CEP Lesson Plan Form

Teacher: Xander Collins Date: 9/19/2023

School: Fort Collins High School Grade Level: 10th Content Area: World Geography

Title: Africa Lesson #: 1 of 1

Lesson Idea/Topic and Students will utilize current events and data to document populations of
Rational/Relevance: countries in Africa. This lesson is relevant to students as they will be able to
see the populations of these countries grow within their own lifetime and
make inferences about how.

Student Profile: Students are all sophomores. Mixed genders and ethnicities. Varied energy
levels and engagement. Mixed learning styles.

Content Standard(s) addressed by this lesson: (Write Content Standards directly from the standard)

SS. HS. S2. GEO. 4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.

Understandings: (Big Ideas)

Students will be able to connect characteristics of countries in Africa to the increased growth in population.

Students will be able to understand geographical, social, and political influences on population growth.

Inquiry Questions: (Essential questions relating knowledge at end of the unit of instruction, select applicable questions from standard)

How does Africa’s history of colonialism influence modern day population growth?

How does access to better health care and education impact population?

How does Africa’s younger populations influence its countries growth?

Evidence Outcomes: (Learning Targets)

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CEP Lesson Plan Form

Every student will be able to: understand the impacts Africa’s growing population has for its countries and the world.

I can: connect Africa’s growing population to colonialism, healthcare/education, and population profile.

This means: that I understand the importance of geographical, social, and political impacts within countries of Africa.

List of Assessments:

Class Starter: Article analysis and worksheet.

Poster project: Data analysis, public speaking, communication/teamwork.

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Planned Lesson Activities

Name and Purpose of Lesson Africa – The purpose of this lesson is to tie geographical, social, and political impacts
Africa’s population growth holds.

Co-Teaching Which model(s) will be used?

Will co-teaching models be utilized in this lesson? Co teaching will not be utilized in this lesson.
Yes ___ No ___ Why did you choose this model(s) and what are the teachers’ roles?
Teacher is an observer for this lesson.

Approx. Time and Materials 90 minutes

Access to computers
Poster sheets
Art supplies (markers, colored pencils, etc.)

Anticipatory Set The strategy I intend to use is: Article Analysis

I am using this strategy here because: The article analysis brings in current
events/information setting the stage for the lesson on Africa. Bringing current relevance
to students.

Procedures The strategy I intend to use is: Mini Lecture with Poster Project
I am using this strategy here because: The mini lecture strategy will be used to engage
student thinking prior to project work. The poster project will be used to give students a
hands on learning experience working with Africa’s population data, and reinforce the
information from the mini lecture.

Teacher Actions Student Actions Data Collected

0-5min: teacher will
welcome the class to the
lesson, reiterate phone
policy, and prep. Students
for starter.
6-20min: teacher will
introduce the class starter
and walk the class checking
0-5min: Students will prep
for the lesson and put away
devices.
6-20min: Students will read
the article alone. Once
finished students will
complete the article
worksheet. Students will
0-5min: Teacher will check
for attention.
6-20min: Teacher will check
for starter understanding.
21-36min: Teacher will
check for attention and
understanding of the mini
lecture/video.

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CEP Lesson Plan Form

for understanding/offering engage with the teacher 37-70min: Teacher will

correction where needed.
Teacher will discuss/debrief
starter with class.
21-36min: teacher will
transition into mini-lecture.
Lecturing and showing a
video. Teacher will
transition students into
poster project.
37-70min: teacher will walk
the classroom checking for
understanding and offering
correction on project where
needed.
71-90min: teacher will
transition students into
presentations, questioning
students for understanding.
Teacher will end with a
class discussion of the
project, checking for
understanding.
questioning in the debrief. collect/check for
21-36min: Students will understanding with each
give the teacher their group for the poster
attention during the mini- project.
lecture/video. Students will 71-90min: Teacher will
then prep for the poster assess poster projects
project. during presentation, using
37-70min: Students will questioning to check for
work in a group to understanding. Teacher will
complete the poster check for understanding
project. Using data analysis with the class discussion.
to create their countries
posters and relying on each
other/the teacher for
correction where needed.
71-90min: Students will
present their posters to the
class and engage with
teacher questioning/end
discussion. Students will
backup to leave at the end.

