Objectives (5 - 7 minutes)

1. Understand the concept of globalization and its relation to migration flows.

   • Students should be able to define globalization and identify how it influences the migratory movements.
   • They must understand that globalization is not only the interconnection of countries economically, but also the exchange of cultures, ideas and people.

2. Analyze the main factors that drive migration flows.

   • Students should be able to identify and explain the political, economic, social and environmental factors that lead people to migrate.
   • They must understand that migration flows are not an isolated phenomenon, but rather the result of a complex combination of factors.

3. Discuss the consequences of migration flows for the societies of origin and destination.

   • Students should be able to identify and describe the changes that migration flows can bring to the societies of origin and destination.
   • They must understand that, although migration flows can bring economic and cultural benefits, they can also generate challenges and conflicts.

Secondary objectives:

• Develop critical and analytical thinking skills when discussing a complex topic such as migration flows.
• Promote empathy and cultural understanding by exploring the experiences of people who migrate.

Introduction (10 - 12 minutes)

1. Review of previous content: The teacher begins the class by briefly reviewing the concepts of globalization, culture and society, which were addressed in previous classes. This review can be done through questions to students or through a quick quiz. (3 - 5 minutes)

2. Presentation of problem situations: The teacher presents two situations to arouse students' interest and contextualize the theme of the class.

   • Situation 1: He cites the example of a clothing factory that closes in a country due to globalization and opens in another, leading many workers to migrate. (2 - 3 minutes)
   • Situation 2: The teacher tells the story of a family that leaves their country of origin due to political conflicts and seeks a better life elsewhere. (2 - 3 minutes)

3. Contextualization of the importance of the subject: The teacher explains that understanding migration flows is crucial to understanding how globalization affects modern societies. He can mention the economic and cultural importance of immigrants for the destination countries, as well as the challenges they face. In addition, he can talk about the need to understand the reasons why people migrate in order to develop more humane and effective migration policies. (2 - 3 minutes)

4. Gaining students' attention:

   • The teacher shares curiosities, such as the fact that today there are more people migrating than at any other time in history. (1 - 2 minutes)
   • Then, he can present an impactful video or image of a recent migration phenomenon, such as the refugee crisis in Syria. (1 - 2 minutes)

This Introduction aims to arouse students' curiosity, connect the new content with what they have already learned, and provide a meaningful context for the class.

Development (20 - 25 minutes)

1. Activity 1 - "Migrating through the World": (10 - 12 minutes)

   • Group division: The teacher divides the class into groups of 4 to 5 students and gives each group a set of cards with different profiles of people (for example, a war refugee, a student seeking better opportunities, a migrant worker, etc.). In addition, each group receives a world map and colored markers.

   • Objective of the activity: Students should use the migrant profiles and information about the countries of origin and destination to trace a path on the world map, considering the factors that may have influenced the decision to migrate (for example, political conflicts, lack of economic opportunities, natural disasters).

   • Development of the activity: Each group chooses a migrant profile and begins to trace the path on the map, marking the countries of origin and destination. They should also use the colored markers to indicate the factors that influenced the migration (for example, conflicts in red, economic issues in green, etc.).

   • Group discussion: Once all groups have completed their routes, the teacher starts a class discussion, where each group shares its route and the factors they identified. This will allow students to better understand the complexity of migration flows and how they are affected by a variety of factors.

2. Activity 2 - "News Flash": (10 - 12 minutes)

   • Preparation: The teacher should prepare in advance a series of headlines from recent news about migration flows from different parts of the world. The headlines should be printed on pieces of paper and folded.

   • Development of the activity: Each group of students receives a news headline and must then create a brief radio or TV report (simulated) based on the headline. They should focus on explaining the context of the migration flow, the reasons behind it and its possible consequences for the societies of origin and destination.

   • Presentation: Each group then has the opportunity to present their report to the class. The teacher can use a voice or video recorder to record the presentations.

   • Group discussion: After the presentations, the teacher leads a class discussion, where students can share their impressions and ideas about the reports. This will allow for a deeper understanding of migration flows and their complexity.

These activities aim to actively engage students in learning, promote critical thinking and empathy, and provide a better understanding of migration flows and their implications. In addition, they allow students to apply the theoretical concepts learned in a practical and relevant way.

Feedback (8 - 10 minutes)

1. Group Discussion and Sharing of Conclusions (3 - 4 minutes):

   • The teacher should gather all the students and open a group discussion. Each group has a maximum of 2 minutes to share the solutions or conclusions they reached after the practical activities.

   • During the presentations, the teacher should encourage the participation of all students, stimulating questions and comments to promote an exchange of ideas and perspectives between the groups.

2. Connection between Activities and Theory (2 - 3 minutes):

   • The teacher should then make a synthesis of the practical activities, connecting them with the theoretical concepts presented at the beginning of the class.

   • He can highlight, for example, how the factors that influence migration flows (activity 1) are linked to the concept of globalization and how the consequences of migration flows (activity 2) can be analyzed from the concept of society.

3. Individual Reflection (2 - 3 minutes):

   • The teacher proposes that students reflect individually on the class. He can ask questions like: "What was the most important concept you learned today?" and "What questions have not yet been answered?"

   • Students have a minute to think about the questions and are then encouraged to share their answers with the class. The teacher should ensure that all students have the opportunity to speak, if they wish.

   • This final reflection is important for students to consolidate what they have learned during the class and for the teacher to identify any gaps in student understanding that need to be addressed in future classes.

This Feedback is a crucial step in the lesson plan, as it allows the teacher to assess students' understanding of the topic and provides valuable feedback to improve teaching and learning. In addition, it promotes reflection and metacognition in students, skills that are essential for self-directed and long-term learning.

Conclusion (5 - 7 minutes)

1. Summary and Recapitulation (2 - 3 minutes):

   • The teacher should summarize the main points discussed during the class, recalling the concepts of globalization and migration flows, the factors that drive these flows and the consequences for the societies of origin and destination.
   • He can do this, for example, through a brief questionnaire where he will ask questions about the main concepts and ask students to answer orally.
   • The teacher should clarify any doubts that may have arisen during the questionnaire, ensuring that all students have understood the fundamental concepts.

2. Connection between Theory and Practice (1 - 2 minutes):

   • The teacher should explain how the practical activities carried out during the class helped to illustrate and deepen the theoretical concepts discussed.
   • He can highlight, for example, how the "Migrating around the World" activity allowed students to concretely understand the factors that influence migration flows, and how the "News Flash" activity provided a practical analysis of the consequences of migration flows.
   • The teacher should emphasize the importance of combining theory with practice for a deeper and more meaningful understanding of social phenomena.

3. Extra Materials (1 - 2 minutes):

   • The teacher can suggest supplementary materials for students who wish to deepen their knowledge of the topic. These may include articles, documentaries, books and websites related to migration flows and globalization.
   • He can also suggest additional activities, such as individual or group research, debates, essay writing or multimedia project creation, which allow students to explore the topic in a more autonomous and creative way.

4. Relevance of the Subject (1 minute):

   • Finally, the teacher should reinforce the importance of migration flows for contemporary societies, highlighting how these movements influence the economy, culture, politics and society of the countries of origin and destination.
   • He can emphasize the relevance of the subject to the students' daily lives, reminding them that many of us or our ancestors are or have been migrants, and that understanding and empathy towards migrants is essential for building more just and inclusive societies.

The Conclusion is an essential step to consolidate learning, connect theory to practice and motivate students to continue to explore the topic. It also provides an opportunity for the teacher to reinforce the importance of the subject and the applicability of the concepts learned in students' daily lives.