Minds On
Perspectives on population
The tasks in the Minds On section of this learning activity are designed to get you thinking about population around the world, including what might affect population growth and decline. There are no right or wrong answers.
Task 1: Rating
Consider your own life and personal beliefs. Rate the following statements using the rating scale from 1 to 5. Record your answers orally, in print, digitally, or in another method of your choice.
A) A small community is the ideal place to live.
B) The population of my community is too large.
C) A country with a large population is more important in the world.
D) At 37 million, Canada already has enough people.
E) The Earth has enough resources to support a larger population.
F) At 7.8 billion, our world is dangerously overpopulated.
G) Developed countries have a higher population than developing countries.
Task 2: Population changes
Explore the following series of images. As you explore these images, think about what affects population growth and decline. Brainstorm a list of ideas in a method of your choice.
Action
Task 1: Scatterplot graphs
In this section of the learning activity, you will be examining and constructing scatterplot graphs to gain an understanding of factors that contribute to quality of life.
Student Tips
What is a scatterplot graph?
A scatterplot graph uses dots to represent values for different numeric variables. Scatterplot graphs are often used to compare the relationship between two variables.
Analyzing: Part 1
For this activity, you will begin by exploring child mortality rates. Child mortality is referred to as the death of children under the age of five.
Explore the following maps, which display data on global child mortality. One map displays child mortality in 1800, another displays child mortality data from 1950 and the other displays child mortality data from 2015. As you explore the maps, think about this question:
- How have global child mortality rates changed over the years between each map shown?
Record at least three things you notice in a method of your choice.
Description
Child mortality in 1800, 1950 and 2015
The share of children (born alive) who died before reaching their fifth birthday.
Child mortality in 1800
Historical estimates suggest that up to at least the year 1800 more than one-third (usually closer to half) of children died before reaching their fifth birthday. These historical estimates come with substantial uncertainty.
Child mortality in 1950
The world map of child mortality in 1950 shows child mortality rates around the world. The following are a few selected countries:
| Country | Child mortality rate |
|---|---|
| Australia | 3% |
| United States | 4% |
| Canada | 5% |
| Argentina | 9% |
| Kazakhstan | 15% |
| Russia | 18% |
| Brazil | 20% |
| China | 21% |
| India | 29% |
| Bolivia | 30% |
| Iran | 31% |
| Chad | 32% |
Child mortality in 2015
The world map of child mortality in 2015 shows child mortality rates around the world. The following are a few selected countries:
| Country | Child mortality rate |
|---|---|
| Australia | 0.4% |
| Canada | 0.5% |
| United States | 0.7% |
| Russia | 0.9% |
| China | 1.2% |
| Argentina | 1.5% |
| Kazakhstan | 1.5% |
| Iran | 1.5% |
| Brazil | 1.7% |
| India | 4.8% |
| Bolivia | 6.6% |
| Chad | 14% |
Press the ‘Activity’ button to access the Child Mortality in 1800, 1950, and 2015.
Brainstorm
Brainstorm
Taking a global perspective (think about the entire world), what do you think contributes to infant mortality? Create a list in a method of your choice.
When you’re ready, press the Answers button to explore possible answers.
Possible answers
- birth defects
- premature birth
- pregnancy complications
- sudden infant death syndrome
- injuries
- accidents such as car accidents or drowning
- lack of medical care
- natural disaster
- access to clean water
- access to safe environment
You may have had other ideas not shown on this list.
Analyzing: Part 2
Examine the following scatterplot graph Infant Mortality and Access to Clean Water (2019). Make note of the scale (percentages on bottom and side) being used for each category.
Source: Infant Mortality Rates: Elflein, J. (n.d.). Topic: Infant mortality. Statista. https://www.statista.com/topics/5095/infant-mortality/.
Source: Access to Clean Drinking Water: Rogers, S. (2009, March 9). Access to clean water. The Guardian. https://www.theguardian.com/news/datablog/2009/mar/03/access-water.
