Name: Godwin Osatohanmwen LESSON PLAN GUIDE

TEKS: (C2) Objective: (C3)

Demographic Theory of Population By the end of
this lesson, students will be able to
identify the
different theory of a
Demographic of
Population

Specific
Measureable Attainable Relevant _Time
Grade: 10th Subject: World Geography

Task Analysis: (C4) What lang. must be taught: Demographic of Population

Strategy to teach Language: (C4)

Nearpod connected with discussion. Then use a gallery walk and Word Wall to help
What skills must be taught:
with terms.

Skill is to understand the vocabulary terms which allow students to

understand and analyze the various theory of population

Assessment: (C5)
Formative Assessment: With the use of word walls, students can use prior
knowledge of words to relay the definition
of new introduced vocabulary.

Strategies for Success: (C6) Element of

Technology: (C6)
After visual discussion of a Nearpod, students will Nearpod on the
Smartboard and then they can use their
then do a gallery walk of different terms learned. They computers to write
notes for their activity sheet that is a
will write on the Word Wall the definition and when google doc. If they
want to write, there is the activity on
sit down when they are completed, the students will paper.
fill in their definition on their vocabulary sheet.

Learning Styles Addressed:(C6)

Visual – Nearpod
Auditory – Class discussion
Kinesethic – Walking around for Gallery Walk
Resources / Materials needed: (C6)

Nearpod of lesson of the and Demographic theory of population then something to

write with when walking around for gallery walk.

Students may use computer to type notes from the activity sheet on canvas but can
use paper that is provided.
 Higher Order Questions to ask: (C6)

1. What are the Demographic theory?

2. What impart the Demographic theory?

3. What events must happen to change a population’s demographic stage?

Hook: (C7) Closure: (C7)

Fun Facts – Facts about a topic that students put Fishbowl – Allow
students to write one question about
in order of coolest to not so cool. the content and then
allow students to pick out of a
bowl to answer as a
class. This method would be done in
an inner/ outer
circle placement.
 1. Teacher Input / Direct Instruction / Modeling: (C6)
When introducing the topic of the day, I will explain what we are doing for the
day and what we aim to have them
understand by the end of the period. I will introduce the Nearpod and have them
follow on guided notes that I will
provide. I will go through each slide and explain each vocabulary term as well as
asking for their perception of the
word. When we are done with the terms, I will show them around the room and write
down what I believe the
word means from the lesson. I will instruct them to do the same around the room
and give them ten minutes to do
so. When those ten minutes are up, we will go over words together as a class and
the students will write down
their own definition on the back location of the fill in notes. Then as a class
we will analyze different countries levels.

2.Student Activities
on the STM. / Guided Practice: (C6)
Students will write down the fill in part of notes as well as discuss throughout
the teacher lecture. When the notes
are complete, students will walk around a gallery walk to fill in on the word
wall what their own definition is of that
specific term. Before they walk around the room, I will demonstrate what needs to
be done first to start the gallery
walk with them and add my own definition. Then as a class, they we will go over
different countries Demographic
Transition Models to see if a country is more or less developed.

3. Independent Practice: (C6)

The Independent practices will be students walking around on their independently
and write down their own
definition of the word on each word wall. Then when we all come back together as
a class, the students will write
down their own definition on their worksheet.

Modifications / Accommodations: (E6) Comprehensible

Input Techniques: (R6)
Students who need accommodations can receive the To help with the
understanding of content, the lessons
terms in hard copy notes. Then make sure a timer is step by step
instruction will be on the board for all to
put on to limit the gallery walk and have students who see as well as I
will model the task for the notes and
need to write one word terms instead of whole galley walk. At the
end of the lesson, we will repeat
sentences. each of the words
to go over the terms in detail to
make sure all
understand. All students will be
encouraged to speak
and will do a check for
understanding for
those who are uncomfortable to
speak outloud in
class.

Notes:
Name: Godwin Osatohanmwen
DELIVERY PLAN (C8)
On the board will be the objective: By the end of this lesson,
students will be able to identify the
OBJECTIVE:
different theory of a Demographic Thory of Population.
Rigor

I will open with a few fun facts about the population sizes of
different countries and ask questions on their
thoughts on these facts. I will then transition into our topic
of Demographic theory of population and how we are going to learn the
OPENING: theory in class by fill in notes and the gallery walk. When that
is completed, we will look over
Retrieval different DTM’s from different countries. Then they will write
down their own definitions and give
questions of their own to check for class understanding. I will
finish by explaining how the different
components on the countries around the world will tell us how
population changes overtime.

TEACHER INPUT: I as the teacher will display visual aids through the Nearpod and
fill in notes for each student to allow
Relevance
them a guide to follow while I give real world facts about
different countries. These will help explain the
different terms that students will need to recognize in order to
understand a Demographic Theory of Population.

MODEL: Routing
After the lecture and the Nearpod, I will transition into the gallery walk by
walking around the room and giving
my own definition of each term to model what students need to do.

GUIDED PRACTICE:
Retaining / Rehearsing
I will walk around the room and observe what students are writing and give
both positive and constructive feedback.

INDEPENDENT PRACTICE:
Students will walk around for the gallery walk but will work independently to
write down their own definition for each
component.

CHECK FOR UNDERSTANDING:

Recognizing
When the class comes back together, I will ask the three higher thinking
questions: What Demographic theory would
would impact us a country. Describe what it means if a country has a high
literacy rate. What events
must happen to change a population’s demographic stage?

ASSESSMENT:
After the gallery walk students will take what they have learned from the lecture
along with the input from other students
 into their own words. Students will write these down for each vocabulary term
that was around the room.
Describe what it means if a country has a high literacy rate.

RESOURCES / MATERIALS:
The Smartboard that happen events must will display the Nearpod to change for
thedemographic
a population’s teacher lesson and class discussion. The use of large paper for
the stage?
gallery walk around the room will have markers for students to write their
answer. Then students have access to the notes
on paper in the classroom but can also access the google doc on Canvas.

CLOSURE:
Re-exposure
To end the lesson, each student will write their own question from the lesson and
put in a bowl. Students around the room
will pull a question and attempt to answer the question. This will be in an inner
– outer circle placement.