1. How and why does the age and gender structure of populations vary?
Population structure
How and why does the age and gender structure of populations vary?

2. By the of the lesson
All pupils will describe a population pyramid in terms of shape/ balance of ages/male versus female.
All pupils will recognise that shapes of pyramids relate to the different stages on the DTM.
All pupils will recognise issues, e.g. extreme youthful/ageing pyramids.

3. Connector
With your scatter graphs, divide the graph into three sections: High income Middle income Low income In pairs discuss what the graph is showing and annotate it. What patterns do you see and why?

4. What is a population pyramid?
Why are they important?

5. http://www. neighbourhood. statistics. gov. uk/HTMLDocs/dvc1/UKPyramid

6. Task – Plotting a population pyramid
age
Males %
Females %
0 - 4 20 18
5 - 9 16 14
10 -14 13 12 11 10
20 – 24 9
25 – 29 7
30 – 34 6
35 – 39 4 5
40 – 44 3
45 – 49
50 – 54 2
55 – 59
60 – 64
65 – 69 1
70 – 74
80+
Task – Plotting a population pyramid
Plot age on the y axis
Plot ‘% male’ on one side & ‘% female’ on the other

7. Is your population pyramid different to the first one shown? How?

8. Task – Describing a population pyramid
Hint: The best way to do it is to break your pyramid up into three parts – see next slide

9. Describe the population pyramid
Older people (65+). No longer working. Possibly retired?
People of working age (15 – 64). The main group of tax payers!
Young people (0-14), often those in education. Unlikely to be employed
Extension: What stage of the DTM do you think this pyramid would represent? Why?

10. There are many different types of population pyramids.
Look at the following. What do they tell you about a country?

11. Stage 3
Stage 1
Stage 2
Stage 4

12. Some tips: How to read a population pyramid…
Concave sides = high death rate
Wide base = high birth rate
Straight sides = Lower death rate so more people moving into middle age
Blue = males
Pink = females

13. Activity – card sort
In pairs, separate the cards into 4 piles, one for each stage.
Copy them into your books underneath the correct pyramid
Decide which country the general description is referring to and put it in the correct column.

15. Look at the following population pyramids
Look at the following population pyramids. Which would be stage 1, 2, 3, 4 and 5 on the DMT?
Task Time: 5 mins

16. Look at the three population pyramids for Japan in 2001, 2010 and 2050.
Describe how the population structure will change over time and explain what effect this will have on the country.
Task time: 10 mins

17. Complete the following sheet

18. How do population pyramids change over time?

19. Task – Exploring the statements
For each statement:
Read the statement above each pyramid.
Sketch the old pyramid in your books and redraw the pyramid showing any changes the statement will make.
Explain: The change in shape (Why does it change that way?)
Elaborate: Will the change be a problem for the country?
Tips:
(Don’t forget the different stages)
Think about which sex/age groups are affected
Note:
Discuss the task in groups
Then answer, everyone must have a copy

20. Life expectancy increases due to improved medical care

21. A baby boom in China occurs after the one child policy is abandoned

22. Migrants move to the UK with the promise of new jobs

23. Infant mortality drops due to the training of extra midwives

24. Review What does a narrow tip mean?
If it is wider in the middle than at the bottom what problems could this cause?
What does a wide base represent?
What shape of pyramid do the following countries have:
UK, Kenya, Sweden, Japan, Brazil

25. Bits from OLD power point before meeting
Extension work?
Bits from OLD power point before meeting

26. Why is it important to know about the population structure of a country?
It is important to know so the government can make informed policy decisions.
Create a mind map of what might be affected

27. What decisions can be affected by population
Type of houses built
Health care
Education
Pensions
Housing
Add your own
What decisions can be affected by population
structure?
More schools needed?
More teachers needed?

28. Task Explain the two of the examples you gave, for example: S E
Education policies are affected by changes in population structure. The relative number of young people in the UK is decreasing as the number of people living beyond 65 increases.
Therefore the amount of money the government can spend on schools will decrease. The government will need to spend more on medical care and building facilities (for example housing) suitable for the elderly.