WilmU Lesson Plan Template

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School

Wilmington University *

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Course

402

Subject

Geography

Date

Apr 3, 2024

Type

docx

Pages

7

Uploaded by maloukagrier

W I L M I N G T O N U N I V E R S I T Y C O L L E G E O FE D U C A T I O N Teaching and Learning Roadmap Lesson Title: What is a map? Subject/Topic Area: Geography Grade or Developmental Level: 3 rd Context for Learning: What do students already know that is relevant to this activity, or what skills do they already have, and how do you know it? Are the students interested and ready to engage? What factors might enhance or impede Students already know that each person is different and unique. They know that their peers have a different culture or cultures than them. They also might know that everyone uses a map to go their location. Delaware Standards: What Standard(s) will be addressed by this activity? K-3a: Students will understand the nature and uses of maps, globes, and other geo-graphics. CCSS.ELA-LITERACY.W.3.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. CCSS.ELA-LITERACY.W.3.3.A Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. CCSS.ELA-LITERACY.W.3.3.B Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. CCSS.ELA-LITERACY.W.3.3.C Use temporal words and phrases to signal event order. CCSS.ELA-LITERACY.W.3.3.D Provide a sense of closure. Essential Question(s): What open-ended questions will be used to stimulate student interest and thinking. What can a map show or tell us? What are the important parts of a map? Activity Objectives/Goals: 1 | P a g e
Describe the activity’s objectives and desired outcomes in terms of what the students will know and be able to do at the conclusion of the activity. Students will be able to recognize that a map shows a pictorial representation of a place and that different maps have various purposes. Measuring Success: Describe how you determined levels of relevant learner knowledge and skill before the activity, and how you will measure learning during and after the activity. (Pre- Assessment, Formative Assessment, Summative Assessment) I will take anecdotal notes throughout the lesson as the students work on their center activities and as the students are participating in group discussions with their peers. I will then collect their interactive social studies notebook to check their exploration worksheets and their reflections of understanding. Activity Structure: 2 | P a g e
Describe how the activity will unfold from beginning to end, its timing and pacing, and how the activity will provide opportunities for deeper, higher-level thinking and learning (the top of Bloom’s taxonomy). During the ten-minute introduction, the students will be reminded of when they last learned about the organization of objects on Earth and how to make mind maps. I'll go over why structure is crucial to learning geography. After that, I'll explain to the kids how geographers maintain their organization by employing a variety of resources or tools that improve their understanding of our planet. Next, I'll ask the students to raise their hands if they can think of any resources or instruments that geographers would find useful in their systematic and methodical study of the planet. I'm going to ask a couple students to come in and talk about their ideas. If any of the students have ever seen, heard of, or used a map before, I will ask them to raise their hands. Students will learn that maps are extremely important resources that geographers use to learn about the Earth and its structure. After that, I'll hold up a globe. It will be clarified that while a globe is the most accurate representation of the Earth, it is neither the Earth nor a map. Why? The Earth is not flat; therefore, I will ask students to raise their hands to explain before confirming that a globe accurately captures the shape of the planet. I'll go on to say that since it would be impossible to create a sculpture or carry a globe over the entire planet, maps are one of the most useful resources we have to understand more about it and the reasons behind human behavior. Turn to a new blank page in their interactive social studies notebooks, students will be instructed. I'll hold up my interactive social studies notebook sheet and show how to write the date and the title "Our Classroom Map" at the top. The identical task should be completed by students in their individual notebooks. Students will be instructed to make the best possible map of their classroom in five minutes. Students will be reminded to provide any other facts they would like to contribute, along with a method of illustrating the locations of the desks, windows, and doors in the classroom. I will move around the classroom and help the students as needed while they work on their maps. Students will be instructed to stop working on their mind maps after a certain amount of time has elapsed. I'll then ask them to share their classroom maps with their shoulder partners. I'll instruct them to contrast the similarities and differences between their maps. They will be told that they have 2 minutes to do so and then tell them to stop. 3 | P a g e
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