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DIPLOMA IN EDUCATION PROGRAMME

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

………Geography……………

LESSON PLAN: # 2 in Unit plan: Population change-Migration School visit/Field Day: 20.01.21

TEACHER: Ms. Kirby Harripersad SCHOOL: Barrackpore West Secondary DATE: 20.01.21

CLASS/FORM: 6.1MS No. in class: 3 TIME: 12:15pm No of period(s): 1 Duration: 35 mins

Planning for the lesson

UNIT PLAN: Population change: Migration

TOPIC: Causes of migration

CONCEPT MAP: attached below

CURRICULUM INTEGRATION AREAS across subjects and materials needed (where relevant):
Evidence of Social Studies is integrated in this lesson as elements of factors influencing migration types.
Case studies integrate History as well.

 Strategies for:
Planning for inclusiveness: The lesson has been prepared for different types of learners such as visual,
kinaesthetic, read-write and auditory learners.

Planning for literacy improvement: Students are encouraged to read text and case studies

Planning for Technology Integration: The use of laptop, connectivity, Zoom meeting, Google form,
Padlet, Poll taking

Planning for VAPA integration: The creation of a collage on Padlet that can include pictures based on
student preference.

Instructional strategies to be used and their rationale: Lecture method, student collaboration and inquiry
based instruction with the aid of technology. These were chosen since the content is for remembering and
applying of the knowledge in the cognitive learning theory.
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The lesson plan:

PRE-KNOWLEDGE
Students should remember the definition of migration and migration types.
Vocabulary to recall: urban, rural, immigration, emigration.

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

Objectives of the lesson Classification of objectives Domain

1. Explain the causes of population change with respect Comprehend Cognitive
to migration

2. Distinguish between push and pull factors for Analyze Cognitive

migration with the use of examples

3. Evaluate the importance of understanding the causes Valuing Affective

of migration

4.

5.

SET INDUCTION Time allotted: 2mins

Take a “Student migration poll”

Questions:
- Who has lived somewhere else?
-Who has lived in a different city/town/country?

If students responded that someone did move:

-Why did your family move?
-How did this move make you feel before and after your change of residence?

If no one has moved, share my personal move from San Fernando to San Francique.

Introduce the KWL (Know, Want to know, Learnt) chart after presenting the session objectives. Students
can briefly state what they know and would like to know about the reasons for migration.

SECTION 1- Time allotted: 5 mins

Teaching points:
Reasons for change in population with respect to migration.
Introduce concept of push and pull factors
Identifying push and pull factors generally and then via examples.
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METHOD
Teaching Strategy Student Activity Resources

Lecture and inquiry-based Students listen to explanations PowerPoint Presentation

approach with student
collaboration.
Results of Mentimeter presented
to class for discussion (include
pointing out the most common
entry)
of PowerPoint presentation
Mentimeter link:
Students share their ideas on https://www.menti.com/cp24kb5icz
reasons for migration via
Mentimeter.

SECTIONAL REVIEW and feedback (formative assessment strategies) Time allotted: 2 mins

Review of the Mentimeter results and if students missed any major factors, ask questions (related to what they
omitted) to draw the answers out.

SECTION 2- Time allotted: 8

Teaching points:
Identifying and distinguishing between push and pull factors generally and then via examples.

METHOD
Teaching Strategy Student Activity Resources

Student discussion Use of Padlet for PowerPoint Presentation

and collaboration student
collaboration on Padlet link:
classifying push https://padlet.com/kirbyharripersad1986/z5wyddj0wypph5fq
and pull factors
identified in
mentimeter.

Students to use
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examples of their
home towns and
places they may
consider migrating
to and add these
push and pull
factors to Padlet

SECTIONAL REVIEW and feedback (formative assessment strategies) Time allotted: 1 min

Review of the Padlet submissions for accuracy and relevance.

SECTION 3 - Time allotted: 8 mins

Teaching points:
Evaluating the importance of understanding the causes of migration.

METHOD
Teaching Strategy Student Activity Resources

Inquiry based Question and PowerPoint Presentation

approach. answer
Ask students to Results of the mentimeter and Padlet exercises to encourage
brainstorm why thinking.
being aware of the Padlet link:
causes of migration https://padlet.com/kirbyharripersad1986/z5wyddj0wypph5fq
may be important
Mentimeter link:
What can this https://www.menti.com/cp24kb5icz
knowledge affect?
Who will this
information be
useful to?
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SECTIONAL REVIEW and feedback (formative assessment strategies) Time allotted: 3 mins

Oral questioning:
What can this knowledge affect? (Answers can include: Resource planning, city development, methods to
curb urbanization)
Who will this information be useful to? (Answers can include: city Planners, government officials,
community leaders, policy makers)

CLOSURE (How will you end the lesson?)– Time allotted: 2mins

Class will end with a quick recap with the aid of the KWL chart for a summary and informing students
where they can find supplemental notes (glossary of terms used in the session) for the session (Google
Classroom)

FINAL EVALUATION – Time allotted: 3mins

Go back to KWL table in the beginning and edit to include what students have learnt based on
their oral responses.

FOLLOW-UP ACTIVITIES/LESSON: 1min

Consequences of migration: both to the host and source areas/countries (Pages 58 to 62 of Class text:
Bleasdell, S.G. 2019. Cape unit 1 New integrated Geography. Caribbean Educational Publishers)

TEACHER’S REFLECTION ON THE LESSON: (minimum of 250 words)

use the DIEP model –( https://emedia.rmit.edu.au/learninglab/content/how-use-diep-0)

 Describe the insight

 Describe the circumstances
 Interpret what the insight means
 Evaluate
 Plan and transfer new learning
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TUTOR’S COMMENTS
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Concept map. Lesson plan focus highlighted in red.