TGC FELLOWS UBD Lesson Template

Lesson Title: How do the availability of resources impact countries differently?

Subject: Mathematics/Social Studies Interdisciplinary lesson
Prepared by: Melissa Nadeau, adapted from Lesson resources available through 2013 Population Connection
Materials Needed: Poker Chips or blocks, measuring tape/string or yarn or tape to measure out an enclosed area
Global Competency:
o Students investigate the world beyond their immediate environment by gaining an understanding of how
resources are inequitably distributed throughout the world. Students will use this understanding to make
a connection between the growing human population and its effect on resource distribution.

Where is the
lesson going?
(Learning Target or
SWBAT)

This lesson uses the context of world population growth and inequitably distributed resources
can impact the human race.
Students will be able to provide examples of imports and exports of various countries and
understand why trade occurs.
Students will gain an understanding of how resources are inequitably distributed throughout
the world.

Hook:

Tailored Differentiation:

The Earth is a finite system with limited resources that people

must compete for and share. The more people there are on the
planet, the smaller each persons share of resources. But resources
are not divided equally amongst all the worlds countries. This
activity will demonstrate characteristics of resource-rich and
resource-poor countries; it will also demonstrate how and why
trade for these resources occurs.

For students needing intervention:

In Step 5 Instead of having students go
through the process of deciding what each
group means - Separate the class into four
groups as outlined below and inform them of
the meaning of their collections.

1: Students/Groups sit at their desks. Give each student/group a

For students needing enrichment:

Students needing enrichment can actually find

bag with various materials with the direction that he/she cannot
open the bag until told to do so. Each bag contains varying
materials (example - 2 pencils, 5 pieces of gum, 4 pennies, 1
lollipop, and a sticker, while another could contain 2 coupons, one
eraser, four pennies, and five balloons). Direct the attention of the
students to a posted list of needs hung in the classroom.
2: Every student/group must have at least one of the following
items: sticker, eraser, pencil, lollipop, any one coupon. Explain that
the students will have a set amount of time (15 mins.) to trade the
objects in their bags with others in order to retrieve the list of
needs. After they have completed the task, they can continue
trading for any other items they may want. They must have
received all the needs in order to keep what is in their bags.
1.

examples, through research, of the countries

that fit into each of the groups for the
activities. For example, students in group 4
who represent countries with virtually no
resources can find examples of a country like
Afghanistan who has lots of mineral deposits
but has not been able to tap into their wealth
due to lack of technology or the terrain of the
country.
Provide students needing enrichment the
following graphic

3: To retrieve a needed item, students should trade with

others by swapping something from their bag, for instance, one
pencil may be exchanged for 3 pieces of gum. Explain that there
are enough needs for each student to have only one, so the class
should work cooperatively and fairly to help everyone retrieve their
needs.

2.
3.

4: Students discuss the process of bartering-list strengths

and weaknesses
Equip:
Step 1: Count out poker chips so you have exactly twice as many
chips as the number of students participating in the activity. If
possible, supply equal proportions of red, white and blue chips.
Step 2: Select an area large enough to allow all students to move
around the room. Spread the chips out within the marked off area
at random.

Have them answer the following questions:

Youll notice that Canada and Colombia
export approximately the same amount
as they import. However, this isnt the
case with Nepal and Burundi. How can a
country afford to import more than it
exports?
There is a large difference between the

Step 3: Explain to the students that each of them represents a

country and the chips represent resources. It is easier to maintain
the health and well-being of a countrys citizens if the country has
a large and varied base of resources. This means that a country
not only have resources in large quantities, but that it possess
assorted types of resources food, fuel, minerals, cropland, access
to clean water, etc.
Step 4: Go over the terms export and import with the class.
Export: a product we sell to other countries who cant or
dont make enough of the item to meet their populations
needs.
Import: a product we buy from another country because we
cant or dont make enough of the item to meet our
populations needs.
Tell the students that upon a given signal each country should try
to collect up to, but no more than, three chips. Give a signal for
students to collect chips from inside the square.
Step 5: Separate the class into four groups as outlined below. Ask
students to decide what their groups represent as it relates to
imports and exports if each chip they have represents resources.
Group 1: Students with three chips. (These represent
countries with rich resource bases. Such countries will be
able to export more resources than other countries.)
Group 2: Students with two chips. (These represent
countries with more limited resource bases. Exports will be
possible but some imports may be needed. )
Group 3: Students with one chip. (These countries have a
very limited resource base. Exports will be minimal and
there will be a heavier reliance on imports.)
Group 4: Students with no chips. (These countries have
virtually no resources to adequately support a human
population. There is essentially no capability for exports and
a maximum need for imports.)

amount that each countrys exports are

worth. Ask the students to calculate the
amount of exports per capita, for each
country.
How are a countrys resources impacted
by the size of their population?
How are a countrys resources impacted
by population growth? Compare the
growth rates of each country with the
population growth rate of the planet.
During the in-class activity - When you
were asked Based on the resources you
have, would you like to see your
countrys population increase, decrease,
or stay the same? Why?, if you
answered that you would like to see
your countrys population increase, how
can you rationalize this when looking at
the big picture of world population
hitting seven billion?

Rethink and revise:

The following questions are provided to debrief on the activity.
1. Have the students look around the room and take note of how
many countries received three chips, two chips, one chip, and no
chips respectively.
What would it be like to live in a country in each group?
2. Does each country have a large and well-balanced resource
base (3 chips of 3 different colors)?
If you dont have a well-balanced resource base, what could
you do to improve your situation? - You could trade with
other countries to get the resources you need.
How does Group 1s ability to export resources affect their
wealth and well-being?
How does Group 4s dependence on the resources of other
countries affect their wealth and well-being?
3. Based on the resources you have, would you like to see your
countrys population increase, decrease, or stay the same? Why?
4. As a countrys leader, how does knowing the population of your
country help you plan for the future?
If you are a country in Group 1, consider what would happen
if your population became much bigger. Much smaller?
If you are a country in Group 4, consider what would happen
if your population became much bigger. Much smaller?
5. What are some possible advantages and disadvantages of
having a stable population?

Evaluate:
Have students research news outlets to find further information
about the countries discussed in the lesson. Look for articles that
discuss population and/or resource consumption. Answer
questions like What is the quality of life like in the country? Are
people getting all of the things they need to be healthy and happy?
Students can provide their answers in the form of a presentation
(prezi, powerpoint), a narrative written from the point of view of

someone in that country, or using graphics to show the

relationship between the variables.
Notes:
During the Rethink and Revise, use a variety of modalities to get
the answers from students besides teacher led or student led
discussion. For example, place large pieces of paper around the
room and have each question be a station. Students move
through each station and add their answer to the question and
then review as a class. This gives students the opportunity to see
what their classmates thought and add any new idea to the poster.

Organization:
Students are grouped together for this
exercise but no strategic grouping is
recommended. As a classroom teacher you
may want to group homogeneously or
heterogeneously depending on the needs of
your classroom.