Vous êtes sur la page 1sur 7

Haley Smith

EGP 335
Dr. Johnson
February 26, 2015
Lesson Plan: Mid Atlantic Geography
1.0 Lesson Plan Details
Climate of the Mid- Atlantic, Day: 5,
Haley Smith, 4th
Expected Duration: 45 minutes
Concepts: Climate of the Mid- Atlantic Region
Vocabulary
o Temperature
o Climate
o Weather
o Thermometer
o Seasons
o Summer
o Winter
o Fall
o Spring
Skills
o Using a thermometer
o Researching temperature
o Writing a journal
1.1 Integration of Learning Outcomes/Objectives
Students will be able to research a specific citys temperature.
Students will be able to write a complex journal paragraph on the
climate of a specific city and tell whether or not they would want to live
in that city.
1.2 Standards PA Civics, History, Economics, Geography
Standards
7.1.3.B: Identify and locate places and regions as defined by physical
and human features.
7.1.5.B: Describe and locate places and regions as defined by physical
and human features.
NCSS Sub-Themes
NCSS.1.2 Time, Continuity, and Change
o NCSS.1.2.b: have learners apply key concepts from the study of
history such as time, chronology, causality, change, conflict, and
complexity to explain, analyze, and show connections among
the patterns of historical change and continuity
o NCSS.1.2.e: provide learners with opportunities to investigate,
interpret, and analyze multiple historical and contemporary
viewpoints within and across cultures related to important

events, recurring dilemmas, and persistent issues, while


employing empathy, skepticism, and critical judgment;
NCSS.1.3 People, Places, and Environment
o NCSS.1.3.b ...have learners create, interpret, use, and
distinguish various representations of Earth, such as maps,
globes and photographs, and use appropriate geographic tools
such as atlases, data bases, systems, charts, graphs, and maps
to generate, manipulate, and interpret information
NCSS.1.4 Individual Development and Identity
o NCSS.1.4.h ...assist learners as they work independently and
cooperatively within groups and institutions to accomplish goals
1.3 Anticipatory Set
Hello boys and girls. Today we will be working on climate in the states
that we have been studying.
We are going to be talking about the states where some of the famous
investigators that you learned about have lived.
Before getting into specific states, temperatures and weather, we are
going to look at thermometers.
There are four buckets of water; each varying in temperature.
We will take the temperature of each bucket of water to see how warm
or cold the water is.
Once we have taken the temperature of each buckets water, we will
discuss which bucket we think represents which season.
After discussing each buckets temperature, we will move on to looking
at the different states climates.
1.4 Procedures
Now that we have learned a little more about thermometers, we are
going to take a second to talk about the different states that we will be
working with.
Since we have already learned a lot about Pennsylvania, we will be
looking at a few of the states around Pennsylvania.
The states that we will be looking at are New York, New Jersey and
Delaware.
The Mid-Atlantic has four very different seasons.
o Winter is mostly cold and can be snowy.
o In spring, the weather gets warmer and sunnier.
o Summers can be hot and rainy.
o Autumn is cool and the leaves start to turn different colors.
We will be looking at two cities in each of these states using this
website.http://www.usclimatedata.com/climate/united-states/us
o New York
Rochester
Albany
o New Jersey
Toms River
West Milford
o Delaware

Georgetown
Wilmington
The class will be broken up into six groups. Each will be working with a
different city.
I want everyone to look at the city that you were given and the
temperatures during each of the seasons. The students will write down
their findings in their notebooks.
o What is that citys temperature like during the winter?
o What about in the summer?
o Also compare the climate during the spring and fall seasons.
To look at the different temperatures, we will use U.S. Climate Data
o http://www.usclimatedata.com/climate/united-states/us
o Go to this website
The link will be given to students on a PowerPoint slide.
o From there the groups will click on the state that they are
researching.
o Once thye have clicked on the state, they will find their assigned
city.
o They will then look at the different temperatures.
I want each student to then pick one month and mark the high of that
month on their thermometer work sheet and the low of that month.
Once they have completed their high and low temperatures worksheet,
they can discuss what it would be like to live in that city with the other
students in their group.

1.5 Differentiation
Hearing impairments: For students that need more help with hearing, I
would first make sure to have written directions typed up and ready for the
student. The student would be able to look and read the directions before
starting the lesson. Second, I will make sure that everything is done slowly
enough for those students to understand and keep up with the rest of the
class.
For students that need accommodations for writing, I would have the
student type on a computer instead. This way, the student would not be
focusing on actually writing, but instead on what he or she in trying to say in
the journal.
For students that have visual impairments, computers can help the
students by having the computer zoomed in. This way, it is easier for the
student to be able to see what he or she is writing.
Lastly, if a student cannot type or write, then they could pair up with
an aid and orally say what they want in their journal, and the aid would write
it for them.
1.6 Closure
Now that we have looked and discussed the different cities in the
states around Pennsylvania, we will be writing about what we learned. I want
everyone to think about the different temperatures that they looked at. Would
you want to live in that city? Is your citys weather different than

