Migration and Urbanization: Push and Pull Factors in Brightwater

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Social Studies · Geography
SP-GEOG-006 · Free to print and use in your classroom · substituteplans.com
Page 2
Migration and Urbanization: Push and Pull
Factors in Brightwater
Social Studies · Geography · Grades 9-12 · 50 minutes
Time needed
50 minutes (one class period)
Prep
Copy the 2-page worksheet (one per student). Write the push and pull definitions on the board.
Technology
None.
Student
independence
High. Students read data and cases individually.
Copies to make
One 2-page worksheet per student
Materials
Pencils, Worksheet, Calculator (optional), Whiteboard or chalkboard
Goal for today: Students will classify push and pull factors, calculate changes in urban population, and explain why
people move from rural areas to cities.
Before the bell
☐ Copy the worksheet, one per student (2 pages).
☐ Write on the board: MIGRATION = moving from one place to live in another. PUSH factor = something that
drives people away. PULL factor = something that attracts people to a new place.
☐ Also write: INTERNAL migration = moving within one country. INTERNATIONAL migration = moving to another
country. URBANIZATION = growth in the share of people living in cities.
☐ Keep the answer key on your desk.
Say this to start
Good morning! Today is a geography lesson about why people move. Some things push people away from a place, and
some things pull them toward a new one. You will sort examples, look at data from a made-up country called
Brightwater, and read a short case. The board and worksheet tell you everything you need.
Run of show
Minutes
What you do
What students do
0–5
Take attendance. Hand out the worksheet face down.
Wait for directions.
5–12
Read the board definitions aloud. Example: “Crops fail” is a
push factor. “Good jobs in a city” is a pull factor.
Listen and copy the definitions.
12–22
Tell students to complete the push and pull table.
Write PUSH or PULL for each factor.
22–36
Tell students to complete questions 1–8, the data and
multiple-choice part.
Calculate and read the data table.
36–46
Tell students to read the case about Ana and answer
questions 9–12.
Read and answer.
46–50
Collect worksheets.
Hand in work.

SubstitutePlans.com
Social Studies · Geography
SP-GEOG-006 · Free to print and use in your classroom · substituteplans.com
Page 3
If things go wrong
• If students find a factor fits both push and pull, tell them to choose what fits their own point of view and note
a reason in the margin.
• If students ask about real countries, say Brightwater is made up and the data are only for practice.
• If a student struggles with percentages, tell them 72% of 20,000,000 means 0.72 × 20,000,000.
• If students finish early, check the table and use the early finisher list.
Early finishers
• Write one push factor and one pull factor that might affect a family moving between two U.S. states.
• List two challenges a city faces when it grows very quickly.
Support and challenge
• Support: Have students complete the sorting table and questions 1–4 and 9–10 only.
• Challenge: Ask students to describe how the data in the table might look in 2040 if the trend continues, and
explain why.
Notes for the teacher (you fill this in)
Jot a few lines before you leave. A full Daily Sub Report is in the free Sub Survival Kit at SubstitutePlans.com.
How far the class got / what to pick up next:
Students who were especially helpful:
Anything the teacher should know: