UNION UNIVERSITY’S LESSON PLAN FORMAT
Name: Wesley Hart
Date: May 5, 2011
Grade: 7th/Geography
TN CURRICULUM STANDARDS ADDRESSED BY GOALS AND OBJECTIVES:
History
Content Standard: 5.0
History involves people, events, and issues. Students will evaluate evidence to develop
comparative and casual analyses, and to interpret primary sources. They will construct
sound historical arguments and perspectives on which informed decisions in
contemporary life can be based.
Learning Expectations:
• 5.1 Understand the patterns of human settlement.
• 5.2 Recognize that places change over time.
Accomplishments
7.5.01 Understand the patterns of human settlement.
a. Identify reasons why people choose to settle in different places.
b. Explain how and why the location of settlements changes over space and time
locally, regionally, and globally.
e. Evaluate the causes and consequences of urbanization.
7.5.02 Recognize that places change over time.
a. Identify the physical and human factors that influences a place.
b. Analyze the causes and effects of changes in a place over time.
Performance Indicators State:
As documented through state assessment At Level 1, the student is able to
• 7.5.spi.1. identify the causes and consequences of urbanization (i.e. industrial
development, education, health care, cultural opportunities, poverty,
overcrowding, disease, pollution, crime).
At Level 2, the student is able to
• 7.5.spi.2. identify reasons why people choose to settle in different places (i.e.,
occupation, family, climate, natural resources).
• 7.5.spi.3. map large civilizations to discover the impact of water as a main reason
behind a society's founding.
At Level 3, the student is able to
• 7.5.spi.4. analyze the causes and effects of change in a place over time from a
written passage.
Performance Indicators Teacher:
As documented through teacher observation –
At Level 3, the student is able to
• 7.5.tpi.3. analyze how geography affected historic events in order to predict future
problems and decisions.
• 7.5.tpi.4. explore how geographic places change throughout time through pictures,
and illustrations.
GOAL(S): TLW understand the patterns of human settlement and recognize that places change
over time.
OBJECTIVES AND ASSESSMENT:
Learning Objectives
(stated behaviorally)
TLW identify reasons why
people choose to settle in
different places.
TLW identify the causes and
consequences of
urbanization.
TLW analyze maps to
discover the impact of water
as a main reason behind a
society’s founding.
Assessment
(formative/summative)
(SA) What are the 5 themes of
Geography?
(SA) What are the causes and
consequences of
urbanization?
(SA) What major rivers are
near the settlement of the
early Mesopotamia region?
Level of Thinking
(Bloom’s Taxonomy OR
Webb’s Depth of
Knowledge)
Blooms(Knowledge)
Blooms(Knowledge)
Blooms(Knowledge)
INSTRUCTION:

Lesson Opener
o Hook 1: Today students I want each of you to answer this question: If you could
live anywhere in the world, where would you live and why? Student can answer by
calling on them.
o Hook 2: Start with a K-W-L chart worksheet. Let the students fill in the “K” column
of what they already know about urbanization by writing them down.
o

