IIED: ICT in Education Lesson Plan Form

2016

GEOGRAPHY OF NORTH-AMERICA

YOUR NAME : SHANKAR VITESH DATE: 20 -05-16

SETUP
Replace the text in the right-hand boxes with your own content

Subject Area(s) Geography.

Grade Level Secondary school- junior level 3th grade

1. Location of North America on the world map

Lesson Summary 2. The areas that belongs to continent North-Amerika with the capitals
a lesson of 45 min. 3. The relative location of North-America
4. Between which 2 well known parallels lies the major part of
continent North-America?

Student Objectives In the end of the lesson the students can:

& Outcomes 1. Show on the world map where North-Amerika is located on earth
(take this seriously) 2. Tell which 6 areas belongs to continent North-America
3. Mention the absolute and relative location of North-Amerika

THE WAY IN

__What I do to ensure that the students know (a) what the lesson is all about (on the
chalk-board or through other means (b) what they are expected to learn, and (c) what
the outcomes will be. Be clear about this. Make it openly available to the students
__I have a plan for assessing prior knowledge (see next box below)
Checklist for
Readiness __All materials are set up so that I do not waste time
__I have a plan for differentiating instruction
__I know that students can understand what I am saying
__My classroom is friendly, disciplined, and ready for learning

To ensure the prior knowledge of my students I will play a Kahoot quiz.

Assessing Prior
1. Mention the 7 continent on earth?
Knowledge 2. On with continent lies Suriname?
(Try to complete this within 3. Which are the 2 other Americas?
 5 minutes) 4. Which of the 3 Americas lies near the Arctic zone and above the
Equator
5. Which image reminds you the layout of North-America?
6. In which climate zone lies North-America?

To motivate and engage the students during the lesson, I will

- Working with google earth (fly from Suriname to North America)
- give real-life example in Suriname related to countries of North-America
Ongoing Student
- Ask who have some relatives who live in North-America and search that place with
Engagement Google earth.
- Working with blind maps where students can color (for example) the areas that .
belongs to continent North-America

THE WAY THROUGH

What you will be doing with the students. Scaffolding is a process through which a
teacher adds supports for students in order to enhance learning and aid in the
mastery of tasks. The teacher does this by systematically building on students
experiences and knowledge as they are learning new skills. Just like the scaffold in
the picture to the left, these supports are temporary and adjustable. As students
master the assigned tasks, the supports are gradually removed.
Activities:
- Using map in groups (Atlas and Wall map) of North-America where students can show
North America and search the capital of Greenland, Canada, U.S.A. and Mexico
- Using Google earth for real life view for example, the grand Canyons,
Activities and - Draw on the blind map of North- America the 2 parallels where the major part of
Scaffolding North-America lies.
(Be specific) - Mention the relative locations of North-America

Scaffolding:
The students know the different climate zones on earth and that the biggest part of
North America lies between Arctic circle and Tropic of Cancer. The students can tell me
what climate zone and global wind system we have between Arctic circle and Tropic of
Cancer and from there I will tell the students about the different climates in North-
America, mostly cause by the great mountain on both sides of North-America. The
different climate zone in North-America will related to specific type of natural
vegetation.

What you do to encourage students to move through the material. Review what
you have learned in Year 1 and Year 2 to date
How you use Multiple Intelligences to reach different learners
Effective Teaching methods: Think-pair and share
Pedagogies *The students will works in groups of 4, where each task they can
(Be specific)
discuss first in pair and then in the group and share with the class
* As teacher I will give them for each task an example for what I expected from them

Differentiated What you do (specifically) in your lesson that can address students with different
learning needs (physical, mental)
Instruction
(Be specific) * As teacher I will walk around the groups during the tasks to help the groups or

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 students and encourage them by making compliments and give extra instruction where
needed in the group. As extra I will play YouTube videos of North America during the
task sessions.
* To reach different learners in my class will have pictures, books, drawing papers in the
groups what they can use to answer a question.

List the hardware and software tools you will use (if any)
- PC, beamer
Use of ICTs - Kahoot: for Assessing Prior Knowledge by a quiz ( see question @ Assessing
(Be specific) Prior Knowledge part)
- Google earth: for search places in North-America: Grand Canyon, Lakes, fly
from Suriname
- YouTube: Geography video about North-America

CLASSROOM MANAGEMENT
(Not applicable when practice teaching at IOL, but will be used for teaching in local classrooms)

Classroom is organized to be warm, friendly, and suited for learning

Lesson is flexible and responsive
Timing is suitable
Students are motivated and monitored
Your Organization
The class will be divided in groups of 4 students.
The students will pick a color paper out of a box, each person which same color will form
a group. The students are motivated to learn that is observed in the class, example there
participation during the lesson and there mark for the last test.

You can demonstrate how the lesson to be clearly organized

You make effective use of verbal and non-verbal communication
Examples of attention to students with different learning needs
Your Instruction Show how the lesson is appropriate to the age-group
The learning objective will be announced to the students and I will give the instruction
during the tasks.
In the beginning of the lesson I will make clear to the students that if they want to ask
or say something, they have to raise their hands. They dont have to be afraid to give
answers, because every input of a student is important. Extra attention and instruction
will be given to the groups of member of a group during the tasks if that is needed.

Are responsible to the well-being and order of the classroom

Your Students Respond to appropriate discipline where necessary
(You can demonstrate Are respectful and kind to you and each other
that) Students feel safe and are given appropriate feedback

21ST CENTURY TEACHING AND LEARNING

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CHOOSE 3 of the following 21st Century Teaching and Learning teaching and learning concepts and
briefly describe how your way in, through, or out demonstrated these concepts. Feel free to choose from
the following list or add your own:
Year 1 and 2 Canvas sites PLUS each of
the following is a link from:
http://edutopia.org
Formative Assesments:
21st Century Teaching and
Learning Choice 1:
21st Century Teaching and
Learning Choice 2:
21st Century Teaching and
Learning Choice 3:
Brain-Based Learning | Character Education | Collaborative Learning
| Culturally Responsive Teaching | Design Thinking | Differentiated
Instruction | Digital Citizenship | Environmental Education | Flipped
Classrooms | Formative Assessments | Game-Based Learning | Health
and Wellness| Home-School Connections | Inclusive Education |
Inquiry-Based Learning | Learning Styles | Maker Education | Media
Literacy | Mobile Learning | Multiple Intelligences | Performance
Assessment | Problem Based Learning | Project-Based Learning |
Rubrics | Service Learning Social and Emotional Learning | Social
Media | Special Education | Student Engagement
1. Way in: Active prior knowledge Kahoot quiz (multiple choice
questions)
2. Way Through: Group brainstorming and discussion during
the task. Working blind map and atlas mention the areas of
continent North-America, the capitals, the absolute and
relative location of North America
3. Way out: Brainstorming/ discussion about the climate area of
North-America and Global wind system and evaluation quiz
Collaborative learning
1. Way in: Active prior knowledge Kahoot quiz (multiple choice
question)
2. Way Through: The students will make the tasks first individually,
then discuss the answer in pairs in their group and share it with
the class.
3. Way out: Brainstorming/ discussion about the climate area of
North-America and Global wind system and evaluation quiz
Inquiry-Based Learning
1. Way in: Active prior knowledge with kahoot quiz, based on what
they already know (multiple choice questions)
2. Way Through: The students will get task to make, these task they
have to make by working with atlas, Wikipedia and textbook.
After they made it they will discuss it in their group and in the
class. They can motivate their answer for that specific question.
3. Way out: inquiry and discussion about the climate zone in North-
America, the global wind system and which other wind system
can play a big role in de different climate type in parts of North-
America and what other geography landform contribute to the
different types of climate in North-America
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 THE WAY FORWARD

What will students do in class to

In the class students will work in groups on their tasks: discuss and sharing
their answers in group and with the class
Searches and color the different areas of continent North-America
Drawing the Arctic circle and Tropic of Cancer correctly on their blind map
Practice in class and at
home What (optional) should students do at home to practice this skill?
The students will get homework to search other landforms in North-
America: lakes, rivers, mountains on the west coast and east coast, plateaus,
plains and how the lakes on the border of Canada en USA forms and how
the Grand Canyon are formed. This task they will make using their
textbook and YouTube video and their atlas.

Return to the scaffolding description (above) and describe how the skills, attitudes,
or behaviors you have stated in your goals will help students do the next level in the
subject. If you are doing a lesson in mathematics, for instance, and your goal is to
understand a particular algebraic formula, then show here how the students will be
able to
You make effective use of verbal and non-verbal communication
IMPORTANT: You show how to attend to students with different learning
needs. Give examples
Where this Leads
Using maps/ Atlas the students will see that a continent can have different
areas that dont have to belong to for example to USA or Mexico or Canada
because Greenland is an area of continent North-America but it belongs to
Denmark. Further the students will find out that a great part of North-
America lies between Arctic circle and Tropic of Cancer and there we have
the temperate climate zone, but because of other important landform
(mountains) we have different climate types in North-America

How will you end this class session?

IMPORTANT: Be specific about what you will do to assess student
learning. This means a CLOSING activity very much like your opening
activity (in which you found what students know). This time, you will be
doing an activity to show what students have learned.
In the end I will do a final evaluation of the lesson to see of I reach my goals
Ending class
That will be a kahoot quiz
(be specific)
1. The tropic of cancer go through Canada. True or false?
2. Which country dont belongs to continent North-America
A. Canada B. Greenland C. Honduras D. St. Maarten
3. Which sea forms the borders between North-America and Asia?
A. Beaufort Sea B. Bering Sea C. Labrador Sea D. Caribbean Sea
4. The capital of USA and Canada lies in the east part of North-America. True or
False?