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 Detailed Lesson Plan in Social Studies II
Grade 10- Sunflower

l. Objectives
At the end of the lesson, the students will be able to
A. identified the types of human migration;
B. evaluate their learning about human migration through an essay;
C. Illustrate push and pull factors of human migration.
II. Subject Matter
Topic: Human
Migration References:
● https://kids.britannica.com/students/article/human-migration/275837
● https://study.com/academy/lesson/factors-of-human-migration
Instructional Materials: handouts, visual aids, laptop
Time Allotment: 1 hour and 30 mins
Values Infusion: Remember that there are positive and negative reasons for people's migration,
and by that, we should abstain from racism and value diversity.

III. Procedure
Teacher’s Activity Student’s Activity

A. Preparation (Routine Activities)

● Good day everyone!

● Remain standing for our opening
prayer.
● Now, pick up pieces of paper then “Good afternoon, ma’am!”
arrange your chairs and take a seat.
● Okay, listen, once your name is called,
say which country you’d like to go to for
your attendance. Like for example,
Abragan.. “UAE ma’am” understand? (The students are taking part attentively.)
● So all of you are present today. Very
good!

B. Review
● before moving on to our next topic. Let's
have a quick recap of the lesson we
tackled last meeting. What is it about?
● What is Population Growth? Yes,
Jaze? “Population Growth, ma’am” (The
● Exactly! How about the two main types
of population growth? What are those?
● Okay, very good, everyone! students are listening to their
C. Motivation classmate’s answer.) “Exponential
● Let's start our new lesson with a
question and answer session about why and Logistic growth, ma’am.”
you wanted to go to the country

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 you mentioned earlier.
● Keila, why USA?

● How about, Chanter? “because my sister is currently working there and

● Thank you everyone for sharing. Your
responses are insightful. Obviously, if
you were given the opportunity to live in
another country, you’d take it. Right?
● I see. Anyway, what do you think is our
new lesson all about? Yes,Vaille?
● Correct! Let's get started. Today's topic
is "Human Migration," and here are the
objectives we expect to achieve during
today's discussion: (*the teacher
presented the objectives*)
I've seen how her life has improved since she's
been there, ma’am.”
“I chose Canada, ma'am, because I heard from
my other relatives that there are many Filipinos
living comfortably there.”
“Yes, ma’am..”
“Our topic today is all about migration,
ma’am.”

D. Presentation/Discussion of the
topic (The student’s are listening…)

(The teacher will discuss the definition)

● What is human migration?

- The English word migration comes

from the Latin verb migrare, which
means "to move from one place to
another." In its broadest sense, human
migration refers to any movement of
people from one place to another,
whether temporary or permanent. (The student’s are paying attention to the ongoing
discussion…)

● And there are two words associated

with migration: emigrant and
immigrant. What’s the difference?
Here, class..
- An emigrant is someone who leaves
one place for another.
- An immigrant is a person who comes
into one country from another.

(The student’s are listening while taking down

● It sounds confusing, right? For better notes)
understanding, here's an example:
● "Zennie, who lives in England,

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 migrated to the USA." Therefore, Zennie
is now an emigrant from England and an
immigrant to the USA.

● In simple words, an emigrant is

someone who leaves their own country
to live in another, while an immigrant is
someone who moves to another country
to live permanently. Did you get it,
class?
(Yes, ma’am..)

● Of course, people won’t migrate without

any reason, since it’s not easy to live in
another country, especially when it's new
to you. You will really have a lot of
adjustments to make.
● And people who migrate have a lot of
reasons, which is why there are various
types of migration.
● Any idea about it, class?

● Human migrations are classified into

several types. To begin, migration can be (No, ma’am..)
internal or external. Second, migration
can be either voluntary or forced.

- Internal migration is movement

within a country.

● And it is usually for economic

reasons.The movement from rural areas
to cities has been the most visible
example of internal migration, class. (The students are listening..)
Understand?

- External migration is movement

from one country to another.

● And it can also be called “International”

migration. When a person or group
leaves their home country to live abroad,
this is known as external or international
migration. This is a very common
human

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 migration pattern, class. Take note.
● Colonialism can result in some form of
external migration. Why? It's when a
country sends a large number of its
citizens to live somewhere else due to
overpopulation. Understand?

● If you have any questions or

confusion, please do not hesitate to
raise your hand. Okay? (Yes, ma’am..)
● Now let’s proceed to voluntary and
forced migration..

- Voluntary migration occurs when

someone chooses to leave home.
Most voluntary migration, whether
internal or external, is undertaken in
search of better economic
opportunities or housing.