Bridge: Today we are going to look back at the reasons why civilizations choose
where to live and why people today choose where to live.
Okay we now have the K column filled in. Now I want you to write down any questions
that you might have about urbanization and put them under the W column. This column is
labeled as what we want to know. After you have finished writing down a few questions
get ready to take a few notes.
Urbanization is the study of why people choose to live where they want to live. Lets go
through this PowerPoint and see what some factors are for why people choose to live where they
want. The first factor is location. Most geographic study begins with learning the location of
places. Location can be absolute or relative. Absolute location provides a definite reference to
locate a place. Relative location describes a place with respect to its environment and its
connection to other places. Place is the second factor. Place describes the human and physical
characteristics of a location. Physical characteristics include a description such things as the
mountains, rivers, beaches, topography, and animal and plant life of a place. Human
characteristics include the human-designed cultural features of a place, from land use and
architecture to forms of livelihood and religion to food and folk ways to transportation and
communication networks. The third factor is human environment interaction. This theme
considers how humans adapt to and modify the environment. Humans shape the landscape
through their interaction with the land; this has both positive and negative effects on the
environment. The fourth factor is movement. Humans move, a lot! In addition, ideas, fads,
goods, resources, and communication all travel distances. This theme studies movement and
migration across the planet. The last factor is region. Region divides the world into manageable
units for geographic study. Regions have some sort of characteristic that unifies the area.
Regions can be formal, functional, or vernacular. Formal regions are those that are designated by
official boundaries, such as cities, states, counties, and countries. For the most part, they are
clearly indicated and publicly known.
Functional regions are defined by their connections. For example, the circulation area for
a major city area is the functional region of that paper. Vernacular regions are perceived regions,
such as "The South," "The Midwest," or the "Middle East;" they have no formal boundaries but
are understood in our mental maps of the world. These five factors make up what is known as
the Five Themes of Geography. There are also six essential elements of geography. They are the
world in spatial terms, places and regions, physical systems, human systems, environment and
society, and the uses of geography. These six elements interact with the five themes of
geography and help people choose where they want to live.
Remember learning about the Mesopotamians and Egyptians? They were great
civilizations who became very prosperous. Look at the Power Point presentation. I have put
several early civilizations maps of where they settled into this presentation. Can anyone tell me
the major element that is found near theses early settlements? The Tigris and Euphrates River is
right for the Mesopotamia civilization. What about the Mayans and the Aztecs? These rivers
allowed them to have water, food, and transportation. Now think back to the early settlement of
North America. Where did most people settle? Most people choose to settle near water for the
same purposes of the Egyptians and Mesopotamians. The water offered food and transportation
for trade.
Now let’s talk about some of the consequences of urbanization. As the world began to
grow and become more economically prosperous the reasons for settlement began to
change. People now began to move to the cities for jobs and schooling for their children.
As more and more people began to migrate to the cities more and more habitats had to be
destroyed for the huge amount of people. Along with the huge mass of people, came
pollution to the area. Many animals and plants were lost to the environmental issues of
urbanization. Look at this map in the PowerPoint. This is a map of the United States
before westward expansion. Now look at this map of present day United States. What are
some of the negative consequences of urbanization?
Now that we have learned about urbanization and why people choose to live where they
live, I want you to show me what you have learned by using a Web 2.0 tool called Kerpoof.
In Kerpoof, I want you to use the storybook project. In your storybook, I want you to
include the five themes of geography and the six essential elements of geography. I want
each of you to create a storybook about where you would want to live. You can be
creative and pretend that you were born thousands of years ago or if you were born 10
years ago. The storybook should be about 4 to 5 pages. Kerpoof is very easy to work
with and if you have any questions just ask them and I will help. I want each of you to get
on a computer and go to the Internet. Go to kerpoof.com and click on the tell a story
project. Choose a storyline that you would want to create a story with. Now look at all the
objects on the page. At the bottom of the screen is where the backgrounds, people, and
objects are found. You can add them to the page by clicking and then dragging them
where you want them. On the page under your background there is a text box where you
can tell us your story. When you are finished with your storybook raise your hand and I
will help you save your work.
Job Aid: How to……
1.
2.
3.
4.
5.
6.
Get on a computer
Click on the Internet Explorer Icon
Type www.kerpoof.com in the url spot
Click on tell a story
Choose a storyline by clicking one of the options (ex. Inventors, aliens, etc…)
Add a background by clicking on the mountain icon at bottom left of page and then
select the background you want by clicking it and dragging it to the page you want
7. Type the text you want in the spot where it says Type Here
8. Add people to the page by clicking on the people icon first and then selecting which
people you want by clicking and then dragging them where you want them
9. Add in objects by clicking on the tree icon first and then clicking on the object you
want and dragging it where you want it.
10. Complete steps 6-9 until you have 4-5 pages.
11. When you are done click save
12. A caption will appear telling you to create an account
13. Create an account with Kerpoof and remember your information
14. After you created an account, click save scene.
15. Then click done!
16. You’re finished for now

Lesson Closure: Briefly restate the objectives that we have covered. Using the K-W-L
worksheet, students write down in the “L” column what you have learned about urbanization and
why people choose where to live.
MATERIALS AND TECHNOLOGY NEEDED FOR THE LESSON: Students need their pencil, their
paper, and their books. I need the white board, dry erase marker, my book, computer, and
PowerPoint presentation.
EMERGING TECHNOLOGIES THAT WOULD BE USED WERE THEY AVAILABLE AND A
DESCRIPTION OF USE: The Web 2.0 tool Kerpoof will be used for my students to let me
know what they have learned by creating a storybook.
REFLECTIONS ON TEACHING AND LEARNING:
1. As you reflect on the lesson, how did it actually unfold as compared to what you had
anticipated happening as you did your planning? IIIC
2.
Provide the data/information that you have used to determine your students’ progress
toward this lesson’s goals. Include individual and group information. IIIA and IIIC
3.
How will you use your students’ performance today as you envision the next step for these
students in learning? IIIC and Planning Domain
4. If you were to teach this lesson again to these students, what changes would you make?
IIIC
5. As you reflect over this lesson, what ideas or insights are you discovering about your
teaching? IIIC
6. How did your choices and actions of classroom management support student learning?