Lesson Plan for Wednesday Strand: Geography submitted by: Zachary Haro
Unit Plan: Map Concepts and Analysis
Lesson Plan for Wednesday: Authentic Geography and Cartography Studies Grade: 5 th
Social Studies Strand: Geography Submitted By: Zachary Haro
EDEL 453: Teaching Elementary School Social Science Nevada State College Spring 2014 Instructor: Karen Powell
Lesson Plan for Wednesday Strand: Geography submitted by: Zachary Haro B. Summary of the Lesson Plan: This lesson will require students to look at two maps of the same area from different time periods and focus on the differences and changes. Students will report the differences and reasons behind them. Activity is on pages 180-183 in the Integrating Language Arts and Social Studies text. C. Basic Information: Grade Level: 5th grade Time to Complete this Lesson: 50 minutes Groupings: Whole group, pairs, individual D. Materials: Maps of same area at different times in history labeled Map 1a & Map 1b Data Sheets E. Objectives: NV State Social Studies Standards o G5.5.3 Describe purposes for different types of maps and globes, i.e., topographical, political, physical. o G5.5.6 Derive geographic information from photographs, maps, graphs, books, and technological resources. Student-Friendly Standards o Students will be able to why we use different kinds of maps o Students will be able to show differences in maps and significance of those differences o Students will be able to get information on geography from maps. F. Procedure: 1. Warm-up: Prepare students for the lesson by having a few examples of items that are the same thing, but have different features due to being from different times; for example, the American flag, a telephone, or automobiles. Have the pictures displayed side by side and have the students think, pair-up with their shoulder partners, and share what the differences are between the pairs of items and why they are different. Lesson Plan for Wednesday Strand: Geography submitted by: Zachary Haro 2. Bring the class together and call on students to share some of the differences their partner mentioned. Come to an understanding as a class that over time the items changed due to various factors. 3. Remind students that the different kinds of maps they have been studying have developed and changes have been made to them with time due to various factors like political, social, or economic upheavals. 4. Have students stand up, hand up, and pair up with partners not at their table and have one partner get a set of two maps and a data sheet for their pair. Each pair should have map 1a and 1b and a data sheet that they both write their names on. 5. Explain to students that they are going to be looking at these two maps and first noticing the differences between them and noting these differences on one column of their data sheet. As they find the differences, students should collaborate with their partners to think of reasons why these differences exist and record their reasoning on the second column of the data sheet. 6. Have both maps on display for the whole class to see and model how the students should navigate through the thinking process when noticing the differences and giving rationale for them. 7. Release students to work in their pairs for 10 minutes and walk around asking pairs guiding questions like Why do you think this map has more symbols in the map key than this one? or Why does this map have darker shaded areas where mountains are located on the other map? 8. Bring student attention to the front and have a few pairs share a difference they found and their rationale for the difference. 9. Explain to students that using the data sheet as a graphic organizer, they will now each write a short essay comparing and contrasting the two maps. 10. For closure, have students return to their tables, and take turns reading their short essays to their shoulder partners. Have the class remember one of the differences their shoulder partner discussed that they didnt have in their own essay so they can share it with the class when I call on students to share what they heard from their partner. G. Assessment: Use the pair data charts as an assessment graded by a rubric, and use the short essays as further assessment of student concept understanding. Score Criteria 4 All sections of the datasheet are complete with exceptional detail and insight Lesson Plan for Wednesday Strand: Geography submitted by: Zachary Haro 3 All sections of the datasheet are complete with acceptable level of detail. 2 Most of the sections of the data chart are complete with an acceptable amount of detail, or all sections complete with some errors. 1 Few of the sections are complete, or multiple errors are present
Explain how you will know students understand the concepts from the lesson. If students can give a solid and relatable rationale with details for the differences they listed between the two maps they H. Closure: For closure, have students return to their tables, and take turns reading their short essays to their shoulder partners. Have the class remember one of the differences their shoulder partner discussed that they didnt have in their own essay so they can share it with the class when I call on students to share what they heard from their partner. I. Reflection: 1. Which part of the lesson do you think will be the easiest for you to teach? Modeling the process for how to identify differences and giving explanations for them will be easy. 2. Which part will be most challenging for you to teach? The challenging part might be making sure students know what an acceptable rationale is for why the difference in the maps exists. 3. How will you follow up or extend this lesson? I will follow up this lesson every time we use a different style map of an area we have seen different maps for previously. I will ask students to remember this lesson and to point out some differences and reasons why they think those exist before continuing. 4. What can you do for students who dont grasp the concepts? Lesson Plan for Wednesday Strand: Geography submitted by: Zachary Haro I can work together as the teacher with the student to help them complete the data sheet. Guide the students by modeling questions you would ask yourself when noticing differences so they know what questions to ask themselves. 5. Which part of the lesson, if any, do you think might need to change? I might need to change the explanation part of the data sheet to be more or less specific depending on the kinds of explanations students give. 6. When you were writing this lesson plan, what was the most difficult part? The most difficult part was tying a Nevada Social Studies Standard with this activity from the textbook.