DescriptionThis scatterplot uses data on access to clean drinking water and infant mortality rate in select countries in the world. The title is Infant Mortality and Access to Clean Water (2019). The left y-axis label is “% of Infant Mortality Rate” and goes from 0% to 10%. The x-axis or bottom label is “% of Population with Access to Clean Drinking Water” and goes from 0% to 100%. The first dot is labelled “Somalia” and lands at 8% infant mortality rate and 29% clean drinking water. The second dot is labelled “Chad” and lands at 7% infant mortality rate and 48% access to clean drinking water. The third dot is labelled “Haiti” and lands at 5% infant mortality rate and 58% access to clean drinking water. The fourth dot is labelled “Zimbabwe” and lands at almost 4% infant mortality rate and just over 80% access to clean drinking water. Canada and New Zealand are the last two dots and they are very close together, landing at less than 1% infant mortality rate and almost 100% access to clean drinking water.
Brainstorm
Correlation
A correlation is a statistical measure that shows a relationship or connection between two or more things.
What correlation do you notice between infant mortality rates and access to clean drinking water? Why do you think this is?
When you’re ready, press the Answer button to explore a possible answer.
Possible answer
This graph shows a correlation between access to clean drinking water and mortality rates. Based on the graph, higher access to clean drinking water corresponds with a lower percentage of infant deaths.Constructing
In this section of the learning activity, you will be constructing your own scatterplot graph both on paper and using a digital graphing program.
It is recommended that you begin by creating a paper version of your graph by using the following printable Graph Paper document. After you have completed your paper graph, use a digital program of your choice to recreate the same graph.
Examine the data in the following chart. Use the information provided to create a scatterplot graph or a description of a scatterplot graph that shows the correlation between literacy rate and life expectancy.
| Criteria | Cuba | China | Mozambique | Zambia |
|---|---|---|---|---|
| Overall Literacy Rate (%) | 99.8% | 96.4% | 58.8% | 63.4% |
| Overall Life Expectancy (Years) | 78.7 | 75.5 | 53.3 | 52.5 |
Source: https://www.cia.gov/the-world-factbook/
Use the following checklist to ensure you have included all key elements in your scatterplot.
Brainstorm
Reflect
Explain the relationship between literacy rates and life expectancy, using specific examples from your graph.
Why do you think literacy rates are tied to life expectancy?
Task 2: Population pyramids
Now that you have an understanding of scatterplot graphs, you will be exploring population pyramids. Geographers use both scatterplot graphs and population pyramids to visualize trends and differences between specific criteria and events.
A population pyramid is a graph that provides a snapshot of a country’s population at one point in time. It can be used to find patterns by comparing two countries or two time periods. Most importantly, it can predict future changes in a society.
A population pyramid is two horizontal bar graphs combined. A vertical scale shows the ages in the population. One group of bars represents those who identify as female and the other group of bars represents those who identify as male.
Source: Geography in BC Schools. (2015). Chapter 2: Exploring Population Patterns. In Grade 8 Ontario Textbook (pp. 39–40). essay. https://geoinbcschools.files.wordpress.com/2015/06/resource-population-grade-8-ontario-textbook.pdf.
Analysing
When examining population pyramids, consider irregularities in data such as shrinking population, expanding population, or booms in growth. Also consider the reasons behind these irregularities, such as wars, disease, epidemics, and family planning.
Let’s analyse population pyramids for developing and developed countries. Before we begin, press the tabs to review the definitions of developed and developing countries.
Next, examine these characteristics of developing versus developed countries:
| Developing countries | Developed countries |
|---|---|
|
High birth rate results in large, younger, population Higher child mortality rates Major loss of population at times due to violence, war, or genocide High death rate meaning less people living into old age |
Declining birth rates Lower levels of child mortality Lower death rate and people live longer due to advanced medical care |
Analyse the following population pyramids for developing and developed countries. Consider the information provided in the chart while exploring these population pyramids.
