ED 345 Calvin College Lesson Planning Form

Teacher: Rachel Haverkamp

Date: 10/25/17
Subject/ Topic/ Theme: Push and Pull factors

I. Objectives
What is the main focus of this lesson?
The purpose of this lesson is to get students to realize that immigration is not something that just happened in the past, but
something that continues to occur today. This lesson is to get students thinking about what immigration is like today and reasons
why immigrants move.
How does this lesson tie in to a unit plan? (If applicable.)
This is the fourth lesson in the unit. This is the turning point in the unit where students shift from thinking about immigration as a
historical occurrence to something that happens in the present.
What are your objectives for this lesson? (As many as needed.) Indicate connections to applicable national or state standards. If
an objective applies to only certain students write the name(s) of the student(s) to whom it applies.

Objectives:
- Students will understand that immigration still occurs today
- Students will be able to define and give examples of push and pull factors; they will be able to compare the two
- Students will decide which is the better reason to move

Standards:

- K-4 Benchmark III-D: Understand rights and responsibilities of good citizenship as members of a family, school, and
community.
- CCSS.ELA-LITERACY.SL.3.1.B
Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking
one at a time about the topics and texts under discussion).
- CCSS.ELA-LITERACY.L.3.5
Demonstrate understanding of figurative language, word relationships and nuances in word meanings.

II. Before you start

Prerequisite knowledge and skills. Students know what an immigrant is and the importance of Ellis Island.

Formative:
- Students will participate in class discussions
Assessment - Students will answer comprehension questions based on the video
(formative and summative) Summative:
- Students will complete a T-chart defining and providing examples of push factors and
pull factors

Universal Design for Learning Networks/Domains (see UDL Guidelines)

RECOGNITION
Multiple Means of Representation
Options for Perception
Information is presented visually through
a video, in written form on the matching
game cards, and verbally through
discussion.
STRATEGIC
Multiple Means of Expression (Action)
Options for action/interaction
Students have the option to work on the
matching game individually, with a
partner, or with a group of 3. At the end of
the activity, the whole class works
together.
AFFECTIVE
Multiple Means of Engagement
Options for recruiting interest
Students are motivated by videos.
Authenticity and relevance are optimized
when students are asked to imagine they
are an immigrant.
Options for Language/Symbols Options for Expression Options for Sustaining Effort & Persistence

Options for Comprehension
Materials-what materials (books,
handouts, etc) do you need for this
lesson and do you have them?
Options for Executive Function Options for Self Regulation
Students are given a T-chart and cutout
cards to help them manipulate and
organize the information presented to
them.
Computer/Projector
YouTube video: https://www.youtube.com/watch?v=Rf86TGM3eSE
Whiteboard/markers
T-chart
Matching game cards
Scissors
Glue stick

Students will be at their table spots. During the matching game, they may choose a spot at
Do you need to set up your their table or around the room on the floor.
classroom in any special way for
this lesson? If so, describe it.

III. The Plan

Time Parts The description of (script for) the lesson, wherein you describe teacher activities and student activities
Motivation In this social studies unit, weve been talking about immigration.
(Opening/ - Raise your hand if you can tell me what immigration is
Introduction/ - Point students attention to the word wall
Engagement) When a person or family decides to immigrate, they often have a reason. They usually dont just wake up
one morning and think What a beautiful Wednesday morning; I think Ill move halfway across the world
today.

Development
 Turn and talk with your table mates: Why do people immigrate?
- Give students a few moments to talk
- Walk around and listen to students responses
- Call on a few volunteers
o If a lot of students raise their hands, say something like, I'm going to call on 5 friends
In this video, you will learn about some reasons why people immigrate. There are two different types;
while you watch, see if you notice the two different types.
- Play YouTube video on push and pull factors
- https://www.youtube.com/watch?v=Rf86TGM3eSE
Matching game
- this can be done whole-class style, in groups, pairs, or individually
- Print off and cut out cards so that students can sort reasons for moving into push factor and
pull factor piles
- Give students about 5 minutes to sort the cards
- Reconvene, then go over the results as a class.
- Have students paste each of the paper slips onto the appropriate side of the T-chart
- If students finish early, have them try to think of additional push and pull factors

Create definitions for push factor and pull factor altogether, then add them to the word wall.

Ending discussion:
- Pretend you are an immigrant.
Closure - Would you rather have to move because of a push factor or a pull factor? Why?
- If you had to describe push factors with one word, what would it be?
- If you had to describe pull factors with one word, what would it be?
- What can we add to the words on our word wall (push factor and pull factor) to help us
remember that push factors are negative/bad things and pull factors are positive/good things?

Your reflection on the lesson including ideas for improvement for next time: