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LESSON 2: Why Do People Live Where They Do?

SUPPORTING QUESTION

Which geographic factors have the greatest impact on where people choose to live, and why?

FOCUS SKILL(S)

Geographic Relationships

Quantitative Analysis

Causation

MATERIALS

TEACHER

Do Firsts + Exemplars

Why Do People Live Where They Do? Student Worksheet + Exemplars

STUDENT

Do First Options

Printed Student Materials

DO FIRST

Option 1- Frayer: Population

Option 2- Notice, Think, Wonder

TEACHER ACTIONS

1. Select “Do First” option
2. Play “Song of the Unit” or alternative
3. Provide students with visual, online, or print access to “Do First”

STUDENT ACTIONS

1. Complete “Do First” either online or by hand

ACTIVITY 1- LAUNCH

Allow students an opportunity to gain context on the causes of population growth by reading “What is the Context?” - Population Growth (page 1 of student worksheet). Students will answer check for understanding questions as they read. This reading can be done individually or with a partner.

TEACHER ACTIONS

1. Hand out student worksheet
2. Instruct students to either read independently or with a partner and answer the questions
3. Review the correct answers with the class

STUDENT ACTIONS

1. Read and answer the accompanying questions for the contextualization reading

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LESSON 2: Why Do People Live Where They Do? - Continued

ACTIVITY 2 - PRACTICE

Students will investigate how geographic factors influence population distribution in Nigeria by analyzing five different types of maps. Using the provided map links, students will identify patterns and relationships between physical and human geographic features, such as climate, landforms, resources, transportation, and population density. It is recommended that the teacher model the thinking for the first map and collectively complete the set of questions with the class.

TEACHER ACTIONS

• Direct students to pages 2-3 of the student worksheet and provide instructions
• Model the analysis of the first map and collectively complete the questions for Map 1
• Release students to engage in the online activity for Maps 2-5 (consider allowing students to partner up)
• Monitor student progress and provide support as needed
• Facilitate a whole-class debrief, asking students to share and defend their answers

STUDENT ACTIONS

• Listen to the teacher’s model and collectively complete the questions for the first map
• Work with a partner to analyze Maps 2-5 and complete pages 2-3
• Ask questions, as needed
• Participate in the whole-class debrief
• Make corrections on student worksheet, if needed

ACTIVITY 3 - EXHIBIT

To introduce students to the focus skill of this lesson, Causation, they will watch an introductory video as well as complete an introductory guide of the skill. Use the second question on the video guide to connect back to the idea of population growth. Then on the what is guide, have students consider DC neighborhoods as they identify causes of population growth.

TEACHER ACTIONS

• Direct students to page 4
• Play video and discuss questions
• Lead students through the guide on page 5

STUDENT ACTIONS

• Follow along with the video with the transcript
• Answer the two video-based questions
• Complete the “Practice” portion on page 5

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LESSON 2: Why Do People Live Where They Do? - Continued

CONCLUSION

To conclude the lesson, students will complete the Causation Graphic Organizer. Consider having students complete this portion independently and then compare answers with a partner before reviewing with the whole class. If desired, provide students with options for the boxes (climate, physical geography, natural resources, or transportation/infrastructure) to scaffold the process.

TEACHER ACTIONS

1. Explain the Causation Graphic Organizer to students (page 6)
2. Support students as needed

STUDENT ACTIONS

1. Complete the Causation Graphic Organizer independently
2. Compare answers with a partner
3. Engage in the class debrief

STANDARDS

6.2 Analyze how the environment and physical geography shape human behaviors and identities

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6.8 Analyze maps of Africa that represent a variety of environmental (e.g., landforms, bodies of water, natural resources) and cultural characteristics (e.g., languages, religions) to assess geographic patterns on the continent.

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6.12 Explain how population distribution, natural resources and the history of at least one country or region within Africa have impacted land use over time.