Geography

5.1

D. Todd, Burroughs Elementary School

Printer Friendly Lesson Plan

Designer:  Debbie Todd

Publication Date:  Sept. 12, 2005 

Standard (Include analysis skills and language arts standards):

5.1 Geographic vocabulary, climates in science  S1.4  AND S1.5

Key concepts (California Concepts Collection II/Vocabulary):   

1. IDENTIFY GEOGRAPHIC TERMS IN RELATION TO LAND FORMS.
2.   TIE THESE TERMS INTO CLIMATES, AND EXPLAIN HOW CLIMATES CHANGE.

Learning Outcome/ “Big Idea”/ “Essential Learning” (Objective):  

• STUDENTS WILL UNDERSTAND THE SPACIAL RELATIONSHIP OF MAPS, PLACEMENT OF SYMBOLS AND OBJECTS ON MAPS, AND PERSPECTIVE.

TCI Strategies:   

1. CHUNKING AND SHARED READING WITH THE TEXT.
2. PREVIEW
3. USING MULTIPLE INTELLIGENCE
4. USING SKILL BUILDERS
5. REVIEW
6. MULTIPLE INTELLIGENCE TESTING
7. NOTEBOOK

EL/Inclusion Strategies:   

• REALIA
• MAPS
• SKILL BUILDER FOR MAP  PERSPECTIVE

Materials:   

• WORLD MAP
• TRANSPARENCIES
• WORKBOOK PAGES
• NOTEBOOK
• WORKBOOK PAGES COPIED

Opportunities to Learn/Perform (Procedure):   

PREVIEW ASSIGNMENT

1. TAKE KIDS OUTSIDE AND SKETCH FOR 15 MINUTES. HAVE KIDS CHOOSE TO SKETCH A PHYSICAL FEATURE, LIKE A TREE, PLAYGROUND, BASKETBALL HOOP, OR LIKE SUBJECT.

2. HAVE KIDS  MAKE 2 SKETCHES, FROM  
        A. POINT OF VIEW
            1. LOOKING DOWN OR LOOKING ACROSS

        B. PROSPECTIVE
            1. SIZE OF OBJECTS
            2. DISTANCE BETWEEN OBJECTS
            3. ORIENTATION ON PAPER

CONSIDERATE TEXT FOR HISTORY ALIVE

TEXTBOOK PAGE NUMBERS OR HANDOUTS:

LESSON 1 C: GEOGRAPHIC TERMS

READ S1.4  AND S1.5

CREATE GRAPHICALLY-ORGANIZED READING NOTES BY OUTLINING

DO WORKSHEET PAGES 1.4 AND 1.5

1C AND 1D GEOGRAPHICALLY CHALLENGE QUESTIONS

CONSIDERATE TEXT FOR HARCOURT SCIENCE TEXT

TEXTBOOK PAGE NUMBERS OR HANDOUTS:

READ P. B76-B81

PROCESSING ASSIGNMENT

APPLY CLIMATE INFO 1B, 1C, AND 1D.  

Technology Component:   

OVERHEAD  PROJECTOR

TCI Resources:   

•  HISTORY ALIVE WORKBOOK PAGES
• WORLD MAP
• TRANSPARENCIES
• WORKBOOK PAGES
• NOTEBOOK
• HISTORY ALIVE ASSESSMENT FOR GEOGRAPHY TERMS

Assessment (Description of 2 or more assessment tasks with specific directions, questions, and prompts):   

ALL COMPONENTS FROM THE HISTORY ALIVE ASSESSMENT BOOK FOR THE GEOGRAPHICAL SECTIONS, 1ST TEST IN THE ASSESSMENT BOOK. I USED ALL THE TESTS, WHICH CONSISTED OF THE MATCHING, FILL IN THE BLANKS, AND LABELING OF THE GEOGRAPHICAL MAP.  

Reflection:

What did student samples reveal? THE STUDENTS ABILITIES WERE CURVED. THE BETTER READERS HAD THE BETTER GRADES ON THE FILL IN THE BLANKS, AND THE MATCHING VOCABULARY. HOWEVER, ALL STUDENTS DID WELL ON THE LABELING OF THE MAP. THE TEST RESULTS REALLY FOLLOWED READING ABILITIES AND ELD LEVELS.

What do I need to model, change or adjust regarding criteria, assessment and opportunities to learn?  

I NEEDED TO TEACH ROMAN NUMERAL IN ORDER TO TEACH HOW TO OUTLINE. I THOUGHT IT WOULD TAKE A LOT LONGER TO LEARN HOW TO TEACH THE KIDS HOW TO OUTLINE. I THOUGHT IT WOULD BE HARDER TO GET THE KIDS TO READ THE TEXT BY THEMSELVES, BUT THEY REALLY WORKED WELL TOGETHER IN PAIR READING. THE PREVIEW TOOK LONGER THAN I THOUGHT, ABOUT 15 MINUTES LONGER, AND THEN I HAD TO SHOW THEM WHAT IT WAS SUPPOSED TO LOOK LIKE. I HAD FIGURED IT WOULD BE HARD FOR THEM, BUT I DIDN’T REALIZE HOW INTERESTED THEY WERE IN FINDING OUT HOW I WOULD DO IT. I WOULD HAVE SPENT LONGER FOR THE LOWER ELD KIDS ON VOCABULARY, BUT FOR BASIC AND PROFICIENT KIDS, IT WENT QUITE WELL.