Lesson+One


 * __Lesson One__**



Connect the Dots Activity (PDF file)



Population Growth Intro PPT.



Podcast Organizer Sheet



Podcast Template Organizer

Rubric Day One

** IDENTIFY DESIRED RESULTS ** ** Essential Questions: ** These should frame the teaching and learning that will take place. Essential Questions are asked to be argued and set up an inquiry. List at least one Essential Question that this lesson will uncover || ** Student Lesson Objective(s): ** // By the end of this lesson, my students will be able to… // · Describe the effects that population trends have on our water resources. · Use their knowledge to create a population growth map for the United States from the year 1800 – and predict up to 2050. //By the end of this lesson, my students will know...// · The amount of fresh water that is available for human consumption. · The significance of population growth and its relevance to natural resource // By the end of this lesson, my students will understand that... // · A population pattern can reveal and predict future concerns. · Population trends can be used to make educated predictions about our future. || ** List any North Carolina Standard Course of Study content standards that will be addressed by this lesson (at the middle or high school level). **
 * LESSON PLAN PART ONE: **
 * What effect does population have on our water resources? ** ||
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 * English Language Arts **
 * English Language Arts **

The learner will use language to express individual perspectives in response to personal, social, cultural, and historical issues. 1.03 Interact in group settings by: • Responding appropriately to comments and questions. • Offering personal opinions confidently without dominating. • Giving appropriate reasons that support opinions. • Soliciting and respecting another person’s opinion.

4.01 Collect, organize, analyze, and display data (including box plots and histograms) to solve problems.
 * Math **

Science
1.05 Analyze evidence to: • Explain observations. • Make inferences and predictions. • Develop the relationship between evidence and explanation.

1.06 Use mathematics to gather, organize, and present quantitative data resulting from scientific investigations: • Measurement. • Analysis of data. • Graphing. • Prediction models.

1.08 Use oral and written language to: • Communicate findings. • Defend conclusions of scientific investigations. || ** LESSON PLAN PART TWO: ** ** DETERMINE ACCEPTABLE ASSESSMENT EVIDENCE ** What evidence will you collect to determine that the students have met the goals and objectives of this lesson that you listed above? Plan to vary the types of evidence that you gather. Examples might include authentic tasks, authentic projects, prompts, quizzes, test items, student self-assessments, and informal checks for understanding. o Describe and include copies of key performance tasks indicative of understanding. o Describe other evidence that will be collected to build the case for understanding, knowledge, and skill. o Design and include rubrics or design and include other pieces of assessment evidence. · Students will be given pre assessment through the CPS remote system to determine their prior knowledge. ·  Teacher will ask questions to ensure student knowledge after the growth trend map is completed. ·  Students will post answers to essential questions and respond to at least two other student’s postings on the wikispace after the session has ended. || ** PLAN LEARNING EXPERIENCES AND INSTRUCTION ** ** Hook: ** Determine how you will hook the students’ attention at the beginning of y our lesson. What will you do to gain their immediate interest? Using the Classroom Performance System (CPS), the students will take an interactive pre-assessment quiz measuring their knowledge of the impact our growing population trends have on our essential natural resource – water. || ** Instructional strategies: ** What instructional strategies will be employed in this lesson (learning stations, simulations, tiered assignments, group jigsaw)? Technology – Wikispace, CPS, digital camera Visual/auditory – World Population DVD Cooperative activity – Connecting the dots activity Brainstorming/oral discussion – Connecting the dots activity, Powerpoint, DVD Demonstration – Earth as an Apple activity  || ** Procedure: ** Describe, in detail, the learning experiences and instruction that will promote the desired understandings, knowledge and skills that you wrote in "the lesson plan part one" above. Describe the lesson's opening activity/introduction/discussion. Include students' active participation and links to prior knowledge. Describe the teaching of the new objective(s) (Include a list of higher level questions you will pose, major points, etc.) Describe the lesson's closing activity. Include how students are actively engaged and relate the closing back to the lesson objectives. Students will actively participate in a CPS voting activity to assess prior knowledge of population trends, water consumption, and potential shortages of water due to droughts. Essential Question will be displayed on sentence strips for students to ponder throughout the lesson. As we explore the concepts, the students will discover the answer to our essential question. They will then place the sentence strip with the question under the outline map that corresponds to our discussion. (World map, US Map) Students will develop their own answers to the question and place those answers onto the map. This will be our “Let’s think about it” wall of knowledge (to be used all week). Students will watch a teacher made Powerpoint presentation giving an overview of population growth trends worldwide as well as within the United States. Teacher will demonstrate __Earth as an apple__ activity:
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 * LESSON PLAN PART THREE: **
 * LESSON PLAN PART THREE: **
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=__ Land on Earth __ = 1. Slice an apple into quarters. Set 3 of the sections aside to represent the world’s oceans. 2. Cut the remaining quarter (representing land) in half (1/8 of total apple). This is land inhospitable to humans (polar areas, high mountains, deserts, swamps etc.) 3. The portion left (1/8) represents land where people live. Slice it into four sections. Set 3 aside (3/32) of the apple. These areas are too rocky, wet, cold, steep, or populated to grow food. 4. Carefully peel the skin off the remaining section (1/32 of the apple). This tiny peel represents the portion of the Earth’s land that is cultivated.

=__ Water on Earth __ = 5. Take the ¾ of the apple that represents water. Cut a THIN slice off to represent the 3% of water that is fresh. 6. Cut off 1/3 of the thin slice to represent the amount of fresh water that is not locked up in glaciers or polar ice caps. 7. Half of that last slice actually represents the amount of fresh water that is accessible (less that 1% of all water on Earth).

