12/15/2014
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Unit 2-2: Investigating Canada’s
Changing Demographics
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Reasons for Population Increase and Decrease
(Handout - 2.9)
Factors That Influence Population Change
(Handout - 2.10, 2.11)
Reading Graphs (Handout - Reading Graphs)
Mini Grammar Lesson
Population Change
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Let’s brainstorm reasons for population
change.
Think/Pair /Share
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What would make the population of a village, town,
city or country change?
 List two reasons for the population to increase and
decrease.
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Urbanization (Handout - 2.13: 2 pages)
Sex and Age Population Structures (Handout - 2.14: 2
pages, 2.15: page 1 of 2, Figure 1: Canada’s Population
Pyramid, 1996, Population Pyramid of Canada 2010,
POPULATION PYRAMID x 2)
What are some reasons for population change?
What could cause Canada’s
population to decrease?
What could cause Canada’s
population to increase?
War
Peace
Sickness/disease
Health
Emigration (leaving a country)
Immigration (coming into a country)
No Job/Unemployment
Jobs/Employment
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12/15/2014
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Review “Handout 2.9 Reasons for Population
to Decrease and Increase”
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What are some differences among the words?
What are some words with opposite meaning?
What are some push/pull factors to do with population
increase or decrease?
Examples:
Push Factor
Pull Factor
No land
Cheap land for farms
Too many people
A lot of empty land
No schools
A good school system
No hospital
A hospital and health care
system, etc.
In addition, these reasons for population
increase/decrease are usually used to describe why
people move from one country to another (immigration,
emigration).
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Push Factor: reasons for leaving your own
country. (e.g. unemployment, lack of freedom
of speech, etc.)
Pull Factor: factors that attract a person to a
country. (e.g. freedom of speech, employment
opportunities, etc.)
Why do push factors cause population to
decrease?
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Push factors cause population to decrease because
they make people not want to live there, it is unsafe,
or no opportunities.
Why do pull factors cause population to
increase?
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Pull factors cause population to increase because
they offer a more comfortable life that maybe safer
and with more opportunities.
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12/15/2014
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Review “Handout 2.10 Demographic Terms”.
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Review “Handout 2.11 Factors That Influence
Population Change”
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Underline familiar words
Guess the meaning of new words
Do any of the familiar or new words fit into the
blank space?
Take a look at your textbook print out of Chapter 15
for some definitions.
Add any of this vocabulary into your Personal
Dictionaries
5. To find the country's population growth rate,
add birth rate and death rate and the net migration
rate together.
6. If you look at how long it takes a country's
population to double by using the country's
populations growth, this is called the doubling
time.
7. By dividing 70 by the growth rate, you can find
out how many years it will take for the population
figure to double. This formula is called the Rule of
70.
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Answers:
 1. Demography is the study of human
population.
 2. The measurement called the birth rate shows
the relationship between the number of live
births and the size of the population.
 3. The rate of natural increase (RNI) is the
birth rate minus the death rate.
 4. You can find a country's net migration rate
by subtracting the immigration rate from the
emigration rate.
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8. A special kind of graph called the
Population Pyramid shows horizontal bar
graphs. It makes it easier to see dependency
loads of older and younger people.
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dependency load: portion of the population that is
not in the work force; total people under fourteen
and over 65.
Rule of 70 for population growth
Rule of 72 for financial data
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12/15/2014
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Review definitions from textbook:
Immigrate:
Emigrate:
Migration:
Demography:
Rate of Natural Increase (RNI) (Natural Increase Rate):
Net Migration:
Emigration Rate:
Immigration Rate:
Population Growth Rate:
Birth Rate:
Death Rate:
Doubling Time:
Dependency load:
Population Pyramid:
Intro to the Graph
1. What do the graphs tell us?
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The graph tells us about the Canadian
population over time.
2. Describe the pattern of the graphed
information that you observe from the two
graphs. What does this pattern mean?
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The pattern is that the Canadian
population is steadily increasing over time.
The patterns on graphs can be used to predict
or tell us what will happen in the future.
3. What do you think will happen in the
future?
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The Canadian population will keep on
increasing steadily.
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Review the handout
“Reading Graphs”
Why are graphs used?
What are the
advantages of putting
information in a
graphed form?
1.
2.
3.
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Easy to tell what the
data is about
Easy to see the
numbers
Easy to identify the
pattern
What should all graphs
have?
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Title and clearly labelled
x- and y- axis
Clear printed numbers
in even increments
Line vs. Bar Graph
4. Which year shows the largest growth? What graph
did you use?
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2013; 0.58 million difference between 2012 and
2013
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Bar Graph
5. What may have caused the rate to increase?
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The Provinces/Territories of Alberta (up 3.4 per
cent), Nunavut (2.5 per cent) and Saskatchewan
(1.9 per cent) have shown an increase.
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Statistics Canada said the growth in Alberta was
due to record levels of international migration and
people arriving from other provinces.
6. What is the difference between a line graph and a bar
graph?
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Putting information in a line graph may have
advantages that using a bar graph may not have,
for example, patters can be seen; the graph reader
does not have to see/read all the numbers before
seeing a pattern.
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The total population in Canada was last recorded at 35.4
million people in 2013 from 17.9 million in 1960, changing 97
percent during the last 50 years. Population in Canada
averaged 26.59 Million from 1960 until 2013, reaching an all
time high of 35.35 Million in 2013 and a record low of 17.91
Million in 1960.
