Vous êtes sur la page 1sur 4

Teacher Candidate: Jonathan Brown

School:
Dunbar Middle School
Ancient Cultures
Unit Topic: Geography
Lesson Topic: Globes and Maps
Purpose:

Date: 8/26 /2014


Grade/Subject: 7th Grade/
Lesson 1

The purpose of this lesson is to introduce students to the different types of


maps used to display the earths surface, and students will also be introduced
to globes.
Background:

This lesson will serve to inform students about how to read a map and
understand various symbols used in a map key to represent physical objects.
INSTRUCTIONAL OBJECTIVES/ STUDENT OUTCOMES:

Students will be able to identify the differences between maps of


different scales, and globes.
Students will be able to examine several types of maps and use
them to answer questions that pertain to those maps.
Students will be able to analyze specific maps, and explain the
effects that distortion has had on those maps.
Students will reproduce a map either of their town or school using
the memory.
Big Ideas:

The globe is the most accurate way to the show the surface of the
earth.
A map projection is a way to represent the earth, or a part of the
earth onto a flat surface.
All map projections distort the earths surface in some way.
Guiding Questions:

What is a globe?
What are map projections?
What is distortion?
What do you think is meant by distortion when talking about maps?
Why do you think maps become distorted?
What is map scale?
What does a map key tell you?

WV CSOS: 21st Century Learning Objectives:

SS.7.G.1- Students will use correct geographic terminology to draw


conclusions about information on a variety of maps, graphs and
charts.
SS.7.G.2- Students will identify, locate, and draw conclusions about
information on a variety of maps.
NATIONAL STANDARDS:

NSS-G.K-12.1- Students will understand how to use maps and other


geographic representations, tools, and technologies to acquire,
process, and report information from a spatial perspective.
NCSS Theme #3: People, Places, and Environments

This lesson connects to the NCSS theme because it introduces


students to maps that will be used to develop their understanding of
where people, places, and resources are located. This lesson serves
to provide the background needed so that students can begin to
understand why ancient civilizations were located where they were,
and the relationship between that location and resources available.
MANAGEMENT FRAMEWORK
Overall Time: 2 Days (90 minutes)
Time Frame:
Day 1:

Day 2

5 minutes- Agenda, Brain, and Trivia


5 minutes- Finish/Review Previous Activity (Long. & Lat.)
10 minutes- Lecture/PowerPoint
3 minutes- Brain Break Activity ( Breathing Exercise)
2 minutes- Map Skills Packet Handout
5 minutes- Video (Orange Peel)
5 minutes- Explanation of Packet Information/Assignments
10 minutes- Collaborative Learning (Group Work)

5 minutes- Agenda, Brain, and Trivia


5 minutes- Review
20 minutes- Collaborative Learning (Group Work)
2 minutes- Brain Break (Hands Activity)
13 minutes- Continents Activity
STRATEGIES:
Needs-Based Planning
Learning Differences

Sensory Differences

Attention Differences
-Guided Instruction

Behavioral Differences

Motivational Differences
Physical Differences
-Extended Time, Group Collaboration
Communication Differences
-Guided Instruction
Multiple Intelligences Addressed:
_x_Verbal
_x_Spatial
_x_Logical/Mathematical
__Bodily (kinesthetic)
__Musical
__Naturalist
_x_Interpersonal
__Existential
__Other

Ability Differences
Cultural Differences
Enrichment

PROCEDURES:
Introduction/Lesson Set

Essential Questions
What are map projections?
What is distortion?
State Objectives:
Map skills packet handout and explanation.
Offer the choice of working by themselves or with a partner.
Body & Transitions

Students partner up
Some may work better alone.
Restate objectives
Remind the students of expectations.
Guided Instruction
Address any questions that may arise during the assignment.
Closure:

Teacher Led Discussion


Go over the material with students after completion.
Call on students randomly to check for understanding.
ASSESSMENT
Diagnostic

Essential Questions
Checking for background knowledge
Questions During Review
Focusing on big ideas
Formative

Stated Clear Objectives


Before activity and during
Checked for Understanding
During lecture/activity
Summative

Made sure all students work was complete.


Prior to review
Reviewed material at the end of activity.
To check for understanding and gained knowledge
MATERIALS:
Technology
Internet Access
Smart Board
Printed Materials
Map Skills Packets
Supplies
Pen/Pencil
Internet Resources
You tube video- Orange Peel analogy
Other Resources
EXTENDED ACTIVITIES
Continents Activity
If student finishes early

If the student finishes early I have several different worksheets


pertaining to maps and vocabulary. (Word Search/Crossword)
If technology fails

If technology fails I will print off the lecture material (PowerPoint)


for the students.
POST-TEACHING
Reflections
Planning
Implementation
Clarity of Presentation
Attention to Individual Differences
Student Response
Planning and Implementation of Higher Order Thinking Skills
Assessment
Special Addition: Area of Improvment
Data Based Decision Making