Digital Citizenship, Technology Operations and
Concepts (NETS 5and 6)
x
A S S E S S M E N T
Region 10 ESC
x
(STAGE 2)
page 2
ADAPTED FROM BUCK INSTITUTE FOR EDUCATION
Entry Event to
launch inquiry,
engage students:
Assessments
Hook introducing the event
The students will participate in a class discussion of the following quote from Student Voices against Poverty. The
Millennium Campaign Curriculum Project. Lesson Plans and Resource Manual for Teachers.:
“[all countries] recognize that, in addition to our separate responsibilities to our individual societies, we have a
collective responsibility to uphold the principals of human dignity, equality, and equity at the global level. As
leaders we have a duty therefore to all of the world’s people, especially the most vulnerable and, in particular, the
children of the world, to whom the future belongs.”
Summative
Assessments:
Major Products
and/or
Performances
Final product or performance tasks required. A general description of expectations.
The students will create a 30-45 second public service announcement (PSA) that focuses on food
security or the global status of women as it relates to world population. Students will follow the rules
and guidelines determined by the Population Connection World of 7 Billion at the following website:
http://www.worldof7billion.org/index.php/student_video_contest/rules_and_guidelines
All students will create a PSA according to these guidelines, but not all groups have to enter their video
in the official contest.
All groups will be scored according to the following rubric:
http://www.worldof7billion.org/index.php//student_video_contest/judging_rubric
 A panel of 10 judges will be assembled to review student videos according to the rubric.
Judges will consist of educators, media/technologists, non-profit workers, and business
professionals. Their rubrics will be averaged for 50% of the overall grade on the PSA.
 The remaining 50% will be the instructors score.
The same rubric will be used by official judges through the World of 7 Billion contest if students elect to
enter their video.
Formative
Assessments
(During Learning)
Embedded in learning experiences to gauge student progress toward a deep understanding of the
Enduring Understanding


Region 10 ESC
Development and completion of a research guide – questions the students will have to answer
to be able to complete the project (student generated-teacher approved)
Scripts for public service announcements
ADAPTED FROM BUCK INSTITUTE FOR EDUCATION
Resources Needed Materials:
Resources:
Reflection
Methods
Computers, internet, books, access to green room and video equipment
Websites, Environmental science books, periodicals, news articles
(Individual, Group,
and/or Whole Class)


L E A R N I N G
The development of the PSA will ask the students to reflect on the following question: Given all
the information learned about population, agriculture, the status of women, and food security,
what do people in my community need to know?
A debrief of the unit will ask:
- What ‘power’ do I have now that I know this information?
How can I use this information in my own life?
E X P E R I E N C E S ( S T A G E 3 )
Day 1:
Introduce Millennium Development Goals through a group discussion on the Student Voices against Poverty. The Millennium
Campaign Curriculum Project. Lesson Plans and Resource Manual for Teachers. This can be found at:
http://www.un.org/works/Lesson_Plans/MDGs/MDG_Curriculum_US.pdf
Discussion question suggestions:
1. Consider the quote in the first paragraph, “[all countries] recognize that, in addition to our separate responsibilities to our individual
societies, we have a collective responsibility to uphold the principals of human dignity, equality, and equity at the global level. As leaders
we have a duty therefore to all of the world’s people, especially the most vulnerable and, in particular, the children of the world, to whom
the future belongs.”
a. How do you feel about that statement?
b. What things in this world are happening that contradict this statement? (Make sure, local, national, and international answers
have been considered).
c. Why should we care about people that do not have the same standard of living as us?
d. Why should we care about people in other countries?
e. Why does the statement specifically mention children?
2. Of the eight goals, which one impacted you the most? Why?
3. Which of the goals can relate to Environmental Science? Why?
a. Follow-up questions may be needed if students
Instructor will introduce the World of 7 Billion Video Project. This will give students an overall understanding of the goal they will be working
toward. Use the following website to show the steps, examples, etc.: http://www.worldof7billion.org/student_video_contest Explain the rules and
guidelines determined by the Population Connection World of 7 Billion at the following website:
http://www.worldof7billion.org/index.php/student_video_contest/rules_and_guidelines
Region 10 ESC
ADAPTED FROM BUCK INSTITUTE FOR EDUCATION
Days 2‐5:
Divide the students into groups of four. Task each group with researching Human population and agriculture according to the topics listed in the
College Board course description for AP Environmental Science. Students may have the freedom to use any resources to conduct their
research.
Suggested resources include:
 Environmental Science text books
 AP Environmental Science prep‐books
 Internet
Human Population portion:
To maintain a high inquiry level, teachers may choose to give students the following overall goal to achieve through their research: to describe
population dynamics as they relate to MDGs 1‐6. For a more guided inquiry, teachers may choose to give students a list of questions to answer
throughout their research. Questions can include, but are not limited to:
1. How is the world’s population distributed?
2. Are there any differences between population distribution of developed nations and developing nations?
3. Where is the majority of population growth occurring?
4. What is an age‐structure diagram?
5. What does an age‐structure diagram look like for a developed nation?
6. What does an age‐structure diagram look like for a developing nation?
7. How can a simple growth rate be determined by looking at an age‐structure diagram?
8. Can any information, other than population growth, be inferred by looking at an age‐structure diagram? Provide and explain examples.
9. List 10 developed nations and their growth rates?
10. List 10 developing nations and their growth rates.
11. Calculate the doubling times for both the developed and developing nations listed above.
12. What is the fertility rate of a country?
13. What is replacement level fertility (both definition and number)?
14. Why is replacement level fertility, 2.1, considered “ideal”?
15. When looking at fertility rates, several patterns can emerge that allow demographers to infer life, cultural, and religious practices. When
looking at a fertility rate, what inferences can be made about:
a. Infant mortality
b. Marriage age
c. Affluence
d. Education
e. Women
f. Child labor
g. Availability of birth controls
h. Religious beliefs
i. Cultural beliefs
j. Disease
k. Hunger/malnutrition
Region 10 ESC
ADAPTED FROM BUCK INSTITUTE FOR EDUCATION
16. What is a demographic transition?
17. What are the phases of a demographic transition?
18. Describe the characteristics of a country in the pre‐industrial stage (include quality of life and economy).
19. Describe the characteristics of a country in the transitional stage (include quality of life and economy).
20. Describe the characteristics of a country in the industrial stage (include quality of life and economy).
21. Describe the characteristics of a country in the post‐industrial stage (include quality of life and economy).
22. If a country is considered to be in either the industrial or the post‐industrial phase, describe the effects on:
a. Hunger
b. Disease
c. Resource use
d. Habitat destruction
23. What stage of the demographic transition currently describes the following countries, provide evidence for each:
a. United States
b. China
c. India
d. Botswana
e. Iran
f. Sudan
g. Columbia
h. Brazil
i. Russia
j. Italy
24. What can be done to lower the population for a country?
25. Describe the population measures taken by Japan after World War II.
26. What policies did China enact to begin controlling their population?
27. Are there any examples of population policies that have failed? If so, what were they and why did they fail?
28. What other policies can be initiated in order to achieve sustainable population?
Sustainable agriculture portion:
The overall goal for agriculture is to be able to compare and contrast agricultural (including forestry) techniques as they pertain to sustainability.
For a more guided inquiry, teachers may choose to give students a list of questions to answer throughout their research. Questions can include,
but are not limited to:
1. Approximately how many calories a day does the human diet require?
2. If the amount of calories above is consumed, does that ensure proper nutrition? Why or why not?
3. Describe a balanced diet.
4. What types of foods supply the most human caloric intake?
5. How much grain is needed to produce one pound of edible meat?
6. If humans were to directly consume the grain currently being grown as animal feed, how would this change the amount of calories
available to humans?
7. Define the following terms:
a. Malnourished
Region 10 ESC
ADAPTED FROM BUCK INSTITUTE FOR EDUCATION
b. Undernourished
c. Hunger
d. Starvation
8. How many people in this world are considered to be malnourished?
9. How many (what proportion) of the answer above are children?
10. How many people die each year of starvation?
11. How many (what proportion) of the answer above are children
12. What are the consequences of chronic undernourishment or malnourishment?
13. What are common agriculture and forestry techniques? For even more guidance, use the following: Describe the following types of
agriculture:
