IBDP 1_Geography _Changing Population.pptx

The “Changing Populations” IBDP Geography Unit PowerPoint introduces students to one of the core themes in the DP Geography course, focusing on global population patterns, dynamics, and implications for sustainable development. The presentation begins with a title slide displaying the unit name, the IB Geography logo, the teacher’s name, and the essential question: “How and why do populations change over space and time?” This sets the stage for inquiry-based learning and global relevance. The following introductory slide provides an overview of the unit, explaining that students will examine how populations are distributed, why they change, and how these shifts impact societies, economies, and the environment. It also highlights the connection between population studies and key global issues such as migration, urbanization, and inequality.
A conceptual framework slide introduces the key IB concepts underpinning the unit—place, space, scale, processes, and power—and links them to population studies. Students are shown how these concepts guide analysis, for instance, studying migration at different scales or understanding power dynamics in population policies. This is followed by a global patterns slide, which presents maps and infographics showing the uneven distribution of the world’s population. Students explore the physical and human factors that influence population distribution, such as climate, topography, soil fertility, infrastructure, and political stability.

The next section, titled “Population Change and Demographic Transition,” introduces students to the Demographic Transition Model (DTM). The PowerPoint illustrates the stages of the DTM using graphs, annotated diagrams, and examples from countries at different stages of development. Discussion points help students compare birth rates, death rates, and natural increase across global contexts. Closely related is a slide on population pyramids, explaining how to interpret their shapes to infer a country’s demographic structure, dependency ratio, and future population trends.

Subsequent slides focus on fertility, mortality, and life expectancy, exploring the socio-economic and cultural factors that influence these indicators. Visual charts and case studies—such as Japan’s ageing population or Nigeria’s youthful population—help students analyze the consequences of population change. This leads into the migration and population movement section, where the presentation differentiates between voluntary and forced migration, internal and international migration, and push-pull factors. Real-world examples like rural-urban migration in China or refugee movements in Syria bring these ideas to life.

The population policies section introduces pro-natalist and anti-natalist strategies, using case studies such as France’s family incentives and China’s one-child policy. Students evaluate the effectiveness and ethical implications of these policies. The PowerPoint then shifts to population distribut

1. CHANGING POPULATION UNIT 1 - DP 1

2. Lesson Objectives By the end of the lesson, you should be able to: Describe global patterns of population distribution. Identify major physical factors influencing density. Interpret global maps to explain uneven settlement.

3. Demographically Divided World

4. ATL Skill . Critical Thinking: Linking patterns with causes.

5. What factor affect population distribution at global scale Key Question: How does the population vary between places ?

6. Factors affecting population distribution What patterns do you notice? Where do people live, and where don’t they? Think-Pair-Share

7. Guided Task – Mapping Highs and Lows in different places Identify 3 -4 regions on the map. Draw a table of of columns 3–4 regions of high density and 3–4 regions of low density. Annotate each with one possible physical reason.

8. Physical factors influencing population distribution Climate – temperate vs. extremes. Water – coasts, rivers, fertile floodplains. Relief – plains vs. mountains. Resources – fertile soils, energy.

9. Global Patterns and Classification of Economic Development Quiziz

10. Lesson Objectives By the end of the lesson, students will be able to: Define and explain the concept of economic development in the context of global geography. Identify and analyze global patterns of economic development using quantitative indicators (GDP per capita, GNI, HDI). Examine disparities in economic development between regions and countries. Develop map interpretation and critical analysis skills using real-world data.

11. Global Patterns & Classification of Economics Development According to the world bank, a high income country (HIC) has a per capita income of over $ 12,535 as per 2020. HIC is often used interchangeably with developed or more developed or advanced. Low income countries (LIC) are defined as those with less US $1036, and middle income countries (MIC) as those with between US $ 1036 to US $ 12535. A distinction is sometimes made between lower middle income countries (LIC) and (US $1036 to US$ 4045) and upper middle income countries (US $ 4046 to 12535). Some 5 billion people live in the middle income counties and about one-third of global GDP is produced in MICs.

12. Data according to world bank 2021 Group July 2020, (new) July 2019, (old) Low income <1,036 <1,026 Lower-Middle Income 1036 - 4045 1,026 - 3,995 Upper-middle income 4,046 - 12,535 3,996 - 12,375 High income >12,535 >12,375

13. Fewer countries than ever before are classified as low income counties . The percentage of people living in LICs fell by 80% between 1994 and 2014. In 1994, 3.1 billion people lived 64 LICs - in 2014,just 600 million people were living in 30 LICs. Some countries including Bangladesh and Kenya have moved out of LIC category due to economic growth. Other countries such as Malawi, have seen their GNI rise very slowly between 1994 and 2014, from US 4 180 to US $ 250. Hower, the income for HICs have increased massively. Norway income for example rose from US $ 26,010 to US $ 105,050 during the same period.

14. The population distribution and economic development at national scale, including voluntary internal migration, core periphery patterns and megacity growth. The Core Periphery Model of Development: Teacher Print Handout 1 , Handout 2 Inquiry Activity: Investigating the Core–Periphery Model Time: 15–20 minutes Purpose: You will investigate how well the Core–Periphery model explains global economic patterns today.

15. Population and Economic Development Patterns Definition of terms

16. World Population Distribution

17. The pattern shows that shows the population distribution is not uniform across the earth. Generally, most settlements are located along the coastal areas. Dense to moderately populated areas include: South East Asia (India, China, Indonesia, Japan etc) accounts for about a third of world’s total population. Western and parts of central Europe ( Spain,Portugal, UK, and Germany) West and Eastern Africa including southern Africa. Coastal parts of South America

18. Sparsely populated areas include: North America (Canada, including Greenland which is part of Europe) The forest and mountainous areas of South America (Amazon forest). North and Central Africa. Northern Asia (Eastern Europe, Northern China etc) Northern Australia (mostly desert)

19. Crude Death Rate Crude death rate refers to the total number of deaths per a 1000 people in a year. Death rate can be measured using Infant Mortality Rate, Child Mortality Rate and Crude Death Rate and Life expectancy. Child mortality rate refers to the number of children dying before reaching five years of age per a 1000 life birth in a year. Infant mortality rate refers to the number of infants dying before reaching one year of age per a thousand life birth in a year . Crude death rate indicates the number of deaths per 1000 population in a given year.

20. Subtracting crude death rate from crude birth rate provides the rate of natural increase which is equal to the rate of population change in absence of migration. Map of crude death rate report Stude the map on crude death rate report and write five factors affecting death rate.

21. Life Expectancy Life expectancy is the number of years that a person can be expected to live,usually form birth assuming that demographic factors remain unchanged. Life expectancy varies - from 80 years in a number of developed countries such as Monaco, Japan, Singapore to under 50 in most of sub- saharan africa. Give reason for the low and declining life expectancy in sub saharan countries .

22. Use the data on the link below and study the changes in life expectancy of different places in different times. On your notebook , write five things that you have observed. Life expectancy More Slides

23. Formative Tasks Pick a country from: – Latin America & the Caribbean – North Africa or – preferably – Sub-Saharan Africa – Western Asia including so called Middle East – Southern Asia, Eastern Asia or South-Eastern Asia • Using World Bank data (or other trustworthy source) prepare charts representing economic growth / human development and population change since 1950s (or later depending on the data availability): – GDP per capita change and HDI position – income/development category – number of people / population size – population growth (RNI & PGR) – fertility rates – life expectancy

24. Week 3: Lesson 1

25. Demographic Transition Model (DTM) Method In small groups, students explore changes in the regional fertility and mortality trends over time and discuss influencing factors. Students then conduct a research on a single country to evaluate development and place it within the Demographic Transition Model (DTM). Finally, the class explores how countries with the same DTM stage compare.

26. Concept Population change is shaped by interconnected processes such as migration, fertility decline, and mortality transition, which operate differently across places . These processes result in contrasting demographic patterns, with some regions experiencing rapid growth and others facing population ageing or decline, reflecting uneven development and varying social, economic, and political contexts.

27. Lesson Objectives S tudents will be able to: Explore historic fertility and life expectancy trends using online data. Compare regions of the world according to fertility and mortality indicators. Identify the stages and describe the structure of the demographic transition model (DTM). Conduct research to identify and explain a country's stage within the DTM.

28. Skills Thinking Skills Critical and creative thinking, interpreting demographic data, applying models and theories, evaluating population policies. Communication Skills Using precise geographical terminology, presenting findings through maps, graphs, and case studies, engaging in debates and collaborative discussions, communicating arguments effectively in written, oral, and visual formats. Research Skills Formulating research questions, collecting and analyzing data from reliable sources, organizing information, presenting findings through reports, charts, and digital tools.

29. Materials Websites: Gapminder Tools Student Worksheet (You will use this link alongside your worksheet. Region Cards (provided) Demographic Transition Model graphic (provided) Assignment Sheet (provided) Flip chart paper

30. What is the Demographic Transition Model? Activity 1 (15 minutes) Read Handout 1

31. Discussion Questions on DTM In your workbook, respond to the following questions: What is the main trend in the model? Can you identify any two limitations of the model.

32. NOTE: To c hange the axes on the graph, click on the axis title and using the search bar to select Crude Death Rat e (y axis) and Crude Birth Rate (x axis). Definition: Death Rate: Annual deaths per 1,000. Birth Rate: Annual births per 1,000. Note: Birth rate is not the same as fertility rate, which has previously been discussed.

33. Play the video and as the bubbles move, note down the regional variations you have seen in birth and death rate? Overall, the death rates decline over time, which means people are living longer and healthier lives. However, there are differences in birth rate depending on the region of the world. The more developed nations have the lowest birth rates, whereas the least developed countries have the highest birth rates.

34. Move the cursor over several bubbles and identify what is happening in each country. Find the United States and look at the birth and death rates. Compare countries from opposite parts of the graph. For example, compare Niger or Chad which are at the right end of the graph (highest birth rate and higher than average death rate) to Singapore or South Korea which are at the bottom left (low birth rate and lower than average death rate).

35. The Demographic Transition Model Over the past 300 years, population demographics have continued to evolve as a result of relationship between birth rate and death rates within a country. The observation and documentation of this global phenomenon have produced a model.

36. The Consequences of megacity growth on Individuals and Societies

37. One of the most important geographical phenomenon of the late 20 and 21st centuries has been the growth of megacities. For individuals, megacity offers the prospect of jobs,a home and an opportunity to improve their standard of living and quality of life for other, migration may result into unemployment poor quality housing and risk to many environmental hazards. Megacity is associated with expansion of build up areas, pollution, increased traffic congestion and declining water quality. Define megacity (10 million+) .

38. Lagos Case Study Examples of megacities in the world: Tokyo, Japan Lagos, Nigeria Mumbai, India Case Study São Paulo, Brazil Cairo, Egypt Jakarta, Indonesia Jakarta Case Study Mexico City, Mexico Shanghai, China . Kinshasa, DRC First Summative Assessment Date of Submission 03/10/2025

39. Megacity: Case Study of Jakarta Padlet