Unitlessonplans

Group Members/Group Name: Jessica Meyer
Thematic Unit Theme/Title/Grade Level: Six Essential Themes of Geography/ 6th Grade
Daily Lesson Plan Day/Title: Day 1: What kind of tools do geographers use?
Lesson Length (ie. 30 minutes): 1 hr 15 minutes
For this unit on geography, it is essential that students first understand the kinds of tools that geographers use
Rationale for Instruction

A rationale is an essential part of
thoughtful planning of classroom
instruction. This is a brief written
statement of the purpose for
instruction and the connection of
the purpose to instruction that has
come before and will follow.
in their study. In the coming days they will be using maps, researching natural wonders and analyzing
different regions of the earth and their human systems. Those tasks will prove to be challenging if they do not
have a basic understanding of how to proceed in geography.
The student will understand how the study of geography came to be.
Learning Objectives
What will students know and be
able to do at the end of this lesson?
Be sure to set significant (related to
NGSS Themes, CCSS, and
NGSSS), challenging, measurable
and appropriate learning goals!
The student will be familiar with the different tools, materials and resources that geographers use and be able
to state the purpose of each.
NCSS Theme/Next Generation

Sunshine State Standards/Common
Core Standards (LAFS/MAFS)
List each standard that will be
addressed during the lesson. Cutting
and pasting from the website is allowed.
You must have a minimum of 3
standards that represent multiple
content areas identified in this portion of
the lesson plan.
These can be downloaded from the
Florida Dept of Education
www.cpalms.org/homepage/index.aspx
SS.6.G.1.4
Utilize tools geographers use to study the world. Remarks/Examples: maps, globes, charts, and geo-spatial
tools such as GPS, GIS, satellite imagery, aerial photography, online mapping resources.
Student Activities &
For this lesson, students will be seated in their 5 cooperative learning groups with different geography tools at
SS.6.G.1.1
Use latitude and longitude coordinates to understand the relationship between people and places on the
Earth.
LAFS.6.L.3.6
Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases;
gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
Procedures
Design for Instruction
What best practice strategies will
be implemented?
How will you communicate student
expectation?
What products will be developed
and created by students?
Consider Contextual Factors
(learning differences/learning
environment) that may be in place
in your classroom.
each table. They will spend 10 minutes with each tool, getting to touch it and analyzing it to answer a few
questions about it. The five tools will be: a globe, a set of current maps (one physical, one political), a set of
ancient maps, How GPS Works poster and a latitude and longitude map.
1. Class will begin with the bell ringer: In your own words, define geography. Students will have
3 minutes to jot down their definition and three minutes to share in a round robin and come up with a
group definition. One randomly selected member from each group will share the definition. (Time
elapsed: about 10 minutes)
2. Teacher will introduce the new unit. Today we are going to start our study of geography.
Before we get into practicing some geography ourselves, I want to share some information with you
about the father of geography, Eratosthenes. Teacher will show students an Eratosthenes biography,
Measuring the Earth: Eratosthenes and His Celestial Geometry by Mary Gow and pass it around as
she continues talking. Eratosthenes was the first scholar to measure the earth and make maps using
latitude and longitude which we will learn more about today and tomorrow. He even coined the term
geography, geo meaning earth and graphy meaning the study of. If anyone in interested in
learning more about Eratosthenes of the beginnings of geography, this book will be in our classroom
for the rest of the week and you can look at it if you ever have extra time. After that, it will go back to
the media center and you can check it out there as well.
3. Teacher will go on to explain the days activity. Today, you will each get to have some hands
on experience with geographer's tools like Eratosthenes used and like modern geographers used
today. As you can imagine, the study of geography has changed quite a bit over time. In your table
groups, you will visit each tool by rotating every ten minutes and answering a few questions about
each tool to help get you thinking about how it came to be and different ways it could be used.
Remember group work and volume expectations as you move around the classroom, but everyone is
going to start with the tool on your own table. Im setting the timer for ten minutes right now, please
begin. (Elapsed time: 20 minutes)
4. While students are working on this activity, the teacher will: monitor the time to ensure a
switch every 10 minutes and walk around the class to monitor and facilitate group discussions. When
all groups have rotated through (there will be about 5 minutes left in class) teacher will pass out sticky
notes so that everyone can answer the exit ticket question.
Exit ticket: How would you amend your earlier definition of geography? Students will write the answer on a
sticky note and stick it to the exit ticket board.
Eratosthenes Biography: Gow, M. (2008). Measuring the Earth: Eratosthenes and his celestial geometry.
Resources/Materials
Question and Answer worksheet (attached)