a. Crop rotation
b. Contour farming
c. Terracing
d. Intercropping
e. Shelterbelts
f. Reduced tillage
g. Monoculture
h. Subsistence
i. Organic farming
j. Agroforestry
k. Tree plantations
14. What are common types of irrigation?
15. What type of irrigation is most effective?
16. What is soil salinization?
17. Where/when is salinization most likely to occur?
18. How can salinization be prevented?
19. What was the green revolution?
20. Who is Norman Borlaug?
21. What were the advantages of the green revolution?
22. What were some common criticisms of the green revolution?
23. How did the green revolution affect India?
24. What does GMO stand for?
25. Define transgenic.
26. How is a transgenic GMO created?
27. What could be the benefits of GMOs?
28. What are the possible consequences for using GMOs?
29. What countries use GMOs?
30. Why do some countries ban the use/trade of GMOs?
31. What are old growth forests?
32. What is the significance of fires in forests?
33. What are the various methods of deforestation? For even more guidance, use the following: Describe the following types of deforestation:
a. Even‐age management
Region 10 ESC
ADAPTED FROM BUCK INSTITUTE FOR EDUCATION
b. Uneven‐age management
c. Selective cutting
d. Seed tree cutting
e. Clear cutting
f. Strip cutting
34. How do fertilizers boost crop growth?
35. How can fertilizer usage end up making land less productive?
36. What are pesticides?
37. Describe several types of pesticides. For more guidance, use the following:
1. Describe the following types of pesticides give specific examples when possible:
a. Carbamates
b. Chlorinated hydrocarbons
c. Fumigants
d. Inorganic
e. Organophosphates
f. Organic
g. Biological
38. What are the pros and cons of using pesticides?
39. How does pesticide resistance occur?
40. What is the pesticide treadmill?
41. What is Integrated Pest Management (IPM)?
42. What are several methods used in IPM?
43. What is sustainable agriculture?
44. How does sustainable agriculture manage “inputs” such as fertilizer and pesticides?
45. How does sustainable agriculture take into account selection of the land (location), type of crop, and variety of crop used?
46. How does sustainable agriculture approach soil management?
Days 6-7:
Conduct an informal assessment discussion on human population and agriculture. Questions for the assessment will be pulled from the above
guided inquiry questions. Each student should be held accountable for the information; therefore students should not be in groups during the
assessment discussion. Students will be called upon at random to answer the questions. Teachers may use discretion in deciding if students are
permitted to have materials available during the assessment discussion.
Suggestions for random selection of students:
 Obtain small note cards and number them according to class size. Shuffle the note cards to distribute the numbers. Have the students
pick (or pass out) a note card at the beginning of class.
 Roll dice to determine the number to be “called”.
 Make a second stack of note cards and put into a bowl to be drawn before each question.
 Make note cards with student names, put into a bowl and have a student pick without looking for each question.
 Have two decks of playing cards. With one deck, allow each student to pick a card upon entering the class. The teacher will then pull one
Region 10 ESC
ADAPTED FROM BUCK INSTITUTE FOR EDUCATION
card at a time for each question. The student with the matching card answers.
Days 8-10:
These are the project workdays in which the students will create a 30-45 second public service announcement (PSA) that focuses on food
security or the global status of women as it relates to world population. Students will follow the rules and guidelines determined by the
Population Connection World of 7 Billion at the following website:
http://www.worldof7billion.org/index.php/student_video_contest/rules_and_guidelines
Students begin this process by reflecting on their research. Suggested instructed facilitated questions:
 Given all the information learned about population, agriculture, the status of women, and food security, what do people in my community
need to know?
 What emotions do I want to invoke when trying to impart this information?
 What are possible formats for the film given a limited 30 -45 second time frame?
Day 11:
Due date for student Public Service Announcements. Students turn them in to the teacher at the beginning of class. Videos must be in a digital format
available to the instructors PC. It is suggested that teachers provide a digital drop-box for students to submit videos.
Student videos are watched during class. Instructor informs students when the judging panel will convene to score projects. Groups that wish to enter their
videos into the official World of 7 Billion contest will receive feedback from the local judging panel, have time to edit as desired, and upload to the official
contest website.
Day 12:
A brief class discussion will be conducted for students to reflect on the following questions:
1. What ‘power’ do I have now that I know this information?
2. How can I use this information in my own life?
At the conclusion of the discussion the instructor can mention the United Nations desire to construct the next set of development goals, and they are seeking
information from the public. The instructor can encourage students to send in their input about development goals, especially pertaining to the global status of
women and food security.
Region 10 ESC
ADAPTED FROM BUCK INSTITUTE FOR EDUCATION