Title: Worlds Largest Urban Areas Alex_Noah_Collin
Grade: 12th Grade
Overall Goal: To learn how urbanization affects large urban areas and what effects population growth
and decline in large urban areas through the use of graphing, graph analysis, and pattern recognition.
Standards
WG.4.15 Describe and explain the
worldwide trend toward
urbanization and be able to graph
the trend.
WG.2.1 Give examples of how
and why places and regions
change or do not change over
time
Learning Objective Assessment
Students will be able to analyze a data Teacher will check
set and use a program to graph trends in each students graph
population growth in large urban on Inspiredata while
environments walking around the
classroom, students
will not be allowed to
continue until graph is
correct and until they
can explain what it
means to the teacher
Students will be asked
to research these
reasons and will be
Students will be able to identify the asked to turn in a list
reasons behind population growth and of reasons for growth
decline in large urban environments and decline in each
city to the teacher
Students will be asked
to include the patterns
that they found in their
Students will be able to identify slideshow and will be
patterns in the data set and graph asked to explain them
further during their
presentation
Students will be able to identify what Students will be
events cause growth or stagnation of assigned one city and
cities over will be asked to create
a slideshow
presentation on a
cities population
growth, decline, and
urbanization using
their research, graphs,
and data
Key Terms & Definitions:
Data Analysis: Looking at data and using it to find solutions, make predictions, or identify patterns
Automation: Using something such as a computer to reduce human intervention, example: using a
computer to form a graph.
Pattern Recognition: The ability to identify patterns in things such as data sets and graphs.
Data Set: A conglomeration of related pieces of information that can be changed and manipulated
by a computer.
Urbanization: When an area becomes more urban, such as a city becoming larger or a farm town
growing into a city.
Population: All of the people within a city, town, or country, usually presented in the form of a
number.
Growth: When something becomes larger, such as a city gaining more citizens.
Decline: When something becomes smaller, such as citizens moving away from a city.
City: A place with borders and limits with a population that is larger than a town. Commented [1]: This is unnecessary!

Lesson Introduction (Hook, Grabber): https://www.youtube.com/watch?v=XGIvVXVmnss

https://www.youtube.com/watch?v=RJ-eA9YsfMI
We will open the lesson by showing the two videos above that shows how urbanization has affected both
China, and Detroit. It not only tells the students a bit of history of the urbanization of China but also
allows them to see how drastically urbanization and population growth or decline can change a country
and the structure of its cities. It mainly focuses on large cities in China in Beijing and shows things such
as skyscrapers full of crops to show how much urbanization can change the structure of a city and the
lifestyles of its people. The local news report about Detroits fall in population mentions how at one point Commented [2]: to be more structure, do two sections
Detroit was the 4th largest city in the United States, and has now fallen out of the top 20 largest cities in of the grabber (population growth in china with the
video first, and then population decline in Detroit
the country. However, the report also focuses on Detroits future looking up in terms of opportunities in second) instead of talking about those two all together.
the midtown and downtown area. This will grab the students attention because it is shocking to see how Usually it's better to have a brief discussion/summary
with students after each video to be more effective -
urbanization affects cities and it also allows students to see how cities from different parts of the world also, could be a transition to the next lesson activity.
are structured due to the forces of urbanization. This will also help introduce the idea of urbanization and
the causes of urbanization and population growth/decline to the students before the lesson begins.

Lesson Main: Commented [3]: research on what? and how (google

search? using the data you provided?) do students
Students will be given a table of data regarding the population of cities in the world. Students should work in groups? individually?
focus on Mexico City, Tokyo, Mumbai, London, Lagos, and Detroit. Students will be assigned one of Commented [4]: Do you want your students to find
these cities to research. Research should be done to determine whether population increased or decreased patterns based on the table of data you provided?
in their given city. Students should delve into why these patterns occurred, and research on their own, Usually it would be easier to find patterns from a figure.
Do you need to teach students how to look for patterns
why they think these cities populations changed. There should be specific evidence supporting these (growth and decline)? Be specific!
patterns. Students should follow along the google form provided to list the reasons for the citys Commented [5]: Google search? from books? Be
specific!
population. Each reason should be backed up with plenty of support that will be used to create a
presentation later on. Students should check with the teacher to ensure they are finding relevant reasons
for growth or decline. Once the teacher has determined that enough evidence is gathered, students should
begin graphing their findings on Inspiredata. The graph should be created by plotting points Inspiredata to Commented [6]: You had a great screencast video
display In order to move on to the next task, the teacher must approve of the students graph and its explaining how students should use InspireData.
Integrate that resource here in the Lesson Main.
significance regarding population. Students will then take their graph as well as the reasons for population
growth and decline and create a presentation. The presentation will cover the evidence causing the current
status of their city.
Directions:
1. Find a group of four to work with
2. Get into groups of four and find a place to sit with a computer
3. When you are seated raise your hand and to pick your urban area, they will be first come first
serve
4. Open Worlds Largest Urban Areas in Inspiredata
5. Locate the city assigned to you
6. Go to File, then New
7. Create a new data sheet with your citys data (manually), Field 1 is population, Field 2 is year
8. Go to Table, then Plot view
9. Click on the X-axis and select field 2, then click on the y-axis and select field 1
10. Your graph is now created, each student must create a graph
11. Analyze the patterns in data as well as the growth and decline in population growth, each group
member must create a graph
12. Begin to research these patterns and findings in relation to population growth and decline in your
specific city by using the internet
13. Also research the history of urbanization in your assigned urban area and relate it to your graph
14. Create a new google slide presentation and share it with your 3 group members
15. Fill out this google form to ensure that you have good reasons and research behind your ideas of
population growth and decline and urbanization in your city: Commented [7]: Awesome idea!
https://docs.google.com/forms/d/e/1FAIpQLSe7ZTxT7u4k-BCDumWpObyE3MyzQmt-
RmHRThw4zdsbfCmUig/viewform?usp=sf_link
16. Create presentation with group members, must include:Brief history of urbanization in your
assigned urban area, your graph, the patterns you recognized, your analysis of the growth and
decline, and the historical reasons behind these patterns, growths, and declines.
Lesson Ending: Students will be asked to give a short presentation on their findings in front of the class.
Each presentation should only last 5-10 minutes long and should include the data that the students found,
the patterns they found, the reasons for population growth and decline through the years in the city they
researched, and a brief history of urbanization in the city. Students will be given 10 points on this
presentation of they address all of these points in a clear and educated manor.