Closure The strategy I intend to use is: Class discussion

I am using this strategy here because: through discussion and questioning, expansion on
previously taught content can be connected to the poster projects and give opportunities
to assess student thinking.

Differentiation Content Process Product Environment

Modifications: Using Mini lecture Worksheet can Students can
population as can be be removed in work in and
the main shortened and favor of outside the
component focused. discussion of class, utilizing

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CEP Lesson Plan Form

instead of article. Poster hallways and

geographical, Project can be open spaces.
social, and shorted to
political. include mainly
population
data.
Extensions: A greater Mini lecture A more Students can
understanding can be challenging pick their
of interactive with article can be groups and
geographical, notes/a used to move around
social, and worksheet. introduce the classroom.
political content. The
influences can poster project
be expanded can be
upon. expanded to
include
geographical,
social, and
political factors
from each
country.
Assessment
Students will be assessed using a worksheet, a data analysis poster, and
questioning/discussion.
The worksheet will be used to check for understanding of relevance to students. The
article attached is related to the youth of African countries and students will be assessed
for retainment of information and connection to themselves.
The data analysis poster will be assessed by information. The students are tasked with
finding specific data and including data of their own. Students will succeed by
finding/representing the correct information and showing engagement with
understanding by seeking data of their choosing. Students will also be responsible for
teaching other students during their presentation.
Using questioning/discussion at every step of the way data will be collected on
understanding and expanded thinking opportunities will be given and encouraged.

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Post Lesson Reflection

1. To what extent were lesson objectives achieved? (Utilize assessment data to justify
your level of achievement)

2. What changes, omissions, or additions to the lesson would you make if you were to
teach again?

3. What do you envision for the next lesson? (Continued practice, reteach content, etc.)

4. If you used co-teaching, would you use the same co-teaching strategy for this lesson
if you were to teach it again? Were there additional co-teaching strategies used
during the lesson not planned for initially? Please explain.

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Lesson Plan Appendix

Lesson Idea/Topic and Rational/Relevance: What are you going to teach and why is this lesson of
importance to your students? How is it relevant to students of this age and background?

Student Profile: Write a narrative about your learners. What are their special needs? Exceptionalities?
Giftedness? Alternative ways of learning? Maturity? Engagement? Motivation?

Name and Purpose of Lesson: Should be a creative title for you and the students to associate with the
activity. Think of the purpose as the mini-rationale for what you are trying to accomplish through this
lesson.

Co-Teaching: Models – One teach/One observe, One teach/One assist, Station teaching, Parallel
teaching, Alternative/Differentiated/Supplemental teaching, Team teaching.

Approx. Time and Materials: How long do you expect the activity to last and what materials will you
need?

Anticipatory Set: The “hook” to grab students’ attention. These are actions and statements by the
teacher to relate the experiences of the students to the objectives of the lesson, To put students into a
receptive frame of mind.
 To focus student attention on the lesson.
 To create an organizing framework for the ideas, principles, or information that is to follow
(advanced organizers)
An anticipatory set is used any time a different activity or new concept is to be introduced.

Procedures: Include a play-by-play account of what students and teacher will do from the minute they
arrive to the minute they leave your classroom. Indicate the length of each segment of the lesson. List
actual minutes.
Indicate whether each is:
 teacher input
 modeling
 questioning strategies
 guided/unguided:
o whole-class practice
o group practice
o individual practice
 check for understanding
 other

Closure: Those actions or statements by a teacher that are designed to bring a lesson presentation to an
appropriate conclusion. Used to help students bring things together in their own minds, to make sense
out of what has just been taught. “Any Questions? No. OK, let’s move on” is not closure. Closure is used:
 To cue students to the fact that they have arrived at an important point in the lesson or the end
of a lesson.
 To help organize student learning
 To help form a coherent picture and to consolidate.

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Differentiation: To modify: If the activity is too advanced for a child, how will you modify it so that they
can be successful? To extend: If the activity is too easy for a child, how will you extend it to develop
their emerging skills? What observational assessment data did you collect to support differentiated
instruction?

Assessment (data analysis): How will you know if students met the learning targets? Write a description
of what you were looking for in each assessment. How do you anticipate assessment data will inform
your instruction?

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