UNIT PLAN – Geography

CLASS: Form 6.1. Term II

UNIT: Population change- Migration
GOALS: This unit should help student to:
Understand the factors that affect the changes to and distribution of human population with respect to movement. As a geographer, the student should be able to show an
awareness of the different types, causes of and consequences of migration. Students will study the construction of flow lines to gain a better aprreciation of the level and
direction of migration. Calculating the population growth to reiterate this will also be demonstrated.

RATIONALE: Students should study population migration since it is part of their daily lives. Whether it’s a commute or change of residence, it is important to understand the reasons
people move and how this move impacts a country. These impacts can include political, social and economic reasons and students can experience more than one of these.
This unit will provide insight for an impacted student and possible solutions if required. With the current influx of migrants to Trinidad and Tobago, students will be better
equipt to process the reaons behind this trend and display fair reations to their presence.
This topic is an introductory one in the syllabus as the understanding of the concepts learnt here are required to fully grasp the following modules that include a deeper look
at population and the resulting settlements.

Concepts to be taught: Attached below

Concepts to be taught can come from the syllabus documents but can be re-sequenced to suit the students’ prior knowledge, curriculum integration, activities in the school year. The unit plan should be your
individual creative work. It is not a ‘scheme of work’. It should include the following topics as given in the table below. (include your concept map with your unit of work)

CONTENT Key concepts Cognitive Learning Affective Learning RESOURCES TEACHING/LEARNING ASSESSMENT strategies
in the lesson outcomes: Outcome: ACTIVITIES
Students will be able to Students will be able
to

Lesson 1 Categories of  Define the different types  Notice that  Class text: PowerPoint presentation to define the Use of pictures to illustrate migration
 Types of migration migration of migration migration scenarios Bleasdell, S.G. types of migration. scenarios for student identification.
(Micro lesson) can fall under more 2019. Cape
than one migration unit 1 New
 category integrated
Geography.
Caribbean
Educational
Publishers.
Lesson 2  Push and pull  Explain the causes of  Recognise and discern  Class text: PowerPoint presentation explaing KWL chart
 Causes of migration factors for population change with push and pull factors in Bleasdell, S.G. push and pull factors. Oral questioning
migration respect to migration their country. 2019. Cape The use of Mentimeter to suggest
 Distinguish between push  Evaluate the unit 1 New reasons for migration.
and pull factors for importance of The use of Padlet to encourage
integrated
migration understanding the collaborative participation in looking
Geography.
causes of migration at the push and pull factos of some
Caribbean countries of choice.
Educational
Publishers.
 Padlet
 Mentimeter
Lesson 3  Outcomes of  Determine the consequences of  Evaluate the  Class text: Brainstorming the consequences of Oral questioning
 Consequences to the immigration migration in both the host and importance of Bleasdell, S.G. migration to the host and source
sources and host and source country. understanding the 2019. Cape country via shared Whiteboard, using
country emmigration  consequences of unit 1 New examples.
of the host and migration
integrated
source
Geography.
countries.
Caribbean
Educational
Publishers.
Lesson 4  Consequences  Calculate population growth  Evaluate the  Class text: PowerPoint presentation Flow lines drawn assessed for
 Population growth and to population  Constuct flow lines importance of Bleasdell, S.G. With the use of case studies and accuracy
flow lines numbers due calculating population 2019. Cape maps, students will be guided on how Oral questioning
to migration growth for a country unit 1 New to construct flow lines.
and visual and constructing flow
integrated
representation lines.
Geography.
via flow lines
Caribbean
Educational
Publishers.
Lesson 5    
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Lesson 6    
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Lesson 7  
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Lesson 8  
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