Assessment Rubric: Commented [8]: Do you use this rubric for presentation
as well? Make it clear!
 Poor (<70%)
Analyzing Students failed to identify
reasons for growth or
decline. The also failed to
analyze trends or patterns in
the graph.
Graphing Students either did not
graph or created graphs that
did not apply to the
assignment.
Teamwork Students did not cooperate
and failed to work as a
team, and communicate
properly.
Accuracy Students information was
mostly incorrect or
irrelevant when discussing
the growth or decline or
their city. Students did not
also verify their sources.
Resources / Artifacts:
Intro Video:
https://www.youtube.com/watch?v=XGIvVXVmnss
Reasons Google Form:
https://docs.google.com/forms/d/e/1FAIpQLSe7ZTxT7u4k-BCDumWpObyE3MyzQmt-
RmHRThw4zdsbfCmUig/viewform?usp=sf_link
Screencast video walkthrough for Inspiredata and Standards:
http://youtu.be/QLFnCz0PKkw?hd=1
Average(71-85%) Good(86-100%)
Students either Students identified both
identified some reasons reasons for growth and
for growth and decline, decline, and patterns in
but not patterns in the the data and graph.
graph, or vice versa.
Students created a Students graphed all
graph that was only necessary data
partially correct and/or correctly. The graph
was missing data. The was easy to read and
graph was also hard to makes sense,
understand/read.
Students worked as a Students worked as a
team only when group for the majority
necessary, and kept of the lesson, and
communication communicated well. All
between group group members pitched
members to a bare in to help and did their
minimum. fair share of work.
Students identified Students reasons were
some accurate reasons mostly accurate Commented [9]: why mostly?
for population growth regarding the the
or decline, however the reasons behind
information they used population growth or
did not give a clear decline.
picture of reasons for
population changes,
when more information
was available.
Differentiation:

1. Differentiation for ability levels

High ability learners: Will be the leaders of the presentation groups, they will ensure that
everything is completed and will come to the teacher with any questions.
Low Ability Learners: Will be guided by the high ability leaders in the group if they have any
questions or are struggling with the software or the pattern recognition.

2. Differentiation for demographics

Gender, race, culture, and/or sexual identity
This lesson will be good for students of all demographics because it includes cities from all
different places around the world. It also asks students to research these cities to see what could have
caused the population growth or decline and the rise to urbanization that these cities have seen for many
years. This will connect to students of all backgrounds because it allows them to see their own culture as
well as the culture of others through the research of some of the largest cities all across the world. If at
anytime a student feels as though researching a certain area may make them uncomfortable they will be
allowed to switch groups to create a project on another city.

3. Differentiation for languages

ESL, EFL, ENL
The teacher will make sure that either a teaching aid or a fellow student can help the student that is not a
native english speaker complete the game to the best of their ability. If the student is still having major
issues they will be allowed to come in during their free periods to work through the project and the
graphing activity with the teacher. If there is still an issue an alternative assignment will be given to this
student or the students will be asked to participate as much as they can.

4. Differentiation for access & resources

Computers, Internet connection, and/or Wifi access
This project will be completed in the classroom on school provided computers and plenty of time will be
given for students to complete the project in the classroom. If they are not able to finish the project during
the school day they will be allowed to complete it at home if they have access to a computer and they will
also be allowed to use downtime in the classroom and before/after school to finish the game if they feel it
is necessary. All other resources will be provided to them by the teacher. Inspiredata offers a free 30 day
trial that students may use at home if they need more time.

Anticipated Difficulties:
Some anticipated difficulties that may be a challenge could include students having an issue opening the
program on the school computers and/or having access to Inspiredata at home if they need more time to
work. If this happens the students will be provided with a paper copy of both data and graphs and will
instead be asked to create something such as a poster board for their assignment. They will also be asked
to graph the data by hand using by plotting points. This will ensure that students have the ability to
analyze the graphs and recognize patterns in the data without having to use the actual program.