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WORLD POPULATION GROWTH

and

ENVIRONMENTAL CHANGE

A WEBQUEST

By: Ann Akey, Environmental Science Teacher and Anne Ken, Library Media Teacher - Woodside High School

Introduction | Process | Web Activities |Final Product & Presentation | Conclusion | Evaluation
California Content Standards Being Addressed | Information Literacy Standards Being Addressed
Teacher Resources

Introduction

Does environmental change affect population growth, and if so, how? Does population growth affect environmental change, and if so how? You are part of a team that has been assigned by your government to investigate whether the two latter questions are true in your country. Your team will be responsible for making recommendations to your government as to what changes they should make to their environmental and population policies. These recommended changes will put your team at the forefront of environmental and population policies in your country and the world for years to come.

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Process

So far, you have had a brief introduction via the video "World Population: A Graphic Simulation of the History of Human Population Growth" to how the world population has changed through out history. You have also participated in an interactive activity that taught you about birth and death rates and how they affect population growth.

Next, you will be examining population growth via a Webquest that will incorporate Internet and book resources. Your group task is to create a poster and oral presentation that your group will present to the class. You will also be watching another video and participating in more interactive simulations as well.

The whole unit breaks down as follows:

Day One - Introduction to Unit (In classroom)

Day Two - Population Growth and Yourself (in Library)

Day Three - Interactive Statistics Activity and Video (In Classroom)

Day Four - Facts About Your Country (In Library)

Day Five - Using Population Age Structure Diagrams and the Demographic Transition Model

Day Six - Your Country and Environmental Issues + Beginning of Poster Creation

Day Seven - Finish up Posters and Finalize Presentation (In Library)

Days Eight through Nine - Presentations to Class (In Classroom)

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Web Activities

Day Two - Population Growth and Yourself (in Library)

1. The first thing you are going to do is find out what the estimated population is in the United States and the World at the start of this exercise. Go to the U.S. Census' population clocks . On a separate piece of paper, write down the current date and time and what the estimated populations are at that moment in the United States and the World. Do not throw this piece of paper away. You will revisit these population estimates at the end of this webquest.

2. Go to the Musee de l'Homme's "The World Today" website. Let's look at population growth in relation to yourself. Using the step-by-step guide on the Musee de l'Homme's website, individually answer the questions on your worksheet titled: "Human Population Growth-Web Exercise" (pdf file pending).

Resources

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Day Four - Facts About Your Country (In Library)

Each preexisting lab group will, by a process of group deliberation, choose a country to research. The country chosen must be approved by the teacher beforehand and different economic (developing or developed) and geographic regions must be represented. As a group, you will research population and environment information about your country.

Assign each person in your group one of the following roles:
1. Recorder (this person writes down information)
2. Facilitator (this person makes sure that the group stays on task)
3. Timekeeper (this person makes sure time is being used efficiently)
4. Gopher and designated person to ask teacher for assistance

As a group, you should use the resources listed below to help you fill out the worksheet titled: "Nation Report" (pdf file pending).

For Day four, you should complete worksheet items: 1-3; 6-21; and 24.

Resources

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Day Five - Using Population Age Structure Diagrams and the Demographic Transition Model

In class, you just had an introduction to Population Age Structure Diagrams and the Demographic Transition Model. Use the information from this introduction and the resource listed below to fill out items 4 and 5 on your "Nation Report" Worksheet. (pdf file pending)

Resources

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Day Six - Your Country and Environmental Changes + Beginning of Poster Creation

Your group is now ready to complete the "Nation Report Worksheet" (pdf file pending). Use the resources below to fill out item 26 on your worksheet.

After completing the worksheet, your group is now ready to begin formulating your conclusions as to what the population patterns of your country are and what relationships the population has had and will have on its environmental change. (See Final Product Section)

Endangered Species Resources

Resources for Poster

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Day Seven - Finish up Posters and Finalize Presentation

It is now time to finish up your posters and finalize your oral presentation. Good Luck !!!

Resources for Poster

Remember that piece of paper you filled out from Day 2 that had the date and time and current estimated U.S. and world populations on it? Well, now it is time to revisit U.S. Census' population clocks and get out that piece of paper. Write the current date and time now and then write down the estimated population of the U.S. and the World. By how much have each of them changed?

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Final Product & Presentation

Your group will then take the gathered information to make a poster that depicts the basic facts about your country and its population. Your group will orally present (minimum: 5 minutes) this poster to the class and describe the population patterns of your country and what relationships the population has had and will have on its environmental change. Your group will also make environmental and population policy change recommendations for your country.

You must also hand in your group's "Nation Report" Worksheet (pdf file pending).