Globe
Current maps:
32773 Zip Code Detailed Profile. (n.d.). Retrieved June 16, 2015, from http://www.citydata.com/zips/32773.html
Physical Maps. (n.d.). Retrieved June 16, 2015, from http://mypages.valdosta.edu/gtlepage/ebook5.html
Ancient maps:
Maps Floridae Americae provinciae recens & exactissima descriptio auctor Iacobo le Moyne cui cognomen
de Morgues, qui Laudnierum, altera Gallorum in eam prouinciam nauigatione comitat est, atque adhibitis
aliquot militibus ob pericula, regionis illius i. (n.d.). Retrieved June 16, 2015, from
https://www.loc.gov/item/2003623393/
Maps Vera totius expeditionis nautic : Descriptio D. Franc. Draci ... /. (n.d.). Retrieved June 16, 2015, from
https://www.loc.gov/item/92680608/
How GPS works poster:
GPS Educational Poster. (n.d.). Retrieved June 16, 2015, from http://www.gps.gov/multimedia/poster/
Latitude and Longitude Map:
World Latitude and Longitude Map. (n.d.). Retrieved June 16, 2015, from http://www.mapsofworld.com/worldmaps/world-map-with-latitude-and-longitude.html
Sticky note for exit ticket
Assessment
How will student learning be
assessed? Authentic/Alternative
assessments?
Students will be informally assessed on their participation in group discussion and answers to the given
questions at each station which will be recorded on a worksheet. This will be more to assure they have
understood the material than to assign them a grade.
Does your assessment align with

your objectives, standards and
procedures?
Informal assessment (multiple
modes): participation rubrics,
journal entries, collaborative
planning/presentation notes
Exceptionalities
What accommodations or
modifications do you make for
ESOL, Gifted/Talented students,
Learning/Reading disabilities, etc.
These accommodations and/or
modifications should be listed within
the procedures section of the
lesson plan as well as in this
section of the document.
Additional Comments and

Notes
This activity, since it is very hands on and requires little content reading, is very ESOL friendly. For ESOL
students that required assistance, I would translate the question and answer worksheet and pair them with an
English-proficient partner with the same native language.
For Gifted and Talented students, I would provide the opportunity to research any of the tools further if they
finished early with a station or wanted to do some independent study. The work they completed (probably in a
creative format, such as a poster, or maybe just writing) could be displayed around the room for the remainder
of the unit.
Students will be encouraged to spend a few minutes at home reviewing the material that we covered in class
to prepare for tomorrow.
What kind of tools do geographers use?
Station 1: Globe
1. Why is it important to have a map in this format?
2. What does this kind of map show you that a flat map does not?
Station 2: Current Maps
1. What are some of the features you can see on the map of Sanford? Why might someone looking at this map need to see those
features?
2. What are some of the features you can see on the map of the US? Are they similar or different from the other map, and how so?
Station 3: Ancient Maps
1.What did map-makers have to do in order to draw these maps?
2.Why do you think that certain parts of the world map are more detailed than others?
Station 4: GPS poster
1. Who created this poster? Why do you think they created it?
2. List one use for GPS that you have encountered in your everyday life.
Station 5: Latitude and Longitude Maps
1.Why would this latitude and longitude system be helpful to ancient explorers?
2. How is latitude and longitude helpful to us today?

Daily Lesson Plan Day/Title: Day 2: All About maps
Lesson Length (ie. 30 minutes): 50 minutes
This lesson will introduce students to a variety of different maps and what they can be used for. In World
A rationale is an essential part
of thoughtful planning of
classroom instruction. This is a
brief written statement of the
purpose for instruction and the
connection of the purpose to
instruction that has come before
and will follow.
History (the class this unit would be a part of.) It is essential that student familiarize themselves with maps.
Some of the maps to be studied in this lesson will be essential to tomorrows lesson on how natural features
shaped society.
The student will understand that maps can be used for much more than showing us location.
Learning Objectives
Students will understand the purpose of different types of maps including political and physical.

able to do at the end of this
lesson? Be sure to set
significant (related to NGSS
Themes, CCSS, and NGSSS),
challenging, measurable and
appropriate learning goals!
Sunshine State
Standards/Common Core Standards
(LAFS/MAFS)
the lesson plan.

Procedures
SS.6.G.1.2: Analyze the purposes of map projections (political, physical, special purpose) and explain the
applications of various types of maps.
SS.6.G.1.4: Utilize tools geographers use to study the world.
LAFS: 6.SL.1.2: Interpret information presented in diverse media and formats (e.g., visually, quantitatively,
orally) and explain how it contributes to a topic, text, or issue under study.
1. Class will begin with the bell ringer: Make a list of different kinds of maps you have encountered and the
purpose of each. Students will have 3 minutes to complete the bell ringer and teacher will randomly select 3-5
What best practice strategies

will be implemented?
How will you communicate
student expectation?
What products will be
developed and created by
students?
environment) that may be in
place in your classroom.
students to share one type of map that they wrote down and what its purpose is. (Total time elapsed: 7
minutes)
For this lesson, the teacher will be reviewing a powerpoint presentation that analyzes different types of maps,
stopping to question students at certain designated times.
2. Teacher will introduce the topics of different kinds of maps. Many of you have political maps before, which
show state or national boundaries and many of you have also seen physical maps which show geographic
features. Today we are going to look at some maps like that but also some other maps.
3. Teacher will start the powerpoint and explain the type of map on each of the slides, asking student
questions when designated. Teacher should spend about 5 minutes covering each type of map. When the
powerpoint is done, teacher will pass out quiz. (Total time elapsed: about 30 minutes)
4. Teacher will stop with 10 minutes left in class to pass out the short quiz. If any student finishes early with
the quiz, he or she will be allowed to visit the classroom library to see some of the books that do along with
this unit.
Resources/Materials
Classroom technology (computer with projector)

Powerpoint (On Weebly)
Quiz to check for understanding (Attached)
Florida Road Map. (n.d.). Retrieved June 19, 2015, from http://www.tripinfo.com/maps/FL.htm
France Political Map. (n.d.). Retrieved June 19, 2015, from
http://www.ephotopix.com/france_political_map.htm
Online Maps. (n.d.). Retrieved June 19, 2015, from http://onlinemaps.blogspot.com/2012_08_01_archive.html
Physical Map of Africa. (n.d.). Retrieved June 19, 2015, from http://www.maphill.com/africa/maps/physicalmap/
Topography of China #2. (n.d.). Retrieved June 19, 2015, from
http://www.thoughtyoumayask.com/picsbtqq/topography-of-china/2
Types of Maps. (2015, June). Retrieved June 19, 2015, from
http://www.factmonster.com/world/geography/types-maps.html
World Climate Map. (n.d.). Retrieved June 19, 2015, from
http://www.testpakstars.com/files/geography/WorldClimateMap_Export.html
Assessment
assessed?
At the end of the powerpoint, students will be given a short matching quiz to check understanding. (Attached)
If the students do not do well on the quiz or everyone seems to be missing a certain question, the teacher will
reteach the concept at the following class meeting.
Authentic/Alternative
assessments?
Does your assessment align
with your objectives, standards
and procedures?
Exceptionalities
modifications do you make for
ESOL, Gifted/Talented students,
Learning/Reading disabilities,
etc.
For ESOL students, I would translate the powerpoint into their native language and provide them with a copy
during whole group instruction. I would also translate the quiz.
For Gifted and Talented students, I would provide the opportunity to use the maps to complete an activity like
solving a riddle, or something that didnt seem like extra work.

modifications should be listed
within the procedures section of
the lesson plan as well as in this
section of the document.
N/A
Notes
Check Your Understanding: Write the letter to match each map with its type.
A. Physical Map
B. Topographical Map
C. Road Map
D. Political Map
E. Climate Map
F. Resource Map

Daily Lesson Plan Day/Title: Day 3: Why did people in the ancient world live in certain places?
After being introduced to different types of maps yesterday, students will be using that knowledge to decipher

why exactly people in the ancient world settled where they did. This will be important information to build on
for the rest of the year, as we will spend it studying these ancient civilizations each in more detail.
Students will be able to use maps to draw conclusions about the people who lived in that region.
Learning Objectives
Students will understand that natural features contributed to the rise of great civilizations in the ancient world.

the lesson plan.

Procedures
1. No bell ringer today-students will be instructed to come in, get their laptops, sign in and go to the

be implemented?
expectation?
in your classroom.
SS.6.G.2.1: Explain how major physical characteristics, natural resources, climate, and absolute and relative
locations have influenced settlement, interactions, and the economies of ancient civilizations of the world.
SS.6.G.1.6: Use a map to identify major bodies of water of the world, and explain ways they have impacted
the development of civilizations.
website:http://www.historiasiglo20.org/egypt/mesopotamia.htm
2. Teacher will instruct students to spend 15 minutes (timer will be set) clicking around on the web page and
learning about the two civilizations-Mesopotamia and Egypt. Teacher will monitor students during this time to
make sure everyone stays on track.
3. When the 15 minutes is up, the teacher will pass out the set of maps to each table. Teacher will say, Now
that youve read a little bit about these two civilizations, we are going to look at some maps that show you
some more details about them. Teacher will then use a random selection tool to designate a note-taker in
each group. The note-taker is responsible for writing down your group's thoughts one the following...
(Teacher will read the following list from the board: 1. What is similar about where these civilizations are
located? 2. What resources did they have in common? 3. What did the people have in common? 4. Anything
else you observed from the maps or the webquest.) Class will have 15 minutes to discuss in their groups.
4. When the 15 minutes is up, the teacher will instruct the students that they have the rest of class time (and
can take it home if they need to) to write an individual paragraph addressing the question: Why did ancient
civilizations form where they did? What did their locations have in common? The students may use their
group note sheet and discuss quietly with their tablemates but everyone must write their own paragraph.
Class set of laptops for webquest
Resources/Materials
Ocana, J. C. (2006). First Civilizations: Mesopotamia and Egypt. Retrieved June 19, 2015, from
http://www.historiasiglo20.org/egypt/mesopotamia.htm
Maps of Egypt and Mesopotamia

Aljishi, M. F. (2006, October 5). Arabian Anthropology. Retrieved June 19, 2015, from http://arabiananthropology.blogspot.com/2006/10/comparing-ancient-egypt-to-mesopotamia.html
Geography. (n.d.). Retrieved June 19, 2015, from http://www.ancientegypt.co.uk/geography/explore/res.html
Geography Explore. (n.d.). Retrieved June 19, 2015, from
http://www.mesopotamia.co.uk/geography/explore/natres.html
Mesopotamia One. (n.d.). Retrieved June 19, 2015, from
https://ancientenvironments.wikispaces.com/Mesopotamia+One
Science-Technology in Ancient Egypt. (n.d.). Retrieved June 19, 2015, from
http://6cancientegypt1.pbworks.com/w/page/1057065/Science-Technology%20Team%201
Assessment
assessments?
procedures?
Exceptionalities
What accommodations or modifications
do you make for ESOL, Gifted/Talented
students, Learning/Reading disabilities,
etc.
modifications should be listed within the
procedures section of the lesson plan as
well as in this section of the document.
Students will be assess on their paragraph answering the question: Why did ancient civilizations form where
they did? What did their locations have in common? They will be graded on how completely they answered
the question as well as their writing conventions.
While the whole class was individually completing the webquest, I would pay special attention the the ESOL
students in my class to make sure they were understanding the readings. I would translate the webpage to
their native language if necessary.
For Gifted and Talented students, I would provide the opportunity to complete this webquest:
http://ancientcivilizations6thgrade.weebly.com/index.html
It is more advanced and in depth, but covers a lot of fun information!
N/A

Notes

Daily Lesson Plan Day/Title: Day 4:Natural Wonders
Lesson Length (ie. 30 minutes): 1 hr 30 minutes
This lesson will introduce students to some natural wonders of the world, some of which will be covered later

instruction and the connection of the
purpose to instruction that has come
before and will follow.
in the school year. It will allow them to use some off their recently acquired map skills to find these wonders
and provide the class with more information about them.
Students will work cooperatively in groups to accomplish a task.
Learning Objectives
Students will have a basic awareness/understanding of the natural wonders of the world.

List each standard that will be addressed
during the lesson. Cutting and pasting
from the website is allowed. You must
have a minimum of 3 standards that
represent multiple content areas
identified in this portion of the lesson
plan.
SS.6.G.1.3: Identify natural wonders of the ancient world.

Procedures
For this lesson, there will be seven different groups, one for each natural wonder. These will be smaller

be implemented?
expectation?
in your classroom.

SP.PK12.US.20.6: Work cooperatively in small groups to achieve common outcomes.
groups than usual. 3-4 students each, to be pre-selected by the teacher. On each groups table there will be
an information sheet that tells them which natural wonder they will be researching along with some resources
to help them other than the website that the whole class will be using. There will also be a role card placed at
each seat. Person 1 will be the Leader, Person 2 will be the Recorder, Person 3 will be the Time Keeper and
Person 4 (if the group has a fourth person-if not this responsibility will be shared) will be the Artist.
1. No bell ringer today-students will be instructed to come in, get their laptops, sign in and go to the website:
http://sevennaturalwonders.org/world/
2. After making sure everyone is on the correct website the teacher will explain the days activity. Today, we
will be researching natural wonders of the world. These are things not created by man, like mountains and
waterfalls. As you can see, each group will be researching a different natural wonder. You can use the
website you are on right now as well as the other resources at your table. By this point only about 5 minutes
of class time should have passed. You are going to research your assigned topic and create a poster on that
topic so the rest of the class can learn about it. Everyone at your table has a role to play in this process. The
Leader will make sure everyone stays on track and that you consult all of your resources. The Recorder is
going to write down anything that you find important during your research. The Artist, if you have one will
decide what goes on the poster and where it goes. You have the rest of class to complete this assignment,
but remember you have to get your research and the poster completed so the Time Keeper needs to keep an
eye on the time. You should be researching for about 45 minutes and spend the remaining 40 working on
your poster. Ill let you know when the first 45 minutes have passed. You also need to keep in mind the rubric
for the poster part of the assignment which will be displayed on the board while you are working.
3. As students are working on their research and posters, the teacher will walk around monitoring student
activities, helping any groups that get stuck and facilitating discussions. The teacher will be sure to alert
students when the first 45 minutes have passed and tell them they should be finishing up with their research
and moving on to the poster.
4. Teacher will stop students will 5 minutes left in class to clean up their area and give them some tape to
hang their poster on the wall. Everyone did great work today, tomorrow we will get to view the posters so you
can learn a little bit about each natural wonder.
Class set of laptops
Resources/Materials
Poster paper
Art supplies
Resources on the natural wonders:
Seven Natural Wonders. (n.d.). Retrieved June 20, 2015, from Seven Natural Wonders website:
http://sevennaturalwonders.org/world/
Everest:
Hunt, J. S. (1954). Our Everest adventure: the pictorial history from Kathmandu to the summit. Dutton.
Miller, P. (2003, May). Everest at 50. Retrieved June 20, 2015, from National Geographic website:
http://ngm.nationalgeographic.com/2003/05/everest/everest-text
Harbor of Rio De Janeiro:
Cohen, J., Le, C., & Pare, R. (2013). Le Corbusier : an atlas of modern landscapes. New York : Museum of
Modern Art, [2013].

