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Mini Lesson Plan

Name: Elizabeth Buchanan and Jorie Grande Class/Subject: 6th Grade Geography Date: 2/21/2013 Student Objectives/Student Outcomes: Students will be able to identify key geographic features of maps Students will create unique maps depicting different geographic climates and landmarks Content Standards: 17.A.3b Explain how to make and use geographic representations to provide and enhance spatial information including maps, graphs, charts, models, aerial, photographs, satellite images 17.C.3a Explain how human activity is affected by geographic factors 17.C.3b Explain how patterns of resources are used throughout the world Materials/Resources/Technology: -one large piece of butcher paper for each group (4 total) -projector -computer -power point presentation -markers/crayons/colored pencils Teachers Goals: Students will understand the significance of maps and how to read them. Students will identify geographic features and relate these features on a map to real life features. Time 9-9:03 Start of Class: We will begin class by showing students a series of maps - some silly, some not - that will be used to begin our discussion of what a good, reliable map looks like. We will ask students what they think of maps and whether or not they think the maps are reliable or informative. Introduction of Lesson: Introduce lesson through brief powerpoint outlining geographic terms and climate regions. The significance will be on having a key on a map and how to make one.

9:03-9:07

9:07-9:17

Lesson Instruction: Break students into 4 groups and provide them with large piece of butcher paper (sheet containing group members and climate designations is attached). Ask students to create a map with border(s), key, and several geographic features that could be found in their specific climate zone.The instructors will leave the example key from the powerpoint presentation up on the projector screen to help students if needed. Students will also be asked to include at least three towns or cities on their map in locations where they believe people would settle (e.g. a town might settle by a river but not in the middle of a desert or wasteland without natural resources in the nearby vicinity). Students will be informed that natural resources (e.g.forests, lakes/rivers, farmland, etc.) should be placed on their map according to climate.

9:17-9:22

Assessments/Checks for Understanding: Students will present their maps in their groups; they will explain their key and what the symbols mean on the map. They will explain how their maps landmarks are appropriate for the climates theyve given their country/map and why they placed cities/towns where they did. Students will also answer questions on whether or not the countries theyve created have resources that can be used by the natives/used for trade. Closure/Wrap-Up/Review: -We will validate the students success in the creation of their maps. -Review how they implemented the geographic concepts.

9:22-9:25

Self-Assessment: Feedback on the lesson will be requested once our students are returned to their proper ages.