Dynamic and Diverse: Florida's Population The following is a sample unit on Florida's population for a Florida Geography or Studies Course. There are a number of times in the existing curriculum that this unit could be used, including: Florida's Economy, Shape of the State, Lifestyles, or Future Florida. It is intended for secondary students, but could be adapted for upper elementary use. The following is an attempt to educate students about the dynamic and diverse population of Florida and its impact on the land. Lesson #1: Profile of Florida's Population I. Where is the Population? a. Population: b. Size c. Location 1. pattern 2. density 3. dispersion 4. diffusion II. Who are the Floridians? a. Age Distribution b. Sex Distribution c. Ethnic Distribution d. Realities of our Community Lesson #2: Florida's Prospective Population Trends I. Projection of Population Growth a. Anticipated numbers at the present rate b. Issues associated with such growth c. Alternative growth patterns II. Influences of a Growing Population on the State a. Growing Urban Centers b. High versus Low Energy Coast Development c. Natural Resource Preservation III.What to Expect in Future Florida a. Projected data for 2000 and 2020 b. Implications of data c. What we can do to improve our Future Florida A Profile of Florida's Population Lesson 1, Day 1, 50 minute period Goal: To allow students to explore their own understanding of Florida's population and compare it to the actual data. This activity will ideally increase their population vocabulary, map reading and data interpretation skills. Activity 1: 1) Distribute blank maps of Florida to students. 2) Teacher asks the students to estimate the number of people living in Florida and write it on the back of their map. Teacher then collects some sample responses on the board. 3) The students should then estimate the following: a. How many people die each year? b. How many people are born each year? c. How many people move in and out each year? 4) Have students turn to the map side of their paper and label the following: a. Rank the top ten counties in population (1= largest and 10= to tenth largest) b. Rank the top ten densest counties (this time use an A for the most congested and J for the tenth most congested.) **Make sure that the students know what density is.** 5) Give students the Florida Data Sheets, orient them to the material presented and ask them to work in pairs to correct their estimates and maps. 6) When finished, teacher draws the students attention back to the board of Class Estimates and asks the students to discuss possible reasons why some of their responses were correct and others incorrect. 7) Teacher introduces some formal concepts that they had been working with as: Population- the whole number of inhabitants in an area or region. Size- the whole number of a population Pattern- discernible locational arrangement of the data Density- a measure of the number of phenomena per unit area Dispersion- measurable distance one or more phenomena are from one or more reference point Diffusion- measure of movement or spread of a phenomena over space through a period of time **Teacher can use Florida Illustrations to provide visual examples of the definitions.** Activity 2: 1) Practice using these concepts with a map of the school. Give the students the map and these questions: Sample handout for: School's Population 1) How many students are enrolled? 2) What is the population pattern? (Hint: Are certain areas of the school more populated than other? Does the pattern change each period?) 3) Where are the areas that are the most densely populated? (Hint: English Classrooms are usually the smallest, yet have full size classes, remember it is not the highest population you are looking for but the most people per unit of measurement.) 4) What is the dispersion of our classroom? (Hint: Does it change depending on the type of activity we are conducting? Draw the dispersion pattern on this paper.) **When sending students out to complete this activity, it may be necessary to have them ask questions in the Guidance or Registrar office. You will save all parties involved time and have a better working relationship with the professionals if you give them the questions in advance and ask for the best time for students to ask for their help.** Materials: Florida County Maps, Florida Data Sheets, School maps Evaluation: Collect and grade the school handout and class participation. Lesson 1, Day 2, 50 minute period Who are the Floridians? Goal: Create a situation where students can apply the basic components of population education through the use of Mysteries and Population Pyramids in the content of Florida. Activity 1: 1) Teacher introduces students to Floridians by a statement similar to the following: We now know some of the basic facts about the population of Florida, but we really don't know anything about the types of people that live in our state, our future friends, love interests or politicians. Today lets look at who really lives here. First we need to know how population changes. There are three basic components: a. Mortality b. Fertility c. Mobility Each county in Florida has a specific population pattern that we can see over time and help us to infer some of the community concerns that our population plays a part of. We can see this pattern in a graphic called a Population Pyramid. To show you how to use these pyramids, lets use a Mystery. 2) Teacher brings up the CD ROM screen of the Population profile of Union County and gives the students a moment to observe it. 3) Teacher asks a few orienting questions before starting the mystery inquiry such as: What is shown on the profile? What do the horizontal numbers stand for? What do the vertical numbers stand for? Which age has the largest population? Which sex has the largest population? 