LESSONPLANTEMPLATE

YourName:MarissaAguilar
TitleofLesson:Population
Grade:2ndGrade

STANDARDS

2.RI.10Readandcomprehendinformationaltexts,includinghistory/socialstudies,
scienceandtechnicaltexts,inthegrades23textcomplexitybandproficiently,with
scaffoldingasneededatthehighendoftherange.
2.L.3Useknowledgeoflanguageanditsconventionswhenwriting,speaking,readingor
listening.

LESSONSUMMARY/OVERVIEW
Provideanoverview/synopsisofthelessonandthetopicsthatitwillcover.Makesuretoprovideareason
whyyouselectedthistoberelevantforaunitonsustainability?

The lesson will give students the chance to define different types of populations and their sizes.
The students will learn about the different population sizes ranging from their household
population to their population of their school and then all the way up to the world population.
The students will read informational texts on population and what a population can be made of.
Students will complete an activity called me-on-the-map, where they will create a circle flip
chart that will contain information on the different types of populations and their sizes. The
students will close day ones lesson by making predictions about what they think will happen if a
population size gets too big. The students will also make a prediction on what they think will
happen if our classroom population was too big.
OBJECTIVES
Describewhatyouwantstudentstoknow/beabletodoasaresultofthelesson.
Forexample,Studentswillbeableto
Studentswillbeabletodefinedifferentkindsofpopulationsizes.

Studentswillbeabletounderstandwhatpopulationis.
Studentswillbeabletocreateacircleflipchartwithatleast8differentpopulationsizesonit.
Studentswillbeabletowriteashortsummaryabouttheirpopulationwhetheritisathomeor
schoolandthesizeandwhatitlookslike.
Thestudentswillbeabletowritepredictionsaboutwhattheythinkwillhappenifapopulation
sizeistoobig.
ASSESSMENT/EVALUATION
Whatmeasureswillyouusetoknowifyoustudentsmettheobjectives?

The students will be assessed on the quality of their circle-flip chart and their understanding of
the population sizes. The students will also be assessed on what they write in their writing

journal about their population. The students will need to use futures thinking to demonstrate their
predictions and receive full points on the rubric. The students will also need to answer both
prediction questions.

Well Developed
Sentences

Conventions

Circle-Flip Quality

3
The student has
written clear and
appropriate sentences.
The student stays on
topic in their writing
and uses futures
thinking to give
logical predictions
about what will
happen when the
population size gets
too big. The student
writes a well thought
out answer to both
questions pertaining to
population.
Student has little to no
errors in their
summary. The student
uses appropriate
capitalization and
punctuation
throughout the
summary, making the
flow easy to follow.

2
The student has an
appropriate amount of
sentences, but their
ideas and thoughts are
not clear. The student
stays on topic and starts
to make predictions
using futures thinking.
The student only
addresses one of the two
prediction questions
about what the
consequences to a big
population would be.

1
The student does not
stay on topic in their
writing. The student
also does not use
futures thinking to
make their
predictions on what
they think will
happen with a
population that is too
big. The student also
does not address the
classroom
population question
in their writing.

Student has minimal

errors in their summary.
The student has some
capitalization and
punctuation errors
throughout their writing.

The student clearly

writes the name of the
population size and a
brief description that
is accurate. The
student also draws a
picture/visual to
demonstrate their
understanding of the
population size they
are describing.

The student fills out 6

out of the 8 different
population sizes. The
student gives accurate
descriptions and
definitions of the
population size they are
describing. The student
demonstrates their
understanding by
drawing a picture or
visual to match.

Student has a variety

of errors in their
summary that cause
the flow of the
summary to be hard
to follow. The
student makes
multiple
capitalization and
punctuation errors.
The student only fills
out three or less of
the population sizes.
The student does not
demonstrate an
understanding of the
population sizes that
we are describing.