● Of course, the word "voluntary" implies

that it is their own choice, but there
must be some factor that pushes or pulls
people to a new environment, such as
racial or religious discrimination, a lack (The student’s are answering and
of political freedom, and economic participating actively..)
hardship.
● So if we based your answers on our
Q&A session earlier, that was voluntary
migration
● But I completely understand why, class.
Imagine, who wouldn't want a life with
freedom and better economic
opportunities? I suppose there are none,
do you agree?
● I know right! Okay, class, we still have
forced migration..

- Forced migrations usually involve

people who have been forced to leave
their country, either by the
government or because of war,
famine, or natural disasters.
(Agree, ma’am!)

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 ● And these types of migrants are called
“Refugees”. Not everyone who emigrates
does so willfully. External circumstances,
over which a person has no control, can
sometimes force a move.

● But remember, class, that doesn't mean

they're refugees; you're free to
discriminate against them because we
have no idea what they go through that
causes their government to force them to
“Yes, ma’am..”
emigrate. And I believe some are guilty,
while others are really just victims. Okay?

● Okay, great! Any questions or

clarifications, class? If none, then kindly
get the whiteboard and marker I required
you to bring today.

(The teacher will check if the students were able

to identify the types of human migration)

● Pay attention, class. I'll show you

"keywords," and you'll have to identify
which type of human migration they
refer to. Write your answers on your
whiteboards, and then at a count of 10,
all of you must raise your answers.

Are you ready, class? Okay, let’s start!

1. International (external migration) (The students are participating..)

2. Own choice (voluntary migration)
3. Rural areas to cities (internal
migration)
4. Refugees (forced migration)

● Very good everyone! Thank you for

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 participating.

(The teacher will brainstorm reasons for

migrating)

● As I said earlier, people move for many

reasons and those reasons are called..
● Push and pull factors.. Are you
familiar with these?

- Push factors “push” people away from

their home and include things like
war, discrimination and etc. (The student’s are listening while taking down
- Pull factors “pull” people to a new notes)
home and include things like better
opportunities. These factors attract
migrants to new areas.

● For example, Davin and Kallie decided to

emigrate because their country doesn’t
allow same-sex relationships. So, they
moved to Thailand because this country is
known as one of Asia's most LGBTQ+
friendly countries and they even have
same-sex marriage.

● What do you think is the push factor

there? Yes, Reimar?

● Okay. How about the pull factor, “Their country doesn’t allow same-sex
Benjan? relationship, ma’am”

● Do you agree with their answers,
class?
● Yes, of course. Very good! Thank you
Reimar and Benjan for answering.
Obviously, there are a lot of possible
push and pull factors of people who
“Thailand is known as one of Asia’s most
LGBTQ+ friendly countries that allows even
same-sex marriage, ma’am.”
(Yes, ma’am..)

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 migrate.

E. Application
● Now that you are familiar with the
various types of migration and what
reasons are considered push and pull
factors, let’s have an activity.

(The teacher will give the instructions for the

activity.)

● I will divide the class into 5 groups, and

each group will have a leader and one
representative, who will serve as the
group reporter for today’s activity.
● I have here five manila papers; group
leaders, kindly get one for your group.
● On your manila paper, follow this
example format I have here:

(The teacher will explain the group activity)

● Each group will create a scenario that

illustrates the push and pull factors that
cause individuals to migrate, then
identify what kind of human migration (The student’s are working on their group
the scenario depicts. activities)
● Start your group discussion now, and
once you've thought of a scenario, write
down your answers.

(The teacher will give them 15 minutes to do

their group activity)

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 ● All of the groups are done; let’s now
start with your presentations. I will
give the reporters of each group 5
minutes to explain the group’s answers.
(Group reporter’s are presenting…)
F. Generalization
● Good job group 1-5! Your outputs are
all great.
● Now, what’s human migration again?
(The teacher will have a quick recap of
today’s discussion to make sure the students
remember.)
● What are the types of human
migration?
1. Internal Migration
2. External Migration
3. Voluntary Migration
4. Forced Migration
(The student’s are participating)
● People move for many reasons, and
those reasons are called?
- Push and pull factors

● Push factors means… while, pull

factors are……
(The students recall what they learned
through the class discussion.)
● Very Good! I think you’re all game for a
short quiz since you've attentively
listened to our discussions lately, right?

G. Evaluation

● Evaluate your learning today and

express it through an essay. Write
down your answers on a sheet of
paper.
● Once you’re done, pass your paper,
and you can go.
(Students compose their own essays and submit
their papers. The answers may differ.)

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