Lesson Plan Guide

Teacher Candidate:

Charli Crocker

Date: ___9/14/15_________

Grade and Topic:

Grade 9, Geography Length of Lesson:

Mentor Teacher:

Janie Smith

45 minutes for 2 days

School: __Northwest High School___

UNIT/CHAPTER OBJECTIVE/GENERALIZATION/BIG IDEA:

The Geography of Mexico and Central America lesson is a part of a unit on the North and South American continents.
The objective is to distinguish between climate, topography and how the geography helps shape the economic
development.

LESSON OBJECTIVE:
Given specific areas of the textbook, TLW create 2 lists of facts about climate, topography and how geography
shapes the economic development for both Mexico and Central America. With this list, TLW select images that
represent each fact accurately, with a four out of four on the rubric. (Blooms Taxonomy: comprehension)
With the selected images, TLW give a brief description in writing as to how each image relates to what it is
representing with a score of three out of four on the rubric. (Blooms Taxonomy: knowledge, comprehension,
analysis)
With the given computers and software, TLW research each item he or she chose for the list and write a
paragraph explaining how each one is significant in the geographical make-up of the area, with a score of 3 out
of four on the rubric. (Blooms Taxonomy: synthesis)

The goal of this lesson is for students to obtain and demonstrate a clear understanding of geography terminology and be
able to discuss how particular terrains help shape the culture and economy of a region.

STANDARDS ADDRESSED:
WG.14 Explain how regional landscapes reflect the physical environment and the cultural
characteristics of their inhabitants. (C, G)

WG.16 Locate and analyze physical, economic, and cultural characteristics of world regions: Latin America and
the Caribbean, Europe, United States and Canada, North Africa and Southwest Asia, Sub-Saharan Africa, Russia
and Central Asia, South Asia, Southeast Asia, East Asia, Australia and the Pacific Islands, and Antarctica. (C, E,
G, H, P)
3. Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.
b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and
media.
c. Evaluate and select information sources and digital tools based on the appropriateness to specific tasks.
d. Process data and report results.

MATERIALS:
Textbook
Computer
Microsoft Word
Internet access to use websites that are appropriate and necessary for conducting research as needed along with
the textbook.
Pencil
Paper

The use of technology will be integrated by having the student conduct independent research in the computer
lab. Using Microsoft Word, the student will create a table like the following and fill in the required information.
Effects on Region
Climate
Types of Terrain:
-Plateaus
-Valleys
-Mountains
-Bodies of Water
-Forests
Major Economies
Common and Natural Disasters
Environmental Issues

Mexico

Central American Countries

BACKGROUND and RATIONALE:

Students will demonstrate a clear understanding of the terrains of Mexico and Central American Countries and
how their geographies help to shape their economic and cultural developments.
Academic language is not addressed in IDT 3600.
The lesson is a continuation of Tennessee Social Studies standard WG 14 into WG 16.
We will continue to explore other regions and use Mexico and Central America as a means to compare and
contrast.
I am aware that the lesson will be differentiated for students who did not master the objectives and for those
ready for enrichment. However, modifications are not covered in this course and are not a part of this particular
lesson.
PROCEDURES AND TIMELINE:
Introduction:
Begin by having a class discussion on the different types of terrain in Mexico and Central America. We will
watch a segment from the TLC Mexico and Central America video.
Allow the students time to ask any questions they may have regarding vocabulary or any other relating matter.
Briefly review all necessary vocabulary.
Procedures:
Prior to the Computer (15 minutes)
Teacher Procedures:
1. After the introduction, allow students to
brainstorm and create a plan on how they
wish to conduct research.

Student Procedures:
1. With pencil and paper, map out ways they feel
it would be effective to do research. Allowing them to
create a list of what they need to look up.

At the Computer (45 minutes)

Teacher Procedures:
1. Have the students open up MS Word
and Internet browser.
2. Have them pull up a detailed map of
Mexico and Central America.
3. Have students create a table like the one
shown above.
4. Monitor and direct as needed.

Student Procedures:
1. Open up MS Word and Internet Browser.
2. Pull up detailed maps of Mexico and Central America.
3. Have textbooks readily available.
4. Add the title Mexico and Central America
5. Create a table with 3 columns and 6 rows:
6. Label the columns: Effects on Region, Mexico,
Central America and the rows Climate, Types of

Terrain(plateaus, valleys, mountains, bodies of water,

Forests), Major Economies, Common and Natural
Disasters, Environmental Issues.
7. With the textbook, maps and any source of
information found doing research, accurately fill in each
area of information for both Mexico and Central
America.
8. Spell-check work.
9. Print a copy.
After the Computer: (30 minutes)
Teacher Procedures:
1. Instruct students to create groups of 2-3
students per group.
2. Instruct students to compare results
and share information that other students
may have missed.
3. Students are to review any new information
they may have gained from others, and
consider which information is the most
accurate and why.
4. Have students individually write 2-3 paragraphs
comparing and contrasting Mexico and
Central America using the information
they collected.

Student Procedures:
1. Review each others work while in groups and make
notes of any differences in information
2. Discuss the differences found, along with the
similarities.
3. Students individually write 2-3 paragraphs comparing
and contrasting Mexico and Central America.

Closure: In groups of 4-5 students, the students will share a brief summary on the information they gathered.
Each group will cover a different topic from the following: Climate, Terrain, Major Economics, Common and
Natural Disasters, Environmental Issues.

ASSESSMENT EVIDENCE:
A formative assessment will be given at the end of class with the use of an exit card. Students will answer 5
brief questions about the geographies, economics and cultures of Mexico and Central America. A summative
assessment in the form of a graded test will be given at the end of the week once the unit is completed.
MODIFICATIONS:
I am aware that modifications will be made for students who did not master the objectives and
for those ready for enrichment. However, modifications are not covered in this course and are not part of
this particular lesson..

Works Cited:

Burris, T. (n.d.). Lesson Plan Library. Retrieved September 14, 2015, from
http://www.discoveryeducation.com/teachers/free-lesson-plans/geography-of-mexico-and-central-america.cfm