Brett Nickerson
April 30, 2013
SCED 6000
Dr. Burks
Unit Topic: Mapping
Unit Length: 1 Week
Subject: Geography
2
Table of Contents
Overview……………………………………………………………………………….....3
Timetable……………………………………………………………………………..…..4
Goals and Objectives………………………………………………………………......5-6
General Lesson Plans……………………………………………………………...…7-12
Specific Daily Lesson Plans…………………………………………………………13-19
Lesson Plan Resources………………………………………………………...……20-25
Unit Plan Materials……………………………....…………………………………......26
Unit Plan Resources…………………………………………………………………….27
3
Overview
The unit I have developed will last approximately 1 week for a class that is 96 minutes in
length. Students will locate countries in Europe, Asia, and Africa on maps and globes by
participating in various game shows and group projects throughout the lesson. Students
will be expected to describe physical characteristics used to define regions in the Eastern
Hemisphere such as physical-landforms, major rivers and lakes, deserts, mountains and
mountain ranges Activities that will take place to promote student learning will be things
such as a morning reflection, think-pair-share, geography bingo, wheel of mountains,
family feud, group digital poster, lectures, group presentations, debates, exit tickets, etc.
4
Timetable
Unit Topic: Mapping
Grade Level: 7th
Total # of days: 5
Class Length: 96 minutes
Day
Date
Topic
1
May 13
Mapping Origin of Personal Items
2
May 14
Mapping Mountains and Mountain Ranges
3
May 15
Mapping Deserts
4
May 16
Mapping Major Rivers
5
May 17
Mapping Major Lakes
6
May 20
Mapping Unit Test
5
Goals and Objectives
General Goals and Objectives:
The student will be able to identify personal items to discover its origin (Knowledge).
The student will be able to compare and contrast networks of economic interdependence
of earth’s surface (Evaluation). The student will be able to locate and identify countries
on a map (Analysis). The student will be able to identify major mountain and/or
mountain ranges in the Eastern Hemisphere (Knowledge). The student will be able to
write about a mountain and/or mountain range they would like to visit (Synthesis). The
student will be able to locate each mountain and/or mountain range in the correct
continent (Analysis). The student will be able to list various mountain and mountain
ranges in the Eastern Hemisphere (Knowledge). The student will be able to identify
deserts in the Eastern Hemisphere (Knowledge). The student will be able to write about a
desert they would like to visit (Synthesis). The student will be able to locate each desert
in the correct continent (Analysis). The student will be able to list various deserts in the
Eastern Hemisphere (Knowledge). The student will be able to identify major rivers in the
Eastern Hemisphere (Knowledge). The student will be able to write about a major river
they would like to visit (Synthesis). The student will be able to locate each major river in
the correct continent (Analysis). The student will be able to list major rivers in the
Eastern Hemisphere (Knowledge). The student will be able to identify major lakes in the
Eastern Hemisphere (Knowledge). The student will be able to write about a major lake
they would like to visit (Synthesis). The student will be able to locate each major lake in
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the correct continent (Analysis). The student will be able to list major lakes in the Eastern
Hemisphere (Knowledge).
Alabama Course of Study Standards
Subject: Geography
Grade Level: 7th
Describe the world in spatial terms using maps, major physical and human features, and
urban and rural land-use patterns (Standard #1).
Analyze regional characteristics for factors that contribute change and for their relative
importance (Standard #2).
Locate cultural hearths in Europe, Asia, and Africa on maps, globes, and satellite images
(Standard 4).
Identify physical, economic, political, and cultural characteristics of selected regions in
the Eastern Hemisphere, including Europe, Asia, and Africa (Standard 5).
Common Core Standard
Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with
other information in print and digital texts.
7
General Lesson Plans
Day
Topic
*1
Mapping Origin of Personal Items
Goals
The student will be able to identify personal items to discover its origin.
The student will be able to compare and contrast networks of economic interdependence
of earth’s surface.
The student will be able to locate and identify countries on a map.
Methods/Procedures
Students will think about where everyday personal items are from.
Students will share and discuss why they believe items are manufactured in certain
countries.
Students will be grouped to investigate the origin of personal items.