Pennsylvanias? Why or why not? What would it be like to live in that city?
How would it be the same or different? Once you are done with your journal,
you can put it away and get ready to move on to our next subject. Tomorrow
we will be learning about Hershey Chocolate.
1.7 Formative/Summative Assessment of Students (P-12)
Formative Assessment
o The teacher will walk around the class as her students are
researching and writing their journals. The teacher will make
sure that the students are on task and being guided in the
correct direction. If not, the teacher will help the student
refocus.
Summative Assessment
o The teacher will collect and look over the students notes from
the students research on the computer.
o The teacher will also collect the journals and read what the
students thought of the city and what they learned.
1.8 Materials/Equipment
A. STUDENT MATERIALS/ READING RESOURCES: List equipment and materials
needed for student use. Provide references, perhaps including Internet links.
Computers
o http://www.usclimatedata.com/climate/united-states/us
Writers journal
Pen or pencil
Thermometer worksheet
Social Studies textbook
o The Northeast. (2007). In Social Studies States and Regions (p.
112). Orlando, Florida: Harcourt.
B. TEACHER MATERIALS/RESOURCES FOR LESSON DESIGN:
Thermometers
Buckets for the water
Social Studies textbook
o The Northeast. (2007). In Social Studies States and Regions (p.
112). Orlando, Florida: Harcourt.
Websites
o http://www.usclimatedata.com/climate/united-states/us
C. Attach a chart including the following elements/steps:
Social Studies book
o The Northeast. (2007). In Social Studies States and Regions (p.
112). Orlando, Florida: Harcourt.

Website

M.I-Minor

If S.I. include why


How easy is it for
How easy is it for
4

Influence or credible
S.I-Significant
Influence

teachers to access?
students to access?

http://www.usclim
atedata.com/clima
te/unitedstates/us

S.I

This is a
credible
website
because it
does not have
advertisement
s and it has all
of the major
cities climate
data

This website
was easy to
find. I simply
typed climate
of New York.
You could use
any state that
you are trying
to research.

This should be
an easy
website for
students to
access as long
as they know
what to type
in. It is also
extremely
easy for
students to
work with the
website

https://eo.ucar.ed
u/kids/green/what
1.htm

M.I

NA

By simply
looking up
what climate
is, teachers
can get to this
website.

Students can
type into
Google what is
climate and
find this
website.

http://www.merria
mwebster.com/dicti
onary/thermomet
er

M.I

NA

The teacher
can go to
Merriam
Webster
dictionary and
learn what the
definition of a
thermometer
is.

Students can
use this
website to
find the
definition of
any words.

http://www.weath
erwizkids.com/we
atherinstruments.htm

S.I

This website is
incredible
because it is a
great website
for kids to look
at and learn
simple climate
information.
The website
also does not
have a lot of
advertisement
s.

This website
was a little
tricky to find
since there
are so many
websites
about
thermometers
used on
people.

If I were to
send the
students to
this website, I
would make
sure to give
them the
direct link
instead of
having them
find it.

http://spaceplace.
nasa.gov/seasons/
en/

M.I.

NA

This was easy


to access
through
Google, which
means that for
a teacher it
would not be
hard to find.

For students
it might be a
little more
difficult
because they
may not know
where to
look.

D. Attach teacher content notes sheet


1.9 Technology
The students will use computers to help research and learn more about
the climate of their specific city. By looking at different websites, the students
can get more insight on the specific topic and what it would be like to be in
that area.
2.1 Reflection on Planning
While planning this lesson, I had lots of ups and downs that impacted
my planning. When I first decided to plan a lesson on geography in the MidAtlantic, I had a difficult time coming up with a fun, interactive way to teach
the students. Once I finally decided to study and work on climate, I found it
easier to come up with ideas. Once I decided to have the students compare
the different cities temperatures everything thing else came together. By
talking about temperatures, I made sure to also talk about thermometers and
the seasons. That is why having the students work with thermometers in the
beginning of the lesson helped them understand more about what the
weather would be like. The lesson started to come together; however, when I
got to differentiation, I hit a minor roadblock. I felt stuck with what to
differentiate and who to differentiate. After thinking about different children
that I have come into contact with, I was able to think of the different things
that would help them. Once I was able to do that, I felt like the differentiation
really came together. Overall, I believe that this lesson ended up being a
great interactive lesson plan. Altogether it was slow in the beginning and I
definitely had some difficulties, but overall I think it really came together in
the end.

Lesson Plan Elements (see WCU lesson plan rubric on D2L


for specifics)
Lesson Plan Details
Integration of Learning Outcomes/Objectives
Standards PA Civics, History, Economics, Geography &
Anticipatory Set

Point Value
Total /30
/1
/2
/2
/1

Procedures
Differentiation
Closure
Formative/Summative Assessment of Students (P-12)
Materials/Equipment , Citation of Sources
Evaluation of Sources (Information Literacy)
Lesson Plan Teacher Content Notes
Technology
Reflection on Planning

/5
/1
/1
/3
/2
/5
/7
*
*

Total
Points will be taken off for spelling/mechanics.
Comments

Adapted from H. Leaman, fall 2010

Vous aimerez peut-être aussi