Description
Canada population pyramid (2020)
Population pyramid for Canada (developed country) 2020. The scale on the left shows age ranges starting at 0 to 4 and ending at 100+, increasing in 5-year intervals. There is data for those who identify as male and those who identify as female. The total population is 37,742,157.
The following chart is a breakdown of the data in the population pyramid:
| Age range | People who identify as male | People who identify as female |
|---|---|---|
| 0 – 4 | 2.7% | 2.6% |
| 5 – 9 | 2.7% | 2.6% |
| 10 – 14 | 2.7% | 2.6% |
| 15 – 19 | 2.7% | 2.6% |
| 20 – 24 | 3.2% | 3.1% |
| 25 – 29 | 3.7% | 3.6% |
| 30 – 34 | 3.5% | 3.5% |
| 35 – 39 | 3.5% | 3.5% |
| 40 – 44 | 3.2% | 3.3% |
| 45 – 49 | 3.2% | 3.2% |
| 50 – 54 | 3.2% | 3.2% |
| 55 – 59 | 3.7% | 3.7% |
| 60 – 64 | 3.4% | 3.4% |
| 65 – 69 | 2.8% | 2.9% |
| 70 – 74 | 2.3% | 2.5% |
| 75 – 79 | 1.5% | 1.7% |
| 80 – 84 | 0.9% | 1.2% |
| 85 – 89 | 0.5% | 0.8% |
| 90 – 94 | 0.2% | 0.4% |
| 95 – 99 | 0.0% | 0.1% |
| 100+ | 0.0% | 0.0% |
Description
Germany population pyramid (2020)
Population pyramid for Germany (developed country) 2020. The scale on the left shows age ranges starting at 0 to 4 and ending at 100+, increasing in 5-year intervals. There is data for those who identify as male and those who identify as female. The total population is 83,783,945.
The following chart is a breakdown of the data in the population pyramid:
| Age range | People who identify as male | People who identify as female |
| 0 – 4 | 2.5% | 2.4% |
| 5 – 9 | 2.4% | 2.2% |
| 10 – 14 | 2.4% | 2.2% |
| 15 – 19 | 2.6% | 2.3% |
| 20 – 24 | 2.8% | 2.6% |
| 25 – 29 | 3.0% | 2.7% |
| 30 – 34 | 3.4% | 3.1% |
| 35 – 39 | 3.3% | 3.2% |
| 40 – 44 | 3.0% | 3.0% |
| 45 – 49 | 3.1% | 3.1% |
| 50 – 54 | 4.0% | 4.0% |
| 55 – 59 | 4.0% | 4.1% |
| 60 – 64 | 3.4% | 3.5% |
| 65 – 69 | 2.7% | 3.0% |
| 70 – 74 | 2.1% | 2.4% |
| 75 – 79 | 1.9% | 2.4% |
| 80 – 84 | 1.6% | 2.3% |
| 85 – 89 | 0.7% | 1.2% |
| 90 – 94 | 0.3% | 0.6% |
| 95 – 99 | 0.1% | 0.2% |
| 100+ | 0.0% | 0.0% |
Description
Niger population pyramid (2020)
Population pyramid for Niger (developing country) 2020. The scale on the left shows age ranges starting at 0 to 4 and ending at 100+, increasing in 5-year intervals. There is data for those who identify as male and those who identify as female. The total population is 24,206,636.