Concept Review – EXIT SLIP
8. Review your notes on
push/pull factors to interpret
growth rate. Write 3
statements to account for the
change in Canadian
population over time using
the following structure:
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EXAMPLE:
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The line and bar graph
(above) of growth in
Canadian population
shows that Canada has a
large population.
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Understanding the
Graph
7. In a small group,
write five questions
about the graph’s
information and
exchange it with the
group behind you.
 EXAMPLE:
Question: What is
the population in
the year 2004?
 Answer: 31.68
million
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Mini Grammar Lesson:
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What is the language structure necessary to ask for
and state speculations?
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Would is used to give the meaning of possibility,
choice, or preference.
 “What would happen if…?”
 E.g. “Would you like to live in a urban or rural
settlement?”
We know this because we
can see from the graph
that Canada’s population
is currently 35.35 million.
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12/15/2014
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We are going to look at two examples of
population change in Canada and what the effects
might be if there is change.
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Use Chart Paper (fold in half-portrait):
"What would happen if the number of men and women
changed in the Canadian population?"
 "What would happen if all Canadians moved from
farmlands to cities?"
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How to find percentages : (#/total #) * 100
We are going to use “Handout 2.13 Urban or
Rural?” to look at population distribution of
Canada in terms of urban or rural populations
expressed in a percentage .
With the person behind you, brainstorm the
consequences of these actions.
Remember to use urban instead of city and rural instead
of farmland.
 Use the structure: If all Canadians moved to the cities, maybe
_________ would _________________.
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"What would happen if all Canadians moved from
farmland to cities?"
Use Chart Paper:
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List the reasons why the Canadian urban population would
increase and rural population decrease.
Remember "push" and "pull" factors for coming
to/leaving a country. These are also used for deciding to
leave one area of Canada to move to another, for
example, from rural to urban, or from urban to rural.
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To reinforce concepts and vocabulary, create 5
questions using the words and suggestions
from the T-chart. Then give it to the person
beside you to answer your questions.
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Reasons for Population
Increase
more jobs
more schools
more doctors/hospitals
Reasons for Population
Decrease
no jobs
fewer schools
fewer doctors/hospitals
E.g. Question: What would happen if there were more
jobs in urban areas?
Answer: If there were more jobs in urban areas, people
from rural areas would move and the urban
population would increase.
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12/15/2014
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Now we are going to look at the second
example of population change in Canada and
what the effects might be if there is change.
"What would happen if the number of men and
women changed in the Canadian population?"
With the person behind you, brainstorm the
consequences of these actions.
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The population is made up of males and females
and age groups. So what would happen is our
population changed?
We are going to pose and present speculative
questions on these changes using “Handout 2.14
Speculation: Population Change”
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You should interview another teacher and one student.
What were some of your responses that you received?
 Write on Chart Paper
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Many negative effects can be felt as a result of the
four possible cases posed.
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What might some some of these negative effects be?
 Write on Chart Paper
Chart Paper
?
Speculation
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What can be done to make sure that these negative
effects are not felt by the Canadian population?
Who does this?
Whose job is it to see into the future about possible
problems?
How do they look into the future?
The population pyramid is one of the tools the
government uses to
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look into the future;
predict what problems there may be in the future;
try to stop negative effects from population changes.
A population pyramid is a graph that shows
population distribution by age and sex for a given
area at a given time.
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Negative effects
There are generally three types of population pyramids created
from age-sex distributions--expansive, constrictive and stationary.
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EXPANSIVE population pyramids show larger numbers or percentages of
the population in the younger age groups.
These types of pyramids are usually found in populations with very large
fertility rates and lower than average life expectancies.
The age-sex distributions of many Third World countries would probably
display expansive population pyramids.
CONSTRICTIVE population pyramids display lower numbers or
percentages of younger people.
The age-sex distributions of the United States fall into this type of
pyramid.
STATIONARY or near-stationary population pyramids display somewhat
equal numbers or percentages for almost all age groups. Of course, smaller
figures are still to be expected at the oldest age groups.
The age-sex distributions of some European countries, especially
Scandinavian ones, will tend to fall into this category.
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12/15/2014
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Review “Handout 2.15 Population Pyramid
(page 1 of 2)”
What do you see when covering one side and
then the other?
Answer the two question on the handout.
Review handout “Figure 1: Canada’s
Population Pyramid, 1996”
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We will create a population pyramid of Canada
from the last census.
Use the handouts “Population Pyramid of Canada 2010”
and POPULATION PYRAMID”
 Note that it is best to construct population pyramids
using percentages rather than numbers since this makes it
possible to compare countries with different size
populations.
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Then we will gather data and create a population
pyramid for our class.
Now we will compare the two pyramids:
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Answer the questions on the “Population Pyramid of
Canada 2010” handout.
Human populations are an important part of
the study of geography.
Not only are people unevenly distributed in
Canada, but they also vary greatly in terms of
age and sex distribution.
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Is there a difference between the two pyramids?
Why?
Same goes for the world. Some countries, such as
Ethiopia, have a young population, meaning that
a high percentage of the total population is below
the age of 15 years.
Other countries, such as Spain, have an aging
population, meaning that an increasing
percentage of the people are older than 65 years.
Understanding the distribution of population
in terms of age and sex is important in
understanding a country’s well-being and
the challenges it faces.
WORLD POPULATION PYRAMID
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From 1950 to 2050
http://www.worldlifeexpectancy.com/worldpopulation-pyramid
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