Students will show on a map where personal items are manufactured.
Materials
Computer with Internet access, sticky tabs, world map, and digital project rubric.
Method of Student Evaluation
Group Digital Poster Project
8
Day
Topic
*2
Mapping Mountains and Mountain Ranges
Goals
The student will be able to identify major mountains and mountain ranges in the Eastern
Hemisphere.
The student will be able to write about a mountain and/or mountain range they would like
to visit.
The student will be able to locate each mountain and/or mountain range in the correct
continent.
The student will be able to list various mountain and mountain ranges in the Eastern
Hemisphere.
Methods/Procedures
Students will complete a worksheet on mountains and mountain ranges to determine prior
knowledge of the location of mountain and mountain ranges.
Students will take notes on mountain and mountain ranges.
Students will be grouped to play a game of wheel of mountains (similar to wheel of
fortune). Questions will be based off lecture.
Students will complete a reflection journal and discuss a mountain or mountain range
they learned about and would like to visit.
Materials
Computer w/ Internet, world map, wheel of mountains material, matching game
worksheets, PowerPoint, globe, and notebook.
Method of Student Evaluation
Reflection Journal
9
Day
Topic
3
Mapping Deserts
Goals
The student will be able to identify deserts in the Eastern Hemisphere.
The student will be able to write about a desert they would like to visit.
The student will be able to locate deserts in the correct continent.
The student will be able to list deserts in the Eastern Hemisphere.
Methods/Procedures
Students will complete a worksheet on deserts to determine prior knowledge of the
location of deserts.
Students will take notes deserts.
Students will be grouped to play a game of bingo. Questions will be based off lecture.
Students will complete a reflection journal and discuss a desert they learned about and
would like to visit.
Materials
Computer w/ Internet, world map, bingo material, matching game worksheets,
PowerPoint, globe, and notebook.
Method of Student Evaluation
Morning Reflection
10
Day
Topic
4
Mapping Major Rivers
Goals
The student will be able to identify major rivers in the Eastern Hemisphere.
The student will be able to write about a major river they would like to visit.
The student will be able to locate major rivers in the correct continent.
The student will be able to list major rivers in the Eastern Hemisphere.
Methods/Procedures
Students will complete a worksheet on major rivers to determine prior knowledge of the
location of major rivers.
Students will take notes major rivers.
Students will be grouped to play a game of jeopardy. Questions will be based off lecture.
Students will complete an exit tick on major rivers they learned about.
Materials
Computer w/ Internet, world map, bingo material, matching game worksheets,
PowerPoint, globe, and notebook.
Method of Student Evaluation
Exit Ticket
11
Day
Topic
5
Mapping Major Lakes
Goals
The student will be able to identify major lakes in the Eastern Hemisphere.
The student will be able to write about a major lake they would like to visit.
The student will be able to locate major lakes in the correct continent.
The student will be able to list major lakes in the Eastern Hemisphere.
Methods/Procedures
Students will complete a worksheet on major lakes to determine prior knowledge of the
location of major lakes.
Students will take notes major lakes.
Students will be grouped to play a game of family feud. Questions will be based off
lecture.
Students will complete an exit tick on major rivers they learned about.
Materials
Computer w/ Internet, world map, bingo material, matching game worksheets,
PowerPoint, globe, and notebook.
Method of Student Evaluation
Morning Reflection and Exit Ticket
12
Day
Topic
6
Mapping Unit Test
Goals
The student will be able to identify mountain and mountain ranges, deserts, major rivers,
and major lakes in the Eastern Hemisphere.
The student will be able to locate mountain and mountain ranges, deserts, major rivers,
and major lakes in the correct continent.
The student will be able to list mountain and mountain ranges, deserts, major rivers, and
major lakes in the Eastern Hemisphere.
Methods/Procedures
Students will complete a morning reflection on the previous weeks material.
Students will justify morning reflection and discuss location of mountain and mountain
ranges, deserts, major rivers, and major lakes.
Students will complete unit plan test on mapping of mountain and mountain ranges,
deserts, major rivers, and major lakes.
Materials
Worksheets and Pencil
Method of Student Evaluation
Mapping Unit Test
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Specific Daily Lesson Plans
Title of Unit: Mapping
Day of Lesson: Day 1
Teacher: Mr. Nickerson
Class/ Subject: Geography
Grade Level: 7th
Class Length: 96 minutes
Lesson Topic: Mapping Origin of Personal Items
Goals/ Objectives/ Standards:
Goal/ Objective
The student will be able to identify personal items
to discover its origin.
Domain of Learning
Cognitive/Affective/Psychomotor
Level of Learning
Knowledge
The student will be able to compare and contrast
networks of economic interdependence of earth’s
surface.
Cognitive/Affective
Evaluation
Cognitive/Affective/Psychomotor
Analysis
Common Core Literacy
Standard
Where to find standard in
Lesson Plan
Group Digital Poster Project,
Class Discussion, Exit Ticket
The student will be able to locate and identify
countries on a map.
COS Standard
Describe the world in spatial terms using maps,
major physical and human features, and urban and
rural land-use patterns.
Analyze regional characteristics for factors that
contribute change and for their relative
importance.
All Activities
Identify physical, economic, political, and cultural
characteristics of selected regions in the Eastern
Hemisphere, including Europe, Asia, and Africa.
All Activities
14
Procedures:
Time
(in
min)
5
Method/ Activity
What Students are doing
What teacher is doing
Accommodations
Morning Reflection:
Where in the world are
athletic shoes, pants,
shirts, hats, and wallets
manufactured?
Think (2), Pair (3), Share
(5) on Reflection
Preparing for class and
following morning
routines
Housekeeping/Tying activity
into lesson
N/A
Independent time to think,
pairing to discuss ideas,
sharing ideas with class
Monitoring group conversations
by walking around classroom
Class Discussion asking
students why they think
items are made in certain
areas (i.e. economics,
resources, cost of labor,
etc.)
Tight transition into
groups
Students will share why
they think items in the
morning reflection are
made in the areas they are.
Encouraging students to
participate and give input on
their thoughts
Encourage
interaction, give oral
directions, ask to
repeat if unsure of
what is said
Ask to repeat if
unsure of what is
said, speech output
device
Rearrange into
prearranged groups to
begin group work
Setting timer for transition time
Follow routines
31
Group digital poster
project using Glogster
(Students will have prior
knowledge of Glogster
and be familiar with how
to use it)
Distribute color labels and
provide color key. Monitoring
groups and providing website
recommendations for item
origins
Vary groupings,
learning center with
student in charge
5
Class discussion
regarding the distribution
of labels.
Group member will
investigate origin of
clothing items by
researching on the
internet. Tasks will be
divided among group
members (i.e. shoes, shirts,
etc.)
Students will discuss what
items they were assigned
and how they determined
its origin. If item didn’t
list origin, students will be
asked to give specific
details of how they found
origin
Evaluating accuracy of
geographical location and items
origin that students selected
Ask to repeat if
unsure of what is
said, speech output
device
30
Presentation of group
digital poster project
Students will present their
group digital poster project
using the digital projector.
Asking students how they
located the countries of items
they were assigned
Reduce background
noise, ask to repeat if
unsure of what is
said, speech output
device
10
10
2
15
3
Exit Ticket: What country Completing exit ticket in
manufactured the most
order to be dismissed
personal items within
your group? Why do you
think that country has the
most manufactured
items?
Collecting exit tickets at door
while monitoring students as
they exit.
Materials/ Equipment: Computer w/ Internet access, sticky tabs, world map, digital project rubric
World Map to Place Sticky Notes
Higher level question,
allow oral response,
give oral and written
directions, allow
student to dictate
answer to question
16
Digital Project Rubric
Teacher Name: Mr. Nickerson
Student Name: ____________________________________
4
3
2
1
Attractiveness
Makes excellent use of
font, color, graphics,
effects, etc. to enhance
the presentation.
Makes good use of font,
color, graphics, effects,
etc. to enhance to
presentation.
Makes use of font, color,
graphics, effects, etc. but
occasionally these
detract from the
presentation content.
Use of font, color, graphics,
effects etc. but these often
distract from the
presentaion content.
