Name : Maria Diaz Date 4/18/17

GRADE: _______/20 Points

URL link to the lesson plan reviewed is:http://pov-

tc.pbs.org/pov/downloads/2011/pov-learning-lesson-plan.pdf
Title: The Impact of Remittances Around the World
Author: Cari Ladd, M.Ed.,
Overview what the lesson is about (Is an overview provided? If so, summarize. If not, provide a
sentence or two about what the lesson is about.)

In this lesson, students will watch a series of video clips that put a human face on both the
process of economic decision-making and the reality for millions of people working abroad in
order to transfer some of their income (remittances) to loved ones back in their home
countries. Students will then research answers to questions about the impact of remittances
around the world.The video clips used in this lesson are from the film The Learning, which
tells the story of four teachers from the Philippines who leave their country and their families
to teach in Baltimore, Maryland so that their remittances can improve economic conditions
for their families back home. For more information on the common practice of remittances
and Filipinos working overseas, please see the Activity and Resources sections of this lesson.
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(Background information needed by the teacher to learn about the topic) (Is
there additional background provided for the teacher?)

there is mention to background information but none provided.

.

Grade Level (For what grade level(s) is this lesson appropriate?)

Intended for grades 9-12

Amount of Time needed to teach (How long will it take to teach this lesson?)

Two 50-minute class periods are recommended.

Materials Needed (Are the materials needed by the teacher listed? Are the materials needed by the
students listed?)

Listed materials are: Internet access and equipment to show the class
online video and conduct research Map that shows the location of the
Philippines
(Key Terms list of vocabulary that the student needs to learn or will learn as
a result of doing this lesson) (Is there a list of vocabulary that students are to learn? Know? Are the
terms included in the teaching of the lesson? How?)

No list of vocabulary words are provided.

Standards and Skills addressed (Are a specific set of standards, such as the National Geography
Standards or others identified? Area specific skills identified, like map skills? Identify the geography standards
for this lesson.)

The National geographic standards identified are as follows:

Standard 3: Understands the characteristics and uses of spatial organization of Earths

surface.

Standard 9: Understands the nature, distribution and migration of human populations on

Earths surface.

Standard 10: Understands the nature and complexity of Earths cultural mosaics.

Standard 11: Understands the patterns and networks of economic interdependence on

Earths surface.

Standard 18: Understands global development and environmental

issues.

***standard 18 seems like an extremely oversimplified but still shares same general idea as
the standard 18 we've worked with

Objectives: By the end of this lesson, students should be able to . . . (How many
objectives are there for this lesson? Are the objectives well-written and assessable? What are the key Blooms
objectives?)

There are 4 objectives, The objectives are okay,they scope knowledge to

Analysis on Booms wheel of objectives, they show clearly the content that
will be used to the skills will be strengthening. But there no clear reference
to the expected product of the lesson plan.
Define the term remittances.
Analyze the economic decision-making process employed by teachers in
the Philippines with the opportunity to work in Baltimore, Maryland for much
higher incomes.
Determine the impact of such teacher migration and the remittances of
Filipino workers who go abroad on the Philippines.
Investigate the impact of remittances worldwide.
Procedures (Are specific instructions for teaching the lesson given? Are they
numbered? Divided into opening, developing, concluding? Written to the teacher
what the teach should do and say?)

There are 7 numbered steps not divided into categories, written to the
teacher providing what to do and what to say with room for customization.
Opening the Lesson (Explain what the opening to the lesson is.)

Steps 1-3, Explain

basic facts about remittances to students.Give students viewing
guide (not provided) and show 3 clips about the experiences of Philippino teachers
in Baltimore. Discuss their reaction.

Developing the Lesson (Describe the main body of the lesson What are students doing to
meet the objective?)

steps 4-6, Explain facts about world wide remittances. Have class summarize what
they have learned about remittances and come up with class questions about
remittances. Theres some sample questions provided. Divide the class into groups
and have them answer one of the question.

Concluding the Lesson (How des the lesson end? What is the closure to the lesson?)

Step 7 bring the discussion together and come up with a class FAQ about
remittances that can be posted on website.
Assessment (Summative) how you know that the student has achieved the
objective(s) (Is the specific assessment provided? Are ideas provided for Formative Assessment given?
Does the assessment evaluate whether students met the objectives, as presented at the beginning of the lesson?)

No assessment provided
If Rubric used to assess it should be provided. (Are guidelines for how to grade
or a rubric provided.)

No rubric is used
(Extensions modifications for different ability groups and/or grades) (Are
there ideas of how to modify the lesson for students of different abilities, ESL, different grade levels? Are additional
ideas for teaching the lesson provided?)

6 adaptations provided to extend the lesson but not to modify it for different age
groups, abilities or ESL students.

Works Cited resources used by author to create the lesson, if not original
(Does the author of the lesson cite sources he/she used to create the plan? Are other websites provided for
additional information? Are sources complete with full citation?)

The author does cite her statistics but not any ideas people or sources she
used formulate the lesson.
Handouts ready to reproduce (Are all worksheets needed provided?)
Viewing guide mentioned but not provided.

Answer Keys (Are responses to questions provided? Are answer keys for worksheets, quizzes, etc.
provided?)

No
(Technology Component) (Is there use of technology in the lesson? By whom teacher, student, for
research to create a product, as a resource?)

Yes students need to research class questions and a list of reliable sources are
provided

YOUR EVALUATION OF THIS LESSON PLAN: (Evaluate the quality of the lesson idea/lesson plan. Remember
that evaluation involves using criteria on which to base your comments. Indicate how the lesson is connected to the National
Geography Standards. Include modification you might make to teach the lesson or to make it a stronger lesson.)

This lesson plan touches on 3 essential elements. (world in spatial

terms, human systems and Uses of geography). This lesson puts a face and a
concept behind geographical concepts and shows students that the study of
geography is necessary to understanding the world, and planning for the
future. Remittences are on the rise and the effect they have on physical
systems and human systems around the globe and in the U.S. are still not
entirely understood. This lesson plan allows students to view aspects of
globalization through the geographic lens ands starts an inner conversations
or perhaps a model of thought they can apply to other current events or
pressing issues in their lives and world.
However, this lesson plan feels incomplete. There is no assessment
and the viewing guide is missing. I think spending two periods on a lesson
that cant be assessed is wasteful. To make this lesson deeper I would cut the
discussion and instead ask each group to make their own webpage on
weebly where they answer all of the questions we came up with. I would
create a rubric that includes key words that I would be looking for in their
webpage. This way students get to practice their communication, writing,
and group work. At the same time they work on their website and becoming
familiar with technology.