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Conclusion

Congratulations! Your group has now finished its research on the relationship between the population growth and environmental changes in your country. Your findings will be used to guide your country's (and possibly the world's) population and environmental policies for years to come. Your group will also be participating in the "World Symposium for Population Growth and Environmental Change" that will take place in Geneva, Switzerland later this year.

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Evaluation

Poster and Presentation Rubric
Self and Group Evaluation

Poster and Presentation Rubric

 
4
3
2
1
Points Given
Poster All required content is included, clearly explained and correct. Authors go beyond project requirements. Examples are given to support content.

All required content is included, clearly explained and correct. Some examples are given to support explanations.

 All required content is included and correct. Some content is missing or incorrect.  
Poster Source information collected for all information and quotes. All sources are documented in desired format.     Very little or no source information was collected.  
Poster No misspellings or grammatical errors Few misspellings or grammatical errors. Some misspellings or grammatical errors. Many misspellings and/or grammatical errors.  
Poster Font size and color scheme are chosen so that text is clearly readable from all parts of room.     Text is difficult or impossible to read.  
Poster Graphics (clipart, photos, scanned work, drawings) enhance the presentation and are liberally included. Many appropriate graphics are used. Some appropriate graphics are used. Few or no graphics are used.  
Poster All graphics are credited with a source.     Credit is not given for graphics.  
Presentation Presentation is 5 or more minutes. Presentation is at least 4 minutes but less than 5 minutes. Presentation is at least 3 minutes but less than 4 minutes. Presentation is less than 3 minutes.  
Presentation Presenters refer to poster to describe content but do not read word for word. They face their audience.     Presenters read word for word from poster with their backs to their audience.  
Presentation All members of group participate in the presentation equally. All members participate in the presentation but not all equally. Some members participate very little in the presentation. One or more members do not participate at all.  
Presentation All presenters are able to speak fluently and clearly about the topic. They can answer questions. It is obvious that the presentation has been rehearsed. Presenters speak clearly about the topic and can answer questions. The presentation has been practiced. Presenters are mostly able to explain their topic and respond to questions. Presenters have difficulty explaining the topic and in responding to questions.  
Presentation Presenters speak loudly, clearly, and at an appropriate speed. No distracting practices ("umms", leaning, fidgeting, speaking to the screen, reading word for word from notes). Most presenters speak loudly, clearly, and at an appropriate speed. Few distracting practices. Presenters are mostly but not always loud and clear. Few distracting practices. Presentation is difficult to hear and follow.  
Nation Report Worksheet Worksheet is completely and legibly filled out. Worksheet is missing one item but is legibly filled out. Worksheet is missing two or more items but is legibly filled out. Worksheet is missing two or more items and/or is not legibly filled out  

TOTAL POINTS
(out of 48)

  

 

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Self and Group Evaluation

Name: _________________________ Period ____Project ________________________

Self And Peer Assessment

Please assess everyone in your group including yourself. This assessment should take into consideration cooperation and effort over the entire time allotted for completion of your project. Indicate the tasks performed by each group member and estimate the amount (%) of the total project which each member completed. Remember, the sum of the % should equal 100 %.

Group Members Specific Project Tasks % of Total Effort
Self    
     
     
     

100% Total

Group Grade- Indicate the grade which you feel your group has earned. Briefly describe the reasoning for the group grade.

Group Grade _________

Remarks ________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________

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California Content Standards Being Addressed

Science: Biology/Life Sciences - Ecology

6.b. Students know how to analyze changes in an ecosystem resulting from changes in climate, human activity, introduction of nonnative species, or changes in population size.

6.c. Students know how fluctuations in population size in an ecosystem are determined by the relative rates of birth, immigration, emigration, and death.

Mathematics: Algebra II

12.0 Students know the laws of fractional exponents, understand exponential functions, and use these functions in problems involving exponential growth and decay.

History-Social Science

10.10.2 Describe the recent history of the regions, including political divisions and systems, key leaders, religious issues, natural features, resources, and population patterns.

English-Language Arts

Research and Technology
1.3 Use clear research questions questions and suitable research methods (e.g., library, electronic media, personal interview) to elicit and present evidence from primary and secondary sources.

1.7 Use appropriate conventions for documentation in the text, notes, and bibliographies by adhering to those in style manuals (e.g., Modern Language Association Handbook, The Chicago Manual of Style).

Organization and Delivery of Oral Communication
1.6 Present and advance a clear thesis statement and choose appropriate types of proof (e.g., statistics, testimony, specific instances) that meet standard tests for evidence, including credibility, validity, and relevance.

1.7 Use props, visual aids, graphs, and electronic media to enhance the appeal and accuracy of presentations.

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Information Literacy Standards Being Addressed

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Teacher Resources

Population Media Center: Sixteen Myths About Population

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