Content
Covers topic in-depth with
details and examples.
Subject knowledge is
excellent.
Includes essential
knowledge about the
topic. Subject knowledge
appears to be good.
Includes essential
information about the
topic but there are 1-2
factual errors.
Content is minimal OR
there are several factual
errors.
Originality
Product shows a large
amount of original thought.
Ideas are creative and
inventive.
Product shows some
original thought. Work
shows new ideas and
insights.
Uses other people's
ideas (giving them
credit), but there is little
evidence of original
thinking.
Uses other people's ideas,
but does not give them
credit.
Mechanics
No misspellings or
grammatical errors.
Three or fewer
misspellings and/or
mechanical errors.
Four misspellings and/or
grammatical errors.
More than 4 errors in
spelling or grammar.
CATEGORY
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Specific Daily Lesson Plans
Title of Unit: Mapping
Day of Lesson: Day 2
Teacher: Mr. Nickerson
Class/ Subject: Geography
Grade Level: 7th
Class Length: 96 Minutes
Lesson Topic: Mapping Mountains and Mountain Ranges
Goals/ Objectives/ Standards:
Goal/ Objective
The student will be able to identify major mountain
and/or mountain ranges in the Eastern Hemisphere.
The student will be able to write about a mountain
and/or mountain range they would like to visit
The student will be able to locate each mountain
and/or mountain range in the correct continent.
The student will be able to list various mountain and
mountain ranges in the Eastern Hemisphere
COS Standard
Locate cultural hearths in Europe, Asia, and Africa
on maps, globes, and satellite images
Domain of Learning
Cognitive
Level of Learning
Knowledge
Cognitive/Affective
Synthesis
Cognitive/Psychomotor
Analysis
Cognitive
Knowledge
Common Core
Literacy Standard
Where to find standard in
Lesson Plan
Wheel of Mountains
Identify physical, economic, political, and cultural
characteristics of selected regions in the Eastern
Hemisphere, including Europe, Asia, and Africa
All Activities
Describe the world in spatial terms using maps,
major physical and human features, and urban and
rural land-use patterns
All Activities
18
Procedures:
Time (in
min)
5
Method/ Activity
15
Morning Reflection:
Are there mountains in
Alabama? Name a
mountain range in the
southeast part of the
United States
Matching Worksheet
20
Lecture
31
Wheel of Mountains
(Wheel of Fortune)
10
Reflection Journal
(What mountain or
mountain range would
you like to visit most
and why)
What Students
are doing
Preparing for
class and
following
morning routines
What teacher is
doing
Housekeeping/Tying
activity into lesson
Accommodations
Students will
match mountains
and mountain
ranges with
appropriate
continent on a
worksheet
Taking Notes
Encouraging
students to
participate and
answering any
questions students
have
Encouraging students who
have difficulties coming up
with answers
Giving examples and
explanations about
mountains and
mountain ranges
Host and moderator
of game
Note taker, face students
while talking narrated
PowerPoint
Monitor students and
be available for
questions
Allow oral responses, Higher
level question, allow student
to dictate answer to reflection
question
Students will
answer questions
about mountains
Writing
paragraph
N/A
Ask student to repeat if
unsure of what is said
Materials/ Equipment: Computer w/ Internet, world map, wheel of mountains material,
matching worksheets, PowerPoint, Globe, Notebook
19
Matching Worksheet
Student Name: _______________________
Date: ____________________
Mountains
1. ____What is the highest mountain peak
in the world?
A. Kilimanjaro
2. _____What is the highest mountain peak
in Africa?
B. K2
3. _____What is the highest mountain peak
in the United States?
C. Mont Blanc
4. _____ What is the highest mountain
peak in the Europe?
D. Mount Everest
5. _____ What is the second highest
mountain peak in the world?
E. McKinley
Mountain Ranges
6. _____ What is the longest
continental mountain range in the
world and located in South America?
A. Rocky Mountains
7. _____ What mountain range is in the
western part of North America?
B. Alps
8. _____What mountain range is in the
eastern part of the United States?
C. Andes
9. _____What mountain range is in
Asia and is home to Mount Everest?