4) Teacher then introduces the rules to Mystery Discovery: a. I will only answer questions phrased for a yes or no response. b. When you believe you have a hypothesis to solve the mystery, raise your hand and give your hypothesis and reasons for this belief. c. If you are incorrect, we will leave your ideas on the board to help with future hypothesis testing. Now the mystery question: Why do you think there are so many males between the ages of 20 and 29 living in Union County? (allow the students to explore the mystery until you have a solution or you are low on class time.) Answer: Union County has a large prison with a male population of 20-29 years of age as the average. Activity 2: 1) Give students the Florida Atlas Pyramid Handout and have them review the pyramids and complete the questions. 2) Review the answers together. Homework: Send students home to discover the Mortality, Fertility, and Migration of their family in Florida. Assure them they will not be able to find out every person who died, gave birth, or that has moved in or our of the state. Ask for at least the parents, brothers and sisters, parents siblings and grandparents if possible. Ask them to then use the information to set up a Data Table for their family. Materials: CD ROM image of Union county population Profile, Florida Atlas handout Evaluation: Completion of activity in class and Family Data Table Lesson 1, Day 3, 50 minute period Who are the Floridians? Goal: To provide further investigation of Floridians by comparing class data to Florida state data. Activity 1: 1) Ask students to help create a class profile by sharing the data tables they created for homework. Teacher makes a table similar on a transparency or on the board, tallying all student information. 2) Teacher then asks the students for some of the reasons why people in their families moved to Florida. Record their responses. 3) Depending on the profile, ask a few questions to get students to evaluate the information and hypothesize why this took place. Example: Why do more people move in than out of Florida? (Use you own family experiences to help explain.) 4) Give students the Florida Atlas Handout #2 Migration Ethnic and Religious Distributions. Read together in class the introductory paragraph and compare the state data to the class data. 5) Give the students an Ethnic Survey form and ask them to quickly fill it in and then tally the responses on the board. 6) Have the students compare the new class information with that of the Atlas Handout and discuss how typical the class is in comparison to Florida. 7) Give students the Review handout and have them complete it using the Atlas handout #2 and previous information. Homework: List 1 possible positive outcome and one possible problem outcome that may occur because of the diverse culture base in Florida. For each example explain why you feel it is a prospect or problem and a possible way to handle each situation as they occur. Materials: Atlas Handout #2, Review handout, Ethnic Survey form Evaluation: Homework and class participation Lesson 2: Day 1, 50 minute period Florida's Prospective Population Trends Goal: To introduce students to the realities of rapid population growth and the situations that relate to the growth in their community. Activity 1: 1) Teacher starts with a statement similar to the following: We now know who the Floridians are and where they live, and whether they are native or transplant. Now we can look at the trends that help to shape our population and the population of the world. The future should make you think of growth, everyone's population is experiencing growth and to illustrate how quickly the population changes I would like you to watch a three minute video called "World Population". 2) Ask the students to share their observations after the video. Point out how quickly the population has been growing in the recent past. Activity 2: Florida's Stork and Grim Reaper (Adapted from the Population Reference Bureau Material "Stork and Grim Reaper"). Introduce this activity as a visual illustration of Florida's Growth. (See Attached Handout on Stork and Reaper) Activity 3: 1) We can see this growth in our own families. To show you how much even 1 child per family can add to the population look at the example of two versus three children families that I put on the board. 2) Put up the model from "World Population Fundamental Growth Student Chartbook". Ask the students for their observations. 3) Give the Florida Data: Growth Rate for Florida in 1990= 12.7 Million, 2000= 15,899,400 and in 2020=19,942,,200. U.S. Rate: 1988= 245,806,900 in 2000= 267,747,000 and in 2020=267,747,000. World Rate: 1990=5.3 Billion, 2000=8 Billion and 2020= 12 Billion Homework: After completing this class activity ask students for examples of issues that this growing population could raise in their community. Ask them to note what it will do to their quality of life. Materials: "World Population" film, Stork materials, Evaluation: Test items, class participation Resources: film: The Lorax film: World Population Florida Atlas Massialas and Nam Course materials Population Education Interchange World Population Reference Student Chartbook Florida County Comparisons Atlas Florida and the other 49 Atlas New UNESCO Source Book , Teaching Geography Florida Problems and Prospects (High School Text) Handouts: Florida Atlas Pyramid Handout How does the Population of Florida differ from the rest of the United States? Where does the Population of Florida show a similar pattern? Why do you think so many people are in the 15-35 age group? Which county has the shape closest to the state pyramid? Which country would best be able to care for its elderly if only numbers of people would determine ability? Why? Which county would have the most trouble caring for their elderly if only the number of people would determine the ability? Why? Florida Population Change Review Population Gain or Loss in the United States 1. Which regions have had the greatest gains in population during the 1980's? What contributed to these gains? 