Overpopulation: Shrinking Spaces

Subject Area: Science

Grade Level(s): 7

Duration of Activity: 2-3 days

Description of Activity:

This activity will lead to a discussion on possible ways to protect the earth from the impacts of overpopulation and resource depletion. It will also allow students the opportunity to perceive what the earth will be like physically as the population grows.

Objectives:

• Students will simulate problems associated with decreasing amounts of usable land on the earth.
• Students will research population growth of the world using the Internet.
• Using this information, students will create a PowerPoint presentation that illustrates current population growth in the world.
• Students will develop possible solutions for this environmental problem.

Materials/Equipment:

• Computers
• Access to the Internet
• PowerPoint software

• Handout 1: Rubric for Overpopulation/Shrinking Spaces PowerPoint Presentations

Prerequisites (skills or background needed):

Procedure

Teacher Component:

1. Give the students the following information to help the students understand the possible conditions facing life on earth if the human population continues to increase at the present rate.

   "It is estimated that by the year 2001 , the world will need 600 million new jobs and teachers for 300 million additional students. Rapid population growth can push a region beyond its economic and natural resource limits." Source: World Resources Institute and International Institute for Environment and Development, World Resources 1987 (New York: Basic Books, 1997, p 12.)

2. The earth's parameters will be simulated by using the following areas of the school campus:
   • Football field
   • Classroom
   • Principal's office
   • Storage room.

3. Take the students to the football field and have them spread out to claim enough land to build a house and grow food.
4. Announce that the population has doubled. Students will be placed in the classroom and asked to find room for living.
5. Announce that the population has doubled again and take the students to the principal's office. Again students will be asked to find room to build a house and plant a garden for food.
6. Announce that the population will double again, and ask the class to enter the storage room. At this time discussion may be used to attempt to solve the problem.
7. Take the students to the computer lab and ask them to research the population growth of the United States, China, Japan, and South America using the following Web sites:

• Population, health and human well-being
  http://population.wri.org/
• Population Reference Bureau
  http://www.prb.org/template.cfm?Section=Educators
• National Population Growth
  http://www.npg.org/
• Population & Environment Linkages Service
  http://popplanet.org/PopPlanet/
• Earth: The Living Planet
  http://www.worldbook.com/features/earth/html/index.htm
• CIA World Factbook
  http://www.odci.gov/cia/publications/
  factbook/index.html

• PBS Online - Six Billion and Beyond
  http://www.pbs.org/sixbillion/

• World Population Data Sheet
  http://www.prb.org/Template.cfm?Section=PRB&template=/Template.cfm?Section=PRB&template=/Content/ContentGroups/Datasheets/2006_World_Population_Data_Sheet.htm

Student Activities:

1. Students will simulate the growing population following the above directives of the teacher.
2. Using the information collected from the Internet, the students will create PowerPoint presentations that address overpopulation in these countries. Also included in the presenation will be possible solutions to this environmental problem.

Accommodations:

• The teacher may choose to let the students research the world population growth rather than certain countries.

Extension Activities:

• Students with knowledge of spreadsheet or database software can enter the data they find and create graphs and charts to be used in their PowerPoint presentations.
• Students can contact the local Extension Service office and find out the average amount of land it takes for various species to survive (e.g., human beings, cattle, horses). The data can be used to make comparisons and projections regarding land use in the future.
• Students can use almanacs and online sources to find population statistics for various cities, states, or countries on different dates. Data can be entered in spreadsheet or database software and comparisons made and graphed.
• Students may use remote sensing to determine the effect of overpopulation on their state environment.
• Students may develop policies to cope with overpopulation. These may be sent to their representatives in Congress.
• Using computers, students can design new types of housing, cars, and other materials to help solve the problem of overpopulation.
• In cooperation with the language arts or English teacher, students could research and write reports on topics related to overpopulation such as genetic engineering, hydroponics, and the advent of technological advancements in farming techniques and products (e.g., catfish farming in the South).

Integration:

• Science
• Social Studies
• Technology

Assessments:

1. Teacher evaluation of the PowerPoint presentation Handout 1: Rubric for Overpopulation/Shrinking Spaces PowerPoint Presentations
2. Discussion of how overpopulation places a burden on the earth and its resources
3. Discussion of the political ramifications of this issue

Curriculum Frameworks

Mississippi:

Seventh Grade

3. Determine how organisms coexist in their environment.
4. Explain how environmental factors of population influence the formation of an ecosystem.
5. Examine survival strategies of organisms over many generations.

National Educational Technology Standards (NETS):

4. Use content-specific tools, software, and simulations to support learning and research. (3, 5)
5. Apply productivity/multimedia tools and peripherals to support personal productivity, group collaboration and learning throughout the curriculum. (3, 6)
6. Design, develop, publish, and present products using technology resources that demonstrate and communicate curriculum concepts to audiences inside and outside the classroom. (4, 5, 6)
10. Research and evaluate the accuracy, relevance, appropriateness, comprehensiveness, and bios of electronic information sources concerning real-world problems. (2, 5, 6)

TerraNova:

19 Science Inquiry (Level 11-21/22)
Demonstrate an understanding of the fundamental concepts of science inquiry. Demonstrate the ability to perform science inquiry.

Through text, diagrams, and drawings, provide explanations of investigations, analyze investigations, and communicate results.

23 Science and Technology (Level 11-21/22)
Demonstrate an understanding of technological design.

Demonstrate an understanding of how technology and science interact and affect one another.

Through text, diagrams, and drawings, provide explanations of technological design and science and technology issues.

24 Personal and Social Perspectives in Science (Level 11-21/22)
Demonstrate an understanding of the fundamental concepts and principles of science that have a direct impact on personal and social issues, such as personal health, populations, resources, environment, and technology.

Through text, diagrams, and drawings, provide explanations of science concepts and principles that directly affect people and society.

Link and Feedback to Author(s):

James Colbert, Winona Middle School, Winona, MS
buggiecolbert@hotmail.com