Cameron Street Public School
1. Lesson Plan Information
Subject/Course: Geography
Grade Level: Grade 8
Topic: Population Distribution
Name: Braden J. Fisher
Date: October 17, 2011 Time: 1:35 – 3:15
Length of Period: 50 minutes (100 total)
2. Expectation(s)
Expectation(s) (Directly from The Ontario Curriculum):
• Identify and explain the factors affecting population distribution (e.g., history, natural environment,
technological development, immigration trends/patterns);
Learning Skills (Where applicable):
Independent Work
• Uses class time appropriately to complete tasks;
3. Content
What do I want the learners to know and/or be able to do?
• For students to be able to understand the various factors that affect population distribution.
Content
Factors Affecting Population Distribution
1. Physical Features
• Mountains, swamps, jungles, rainforests, ect
2. Agriculture (good soil)
• The science or practice of farming, including cultivation of the soil for the growing of crops and the rearing
of animals to provide food, wool, and other products.
• Some important factors? Good soil, water, climate
3. Fresh Water (adequate rainfall)
• Access to fresh water is an extremely important
• Adequate rainfall is also extremely important.
• Examples: Lakes, rivers, streams and ponds, glaciers. Rain?
4. Climate
• The weather conditions prevailing in an area in general or over a long period:
• Cold / wet, hot / dry
• Agricultural development is constrained by climate.
5. Available Power
• Level of machinery that a country has.
6. Access to Other Communities
• Infrastructure: the basic physical and organizational structures and facilities (e.g., buildings, roads, and
power supplies) needed for the operation of a society or enterprise.
Today learners will:
• Be able to understand and distinguish the factors affecting population distribution.
• For each of the 6 factors explained in the lesson, students will be able to list the particular attributes that
would make living conditions either very comfortable or uncomfortable.
• Demonstrate their understanding of the lessons content by matching a number of pictures to the correct
definition.
4. Assessment (collect data) / Evaluation (interpret data)
(Recording Devices (where applicable): anecdotal record, checklist, rating scale, rubric)
Based on the application, how will I know students have learned what I intended?
• In the second half of the 100-minute block, students will complete a cut and paste activity where they are to
match 12 pictures with the appropriate definition. There will be two definitions for each of the 6 factors listed
above.
• Students will receive a mark out of 12, one mark for each correctly matched picture and definition.
• Near the end of the period students will switch their answer sheet with another student and as a class we
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will take up the answers.
5. Learning Context
A. The Learners
(i) What prior experiences, knowledge and skills do the learners bring with them to this learning
experience?
• Students will have learned the patters of human settlement in the previous lesson. The patterns include
linear, clustered, and scattered.
• Having an understanding of the types of human settlements will be crucial for their understanding of the
factors that affect the distribution of the 3 types of settlements.
(ii) How will I differentiate the instruction (content, process and/or product) to ensure the inclusion of all
learners? (Must include where applicable accommodations and/or modifications for learners identified as
exceptional.)
• When presenting the lessons content to the students a variety of different mediums will be used. Print, and
well as picture, audio and video clips will be used when explaining the factors that affect population
distribution.
• For the individual task, TG, EH and SS may work in a small group to complete the culminating task.
• TG will receive EA support.
• Above listed students may be required to match fewer definitions.
B. Learning Environment
• Students will remain in their assigned seats for both the instructional as well as the individual task
components of the lesson.
• Students with IEP’s may work move in order to be closer to the EA or a small group with which they will
work to complete the individual task.
C. Resources/Materials
• Power point presentation
• Video Clips
• Activity sheet handouts
• Scissors
• Glue sticks
6. Teaching/Learning Strategies
INTRODUCTION
How will I engage the learners? (e.g., motivational strategy, hook, activation of learners’ prior knowledge,
activities, procedures, compelling problem)
Students will be shown a short video clip on population distribution. As a group we will discuss some of the main
facts presented in the video
• More than half of the world’s population lives near the ocean (water).
• 90% of the earth’s people live on 10% of the land.
• 90% of the world’s population lives north of the equator.
• Students will be asked to consider why and how these factors may affect population distribution
(where people settle and why).
MIDDLE:
Teaching: How does the lesson develop?
How we teach new concepts, processes (e.g., gradual release of responsibility - modeled, shared, and
guided instruction).
