Teacher: Mr. Elston
Date: 12/7/2009
Subject: W. Geo.
Materials: Panama Canal Article, Paper, Markers, Pencil, Computer
TEKS: 8ABD, 11C, 14B, 21A, Taks Obj. 2
Objectives: Analyze the history of the Panama Canal, Identify benefits of the Canal, Organize a
timeline of events in the history of the Panama Canal, Pretend you are a person with first hand
experience of the Panama Canal
Differentiated Strategies: Oral, written, and visual presentation are presented
Engagement: Would you prefer a long, treacherous journey or a short, calm journey to the same
destination?
Exploration: In groups read and analyze article over Panama Canal while taking notes
Explanation: Discuss pre-Canal ocean travel and timeline of events in history of Canal
Elaboration: Students will assume the identity either of a person who has traveled through the
Canal and around Cape Horn, or a worker on the Canal and give their perspective on the
Panama Canal in a postcard.
Evaluation: Teacher will observe students progress daily and watch for an understanding by
students’ progression in their work (postcard).
Teacher: Mr. Elston
Date: 12/8/2009
Subject: W. Geo.
Materials: Textbook, Notebook, Computer, Pencil
TEKS: 3B, 4B, 8AB, TAKS Obj. 2 & 5
Objective: Students will describe the uses of the rain forest and the rain forest as a global
resource, explain the social costs of rainforest destruction, discuss how rain forest destruction can
be prevented
Differentiated Strategies: Oral, written, and visual presentation are presented
Engagement: Rainforest KWL
Exploration: Students will examine an overview of the rainforest and its resources and
controversies
Explanation: Teacher will explain the social costs of rain forest destruction
Elaboration: Students will produce a poster to promote awareness of rain forest destruction
Evaluation: Teacher will observe students progress daily and watch for an understanding by
students’ progression in their work (poster)
Teacher: Mr. Elston
Date: 12/9/2009
Subject: W. Geo.
Materials: Textbook, Notebook, Computer, Pencil
TEKS: 3B, 4B, 7C, 8AB, TAKS Obj. 2 & 5
Objective: Students will describe the uses of the rain forest and the rain forest as a global
resource, explain the social costs of rainforest destruction, discuss how rain forest destruction can
be prevented
Differentiated Strategies: Oral, written, and visual presentation are presented
Engagement: What would the world be like if the rain forest no longer existed?
Exploration: Students will defend the view that the Amazon rain forest should be open to
exploitation
Explanation: Teacher will explain the processes of deforestation, soil erosion, and desertification.
Elaboration: Students will produce a poster to promote awareness of rain forest destruction
Evaluation: Teacher will observe students progress daily and watch for an understanding by
students’ progression in their work (poster and defense of using the rainforest for its resources)
Teacher: Mr. Elston
Date: 12/10/2009
Subject: W. Geo.
Materials: Textbook, Notebook, Computer, Pencil
TEKS: 3B, 4B, 7C, 8AB, TAKS Obj. 2 & 5
Objective: View “The Lorax” and discuss correlations between fictional story and what is
happening in Amazon rainforest
Differentiated Strategies: Oral, written, and visual presentation are presented
Engagement: What would the world be like if there was no Amazon rainforest?
Exploration: View “The Lorax” by Dr. Seuss
Explanation: Discuss the correlations between fictional story and what is happening in the
Amazon rainforest.
Elaboration: Students will compose a poem about the rain forest
Evaluation: Teacher will observe students progress daily and watch for an understanding by
students’ progression in their work (Poem)
Teacher: Mr. Elston
Date: 12/11/2009
Subject: W. Geo.
Materials: Textbook, Notebook, Computer, Pencil
TEKS: 5AB, 8A, 10C, 23B, TAKS Obj. 3
Objective: Students will explain the concept of the Income Gap, Explain problems and produce
solutions
Differentiated Strategies: Oral, written, and visual presentation are presented
Engagement: Imagine living your life earning just a few dollars a day, constantly looking for
your family’s next meal
Exploration: Read the case studies provided on pages 252-255 of the textbook.
Explanation: How does the income gap hinder the participation of the poor in national
economies?
Elaboration: How would you solve this problem in your life?
Evaluation: Teacher will observe students progress daily and watch for an understanding by
students’ progression in their work (Solution(s))