The following chart is a breakdown of the data in the population pyramid:
| Age range | People who identify as male | People who identify as female |
|---|---|---|
| 0 – 4 | 10.4% | 9.7% |
| 5 – 9 | 8.3% | 8.1% |
| 10 – 14 | 6.9% | 6.6% |
| 15 – 19 | 5.5% | 5.4% |
| 20 – 24 | 4.4% | 4.2% |
| 25 – 29 | 3.4% | 3.3% |
| 30 – 34 | 2.6% | 2.6% |
| 35 – 39 | 1.9% | 2.2% |
| 40 – 44 | 1.6% | 1.8% |
| 45 – 49 | 1.4% | 1.5% |
| 50 – 54 | 1.1% | 1.2% |
| 55 – 59 | 1.0% | 1.0% |
| 60 – 64 | 0.8% | 0.7% |
| 65 – 69 | 0.6% | 0.5% |
| 70 – 74 | 0.4% | 0.4% |
| 75 – 79 | 0.2% | 0.2% |
| 80 – 84 | 0.1% | 0.1% |
| 85 – 89 | 0.0% | 0.0% |
| 90 – 94 | 0.0% | 0.0% |
| 95 – 99 | 0.0% | 0.0% |
| 100+ | 0.0% | 0.0% |
Description
Mali population pyramid (2020)
Population pyramid for Mali (developing country) 2020. The scale on the left shows age ranges starting at 0 to 4 and ending at 100+, increasing in 5-year intervals. There is data for those who identify as male and those who identify as female. The total population is 20,250,834.
The following chart is a breakdown of the data in the population pyramid:
| Age range | People who identify as male | People who identify as female |
| 0 – 4 | 9.1% | 8.8% |
| 5 – 9 | 7.9% | 7.7% |
| 10 – 14 | 6.9% | 6.7% |
| 15 – 19 | 5.6% | 5.5% |
| 20 – 24 | 4.4% | 4.3% |
| 25 – 29 | 3.5% | 3.5% |
| 30 – 34 | 2.9% | 2.9% |
| 35 – 39 | 2.4% | 2.5% |
| 40 – 44 | 2.0% | 2.1% |
| 45 – 49 | 1.6% | 1.7% |
| 50 – 54 | 1.2% | 1.3% |
| 55 – 59 | 0.8% | 1.0% |
| 60 – 64 | 0.6% | 0.8% |
| 65 – 69 | 0.5% | 0.6% |
| 70 – 74 | 0.3% | 0.4% |
| 75 – 79 | 0.2% | 0.3% |
| 80 – 84 | 0.1% | 0.1% |
| 85 – 89 | 0.0% | 0.0% |
| 90 – 94 | 0.0% | 0.0% |
| 95 – 99 | 0.0% | 0.0% |
| 100+ | 0.0% | 0.0% |
United Nations, Department of Economic and Social Affairs, Population Division. World Population Prospects: The 2015 Revision. (Medium variant)
United Nations, Department of Economic and Social Affairs, Population Division. World Population Prospects: The 2019 Revision. (Medium variant)
United Nations, Department of Economic and Social Affairs (2013). Trends in International Migrant Stock: Migrants by Destination and Origin (United Nations database, POP/DB/MIG/Stock/Rev.2013
Brainstorm
Similarities and differences
What are some of the similarities and differences between a developed and developing country’s population? Use the population pyramids to help you answer this question.
You can create jot notes in the following fillable and printable Developing and Developed: Similarities and Differences document. You can also record your thinking in your notebook or use another method.
| Similarities | Differences |
|---|---|
Press the ‘Activity’ button to access the Developing and Developed: Similarities and Differences.
Brainstorm
Reflect
Answer the following reflection questions about population pyramids using a method of your choice.
- Why do you think the population pyramid is divided into those who identify as female and those who identify as male?
- Why do you think a population pyramid measures age in five-year increments?
Compare and contrast
Compare and contrast the following two population pyramids. You can record your thinking in the fillable and printable Venn Diagram document. You can also complete this activity in your notebook or using another method of your choice.
One of these population pyramids is for a developed country and the other is for a developing country. Can you predict which graph matches the developed and developing country? How did you know?
Press the ‘Hint’ button for a tip.
Description
Population pyramid A
A population pyramid that is labelled “population pyramid A.” The scale on the left shows age ranges starting at 0 to 4 and ending at 100+, increasing in 5-year intervals. There is data for those who identify as male and those who identify as female.
