21.4
Present Guiding Question to Class: Present the essential question, learning objectives, and student “I can” statements. Have students preview the text to identify the vocabulary words for this week. Unpack weekly vocabulary, as appropriate. Article 1: Migration Word Count: 76 Vocabulary: migration: the movement of people, ideas, and goods from one place to another
High Impact Teaching Strategies: Multiple Exposures, Rereading, Collaborative Learning
Lesson Plan: 1. Ask if anyone knows about birds migrating in the fall and the spring. Explain that they fly from a cold place to be in a warm place to survive the winter. This movement is called migration. Birds aren't the only things that migrate. People can move/migrate too. 2. Ask: Does anyone know someone who has moved to a new place? a. Explain that moving to a new place is also called migration. 3. Review the vocabulary. Connect the word “migration” to what students discussed in their conversations regarding moving. 4. Read the article together. 5. Read the article again. This time, model HOW to read the article (talking to the text) by stopping to ask and answer questions as you read, such as who, what, where, when, why, and how, to demonstrate understanding of key details in a text. 6. Next, using the graph in the article, have students look at a population graph. Explicitly teach students how to read the graph. 7. Before class, find the population statistics for your state for 2010 and 2020. Ask students to look at the population of the state from the 2010 census. Then, ask students to look at the population of the state from the 2020 census. 8. Ask students if the population of the state has increased or decreased from 10 years ago. (Some students may need help with the math to determine the difference in the numbers. This is something you may want to do for or with your students as a whole class.) 9. Ask students why they think people moved into or moved out of the state. a. If the population increased, have a class discussion as to how migration to the state might impact the state’s natural resources. b. If there was a decrease in the population, ask how this decrease might have affected the businesses in the state, city, or community. 10.Finally, ask students to think about how migration has affected the state as a whole.
Migration | Week 21
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