Harbor of Rio De Janeiro Facts. (n.d.). Retrieved June 20, 2015, from
http://www.softschools.com/facts/wonders_of_the_world/harbor_of_rio_de_janeiro_facts/419/
Great Barrier Reef:
Clark, L. (2008). Great barrier reef. a colorful world. Orlando, Fla. : Harcourt School Publishers, [2008?].
Great Barrier Reef. (n.d.). Retrieved June 20, 2015, from UNESCO website: http://whc.unesco.org/en/list/154
Victoria Falls:
Victoria Falls. (2010). The Creative Company.
Victoria Falls. (n.d.). Retrieved June 20, 2015, from National Geographic website:
http://travel.nationalgeographic.com/travel/world-heritage/victoria-falls/
Paricutin:
How Volcanoes Work. (n.d.). Retrieved June 20, 2015, from
http://www.geology.sdsu.edu/how_volcanoes_work/Paricutin.html
Luhr, J. e., & Simkin, T. e. (1993). Paricutin: the volcano born in a Mexican cornfield. United States of
America: Geoscience Press.
Grand Canyon:
Minor, W. (1998). Grand Canyon : exploring a natural wonder. New York : Blue Sky Press, c1998.
Sainato, M. (2015, June 19). The Grand Canyon Star Party: Illuminating Dark Skies. Retrieved June 20,
2015, from Space.com website: http://www.space.com/29714-grand-canyon-star-party.html
Aurora Borealis:
Dolan, M. (1993). Aurora Page. Retrieved June 20, 2015, from Michigan Tech website:
http://www.geo.mtu.edu/weather/aurora/
Roman, Carole P.: Captain No Beard and the Aurora Borealis. (2015). Kirkus Reviews,
Assessment
Students will be assessed on their group participation and on this rubric (On Weebly) for the poster.

assessments?
procedures?
Exceptionalities
What accommodations or modifications
do you make for ESOL, Gifted/Talented
students, Learning/Reading disabilities,
etc.
Many of the books I included in each groups reference materials include many pictures, perfect for students
learning English. I would also make sure that ESOL students had the role of Artist in their respective groups.
This would give them a great way to contribute without having to read or write a lot.
For Gifted/Talented students, I would make sure they were in the groups with some of the higher level reading
material. Not only would they find it stimulating, they could help the others in their group understand it better.

N/A

Notes

Daily Lesson Plan Day/Title: Day 5: Understanding the Six Themes
Tying this unit together will be a brief introduction to the six themes of geography, which we have been

studying all week, just not under that name. Todays lesson will help students integrate the information they
have learned and see how it all fits together by allowing them to create a project of their choice to show their
understanding.
The student will understand and be able to write about at least 3 of the six themes of geography.
Learning Objectives
The student will demonstrate proper conventions and command of writing.

the lesson plan.
SS.6.G.6.1: Describe the Six Essential Elements of Geography (The World in Spatial Terms, Places and
Regions, Physical Systems, Human Systems, Environment, The Uses of Geography) as the organizing
framework for understanding the world and its people.

Procedures
1. Class will start with the bell ringer: Why is geography important? Students will get 3 minutes to answer the

be implemented?
expectation?
in your classroom.
LAFS.6.L.2.3: Use knowledge of language and its conventions when writing, speaking, reading, or listening.
VA.68.O.1.3: Combine creative and technical knowledge to produce visually strong works of art.
question and 3 minutes to share round-robin style in their table group. After that, the teacher will use a
random selection tool to call on 3-5 students to share. (Total time elapsed: 10 minutes)
2. Next, the teacher will introduce that geography has six essential themes that the class has been studying
all week. Today, we are going to review these six themes to integrate everything we have learned this past
week. We will see how all of it is important in the study of geography and how it can help people living on the
planet today.
3. Teacher will go through the Powerpoint stopping to facilitate discussion at the designated times (in the
powerpoint notes) (Total time elapsed 30 minutes)
4. Next, the teacher will explain the unit assessment, a project where students will get to choose what to do in
order to show what theyve learned from the unit. Teacher will display the options and rubrics and spend
about 10 minutes going over them. After that, students will have the rest of class time to decided what they
want to do for their assessment and get started on it.
5. With 3 minutes left in class, the teacher should call the students to a stopping point and instruct them to
clean up their area. Teacher should remind students that the assessment is due the next time that class
meets.
Resources/Materials
Classroom technology (computer with projector)

Powerpoint (On Weebly): Introduction to the Six Essential Elements of Geography. (n.d.). Retrieved June 19,
2015, from http://www.cpalms.org/Public/PreviewResource/Preview/30101
Art supplies
Access to other materials used during the unit (Books, websites, etc.-all available on Weebly)
Assessment
assessments?
procedures?
For this assessment, students will have a few options to show their understanding. Below are the options and
their rubrics are on Weebly. Each is worth a total of 50 points.
Non-Fiction Writing: Students can choose to write an informative piece about How Geography is Useful
Today, citing at least four of the six themes.
Fiction Writing: Students can write a story from their perspective as a geographer. They must tell about a
typical day at their job, citing at least four of the six themes.
Artistic Rendering: Students can graphically depict (in the format of their choosing i.e.- drawing, painting,
sculpting) at least four of the six themes.
Act it Out: Students can work alone or in a group of no more than 4 to create a skit relating to the six themes
of geography. It can be from any perspective or in any scenario but it must specifically mention four out of the
six themes.
Creating a Poster or Creating a Poster Using Technology: Students can create a paper poster or a Glog
(online poster) giving information about at least four of the six themes of geography and how they are useful
to us.
Exceptionalities
This is a great activity as it because it allows students to show their knowledge in a variety of ways congruent
to their own learning style. It is good for gifted/talented students because it allows them to be creative. I would
allow ESOL students to complete any option in their native language.
modifications do you make for ESOL,
Gifted/Talented students,
Learning/Reading disabilities, etc.

Notes
If students do not finish their assessment in class, they will be permitted to take it home over the weekend
and return it completed the next class meeting.

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Group Members/Group Name: Jessica Meyer

Rationale for Instruction

NCSS Theme/Next Generation

Student Activities &

Question and Answer worksheet (attached)

Does your assessment align with

Additional Comments and

What kind of tools do geographers use?

Group Members/Group Name: Jessica Meyer

What will students know and be

Student Activities &

What best practice strategies

Classroom technology (computer with projector)

These accommodations and/or

Group Members/Group Name: Jessica Meyer

Rationale for Instruction

NCSS Theme/Next Generation

SS.6.G.1.4: Utilize tools geographers use to study the world.

Student Activities &

What best practice strategies will

Maps of Egypt and Mesopotamia

Additional Comments and

Group Members/Group Name: Jessica Meyer

Rationale for Instruction

Students will work cooperatively in groups to accomplish a task.

NCSS Theme/Next Generation

SS.6.G.1.3: Identify natural wonders of the ancient world.

Student Activities &

What best practice strategies will

SS.6.G.1.4: Utilize tools geographers use to study the world.

Class set of laptops

Modern Art, [2013].

How will student learning be

These accommodations and/or

Additional Comments and

Group Members/Group Name: Jessica Meyer

Rationale for Instruction

The student will demonstrate proper conventions and command of writing.

NCSS Theme/Next Generation

Student Activities &

What best practice strategies will

Classroom technology (computer with projector)

Additional Comments and

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