PREREQUISITEKNOWLEDGE

Whatwillstudentsneedtoknowpriortocompletingthislessonandhowwillyouaccesstheirprior
knowledge?

Prior to completing this lesson the students will need to have knowledge on what a population is.
I will ask the students questions pertaining to groups of people, like how many people live with
you? and How many people do you think go to this school?
Listofrequiredmaterials.

MATERIALS

WritingNotebooks
DocCam
Pencils
Constructionpaper
Crayons/Markers

Listofkeyvocabularyterms.

VOCABULARY/KEYWORDS

Populationagrouportypeofpeopleoranimalslivinginanareaorcountry.
FamilyHouseholdPopulationconsistsoftwoormoreindividualswhoarerelated.
NonFamilyHouseholdPopulationconsistsofpeoplewholivealoneorsharetheir
housewithunrelatedpeople.
ClassroomPopulationagroupofstudentsandteacherwhosharethesameroomforthe
majorityoftheirtimewhileatschool.
SchoolAplaceforeducatingchildren.Itconsistsofteachers,administration,students,
volunteers,andallotherstaffthathelpstheschooloperate.
Cityacommunityofpeoplewholiveinaruralorurbanareawithatotalamountof
peoplebeingmorethan10,000.
Stateagroupofpeoplewhohavedefinedacommonlanguageandadistinctterritory.
Countryasumofpeoplelivingunderasinglesystemofgovernment.
Worldasumofpeoplewhohaveapermanentpopulation,adefinedterritory,a
governmentandrelationshipswithothercountries.

TEACHINGPROCEDURES
ProceduralSteps(Stepbystepinstructionsforteachingthelesson):

Opening: The teacher will state the objective for the day, and tell the students what they will be
learning about. The teacher will introduce population by first asking the students if they have
ever heard the term population. The teacher will then ask the students what they think the word
population means. Once the students have answered the teacher will move into defining
population.
I Do: The teacher will model her definition of her population by sharing with her students the
amount of people who live in her household. The teacher will display her circle flip chart on the
document camera. The teacher will explain to the students that today they will be learning about

population and going over different population sizes and defining them. The teacher will also
give them the instructions on the expectations of the circle flip chart.
We Do: The teacher and students will define the remaining population sizes such as household
population, classroom population, school population, city population, state population, United
States population and finally world population. The teacher will give the students time to work
on their circle flip charts and will be walking around guiding and helping students while they
work on them.
You Do: After the students finish their circle flip charts the teacher will ask the students to take
out their writing notebooks and answer the question, what do you think will happen when the
population gets too big? The second question that the students will respond to in their writing
journal is what challenges would we face if the classroom population was too big? The teacher
will then ask if any volunteers would like to share their answers that they wrote down. After the
students respond to their writing journal questions and have shared aloud the teacher will ask for
volunteers to share their circle maps.
Closing: The teacher will restate the objective for the day and ask for student volunteers to
describe and share each of their population sizes from their flip chart.

RESOURCES
Listanyreferencesyouusedtocreatethislesson.Ifyouborrowedideasfromanylessonplanspleasenote
themhere.UseAPAformat.

How to Teach....Population. (2015, June 29). Retrieved October 16, 2015, from
http://www.theguardian.com/teacher-network/2015/jun/29/how-to-teach-population
WAYSOFTHINKINGCONNECTION
Provideacompleteexplanationofhowyourlessonplanconnectstofutures,system,strategic,orvalues
thinking.Definethewayofthinkingyouselectedandusedinthislessonplan.Remember,thisshouldbe
includedmeaningfullyinthelessonplan.

My lesson uses systems thinking because it is an introduction to the five day unit plan. The
students will be learning about all of the long term effects that a high population has on the Earth
and its resources. The students will also be using futures thinking as they make predictions about
what will happen if the population size continues to grow. The students will be using both of
these ways of thinking to not only make their own predictions about the future but also to see
that population plays a huge role in the things that we use every day.