=__ Connecting the Dots Activity __ = Using a large outline map of the United States the students will work cooperatively to complete the following activity:

Each student will be assigned 8-9 states (50 divided by the number of students in the group). Each student will be given a spreadsheet with the population information about the 50 states. The teacher will call out a time period (50 years intervals) at different times.

1. Use the chart to place dots (stickers) in the states according to the population of that state in a certain time period. Each dot represents approximately one million people. The population of each state is listed alphabetically with the corresponding data for the years 1800, 1850, 1900, 1950, 2000, and 2050. Use the information provided in the spreadsheet, and put orange dots in the appropriate states for every million people that lived in the U.S. for the year 1800.

2. Have the students add dots for the years 1850-2050, using a different color for each year represented. Make sure the students include a legend to show what year is represented by each color.

3. When the map is completed, ask students to examine the maps and draw conclusions from the data.

Notes on the data: * Some numbers are rounded up to one million to reflect the U.S. population for the corresponding year. Alaska, for example, receives one dot in 2000. The state has fewer than one million people, but it is a significant enough population figures for the earlier years; while people were living there at the time, these areas either were not included in the U.S. Census or had less than 10,000 people, the lower limit of the data chart on the spreadsheet. The numbers for 2050 were calculated using the growth projected for states in 2025 and the national projection in 2050. Discussion Questions:

1. How does the population in 1800 compare with the population in 2000? // Possible answers: Western and southern states have grown more in the last 50 years. California has grown // // to become the most populous state. Overall, the numbers have grown greatly. //

2. What do you observe about how population is distributed across the U.S.? // There are clusters of population instead of even population densities. // 3. Where are there clusters of population? // Eastern half of the U.S.; around the edge of the country; near the coastline; in the south, east and far west. // 4. Why are there clusters of population in Florida, Texas, and California? // Possible answers: Nice climate; warm weather; lots of sunshine; lots of room and land for growing food; // // attracts immigration from across the Mexican border. // 5. Why are some areas of the western U.S. sparsely populated? // Possible answers: Historical development (the initial colonists established their settlements here); industry developed there; the coastal location allows for travel and interaction with other parts of the world, as well // // as access to fishing and other marine resources; transportation routes (Hudson and St. Lawrence Rivers). // 6. Why are there few people in the west, except for California? // Possible answers: Lack of water; mountainous areas; cold climate in the northern part; lack of good soil; lack of flat land in the // size to be represented on the map. * Some states do not have //mountainous areas. Note that this varies greatly within the region.// 7. Why might there be more recent dots in the South and West? Why did the population grow during that time? // The south and west have warmer climates than other parts of the country; retirees are growing in numbers and tend to prefer warmer areas. // 8. Which areas are expected to have the most population growth from 2000 - 2050? The least? //In terms of raw numbers, California is expected to gain the most population, with 21 million more people, followed by Florida and Texas, both with 20 million. In terms of the biggest change in population, Nevada is// // expected to grow by // // 189.45%, from 1.99 to 5.76 million. (To find the percentage of change, subtract the 2000 population from the 2050 population, and then divide by the 2000 population.) Three areas are expected to lose population between 2000 and 2050. In terms of both raw numbers and percentage of change, the District of Columbia is expected to lose the most: 230,000 people or 40.45% of its population. North Dakota is expected to lose 6.25% of its population or 40,000 // // people, and West Virginia is expected to lose 4.42% of its population or 80,000 people. Note: projections are made based on current trends; if those trends change, the projected gains or losses might not happen. //

9. What might be some causes of the steady U.S. population growth since 1800? // Possible answers: High birth rates, longer life spans, immigration. //

10. Why might the government need to know about population changes? // Possible answers: To determine how many representatives each state gets; to provide services to everyone; to anticipate the location of future needs for services. // 11. What does this information mean for each state when making decisions about providing certain services, transportation, education, etc.? // States use demographic trends to predict where future needs will lie: if more people are moving to a certain region, it may make sense to invest in more schools or roads there. If an area is losing population, resources may be redirected elsewhere. // 12. How does putting the information on the map help your understanding of the data? Do you think the format or display of such information affects policy decisions? // Many students will find the information – since it has a spatial component – easier to visualize when it is placed in its geographical context on the map. Some students may prefer the table format. The people who make decisions based on demographic data are just like us – many find the visual format more illustrative. // // Maps have the power to assist many policymakers (and other stakeholders in decisions) in better understanding information. It is hoped that maps can be a tool to help improve policies. //

// We will take a digital picture of this class project and incorporate it into the students’ Powerpoint presentation – to be used in the podcasting product. // Closure: Brainstorm the following question: Water is essential to sustain our life. What effects does our growing population trend have on the ability to continue our current quality of life? These questions will be posted on the wikispace. Students will be expected to answers them and comment on at least two students' answers. || ** MATERIALS ** ** List all of the materials that you will need for this lesson: ** 1. CPS voting system  2. laptop computers 3. internet access 4. apple & knife 5. map posters – world and US outline map (for knowledge wall) 6. outline US map for Connecting the dots activity 7. powerpoint presentation 8. World Population DVD 9. Digital camera 10. dot stickers – 6 colors Note: Be sure to list and attach any teacher-created sheets, templates, or rubrics needed for this lesson. ||
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 * LESSON PLAN PART FOUR: **
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Overall comments/revision suggestions: