Instructional Project 5

04/2/2016, Fatma Gunonu

Lesson Plan Type: Discussion, cooperative learning, direct instruction.
Grade Level: 6th grade social studies
Topic: Population Density
TimeLine: Two class periods

TEKS objectives
113.18. Social Studies, Grade 6, Beginning with School Year 2011-2012.
(a) Introduction.
(b) Knowledge and skills.
(4) Geography. The student understands the factors that influence the locations and characteristics of
locations of various contemporary societies on maps and globes and uses latitude and
longitude to determine absolute locations. The student is expected to:
(A) locate various contemporary societies on maps and globes using latitude and longitude to determine
absolute location;
(B) identify and explain the geographic factors responsible for patterns of population in places and
regions;
(C) explain ways in which human migration influences the character of places and regions;
(D) identify and locate major physical and human geographic features such as landforms, water bodies,
and urban centers of various places and regions;
(E) draw sketch maps that illustrate various places and regions; and
(F) identify the location of major world countries such as Canada, Mexico, France, Germany, the United
Kingdom, Italy, Spain, Norway, Sweden, Russia, South Africa, Nigeria, Iraq, Afghanistan,
Israel, Iran, India, Pakistan, the People's Republic of China, the Republic of China (Taiwan),
Japan, North and South Korea, Indonesia, and Australia.
(5) Geography. The student understands how geographic factors influence the economic development,
political relationships, and policies of societies. The student is expected to:

(A) identify and explain the geographic factors responsible for the location of economic activities in
places and regions;
(B) identify geographic factors such as location, physical features, transportation corridors and barriers,
and distribution of natural resources that influence a society's ability to control territory; and
(C) explain the impact of geographic factors on economic development and the domestic and foreign
policies of societies.
(6) Geography. The student understands that geographical patterns result from physical environmental
processes. The student is expected to:
(A) describe and explain the effects of physical environmental processes such as erosion, ocean currents,
and earthquakes on Earth's surface;
(B) identify the location of renewable and nonrenewable natural resources such as fresh water, fossil
fuels, fertile soils, and timber; and
(C) analyze the effects of the interaction of physical processes and the environment on humans.
(7) Geography. The student understands the impact of interactions between people and the physical
environment on the development and conditions of places and regions.
Lesson objectives

Produce population density maps of the United States

Analyze population density maps by observing patterns and drawing conclusions
To understand population density maps as a tool for marketing products
To understand how area and population affect population density
To estimate quotients of large numbers
To create, use, and compare mathematical models

Materials

Population data table

Whiteboard
World map with names of countries or US. map with names of states
State Data Handout (If researching state data)
Recording Sheet
Access to web sites used in this lesson(Internet+Computer)
Handout of the two communities
At least 120 beans per group

Introduction

A five minute video will be shown from https://www.youtube.com/watch?

v=khFjdmp9sZk .
A few questions will be asked to students regarding the video.
A brief introduction will be given to students. They will learn the definition of population density.
Instructor will explain that population density is the average number of people for each square
unit.
Then the instructor will show which places are more populated on the map (
http://www.prb.org/Publications/Datasheets/2015/2015-world-populationdata-sheet/world-map.aspx#map/world/population/2015 ) and tell them how
population density is calculated. Lastly, instructor will ask why some places are populated than
others and will discuss why it is so.

Instructional Activities and Procedures

Activity 1
o Students will have an activity to understand population density and see how division is
used to calculate it.
o Students will be given a handout and they will be instructed to make a pile of 40 beans
and a pile of 80 beans. They will carefully scatter the pile of 40 beans on Community A
and the pile of 80 beans on Community B.
o After this step some questions will be asked to students:
Which community has more people? [B]
Which community appears more crowded? [A]
o Then the instructor will explain that one way to tell for sure which community is more
crowded is by distributing the beans evenly on each grid. Students will distribute beans
evenly to see how many people there are for each square.
o Students will be asked how they could calculate the population density without using
beans or other objects.
o They will learn that if they divide the number of people by the number of square units,
they will obtain the population density.
Activity 2
o Students will be told a scenario to show them an application of the new topic. They will
be told that they work for a retail company that is planning to open a some new stores
only in the states with the greatest concentration of people.
o Students will suggest ideas in order to locate the greatest concentrations of people.
o Students will calculate the density to determine the best place for their company with
calculator. Population Density = Number of People / Land Area. After this step, the
instructor will give them a handout to check their work and they will create their own
map.(for homework)

Modifications/Differentiated Instruction

Some students will have a harder time in math than others.

o
o

The students that are not having trouble will math will be asked more challenging
questions to do on their free time if they would like.
An example will be shown to students that are having trouble and alternatively they will
be allowed to use calculators.

Evaluation (Formative and/or Summative Assessment)

During the activities, the performance of students will be measured. Instructor will walk around
to see if everyone is participating and see if any students are having trouble. After this session
some questions will be asked to students. These questions will ensure the instructor whether the
students have effectively learned the topic.
Example Questions
o How many people are there for each square in Community A? [1]
o In Community B? [2]
o Would you say that Community B is twice as crowded as Community A? [yes]
o Why? [Because there are twice as many people in each square.]

Closure

Instructor will summarize the two activities and the lessons learned in class. The instructor will
once again define population density: the average number of people for each square unit. Then
the instructor will ask the students if they have any questions. Lastly, the instructor will assign a
short homework to the students due the next class period (for homework they will create their
own state maps and color them according to density).

Worksheets
Handout for activity 1

Handout for activity 2