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Lesson Plan Guide: Demographic Transition Model

1. The lesson plan aims to teach students about the Demographic Transition Model through a Nearpod presentation, guided notes, and a gallery walk activity. 2. Students will identify vocabulary terms related to the Demographic Transition Model by writing definitions during a gallery walk. 3. The lesson incorporates visual, auditory, and kinesthetic learning styles through the Nearpod, class discussion, and gallery walk. Comprehensible input techniques like modeling and repetition will be used to ensure student understanding.

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1K views

Lesson Plan Guide: Demographic Transition Model

1. The lesson plan aims to teach students about the Demographic Transition Model through a Nearpod presentation, guided notes, and a gallery walk activity. 2. Students will identify vocabulary terms related to the Demographic Transition Model by writing definitions during a gallery walk. 3. The lesson incorporates visual, auditory, and kinesthetic learning styles through the Nearpod, class discussion, and gallery walk. Comprehensible input techniques like modeling and repetition will be used to ensure student understanding.

Uploaded by

api-568975076
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Name: Aletha Fager 9/25/2021 LESSON PLAN GUIDE

TEKS: (C2) Objective: (C3)


Demographic Transition Model By the end of this lesson, students will be able to
identify the different components of a
Demographic Transition Model.
Specific Measureable Attainable Relevant _Time
Grade: 9th Subject: World Geography

Task Analysis: (C4) What lang. must be taught: Demographic Strategy to teach Language: (C4)
Transition Model Nearpod connected with discussion. Then
What skills must be taught:
use a gallery walk and Word Wall to help
Skill is to understand the vocabulary terms which allow students to
with terms.
understand and analyze the Demographics of a county.

Assessment: (C5)
Formative Assessment: With the use of word walls, students can use prior knowledge of words to relay the definition
of new introduced vocabulary.

Strategies for Success: (C6) Element of Technology: (C6)


After visual discussion of a Nearpod, students will Nearpod on the Smartboard and then they can use their
then do a gallery walk of different terms learned. They computers to write notes for their activity sheet that is a
will write on the Word Wall the definition and when google doc. If they want to write, there is the activity on
sit down when they are completed, the students will paper.
Learning Styles
fill in their Addressed:
definition (C6)vocabulary sheet.
on their Resources / Materials needed: (C6)

Visual – Nearpod Nearpod of lesson of the DTM and then something to


write with when walking around for gallery walk.
Auditory – Students may use computer to type notes from the
Teacher and Class discussion
activity sheet on canvas but can use paper that is
Kinesethic –
provided. Then we use these terms to look over
Walking around for Gallery Walk
different DTM for different countries.

Higher Order Questions to ask: (C6)

1. What Demographic components would cause people to move to a different country?

2. Describe what it means if a country has a high literacy rate.


3.
What events must happen to change a population’s demographic stage?

Hook: (C7) Closure: (C7)

Fun Facts – Facts about a topic that students put Fishbowl – Allow students to write one question about
in order of coolest to not so cool. the content and then allow students to pick out of a
bowl to answer as a class. This method would be done in
an inner/ outer circle placement.
1. Teacher Input / Direct Instruction / Modeling: (C6)
When introducing the topic of the day, I will explain what we are doing for the day and what we aim to have them
understand by the end of the period. I will introduce the Nearpod and have them follow on guided notes that I will
provide. I will go through each slide and explain each vocabulary term as well as asking for their perception of the
word. When we are done with the terms, I will show them around the room and write down what I believe the
word means from the lesson. I will instruct them to do the same around the room and give them ten minutes to do
so. When those ten minutes are up, we will go over words together as a class and the students will write down
their own definition on the back location of the fill in notes. Then as a class we will analyze different countries
2.levels
Student Activities
on the STM. / Guided Practice: (C6)
Students will write down the fill in part of notes as well as discuss throughout the teacher lecture. When the notes
are complete, students will walk around a gallery walk to fill in on the word wall what their own definition is of that
specific term. Before they walk around the room, I will demonstrate what needs to be done first to start the gallery
walk with them and add my own definition. Then as a class, they we will go over different countries Demographic
Transition Models to see if a country is more or less developed.

3. Independent Practice: (C6)


The Independent practices will be students walking around on their independently and write down their own
definition of the word on each word wall. Then when we all come back together as a class, the students will write
down their own definition on their worksheet.

Modifications / Accommodations: (E6) Comprehensible Input Techniques: (R6)


Students who need accommodations can receive the To help with the understanding of content, the lessons
terms in hard copy notes. Then make sure a timer is step by step instruction will be on the board for all to
put on to limit the gallery walk and have students who see as well as I will model the task for the notes and
need to write one word terms instead of whole galley walk. At the end of the lesson, we will repeat
sentences. each of the words to go over the terms in detail to
make sure all understand. All students will be
encouraged to speak and will do a check for
understanding for those who are uncomfortable to
speak outloud in class.

Notes:
Name: Aletha Fager
DELIVERY PLAN (C8)
On the board will be the objective: By the end of this lesson, students will be able to identify the
OBJECTIVE:
different components of a Demographic Transition Model.
Rigor

I will open with a few fun facts about the population sizes of different countries and ask questions on their
thoughts on these facts. I will then transition into our topic of DTM and how we are going to learn the
OPENING: components in class by fill in notes and the gallery walk. When that is completed, we will look over
Retrieval different DTM’s from different countries. Then they will write down their own definitions and give
questions of their own to check for class understanding. I will finish by explaining how the different
components on the countries around the world will tell us how population changes overtime.

TEACHER INPUT: I as the teacher will display visual aids through the Nearpod and fill in notes for each student to allow
Relevance
them a guide to follow while I give real world facts about different countries. These will help explain the
different terms that students will need to recognize in order to understand a Demographic Transition
MODEL: model.
Routing After the lecture and the Nearpod, I will transition into the gallery walk by walking around the room and giving
my own definition of each term to model what students need to do.

GUIDED PRACTICE:
Retaining / Rehearsing
I will walk around the room and observe what students are writing and give both positive and constructive feedback.

INDEPENDENT PRACTICE:
Students will walk around for the gallery walk but will work independently to write down their own definition for each
component.

CHECK FOR UNDERSTANDING:


Recognizing
When the class comes back together, I will ask the three higher thinking questions: What Demographic components would
cause people to move to a different country? , Describe what it means if a country has a high literacy rate. What events
must happen to change a population’s demographic stage?
ASSESSMENT:
After the gallery walk students will take what they have learned from the lecture along with the input from other students
into their own words. Students will write these down for each vocabulary term that was around the room.
Describe what it means if a country has a high literacy rate.
RESOURCES / MATERIALS:
The
WhatSmartboard thathappen
events must will display the Nearpod
to change for thedemographic
a population’s teacher lesson and class discussion. The use of large paper for the
stage?
gallery walk around the room will have markers for students to write their answer. Then students have access to the notes
on paper in the classroom but can also access the google doc on Canvas.
CLOSURE:
Re-exposure
To end the lesson, each student will write their own question from the lesson and put in a bowl. Students around the room
will pull a question and attempt to answer the question. This will be in an inner – outer circle placement.

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