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