10. _____What mountain range stretches
across 8 countries in Europe?
D. Himalayas
E. Appalachian
20
Lesson Plan Resources
Day 1 Lesson
Greene, C. (n.d.). You are a Walking Geography Billboard. Retrieved March 1, 2013
from http://alex.state.al.us/lesson_view.php?id=31015.
Reminders
Print numbers (1-5) to post on wall, pass numbers (1-5) out to students before class, post
job tasks on wall for students, have sticky notes at stations before class starts, and have
morning reflection on board ready for students as soon as they enter classroom.
Short-Term Evaluation
Group Digital Poster Project
Long-Term Evaluation
Mapping Unit Test
Lesson Reflection
Lesson #1 Self-Evaluation
1. For lesson #1, I was responsible for developing accommodations and
modifications for students with exceptionalities in social science. My group
members each emailed me their lesson plans so I could make the appropriate
accommodations. The following disabilities were accommodated for: speech
impairment, hearing impairment, Down syndrome, gifted and dyslexia.
Depending on the activity being taught, I was responsible for making the
appropriate accommodation based off the five aforementioned exceptionalities.
Assume for instance a lesson involved a teacher lecturing and students taking
notes. I began by looking over the activity and skills needed to participate. I then
21
determined which exceptionality needed an accommodation. Lastly, I listed the
accommodation for each activity and the specific exceptionality it would help
2. For this question, I will select one of my classmate’s lessons and give a summary
evaluative statement about it. The lesson I have chosen is Ms. Roberts lesson on
7th grade citizenship. For the first activity, the students did a morning reflection.
During this time Ms. Roberts goes over her morning routine while making sure
she is prepared for the day. The second activity was think-pair-share. For this
activity, the teacher was asked to sit students with dyslexia and Down syndrome
close to the front while closely monitoring for comprehension. During the share
part of the activity, the teacher was asked to encourage students with speech
impairments to interact with other classmates. The third activity of the day
involved transitioning into groups that were prearranged. For this activity, the
teacher was asked to follow normal classroom routines. Students with Down
syndrome tend to have routines. Therefore, the teacher should transition similar
ways each time for class activities like this. The fourth activity of the day is a life
project that involves gathering scrapbook information. For this activity, the
teacher was asked to use concrete examples. Concrete examples are good for
students with dyslexia. Therefore, if the teacher could provide concrete examples,
it should improve student learning. The fifth and final activity for the lesson was
an exit slip. For this activity, the teacher was asked to give both oral and written
directions if needed as an accommodation. Teachers sometimes ask students to
read the board and follow directions, which might be preferred for students with
hearing impairments. However, the class Ms. Roberts teaches has a student with
22
dyslexia. Therefore, the teacher should also provide oral directions to
accommodate him/her. Overall I thought this was a pretty good lesson. I enjoy
having the students interact. Moreover, I like the idea of the teacher not standing
and lecturing for an extended period of time.
3. One successful aspect of the lesson is the second activity. For the second activity,
students did think-pair-share. I like this activity because students are interacting
one-on-one with each other. For students with disabilities, it can be difficult to
speak in front of an entire classroom. Therefore, teachers should use caution when
having group discussions that might involve students with disabilities standing up
and talking in front of a lot of people. However, with think-pair-share, students do
not have as much pressure and can be paired with another student they are
comfortable being around.
4. As mentioned earlier, think-pair-share is great because students interact with each
other. One of the basic principals of instruction and learning is having students
engaged in both independent and cooperative learning, which is something thinkpair-share does. When teaching a lesson, think-pair-share begins after the teacher
asks a question about a lesson being taught for the day. When the teacher asks the
question, he/she allows the student to think about the answer, which potentially
serves as independent learning. After thirty seconds, the teacher has students pair
up and share their answers together, which involves cooperative learning. Lastly,
the students share with the class what they came up with and why. Another great
attribute of think-pair-share is that it allows students to evaluate what they
originally thought (think) when the question was first asked by the teacher. This is
23
another basic principle of learning, which keeps students actively involved in their
own learning and in the assessment of their learning.