2. What is the reason for the increase in births in the past ten years? U.S. Population by Age and Sex *Hint: You may want to go back to the county pyramid handout. 1. How is the age structure of the U.S. population projected to change between 1985 and 2035? 2. What were some factors contributing to the baby boom? 3. What features of the Florida society will change as its population ages? Consider: economy, housing, labor force, health care, etc. Racial and Ethnic Composition 1. What factors are contributing to the decline in the relative size of the white non-Hispanic population? 2. What assumptions must be made to prepare a population projection? What drawbacks do projections have? How do demographers compensate for these drawbacks? (Think 3 components.) 3. What factors draw immigrants to particular regions? Migration to the U.S. 1. What factors have contributed to Florida migration in the past? 2. What has contributed to the decline of the farm population? 3. What attracts migrants to the "Sunbelt"? 4. Why are migration rates highest for people in their twenties? FLORIDA'S STORK AND GRIM REAPER SIMULATION A Lesson in Natural Increase Props: Florida Population Data Sheet of the Population Reference Bureau Clear container (plastic box, aquarium, or similar; should be at least 1 quart capacity) Old towel (place under clear container to absorb drips) Two sheets of paper labeled: "Stork" and "Grim Reaper" Straight pins to attach labels to wearer Bucket of water (the "Great Beyond") Food color (add to water in bucket for easier visibility) Two measuring cups or dippers: 1 large (perhaps 2-cup) and 1 small (1-cup) Script: I'd like to show you an interesting way to convey the concept of the earth's carrying capacity and to illustrate the effect on that carrying capacity of a birth rate that is larger than the death rate. This exercise is called "The Stork and the "Grim Reaper." Today, we shall have people come into our world via the Stork, and of course depart it via the Grim Reaper. I'll need two volunteers from the audience: one to be the Stork, representing birth rates and one to be the Grim Reaper, representing death rates. (If no one volunteers immediately pick two students; pin the appropriate sign on each.) (Hold up clear container.) Now, you may think this is just a (plastic, glass) container, but actually it represents the world. (Suggestion: you could also have it represent a city or country at any point of history). The water in this bucket (point to it or hold it up) represents people. I have added a little food color so that it shows up more clearly. We are going to ask our Stork to add people --that is to add water--to our globe and then ask the Grim Reaper to take the people out of our globe by dipping water out of the container. Now, students, we need to help our Stork and Grim Reaper by giving them some information. Let's turn to your Florida Population Data Sheet. What is the birth rate of Florida? And what is the death rate of Florida? * Increase. Between 1980 and 1989 Florida's population increased by 2,925,000. Over 2,549,000 residents moved from other states and births exceeded deaths by 376,000 (1,471,000 births to 1,095,000 deaths). This activity was taken from the Population Education Resources kit of Zero Population Growth, Washington, D.C. The birth rate is more than twice as high as the death rate, so we'll give our large dipper to the Stork, and the small dipper to the Grim Reaper. So, would each of you start doing your task--Stork, adding water, and Grim Reaper, removing water--and continue to do so until I say "stop." (Let them proceed until the water level gets dangerously high). Students, what is happening to the water level? (Answer: it's rising). What will happen if there is no change in birth or death rates? (Answer: water will overflow.) (Depending on the age level of your students, you may decide not to carry this example to its grim implication: that losing water really means losing people, as the earth's carrying capacity is exceeded.) What does this suggest about the carrying capacity of the earth? (Answer: it has limits; if the birth rate isn't slowed, a crisis could result. It's important to note trends while there is still time for thoughtful analysis and humane problem solving.) Thank you very much, Stork and Grim Reaper. (Help them unpin their signs before returning to their seats.) Variations: There are several variations of this exercise. Maybe you would like to show the different growth rates of two countries-- for instance a developing country with a higher growth rate and a developed country with a lower growth rate. Again, you could get this information form the World Population Data Sheet. To do this, you could use two containers--each representing one of the countries-- with a Stork and Grim Reaper for each. Both sets of people would have to work at about the same speed, with the differential growth rates shown by variations in sizes of dippers. The more slowly-growing country, of course, would have a more slowly-rising water level. Perhaps you would like to show in-migration and out-migration for the U.S. You could use a thimble for out-migration, and a 1-cup dipper for the birth rate, a 1/2 cup dipper for the in-migration. In another variation, the teacher or students can call out the name of a country or continent, perhaps at a certain date in history, and the Stork and Grim Reaper can adjust their speed (and/or the size of their dippers?) to correspond to the birth and death rates of that particular time and place. (Example: in Europe, during the Black Plague, the Grim Reaper would be very busy!)