LESSON PLAN

Name: Gwyneth Hudson Date: 3/31/2023 Lesson Start and End Time:
9:13am-9:55am, 9:58am-10:40am,
11:21am-12:04pm, 12:07pm-
12:50pm, and 12:53pm-1:36pm

Academic Area: Grade Level: 7th Co-op initials with date:

World Geography

Pre-Instruction Planning
Topic Chapter Atlas: The US and the Five Themes of Geography
PA Anchor/Standard or  PA Academic Content Standard 7.1.7.B: “Explain and
Eligible Content locate places and regions as defined by physical and
human features.”
 PA Academic Content Standard 7.3.7.A: “Describe the
human characteristics of places and regions using the
following criteria: population, culture, settlement,
economic activities, political activities.”
 PA Academic Content Standards 7.4.7.A: “Describe and
explain the effects of the physical systems on people
within regions.”
 PA Academic Content Standards 7.4.7.B: “Describe and
explain the effects of people on the physical systems
within regions.”
Lesson Objectives 1. The students will be able to present physical and human
geographic information on a given US city.
Materials 1. The teacher will require her copy of the textbook.
2. The teacher will require the Kahoot review game.
3. The teacher will require pieces of paper for the five
themes of geography review game as well.
4. The teacher will require small pieces of paper on which
students can answer her exit ticket question.
5. The teacher will require cardstock paper.
6. The teacher will require markers and crayons.
7. The students will require their Chromebooks.
8. The students will require a pencil.
9. The students will require their textbooks.
Planning for Learners Differentiation:
1. The lesson exhibits differentiation of process in that
students have the opportunity to interact with
information visually as they play the Kahoot and look at
the book; auditorily as they listen to the teacher explain
the content; and kinesthetically as they play the Kahoot
and then conduct research and create their brochure.
 2. The lesson exhibits differentiation of product in that the
teacher will allow students to choose whether to make a
physical pamphlet on cardstock paper or to create a
document on an online platform like Google or Canva.
Modifications/Accommodations:
1. The teacher can modify the lesson by simply asking a
student to make notes about a certain US city and not
necessarily to create a brochure about it.
2. The teacher can accommodate students who struggle
with research by providing them with a sheet of websites
that might help them collect information.
Lesson Presentation
Introduction 1. The teacher will introduce the lesson by playing a
Kahoot with students in order to review the content
covered on Wednesday regarding geographic regions and
the human geographic information of North America.
2. The teacher will then have cards on the board with the
five themes of geography underneath them for students
to guess and try to remember.
Sequence of activities 1. After reviewing the overview information about the
including assessments United States, the teacher will explain that today’s lesson
will take the class deeper into the country’s geography.
2. The teacher will guide discussion surrounding pages
138-144 of the book, highlighting vocabulary words.
3. She will then introduce the students’ assignment for the
rest of the period – to research a city of their choice in
the United States and to create an informative pamphlet
about it based on the three textbook sections covered
today, namely, physical features, climate and resources,
and migration and settlement.
Assessment:
1. The students will be assessed on their ability to present
physical and human geographic information on a given
US city when the teacher looks over their informative
pamphlets after class.
Lesson Wrap-up 1. The teacher will conclude the lesson by asking students
to write down on a sticky note or scrap of paper one new
thing they learned about the American city upon which
they chose to focus their research.
Self-Evaluation As four out of my five periods today consisted of fewer than ten
students due to a seventh-grade field trip, my lesson was forced
to take on different forms throughout the day. While, with all the
classes, we played the Kahoot, which went smoothly, with some
I read more of the material in the textbook to them, as many of
the groups contained my students who have IEP
accommodations which dictate that they need to have
assignments read to them. Nevertheless, most classes contained
a few students who were willing to read, and students paid
attention really well since there were so few of them. The
students engaged really well with the Kahoot, so I will definitely
use that as a means of review in the future, even in the same way
I used it today – a sort of informal assessment of how much they
remembered from earlier in the week. We always talk about
assessing what students know coming into a topic, and today
proved to me that, at least with a smaller group, Kahoot is a very
effective tool for doing that. While the lesson went very well
with the smaller groups today, I still struggled to fit everything
in that I wanted to do and to give the students time to start on
their projects at the end of the period. As such, had I had my
normal size classes, this lesson would have been definitely too
much to do in one period. In planning for the upcoming week, I
will, therefore, bear in mind timing a little bit more. I also could
feel that, by the end of the reading which we were doing from
the book, students were beginning to tune out. While I have the
luxury of being able to use the book a little more than in another
class due to the fact that it is a novelty because Mr. Hudspath
uses it very sparingly, I need to rely much less heavily on it in
the week’s to come than I did in today’s lesson. If I do not make
this change, I know the novelty will wear off for the students,
making the lessons ineffective. Finally, I also should have made
time to create a rubric for the U.S. city assignment I was giving
to the students, as some of them seemed either a little confused
on what they were being asked to do or else were just asking
questions that could have been answered in a rubric. Thus, in the
future, if I am giving a graded assignment, I will communicate
my expectations in writing, either in a rubric or by some other
way. In the end, in regard to today’s lesson, I feel that I gained a
lot of insight that will help me at Riverside in the weeks ahead.