5. The fourth activity was a life project where students gathered scrapbook
information and financial data previously researched. I chose this activity as a less
successful aspect because it is 42 minutes long, which might be too long for
students with exceptionalities. The teacher should think of breaking this
assignment up into smaller segments in order to keep student attention throughout
the project.
6. One of the basic principles and learning I was concerned about for activity four is
that it did not clarify whether the lesson involved kinesthetic learning or not. The
activity begins with a group discussion and follows with an independent
assignment. The teacher should consider developing groups that rotate around the
classroom learning different aspects about a budget at each station. This is known
as kinesthetic learning and is something research has shown to be beneficial for
student learning. If students do an independent assignment of the budget for 27
minutes, many will become bored or frustrated. However, by developing stations
and keeping students constantly moving, the teacher will have a good classroom
environment. Another basic principle of instruction and learning that I am
concerned about is the expectation of student learning while in groups. In the
citizenship class, there is a gifted student. Therefore, the teacher needs to think of
various ways to challenge the gifted student in projects such as the one she has for
this lesson.
24
7. For the budget project I would create stations, which incorporates kinesthetic
learning through shared discovery. Students should move from station to station
learning various examples of maintaining a budget based off income, home
mortgage, car mortgage, health insurance, etc. Students can move from one
station to another while encountering new information at each station. Students
can self-correct themselves, share ideas with peers/partners, and learn from
previous group’s notes and observations. Students are also able to compare their
own ideas to that of others. Lastly, students can modify their own understanding
or reinforce their own belief. Additionally, the gifted student could be placed at a
station while teaching an area of the budget he/she is interested in.
25
Lesson Plan Resources
Day 2 Lesson
Dooley, D.A., Novotny, R., & Derrickson, J.P. (2001). Wheel of nutrition game:
Nutrition in the round. Journal of Nutrition Education, 33(3), 175-6.
Reminders
Have morning reflection on board and ready for students as they enter class, be sure to
call on all students, be sure everyone has a chance to participate, be sure to provide
appropriate accommodations for students with special needs, and have checklist of
materials I’ll need for wheel of mountains.
Short-Term Evaluation
Reflection Journal
Long-Term Evaluation
Mapping Unit Test
Lesson Reflection
N/A
26
Unit Plan Materials
Computer
Internet
Tablets (if available)
IPod Touch (if available)
Speech Output Device (if available)
Sticky Tabs
World Map
Whiteboard
Dry Erase Markers
Eraser
Smartboard
Projector
Digital Project Rubric.
Wheel of Mountains Material
Matching Game Worksheets
Bingo Material (i.e. cards)
Jeopardy Material
Poster Boards
Visual Rules
Written Rules
Family Feud Material (i.e. note cards w/ questions)
PowerPoint
Copies of Notes
Globe
Notebook
Paper
Clipboard
Pencils
Pencils
Basket to Turn in Completed Assignments
27
Unit Plan Resources
Beckett, E. C., Ines, M.C., & Wetzel, K. (2003). Preparing technology-competent
teachers: A strategy for multicultural schools." T.H.E.Journal, 30(11), 14-16.
Binks, E., et al. (2009). Tell Me Your Story: A reflection strategy for preservice
teachers. Teacher Education Quarterly, 36(4), 141-56.
Dooley, D.A., Novotny, R., & Derrickson, J.P. (2001). Wheel of nutrition game:
Nutrition in the round. Journal of Nutrition Education, 33(3), 175-6.
Glendon, K., & Ulrich, D. (2005). Using games as a teaching strategy." Journal of
Nursing Education, 44(7), 338-9.
Greene, C. (n.d.). You are a Walking Geography Billboard. Retrieved March 1, 2013
from http://alex.state.al.us/lesson_view.php?id=31015.
Phelan, C. (2002). The geography book: Activities for exploring, mapping, and enjoying
your world. The Booklist, 98(12), 1011.
Tietze, K.J. (2007). A bingo game motivates students to interact with course
material. American Journal of Pharmaceutical Education, 71(4), 1-79.
Rotter, K. (2004). Modifying jeopardy! Games to benefit all students. Teaching
Exceptional Children, 36(3), 58-62.