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13.17 B - Immigration
to California
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Author: David Riddick
Date Created: 8/16/2003 8:41:26 PM PST
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Grade/Level:
4
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Students:
27 Students. 14 boys and 13 girls. 4 EO's; 6 IFEP's; 3 RFEP's; 14 ELD3-4:
GATE class - advanced learners
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Subject Area(s):
Mathematics
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Concept(s):
Students will learn to find a pattern to interpret immigrant population to
California from 1984 to 2001.
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State
Academic Content Standard(s):
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 CA- CCTC: Aligned CSTP's and TPE's
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• Standard : CSTP: Standard for Understanding and Organizing Subject
Matter for Student Learning
TPE: A. Making Subject Matter Comprehensible to Students
CSTP Description: Teachers exhibit strong working knowledge of subject
matter and student development. Teachers organize curriculum to
facilitate students’ understanding of the central themes, concepts, and
skills in the subject area. Teachers interrelate ideas and information
within and across curricular areas to extend students’ understanding.
Teachers use their knowledge of student development, subject matter,
instructional resources and teaching strategies to make subject matter
accessible to all students.
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• CSTP Key Element : Using materials, resources, and technologies to make
subject matter accessible to students.
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 Question : select and use
instructional materials and resources that promote students’
understanding of subject matter?
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• Standard : CSTP: Standard for Planning Instruction and Designing
Learning Experiences for all Students
TPE: D. Planning Instruction and Designing Learning Experiences
for Students
CSTP Description: Teachers plan instruction that draws on and values
students’ backgrounds, prior knowledge, and interests. Teachers establish
challenging learning goals for all students based on student experience,
language, development, and home and school expectations. Teachers
sequence curriculum and design long-term and short-range plans that
incorporate subject matter knowledge, reflect grade-level curriculum
expectations, and include a repertoire of instructional strategies.
Teachers use instructional activities that promote learning goals and
connect with student experiences and interests. Teachers modify and adjust
instructional plans according to student engagement and achievement.
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• CSTP Key Element : Drawing on and valuing students’ backgrounds,
interests, and developmental learning needs.
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Question : use knowledge about students’
lives and their families and communities to inform my planning of
curriculum and instruction?
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CA- California K-12 Academic Content
Standards
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• Subject : Mathematics
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• Grade : Grade Four
By the end of grade four, students understand large numbers and addition,
subtraction, multiplication, and division of whole numbers. They describe
and compare simple fractions and decimals. They understand the properties
of, and the relationships between, plane geometric figures. They collect,
represent, and analyze data to answer questions.
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• Area : Number Sense
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• Sub-Strand 1.0: Students understand the place value of whole numbers
and decimals to two decimal places and how whole numbers and decimals
relate to simple fractions. Students use the concepts of negative
numbers:
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Standard 1.1 (Key
Standard): Read and write whole numbers in the millions.
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Standard 1.2 (Key
Standard): Order and compare whole numbers and decimals to two decimal
places.
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• Area : Mathematical Reasoning
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• Sub-Strand 1.0: Students make decisions about how to approach
problems:
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Standard 1.1: Analyze problems by
identifying relationships, distinguishing relevant from irrelevant information,
sequencing and prioritizing information, and observing patterns.
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• Sub-Strand 2.0: Students use strategies, skills, and concepts in
finding solutions:
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Standard 2.3: Use a variety of methods, such
as words, numbers, symbols, charts, graphs, tables, diagrams, and
models, to explain mathematical reasoning.
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Standard 2.4: Express the solution
clearly and logically by using the appropriate mathematical notation
and terms and clear language; support solutions with evidence in both
verbal and symbolic work.
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• Sub-Strand 3.0: Students move beyond a particular problem by
generalizing to other situations:
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Standard 3.2: Note the method of
deriving the solution and demonstrate a conceptual understanding of the
derivation by solving similar problems.
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• Subject : History & Social Science
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• Grade : Grade Four
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• Area : California: A Changing State
Students learn the story of their home state, unique in American history
in terms of its vast and varied geography, its many waves of immigration
beginning with pre-Columbian societies, its continuous diversity,
economic energy, and rapid growth. In addition to the specific treatment
of milestones in California history, students examine the state in the
context of the rest of the nation, with an emphasis on the U.S.
Constitu-tion and the relationship between state and federal government.
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• Sub-Strand 4.1: Students demonstrate an understanding of the
physical and human geographic features that define places and regions in
California.
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Standard 5: Use maps, charts, and
pictures to describe how communities in California vary in land use,
vegetation, wildlife, climate, population density, architecture,
services, and transportation.
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Objective(s):
Cognitive: Students will know how to use patterns to make interpretations of
immigration to California.
Observable: Students will use the Internet to find and describe patterns in
California's Immigration population.
Criteria: Given California immigration population numbers from 1984 to 2001,
students will write a summary to find a pattern and interpret immigrant
population shifts.
