Instructor: Mr. McAnally Lesson Number: 2 of 5 Lesson Title: The Grass is Always Greener...Or is It?

Geographic Migration Lesson Length: 45 Minutes over 2 class periods Lesson Objectives: Students will discover how environmental changes can motivate (or force) people out of one location and into another Students will interpret various texts to uncover the push and pull factors of geographic migration including climate, access to water or food, and natural disasters Students will create presentations in groups to demonstrate their literacy of the subject by gathering sources and synthesizing arguments. Lesson Standards: (from Michigan HSCE and Common Core State Standards) P2.3 Know how to find and organize information from a variety of sources; analyze, interpret, support interpretations with evidence, critically evaluate, and present the information orally and in writing; report investigation results effectively. RH.3 (from CCSS) Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text. 6.1.2 World-wide Migrations and Population Changes Analyze the causes and consequences of shifts in world population and major patterns of long-distance migrations of Europeans, Africans, and Asians during this era, including the impact of industrialism, imperialism, changing diets, and scientific advances on worldwide demographic trends. CG1 Population - Explain the causes and consequences of population changes over the past 50 years by analyzing the distributions of population (including relative changes in urbanrural population, gender, age, patterns of migrations, and population density) Lesson Rationale: This lesson builds on the other four main types of migration discussed in this unit. Along with economic, social, and political, geographic migration has impacted communities around the globe. A better understanding of geographic migration will help students see connections between the environment and human societies. Another key component to this lesson is its emphasis on content-area literacy. Students will be reviewing a variety of texts and will be asked to identify key arguments. Lesson Resources (not complete): News articles o Marsh Arabs o Elderly Migration to Florida o Water Shortage and Migration to US Southwest

Three Gorges Dam and Forced Relocation o Migration after Hurricane Katrina Also see text on disasters and forced migration Blank maps o USA o China o Middle East Videos o Marsh Arabs o Three Gorges Dam and Forced Relocation o Water Shortage and Migration to US Southwest Class wiki
o

Lesson Formative Assessments: This lesson will include several assessments. Within the first day, all students will complete a worksheet that corresponds to the news article their group has been assigned. This worksheet will ask students to identify the position and major arguments of the author as well as any possible solutions they see to the issue. Students will also identify where the migration is happening in the world and will create a visual representation on map. The second day students will present their issue to the class and identify their sources. While each group presents, the rest of the class will fill out a notes sheet for participation credit. The main purpose of this assignment is to have students practice their literacy skills by identifying main arguments and/or weighing two sides of an issue. Lesson Procedure: Activity Element Procedures and & Time management Introduction Begin by reading a narrative account of the Marsh Arabs in Iraq and how they were forced out of their homeland by way of ecological sabotage and forced to flee. I will stop at points in the article to identify perspective and the author's main arguments.

Students Day One The students will follow along with the text in front of them and pull out the perspective of the narrative and the main arguments. A worksheet will go along with the reading and we will fill it out as a class.

Academic, social & linguistic adaptations, resources, and support I will prepare a short slideshow of photos and brief text with annotations to aid any ELLs in my classroom. I will also be sure to use animated expressions while reading the narrative to aid comprehension.

Questioning Activity

Discussion will then turn to geographic migrations and how the environment affects where people live. What attracts people to different environments? The weather? Land? What environmental factors can force people away? Scarcity of water or food? Natural disasters? Students will be split into groups and given a contemporary issue that involves migration. Each group will be given a few materials (news articles, websites, and videos) which they are to read and identify main arguments and perspective. Students are encouraged to find additional sources from other mediums.

The students will participate in a full classroom discussion of geographic migration and will be asked to share their personal opinions on why people live where they do. Students may be asked if they would move away from home under certain circumstances.

News Article Analysis

Introduction

Present Topics

Students will fill out a worksheet designed to aid in their group work. The sheet has a space for brainstorming and collaborating various resources to try and form one singular argument supported by evidence. Students may wish to provide two sides to an issue if applicable. Day Two I will explain the format Students will be given 5 for presenting and go over minutes to organize the notes sheet the students themselves and prepare will fill out for each for their presentations. presentation. I will monitor presentations Groups will present from the back of the room their topics with each and provide commentary member contributing to when appropriate. I will the presentation. lead a Q & A session at Students will fill out the end of each notes sheet and write presentation and be sure to down possible questions ask questions of my own to for each group as they assess the group's present. Students will be understanding of the topic. encouraged to ask questions at the end of each presentation to gain participation points.

To help ELLs, I would be sure to ask clarified questions directly to them and provide constructive recall to their responses. If we have students from other parts of the world, perhaps I would ask them what attracted them to move here. What about the environment here? While splitting up the groups, I will be sure to pair ELLs and other special needs students with trusted peers. In my classroom I would have L1 English students volunteer to help the ELLs with assignments and group work (in exchange for letters of recommendation perhaps?) N/A

Prior to groups presenting, I will check in with any ELLs in my classroom to see what part of their presentation they have been assigned. I will make sure that the content and vocabulary are appropriate for the students' English proficiency levels.

Recap and Review

To close out the lesson on geographic migration, I will use the remaining time to lecture and question the students' on the impact population growth and migration have had on environments. One example I may choose to discuss is the pollution of urban centers such as Los Angeles or Hong Kong. I may also try to help students draw connections between the growth and spread of populations over previously rural areas and the prevalence of natural disasters in recent times and their impact on communities

Students will finish their N/A notes sheets and will be skimmed by the teacher at the end of the class period for participation credit. Students will fill out a slip of paper before leaving the room stating the most interesting thing they learned from the twoday lesson as well as one further question they have about geographic migration.