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Population Teacher Resources
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Eighth graders study in depth the history of Puerto Rico. They gather information to write a summary that will contain the following information: Population - In Puerto Rico there are several groups who have integrated. Location - In relation to the U.S. and other parts of the world. Ancestry - What ethnic groups are presented?
Sixth graders brainstorm the reasons why people would want to leave their homeland to live in the United States. In groups, they research the political representation of the Board in New Haven, Connecticut. They also write a paper on how politics can influence population growth by examining the limits placed on Chinese who wanted to emigrate to the US. To end the lesson, they interview a member of the Board about minorities.
Eighth graders investigate the conflict over representation that occurred at the Philadelphia Convention. They participate in a class discussion, and in small groups represent a fictional large population state and small population state, and decide what kind of representative government they want and list the reasons why.
Students use different types of graphs to convey the same information. Using the information "World Populations in Millions" the students create a line graph depicting change over time, a circle graph showing the relation of parts to the whole, and a bar graph to compare countable data.
Students create animal print casts from molds in the classroom. They use the cast patterns to identify animal prints on a field trip in which they locate animal tracks, identify the location with GPS and create field casts of the prints. They use this data to estimate animal populations in the area.
Students identify key countries in Africa (Algeria, Ethiopia, South Africa). They compare and describe each country's representative landforms (the Sahara Desert, the Great Rift Valley, and the South African veld). Students evaluate the impact of each feature on the water supply, food supply, and population.