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Prerequisite Background Skills/ Knowledge:
Students understand a pattern is something that repeats.
Students should understand how to round numbers of a variety of groups in
California to the nearest ten, hundred, thousand, ten thousand, hundred
thousand, or million.
Students know California is broken up into many counties. These counties vary
in population.
Students are aware they live in California and California is a state in the
Unites States of America. Students have been introduced to the concept that
California has four regions: coastal, central valley, mountains, and deserts.
Each has it's own region, geography, climate and mountain ranges.
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Vocabulary/Language Skills:
Listening: Students listen to verbal instructions given during directed
lesson. ELD students are given help by peer tutors as teacher speaks.
Speaking: Students participate in directed lesson by raising hands and
answering questions.
Writing: Students will take notes and write in their Math notebooks.
Reading: Students read from math textbook and Handouts
Vocabulary: counties, population, immigration, region, interpret, patterns,
> greater than, < less than, = equal
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Materials:
1) Pencil & Paper
2) Transparencies
3) Transparency pen
4) Math Textbook
5) Social Studies folder
6) Handout "Immigration of California Counties"
7) Transparency "Immigration of California Counties"
8) 4 California Immigration Maps:
1984 Map
1990 Map
1994 Map
2001 Map
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Classroom Management:
During directed lesson, students are seated in assigned seats, which are
2-person desks.
I will give out extra credit points for students who participate and
cooperate with lesson.
Extra credit points for actively engaged students
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Models of Instruction:
Inquiry
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Procedure
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Open:
As an attention getter, have students imagine themselves as an immigrant.
Which regions of California would they move to? Which is the best to work and
raise a family?
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Input:
1st: Point out the standards we are working on (posted).
2nd: Review the 4 regions of California on the map.
Desert
Central Valley
Coastal
Mountains
3rd: Pass out "Immigration of California Counties"
Students will use the Internet Website, "US Census" to create their
own Excel chart for California Immigration for 1984, 1990, 1994, 2001.
Students will copy data and paste into an excel document.
4th: Students will be given 4 maps to color code immigrant population.
Blue: 20,001 - 100,000
Red: 10,001 - 20,000
Orange: 1,001 - 10,000
Yellow: 0 - 1,000
Maps include:
1984 Map
1990 Map
1994 Map
2001 Map
5th: Students will analyze and discuss their collected data from their
Immigrant populations maps and immigration charts.
6th: Students will write a summary to describe and interpret immigrant
population patterns from 1984 to 2001. Students will address the following
questions in their summary:
What patterns have you noticed about immigration population?
How have immigration patterns changed?
What regions have shown the greatest shift in population?
What do you think will happen to the immigration patterns over the next
twenty years?
High achieving students will use excel to graph immigration trends and depict
populations in percentages.
7th: Students will make posters to paste their graphs, charts, maps, and
collected data to reflect their understanding of California populations.
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Guided Practice:
Explain a pattern is something that repeats.
Review the 4 regions of California on the map:
Desert
Central Valley
Coastal
Mountains
As students work through identifying immigration patterns, point out the maps
help identify patterns.
Explain how to cut and paste information from the US Census website into an
excel document. Model how to graph information.
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Independent Practice:
Students will analyze and discuss their collected data from their Immigrant
populations maps and immigration charts.
Students will write a summary to describe and interpret immigrant population
patterns from 1984 to 2000.
Students will make posters to paste their graphs, charts, maps, and collected
data to reflect their understanding of California populations.
High achieving students will use excel to graph immigration trends and depict
populations in percentages.
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Close:
In a grand conversation, students will reflect on strategies that work best
for them.
Students will discuss how a pattern is a relationship that repeats. Numbers
and objects can repeat. Finding a pattern can help solve problems.
Students will have an opportunity to showcase their posters and student work
in a California Fair. Other classes will be invited to observe the California
fair.
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Assessment/
Reflection
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Assessment:
Students will write a summary to find a pattern and interpret immigrant
shifts of California immigration numbers from 1984 to 2001.
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Reflection:
The objective of the lesson was achieved. Students were able to write a
summary to find a pattern and interpret immigrant shifts of California
immigration numbers from 1994 to 2001. Enabling the students to color code
immigrant populations made excellent use of materials, resources and
technology to make the study of place value accessible to all students.
Students were independently making connections and identifying patterns as
they worked in cooperative groups.
I correctly anticipated students would connect to the anticipatory set. I
continue to be amazed at how powerful the anticipatory set can be. The
anticipatory set asked students to imagine themselves as an immigrant. Which
region would they move to? Which is the best to raise a family? I’m convinced
powerful lessons derive from an engaging anticipatory set.
I did not anticipate the lesson to last as long as it did. This lesson took 3
days to complete. Once students correctly color-coded their maps, we
discussed in a grand conversation patterns and trends students made with
immigrant populations. If I were to teach this lesson again, I might have the
students use their summaries as a pre-write to write a final draft essay.
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