(Whole Group)
Students will learn about the factors affecting population distribution. These include:
1. Physical Features
2. Agriculture (good soil)
3. Fresh Water (adequate rainfall)
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4. Climate
5. Available Power
6. Access to Other Communities
Population distribution is largely related to how the factor affects the living conditions of a population. A factor may
make living conditions extremely difficult, or it may make them extremely comfortable.
1. Physical Features
• A physical feature that would make living conditions extremely difficult would be a mountain. A feature that
would make living conditions very comfortable would be a meadow.
2. Agriculture (good soil)
• Agricultural success is largely determined by the availability of good soil. Distribution of population than is
closely tied soil type. A type of soil that would make agriculture extremely difficult is sand. Topsoil, or
organic soil would make agriculture easier and living conditions much more comfortable.
3. Fresh Water (adequate rainfall)
• The availability of fresh water is extremely important for explaining patterns of population distribution. A
desert for example would make living conditions extremely difficult while a fresh water lake or stream would
make living conditions very comfortable.
4. Climate
• A climate they would make living conditions extremely uncomfortable would be the arctic. A climate that
would make living conditions very comfortable would be the tropics.
5. Available Power
• The availably of machinery and other technology dictates comfort level. They living conditions in a
developing country would be very uncomfortable compared to those in a developed nation. Things like
farming would be much more difficult.
6. Access to Other Communities
• For example, a physical feature that would make living conditions extremely difficult would be a mountain. A
feature that would make living conditions very comfortable would be a meadow.
(Individual) (50 minutes)
• Instructions for the activity will be explained (5 minutes)
• Students will be given a cut and paste sheet that relates specifically to the lessons content
• For reach of the six factors listed above, there are two corresponding pictures.
• One will be of a factor that would make living conditions extremely difficult, and the other of a factor that
would make living conditions very comfortable
• For example: if the factor was Physical Features, there would be a picture of a meadow to illustrate a
feature that would make living conditions comfortable, and a picture of a desert to illustrate a feature that
would make living conditions extremely uncomfortable.
• Students will paste two pictures for each of the 6 factors for a total of 12 pictures and definitions.
Consolidation and/or Recapitulation Process: How will I bring all the important ideas from the learning
experiences together for/with the students? How will I check for understanding?
• As a class we will take up the question and answer sheet.
• We will discuss each of the pictures and definitions to ensure comprehension
• Students will be given a few minutes at the end to change any incorrect answers
• Students will be encouraged to make corrections as the sheet is to be used as a note and study sheet for a
test later in the unit.
Application: What will learners do to demonstrate their learning? (Moving from guided, scaffolded practice,
and gradual release of responsibility.)
• Students will demonstrate their understanding of the lessons content by completing the cut and paste sheet
explained above.
• Correctly matching a picture to a specific definition will force students to apply their knowledge
• The sheet will be a strong indicator of comprehension.
CONCLUSION: How will I conclude the lesson?
• Students will do a quick clean up of the classroom and return any supplies to the appreciate location.
• Remind the students to make sure their sheet is complete and correctly filled out as it will be used for a test
later in the unit.
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•
•
They will be told that they are to be able to identify the 6 main factors affection population distribution and
be able to indentify the factors within each that would make living conditions either very uncomfortable or
very comfortable
Thank the class for their positive work habits and staying on task during class.
7. My Reflections on the Lesson
What do I need to do to become more effective as a teacher in supporting student learning?
• Some students struggled with the cut and paste sheet. To rectify this greater explanation and more examples
could be provided for each of the 6 factors affecting population distribution.
• I could have split the class into two different sections. For example, in the first part of the class I could teach
students only the features that would make living conditions extremely difficult.
• I could than have them cut and paste the 6 related pictures.
• In the second part of the class I could explain the factors that make living conditions very comfortable and
again, have them cut and paste the relevant pictures.
• Dealing with one side at a time might help to promote greater comprehension. Also, working with 6 instead of
12 pictures at time would make the task less daunting for students.
• I should consider that some students might not want to have their work evaluated by their peers.
• I future, more time should be allotted for the completion of the work sheet.
• If more time is not available students could be permitted to work in small groups.
• Also, prior to handing out the individual task sheet, as a class we might go over a few examples and match
them to appropriate definitions.1
Lesson Plan Template
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Schulich School of Education – Practice Teaching Handbook 2011-2012