Name: Eric Gulotty

Date

October 7, 2014

Subject:

,,

Geography

Model of Teaching: CONCEPT ATTAINMENT/

INDUCTIVE REASONING
Date:
Standard: Historical Interpretation: Students analyze
human modifications of landscapes and examine the

resulting environ- mental policy issues1. Use different types of maps and geographic tools to analyze
features on Earth to investigate and solve geographic problems.
Objective: SWBAT differentiate the different examples of migratory push and pull by filling out a
modeled worksheet and performing a role-play using examples and characters generated by the teacher.

Motivation
and state the
objective

Activity

Script

The teacher will hand back the previous

class homework, which was to finish
the worksheet that was the product of
the previous lesson. The teacher will
ask the students if there are any
questions.

Good morning, Class! I have handed out

the homework from last class. You did a
nice job for the most part. I want to
remind everyone that if you see me
correct grammar, it will not cost you any
points. To repeat, if you see that I have
corrected your English, I will not take
away any points for that. I will take points
off if you dont try to write in full
sentences. It is very important when we
fill out worksheets that we practice
academic English. The only way to get
better is to practice. If you dont try, I
have no way to help you get better, and
no way to tell if you understand what we
are learning.

The teacher will introduce the first slide

of the power point and explain the
difference between deductive and
inductive thinking

If we look at the screen, we see the name

of todays lesson. (Student) could you
please read the name of the lesson for
me?

A student will read the lesson title. If

the student is a strong reader, Teacher
will encourage student to read the entire Very nice job! Today we will be asking,
slide.
Whats the big idea? We are going to
do this by using inductive (referring to
the power point) reasoning, which means
we go from examples of the idea to the
big idea. Everyone lets say this together,
inductive. Remember that this is the
opposite of what we usually do. We go
from a big idea to the examples.
Teacher will quickly review the
Lets review what we did last class. We
material from last class, population and looked at population, population density,
population growth rate, and illustrate
and the population growth rate. Lets
which part of the population growth
review how we calculate the population
rate we will be focusing on today.
growth rate. (The teacher will move to the
next slide) Remember this? It is births
minus deaths, plus net migration -remember that migration is movement of
people -- divided by the total population.
(The teacher will move to the next slide)
And here is a reminder of what did to
calculate the Population growth rate of
Taiwan last class.
Today we are going to focus on an
important factor in population, as well as
population growth rates, and that is net
migration. We will be looing at some
examples of migration and I want you to
come up with a big idea that fits the
examples.
Present labeled
examples

Sandra N. Kaplan, USC

Teacher will hand out the worksheet

and present the slide with the Yes/No
examples.

Teacher has students read the different

I am handing out the worksheet that we

will be using today. Please remember to
put your name on the sheet. It has two
sides. (The teacher will refer to the
worksheet.) Do you se the part that says
Lets role-play on the bottom here? We
will be doing this in the middle of class.
There are two questions on the other side
of the sheet. They are about this role-play.
The rest of the sheet is about us finding
the big idea from the examples.
38

examples and solicits ideas from the

class. The teacher will scaffold as
needed. The teacher will write the ideas
on the board.

identifying
common
themes

Students vote on the big idea that they

think best represents all of the yes
answers and does not fit the no
answers.

So now we have some good ideas on the

board. What I want us to do now is to
come up with the big idea that we think
fits all of the yes answers. It is very
important that we dont just write the big
idea. We need to explain with evidence
why the big idea was chosen. So when we
discuss this I want us to think about why
each idea fits and does not fit each
example.

Present
unlabeled
examples

Once the teacher has several ideas, the

teacher will move to the next slide and
ask students to identify if the statements
are Yes or No and to explain why.
The teacher will provide scaffolding so
the students use as much academic
English in the conversation as possible.

Lets look at some other examples and

see if we can fit them into the big idea
that we came up with.

Add to list of
hypothesis or
confirm
hypothesis

Students will decide whether each

statement is a Yes or a No example
in pairs. Once they are finished, the
class will come back together as a
group and decide if it agrees or
disagrees. The teacher will allow Yes
and No answers, so long as a student
can defend the decision.

So now that we have chosen our big idea,

we want to test our hypothesis, remember
that we need to test our decision to see if
it works. If it doesnt thats okay too. Its
all part of the process. Its also okay if
you think an example could be both a
Yes and a No. The only rule is you
have to defend your opinion with
evidence. You need to explain why you
think the way you do.

Solicit student
examples

Students will work individually or in

pairs to come up with examples that fit
the concept they chose.

Now I would like for us to take about 10

minutes to come up with examples that fit
our concept, or big idea. Please remember
that I want you to use full sentences. If
you are having trouble, I will come
around and help you turn your example
into a good sentence. You need to come
up with the examples, though.

The teacher will introduce the role-play,

which will tie into the metacognitive
discussion later.
The teacher will write each category on
the White Board as he explains, with
each option listed under the category.

Remember I told you that we would be

doing a role-play later in class? Well if
you look at your worksheet, you will see
five categories: Job, Family, Kids,
Money, Health, and House. I will list the
options, or choices, for each one, but first
I want everyone to choose a piece of
paper from the pile that that I have in my
hand. You need to give these back, so
dont crumple them up or throw them. I
need them for the next part of the roleplay.

Discuss
thinking about
thinking
(metacognition)

(Student), would you please read the

examples that are listed on this slide?
Once she/he is finished, I want us to vote
on whether the big idea fit s and should
be a Yes, or if it does not fit, and
should be a No. It is okay to disagree,
so long as you support your idea. What
do we support our ideas with?
(Hopefully, the class will say
evidence).

I have cut out the Jobs that you will have

and will hand them out at the end. The
Sandra N. Kaplan, USC

38

Students will write down each category

on their worksheets as the teacher
announces it.

Teacher separates students into four

cities in four corners of the
classroom. The teacher will write the
names of the four cities on the White
Board.

first category we will be deciding is

Family status. The three options are
Married, Single, and Divorced. Please
listen for the number you have and I will
tell you your status. Who is number One?
(Student), you are divorced

Now that you know the details of the role

you are playing, we are going to separate
into four different cities. Each pod of
tables will start in a different city. We
will choose numbers again, but this time,
an event will either happen to your city or
will happen somewhere else.

After the students separate, the teacher

will have the students pick numbers.
Students will decide, based on their
characters situation, if they should stay
or go. The teacher will allow the first
few events to come up by chance, and
then pick events that illustrate push or
pull factors, depending upon what was
chosen before. The teacher will also
decide, depending upon the amount of
students in any city, whether to choose
an event that will force many to leave
or be attractive enough for people to
want to come. The teacher will try to do
five or six events, and discuss with
students as they move about why they
chose to move.

The teacher will break students into

pairs in their groups and they will work
together to answer the prompts about
the role-play. The teacher will
specifically ask the students who raise
their hands to answer each of the
questions.

Okay, class, that was a very nice job.

Thanks for getting back to your seats so
quickly. Please raise your hand if you
moved more than two times in response
to an event. Anyone move three times or
more? Did anyone choose not to move at
all? If you look at your worksheet you
will see two questions that directly relate
to the role-play.

A student reads the first question, and

the teacher models how to start the
answer on the board.

(Student) could you please read the first

question? (Student reads.) Nice job. So
(student) can you give me an example of
an event that made you want to leave the
city you were in? (Student answers the
question) Remember we need to use full
sentences and we need to include a reason
why we moved. For instance, (student)
just told us that due to the civil war, she
was scared for her childrens safety. Even
though she has a bad heart, she was
pushed from where she lived by the civil
war. Please make sure the reason you
give is for you, not just a reason that
someone else gave.

The teacher will move to the next

power point slide and repeat the process
of arriving at the concept of pull
factors. The syntax and steps will be the
same as with push factors. The teacher
will discuss the metacognitive aspects
of the process with the student both
before and during the second concept
attainment.
The teacher will ask the class for their
opinions, but will guide the discussion
in the probability that students will not
respond to this question without
scaffolding.
Sandra N. Kaplan, USC

All right, nice work, everyone. Now we

are to come up with a new big idea or
concept using some examples. Does
anyone know why we think this way? I
want you to think like a geographer for a
second. Remember you need to find out
why people migrate, so maybe you poll
500 or 1000 people who emigrated or
38

move from one country to another

country. What do you have once they
have answered? (Hopefully a student will
answer You have data, or information)
Yes we have a bunch of information.
Now we need to put that information into
a format so people know why they
moved. Were they pushed to the place the
moved to, or were they pulled there
because it was attractive? That is why we
go from examples to a concept or big
idea.
Depending on time, students will work
in groups to collectively fill out their
own reasons for being pulled toward a
place, and come up with answers that
are both a yes and a no. If time is short,
this will be assigned for homework, and
the beginning of the next class will
begin with this discussion, and move
into a formative assessment project.

Sandra N. Kaplan, USC

38