The following chart is a breakdown of the data in the population pyramid:
| Age range | People who identify as male | People who identify as female |
|---|---|---|
| 0 – 4 | 7.5% | 7.3% |
| 5 – 9 | 6.8% | 6.6% |
| 10 – 14 | 6.2% | 6.0% |
| 15 – 19 | 5.8% | 5.7% |
| 20 – 24 | 5.1% | 5.0% |
| 25 – 29 | 4.2% | 4.1% |
| 30 – 34 | 3.2% | 3.2% |
| 35 – 39 | 2.7% | 2.7% |
| 40 – 44 | 2.1% | 2.1% |
| 45 – 49 | 1.8% | 1.8% |
| 50 – 54 | 1.3% | 1.4% |
| 55 – 59 | 1.0% | 1.1% |
| 60 – 64 | 0.8% | 1.0% |
| 65 – 69 | 0.6% | 0.7% |
| 70 – 74 | 0.5% | 0.6% |
| 75 – 79 | 0.3% | 0.3% |
| 80 – 84 | 0.1% | 0.2% |
| 85 – 89 | 0.1% | 0.1% |
| 90 – 94 | 0.0% | 0.0% |
| 95 – 99 | 0.0% | 0.0% |
| 100+ | 0.0% | 0.0% |
Description
Population pyramid B
A population pyramid that is labelled “population pyramid B.” The scale on the left shows age ranges starting at 0 to 4 and ending at 100+, increasing in 5-year intervals. There is data for those who identify as male and those who identify as female.
The following chart is a breakdown of the data in the population pyramid:
| Age range | People who identify as male | People who identify as female |
|---|---|---|
| 0 – 4 | 2.7% | 2.6% |
| 5 – 9 | 2.7% | 2.6% |
| 10 – 14 | 3.0% | 2.9% |
| 15 – 19 | 3.0% | 2.9% |
| 20 – 24 | 3.4% | 3.2% |
| 25 – 29 | 3.5% | 3.4% |
| 30 – 34 | 3.0% | 2.9% |
| 35 – 39 | 2.8% | 2.8% |
| 40 – 44 | 3.2% | 3.2% |
| 45 – 49 | 3.3% | 3.3% |
| 50 – 54 | 3.7% | 3.6% |
| 55 – 59 | 3.3% | 3.3% |
| 60 – 64 | 2.9% | 3.0% |
| 65 – 69 | 2.7% | 2.8% |
| 70 – 74 | 2.9% | 3.1% |
| 75 – 79 | 1.8% | 2.1% |
| 80 – 84 | 1.1% | 1.4% |
| 85 – 89 | 0.5% | 0.8% |
| 90 – 94 | 0.2% | 0.4% |
| 95 – 99 | 0.0% | 0.2% |
| 100+ | 0.0% | 0.0% |
Consolidation
Task 1: Why do we use them?
Let’s check our understanding of some key terms from this learning activity.
For each sentence, select the missing word from the drop-down menu.
Task 2: Teach your peers!
For this consolidation activity, you have two choices. Complete one of the following in a method of your choice.
| How-to-guide: Choose one of the graphing methods – scatterplot or population pyramid – and create a how-to-guide about creating one of those graphs. Be sure to include specific step-by-step instructions. You can create this how-to-guide orally, digitally, in print, or another method of your choice. | Poster or presentation: Create a poster or oral presentation that explains what each graph (scatterplot and population pyramid) shares about a country and what you should look for when analysing one of these graphs. |
Reflection
As you read through these descriptions, which sentence best describes how you are feeling about your understanding of this learning activity? Press the button that is beside this sentence.
I feel...
Now, expand on your ideas by recording your thoughts using a voice recorder, speech-to-text, or writing tool.
When you review your notes on this learning activity later, reflect on whether you would select a different description based on your further review of the material in this learning activity.