definition of clil. clil stands for content and language integrated learning. it refers to teaching...

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 cross-curricular 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?

OwlTeacher.com

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!

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)

OwlTeacher.com

*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

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).

LOCATIONWhere 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.

You

are

Here

PLACE

What is it like there, what kind of place is it?

Human Characteristics

What are the main languages, customs, and beliefs.

How many people live, work, and visit a place.

Physical Characteristics

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 MovementTrucks, Trains, Planes

Information MovementPhones, computer (email), mail

Idea MovementHow do fads move from place to place?

TV, Radio, Magazines

REGIONSHow are Regions similar to and different from other places?

Formal RegionsRegions defined by governmental or administrative boundaries (States, Countries, Cities)

Regions defined by similar characteristics (Corn Belt, Rocky Mountain region, Chinatown).

Functional RegionsRegions 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 – MovementR – RegionsHE – Human Environment interactionL – LocationP - Place

Guess the definitions

Location

Place

Human environment/ interaction

Movement

Region

OwlTeacher.com

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.

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.

OwlTeacher.com


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.

Your assignmentDescribe you and your family using the 5 Themes of Geography.

Make sure you use every theme.

Type your biography

OwlTeacher.com

The Geographer’s ToolsGlobes 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 ToolsGlobes 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

• 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.

Getting It All On the MapThe World: Mercator Projection

OwlTeacher.com

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

The World: Three Projections

Interrupted Projection

Equal-Area Projection

Peters 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.

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 CEEratosthenes

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 CEPtolemy

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 CEChinese:

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 Europe1500 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 Geography1700’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


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 situationSite- a place’s internal physical and cultural characteristics

Situation- context

Location


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 RegionsFormal 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 RegionDefined 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 RegionA 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”

PlaceUnique combination of physical and cultural attributes that give each location on the earth its individual identity.

Human components:Religion

Language

Politics

Artwork

Physical componentsClimate

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 compressionIncreasing sense of accessibility and connectivity that seems to be bringing humans in distant places closer together.

Managing change in the human environmentPopulation Change

How do populations change?

Population Key TermsBirth 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

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.)

World population has doubled between 1950 and

2000

Today and into the future more people are likely to be living in LEDCs than

MEDCs

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

Natural disasters - floods, earthquakes and storms

Disease - AIDS

Human factors

Healthcare

Development

Religion/culture (may encourage family size)

Education

Government

Conflict

Migration (usually from LEDC to MEDC)

Physical and human factors can have different effects in LEDCs and MEDCs.

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

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 stays the same, birth rate falls, growth slows, total population may decline

Demographic

Transition

Model

Population structure

The total population will keep growing, typical of an LEDC

Increasing number of middle aged people

Proportion of young people under 15 is large (young dependents)

Proportion of elderly people small

The proportion of older people increasing

The number of young people under 15 is decreasing (young dependents)

The elderly dependent population is increasing

Growth is static, typical of MEDC


What are the effects of population change?

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

LEDCs – What would happen if growth rates continue to be high?

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

MEDCs – What would happen if growth rates continue to decline?

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.

MEDC

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

LEDC

• 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.

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.


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 arebeing born may not have enoughpeople in the future to look after

an ageing population

Migration to find work, natural hazards or war can affect

population and create refugeesand asylum seekers

Non Government Organisations (NGOs)

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.

There are now more men than women in China, 116 men to 100

females (2001 census)

One child policy

LEDC

The effect of Government Policies: India (Kerala)

Kerala India UK

Life expectancy

(women)

75 61 80

Infant mortality

(per 1000)

14 70 6

Female literacy 85% 57% 99%

Average number of children per family

1.8 3.2 1.7

LEDC

India Population: 1100 million

Children per family: 3.2

India may become the most populated country in 2020, however the growth rate if falling.

The greatest fall in fertility is in the southern state of Kerala.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

PopulationGCSE

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

6,830,586,985

What does this number represent?

Population Dynamics1.1 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

Lesson 1: How is the world’s population changing?

Read through the article.

What issues does it raise?

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

Population DynamicsLesson 1: How is the world’s population changing?

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.

How does the population change?


Natural Increase = Birth Rate – Death Rate (+/- Migration)

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.


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.

Why are people not sure about how the population may grow in the future?

World Population Growth, Actual and Projected, 1950-2050


Why are people not sure about how the population may grow in the future?


Lesson 2: Is population change the same in different parts of the world?

Watch the following clip

What does it tell us about the world’s population?


•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.

Population DynamicsLesson 2: Is population change the same in different places?

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


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?


Lesson 3: How does development affect population?

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


•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 DynamicsLesson 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.

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


Reasons for high birth rate:Little or no birth controlHigh infant mortalityChildren seen as an asset and status symbol

Reasons for high death rate:High infant mortalityHigh incidence of diseasePoor nutrition and faminePoor housing and hygieneLittle or no healthcare

Birth Rate and Death rate is high and fluctuatingThe population has periods of increase and decrease


Reasons for rapid fall in death rate:Lower infant mortality Improved healthcare and hygieneBetter nutritionSafer water and better waste disposal

High Birth Rate Rapidly falling Death RateRapid population rise


Reasons for rapid falling birth rates:Widespread birth controlPreference for smaller familiesExpense of bringing up childrenLow infant mortality rates

Falling death rateFalling birth ratePopulation growth slows


Reasons for rapid falling birth rates:Effective birth controlWorking women having children later

Birth rate andDeath rate are low andFluctuatingThe population has periods of increase and decrease


Reasons:Life expectancy is highLess people in the reproductive age range (15-50)

Death rate rises slightly above birth rate Natural decreasePopulation decline



•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

What are the problems with using this 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 ObjectivesTo 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-worlds-population-spiralling-out-of-control/531.html

Total World Population

YearWhen did population growth start to increase rapidly?

Why might this of happened?

Estimate

What makes the population grow?

When is the rate of growth the quickest?

What do you think exponential growth means?

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 To understand that population can change due to two distinct factors.due to two distinct factors.

To be able to match up key terms and To be able to match up key terms and definitions for the unit.definitions for the unit.

To suggest reasons why a countries To suggest reasons why a countries population might change rapidly.population might change rapidly.

Population GAIN

Total Population

Population LOSS

+

Migration Change

-

+

Natural Change

-

Deaths

Emigrants

Immigrants

Births

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?

Why does population increase?

Development of modern medicines.

Better diets – promoting healthy eating ‘5 a day’

Introduction of vaccination and immunisation programmes.

More hygienic housing

Better healthcare – more doctors, nurses and hospitals.

Cleaner drinking water and better sewage disposal.

Mainly due to a decline in death rates and infant mortality rates but why?

Immigration

Pro-natalist policy – EG – Singapore/Estonia

Why does population decrease?

Why does population decrease?

Death rate is higher than the birth rate

Natural disasters such as famine, drought, flooding, tsunamis etc etc.

Food shortages

Emigration

War/conflict – men away from home – not many babies being born – lives also lost in action.

Anti-natalist policy such as China – ‘One Child policy’

Spread of diseases and not having medical facilities or cures such as HIV/AIDS

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?

definition of clil. clil stands for content and language integrated learning. it refers to teaching...

Documents

world of geography slide

information slide

place geographers

themes of geography

english language slide

definition of clil slide

location geographers

place physical human