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DIPLOMA IN EDUCATION PROGRAMME

SCHOOL OF EDUCATION
THE UNIVERSITY OF THE WEST INDIES, ST. AUGUSTINE

Geography

Teachers: Joshua Peru-Ishmael, Victoria De Leon, Kirby Harripersad, Amanda Ramjohn

School: Queen’s Royal College Date: 18th March 2021

Form: 4 Time: 8:30 a.m.
Duration: 40 minutes No. in class: 23
PLANNING FOR THE LESSON
Concepts: Place, space, interconnection.

Concept Map: See attached (refer to page 7)

Essential Vocabulary/ Key relevant terms: Migration, In-migration, Out-migration, Internal migration,
Regional migration, International migration

Curriculum Integration Areas: Social Studies in terms of the social impacts of migration. English
Language will be integrated in the form of oral communication.

Planning for inclusiveness: Lesson has been prepared for multiple intelligences: visual and auditory
learners and read-aloud. The use of large fonts and videos.

Planning for literacy improvement: Students will be encouraged to do additional readings via textbook
on the topic. Students will be provided with a glossary of terms (See attached). Students will be asked to
read in the session and orally present their findings.

Planning for Technology Integration: The use of laptop, PowerPoint, Zoom and online tools such as
Pear Deck and Padlet.

Planning for VAPA integration: Use of pictures for interpretation, music and videos for visual aid.

Instructional strategies to be used and their rationale:

Cooperative learning where students will work together. Hence, encouraging team building, scaffold
learning and assist students in making connections between concepts in line with the both the
constructivism and cognitive learning theory. Debate in the form of offering additional perspectives on
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migration and developing students listening, oratory and critical-thinking skills. This follows the
constructivism theory
Lesson plan
PRE-KNOWLEDGE:
Students were taught the definition and different types of migration.

OBJECTIVES:
At the end of this lesson, pupils will be able to:

Objectives of the lesson Classification of objectives Domain

Examine the reasons for in and out migration Analyzing Cognitive

Display an appreciation for the reasons persons Valuing Affective

migrate.

SET INDUCTION (Time allotted: 2 minutes)

Teacher will show students a teacher resource video (https://youtu.be/7gVYk1Wu1po) on various news
headlines with respect to migrants and their movement. After the video is shown, teacher will engage
students in a discussion asking the following probing questions: What do you notice about the persons in
the video? Are they in a home setting? What are some of the reasons for the images you have noticed?
Did everyone seem prepared to leave? Students would be guided towards the theme of push and pull
factors of migration.

SECTION 1 (Time allotted: 15 minutes)

Teaching points:
Push factors: what encourages persons to leave.

Pull factors: what attracts persons to another place such as better educational opportunities.
Examples:
Social Economic Political
Push factors Difficult family Employment. Civil unrest
situations Economic instability War
Culture of migration Poor working conditions Changes in political
Reuniting families representation.
Persecution
Pull Factors Friends/family already Higher wages Political stability
moved Job opportunities Inclusive society
Educational
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opportunities

METHOD
Teaching Strategy Student Activity Resources

Cooperative learning Students will be required to work in Glossary terms:

technique, students their groups and analyze the cases
will be broken up into provided. Textbooks:
groups of 3. The Caribbean Environment- Mark Wilson
Students will be expected to create Pages 222-224 (Migration)
Teacher will provide one PowerPoint slide with
each group with information discussed. Each group Complete Geography Course for CSEC- Vohn
different scenarios will present their slides in the main Rahil. Pages 167-174 (Migration)
showing reasons for in room to the entire class.
and out migration. Scenario sheets:
(See attached Students will review the push and
supplemental sheets) pull factors identified as a class and Scenario 1: Venezuelan Police Officer
categorize them into the headings of
Teacher asks students economic, social, political. Scenario 2: Syrian Refugee Crisis
to suggest pull and
push factors not Students suggest pull and push Scenario 3: Local Dialogue (Teacher made
identified in provided factors not identified in provided resource)
scenarios. scenarios.
Scenarios Answer Sheet

SECTIONAL REVIEW: Time allotted: (3 minutes)

Multiple Choice Quiz (MCQ). Ask students to justify their choice.

1. Moving away from an area to be closer to friends and family is:

A. A social factor
B. An economic factor
C. A political factor

2. What is a pull factor?

A. A factor in their own country, such as unemployment, that persuades someone away from
where they are currently living
B. A factor in another country, such as quality of life, that encourages someone to move away
from where they are currently living
C. When people are forced out of their homes and must set up home in a new country or new
location

3. This image below represents a push or a pull factor?

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SECTION 2 (Time allotted: 10 minutes)

Teaching points:
Debate on:
“There are 16000 legally registered Venezuelan migrants. However, The United Countries estimates
there may be close to 60000 migrants in the country. Do you support their movement into your home
country?”

Suggested points:

For migration Against migration

 Persons are in desperate need for basic
amenities
 Local businesses will benefit from
cheaper labour
 Migrants can have a higher standard of
living
 Low skilled/low paying jobs are fulfilled
by migrants
 Growth of the informal sector
 Locals exposed to different culture, food,
music.
 Strain on local resources such as health
care.
 Preconceived notions of gang related
activities.
 Competition for jobs.
 Breaking up of families
 Increased prostitution.

METHOD
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Teaching Strategy Student Activity Resources

Debate.
Students will be placed
into two groups to debate
the following fictional
statement:
In their groups, students will be given
5 minutes to establish two points to
support their given stance.
Students will choose a presenter to
put forward their points.
The Caribbean Environment- Mark
Wilson
Pages 222-224
Complete Geography Course for CSEC-
Vohn Rahil. Pages 167-174

“There are 16000 legally

registered Venezuelan
migrants. However, The
United Countries
estimates there may be
close to 60000 migrants
in the country. Do you
support their movement
into your home
country?”

1. For migration
2. Against migration

SECTIONAL REVIEW: Time allotted: (2 minutes)

Question: If you had the opportunity to tell a Venezuelan migrant living in Trinidad and Tobago in
one sentence, what would you say?

Possible Answers:

 I understand the reasons you felt you had to leave your home. I hope you can find the better life
you are hoping for here.
 I know you will be missing your family. I hope that you can be reunited with them soon.

CLOSURE (How will you end the lesson?)– Time allotted: (3 minutes)
Teacher will provide a link to Padlet (Padlet Link (Clear or Cloudy) Closure) where students will be
required to communicate ONE point on what was Clear (what they understood) on the lesson and ONE
point on what was Cloudy (what they’re having trouble understanding) on the lesson.

FINAL EVALUATION: (1 min)

Summative Assessment: Quiz to complete: Homework quiz

FOLLOW-UP ACTIVITIES/LESSON:
Students will be required to read up on the next topic in their textbook: “Consequences of Migration on
source country.”

Table of Specifications
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Objectives Level and type Strategy Formative/Summativ Marks

of domains e
Examine the Analyzing- Cooperative Formative (Section 1) N/A
reasons for in Cognitive learning Students answer MCQ
and out strategy (Refer to questions on
migration pages 3-4)

Summative: N/A
Students to complete
the following
questions:
Homework quiz
Display an Valuing- Debate Formative (Section 2) N/A
appreciation for Affective Students respond to the
the reasons following:
persons migrate. If you had the
opportunity to tell a
Venezuelan migrant
living in Trinidad and
Tobago one sentence,
what would you say?

CONCEPT MAP ON MIGRATION (PUSH AND PULL FACTORS)

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