Allison Flaa

March 28, 2015

Comic Strip Lesson Plan

The Causes for and Results of Migration

Author
Allison Flaa
Grade Level
5th
Integrated disciplines
Writing
Social Studies
Technology
Content Standards
Standard 2.2 (Geography) a. and b.
2. Causes and Consequences of Movement
a. Identify variable associated with discovery, exploration, and migration.
(DOK 1-2)
b. Explain migration, trade, and culture patterns that result from interactions
(DOK 1-2)
Writing Standards
Fifth Grade:
3.1 - The recursive writing process contributes to the creative and unique
literary genres for a variety of audiences and purposes
3.3 - Conventions apply consistently when evaluating written texts
4.1 - High-quality research requires information that is organized and
presented with documentation
NETS-S
1.d - Identify trends and forecast possibilities
3.b - Locate, organize, analyze, evaluate, synthesize, and ethically use
information from a variety of sources and media
3.c - Evaluate and select information sources and digital tools based on the
appropriateness to specific tasks
4.b - Plan and manage activities to develop a solution or complete a project
6.a - Understand and use technology systems
6.b Select and use applications effectively and productively
6.c - Troubleshoot systems and applications
6.d - Transfer current knowledge to learning of new technologies
Objectives:
Students will be able to understand how movement changes people and
environments by learning about it in class, researching more in-depth on
their own. Students will then demonstrate their knowledge of the topic by
creating a comic strip on an aspect of movement. The comic strip will also
give students a place to work on their ability to convey an idea effectively
through writing.

Allison Flaa
March 28, 2015

Comic Strip Lesson Plan

Assessment:
Teacher will assess students progress and knowledge gained by assessing
their final comic strip based on the rubric created in class.
Materials:
-Maps showing human movement over the years
-Artifacts all found in one place, but that originated in places from all over
the world and slowly made their way to one location.
-Pictures depicting culturally diversity in one city.
-Clothing/object tags showing where things were made to depict trading.
-Computers to work on for students.
-Bitstrip, access to the internet.
Anticipatory Set:
-Teacher will ask students various questions about moving (How many of you
moved to a new house this year? How many of you moved to a new city? A
new country? A new continent?)
-Teacher will share statistics of how many people have moved in the past
year with her students.
-Show from 0:17 to 0:37 to give students a visual of what this looks like.
https://www.youtube.com/watch?v=4gIhRkCcD4U
Technology Integration
Students will integrate technology into this lesson mainly through creating a
comic strip at on online site. This comic strip will be a culmination of their
knowledge base from this lesson talking about migration and the causes and
consequences people moving around bring with it. Finally, there will also be
other technology integrated in the form of pictures from online, research
done using websites, power points to convey information, and videos shown
in class.
Procedures and Learning Activities

Students:
Teacher:
-Students will learn about the causes and consequences of movement
through a heavily-based inquiry processes. They will be presented with
images, artifacts, videos, concepts, ideas, and the students questions and
curiosity will lead them to ask how and why questions.
-Blooms taxonomy will be worked through as the students are interested,
start learning more about the topic, show their knowledge through creating

Allison Flaa
March 28, 2015

Comic Strip Lesson Plan

comic strips, and hopefully analyze other information regarding migration.

-Students will also learn from their teacher as their teacher shows example
comic strips and walks through the process with her students.
-Teacher will guide her students through the inquiry process and guide their
questions and curiosity in the direction of why migration happens and what it
causes.
-If needed, teacher will provide a little bit of direct instruction to make sure
the students are on the right track and understanding the material correctly.
-Teacher will support and push students through the different levels of
Blooms taxonomy naturally as the other aspects of this lesson are used.
-Teacher will model how to use Bitstrip and what a comic strip entails for
students.
-Teacher will use behaviorism to promote good behavior and students staying
focused in class while learning and while working on their comic strips.
Differentiation
For my gifted students, I will have them research a specific historical moment
and encourage them to understand and learn how people moving at that
specific time has brought change and what caused them to move and use
that information to create their comic strip.
Another idea for my gifted students would be to have them create a map of a
certain region and show visually in a creative way the flow of people from
one place to another.
For my students with disabilities, I would have them focus on the meaning of
migration and relocation. I would encourage the students to fully
understand the concept of people leaving and use that information to create
their comic strip.
Another idea for my students with disabilities would be to focus on the
emotions that come along with moving, even just to another house, and
capture those feelings in their comic strip.
Closure
-Show a video from YouTube in class that discusses the three major reasons
about why people migrate and goes into talk about the effects this has on
places, use this as a way to recap the main point of the lesson.
https://www.youtube.com/watch?v=sQHHNuc-1uA
-Students share their comic strips with the class to encourage unity within
the class and teach each other what they learned.
References:
AJ. (2014, August 3). This is why people migrate [Video file]. Retrieved from
https://www.youtube.com/watch?v=sQHHNuc-1uA

Allison Flaa
March 28, 2015

Comic Strip Lesson Plan

Colorado Department of Education. (2009, December 10). Fifth grade social

studies standards. Retrieved March 28, 2015, from
http://www.cde.state.co.us/sites/default/files/documents/cosocialstudie
s/documents/socstudies_5th_grade.pdf
Colorado Department of Education. (2009, December 10). Reading, writing,
and communicating standards. Retrieved March 28, 2015, from
http://www.cde.state.co.us/sites/default/files/documents/coreadingwriti
ng/documents/rwc_standards_2010.pdf
International Society for Technology in Education. (2007). ISTE standards
student. Retrieved March 28, 2015, from
http://www.iste.org/docs/pdfs/20-14_ISTE_Standards-s_PDF.pdf
nature video. (2014, July 31). Charting culture [Video file]. Retrieved from
https://www.youtube.com/watch?v=4gIhRkCcD4U