Name: Noelle Elkins Grade/Subject: 9th Grade World Geography Date: July 2023

1. Texas Essential Knowledge and Skills (TEKS): (C2)

(2) History. The student understands how people, places, and environments have changed over time and the effects of these
changes. The student is expected to:
(A) describe the human and physical characteristics of the same regions at different periods of time to analyze
relationships between past events and current conditions; and
(B) explain how changes in societies such as population shifts, technological advancements, and environmental
policies have led to diverse uses of physical features over time such as terrace farming, dams, and polders.
2. Deconstructing/Unpacking the TEKS: (C2) What students will know and be able to do
a. Students will be able to identify differences in people, places, and environments over time.
b. Students will be able to describe differences in human and physical characteristics in a region in different time
periods
i. Students will be able to identify significant events in the past that correlate to current conditions
c. Students will be able to explain how population shifts, technology advancements, and environmental influences can
affect a society and culture.
3. SMART 1. Over the course of this assignment students will work in groups to create a Google
Objective(s): (C3) Earth tour showing the effects of population, technology, and environmental influence
on a chosen location.
2. During this assignment Students will be able to identify various locations in the world
affected by significant population, technology, and environmental impacts.
3. By the end of this assignment students will be able to define at least one significant
historical event that changed a society in the world.
Essential Question: What effect does population, technology, and environment have on a location over time?

4. Central Focus
(C4)
How will this lesson link
with other lessons in the
unit?
Learning Targets
I CAN statements that
Clearly show alignment
with TEKS
5. Academic Language
(C5)
Academic language
represents the language
of the discipline that
students need to learn
and use to engage in the
content area in
meaningful ways.
The purpose of this lesson is to build on students' previous knowledge of world events within
the context of the lasting environmental impact they can have on a society as a whole. Students
will be able to identify significant events in history that lead to geographical change of people,
places, and cultures. This lesson will serve as a foundation for students’ future abilities to put
into context their own cultural impact on the world and the environment around them.
1. Identify various world changing events pertaining to population, technology, and
environmental change
2. Work collaboratively with a group to create a unique presentation that is informative
and pertains to the subject
3. Define at least one significant historical event that changed a population or
geographical location.
Language Function (an active verb that students will use to demonstrate their learning in the
assessments; some examples are- explain, describe, predict, summarize, compare, evaluate, interpret,
justify): Analyze, Identify, Locate, Evaluate, Examine, Describe, Define
Vocabulary (words, phrases, and/or symbols that are used within disciplines): Population, Culture,
Society, Technology, Environment, Environmental Influence

There are 4 language

demands to consider as
you require students to
read, write, speak, listen,
demonstrate and perform.
6. Targeted Language
Supports (C5)
The resources,
representations, and
strategies you will
provide to help students
understand, use, and
practice the concepts and
language they need to
learn within the
discipline
Site the researcher’s
name as you refer to the
strategy.
7. Assessment/
Evaluation (C6)
Assessment(s) must be
aligned to the TEKS,
and objectives.
Discourse (Structures of written and oral language, how will they talk, write, and participate in
knowledge construction: discussions, reports, essays, multi-media presentations, performance):
Multimedia presentation, Group discussion, Write sentences, Class presentation
Syntax (The set of conventions for organizing symbols, words, and phrases together into structures, e.g.,
graphic organizers, formulas, charts, language rules, outlines, graphs, tables): Sequence of events,
Conventions, images, maps
Language Function (How will you help them demonstrate the DO verb?)
Vocabulary Strategies - (GO TO Page)
1. Frayer Model
2. Word Games
Discourse strategies - (GO TO Page)
-Write: Venn Diagram
-Talk: Think Aloud
Syntax - (GO TO Page)
1. KWL Chart
2. Concept Map/ Brainstorm Web
Making Content Comprehensible (R9)
Graphic organizer
Assessment of your TEK
Formative: Interviews as students are working in groups on their individual locations to see
what they’ve discovered and how it correlates with the assignment. Checklist for assignment to
make sure they are covering all the information needed.
Summative: Final presentation with their group.
Assessment of your language demands:
Formative: Exit Ticket covering key phrases (Vocabulary) for the lesson where students need
to define at least 2 words.
Summative: Final presentation with their group.
8. Hook (C7) Hook activity (make connections to prior learning) : Who am I/ What am I

Closure (C7) Closure Activity: (make connections to prior learning) : Credit Cards

Student Assets (C7) Personal assets: These are the specific experiences, interests, and knowledge unique to an
individual student that a teacher can draw upon.
Cultural assets: This refers to the cultural background a student brings to the learning
environment such as traditions, languages, views, and more.
Community assets: These are the common experiences that students bring to the place where
they live such as resources, local landmarks, and events in the community.
9. Body of Lesson/
Teaching Strategies and I DO – I will show the students a Google Earth Tour I planned out as a demonstration to show
Learning Task(s) them my expectations for the final project. I will point out the use of vocabulary words, and
(C9) how I used the research to create my presentation. Showing an example of a t-chart and a
brainstorm web. I want them to see how I identified relevant information, how I was able to
Be sure to include: summarize the information to the key information and was able to create an original work to
How will students learn share that information.
and use academic
language? Prior to the final presentation I will take time to walk them through adding widgets to their
presentations, adding in pictures, adding location points to their presentation, and any other
unique aspects they might want to include.
Three higher order
thinking questions. WE DO – Together we will walk through the basic steps together on an example blank
presentation with pre-set choices so that they can just see how it was created. Together we will
do a brainstorm web, and a T-chart. Together with guidance they will choose the vocab they will
Marzano Strategy use in the sample presentation. When they feel confident enough they can move on.

YOU DO – While they will have access to the samples as visual and interactive tools to refer
back to, they are also able to ask for help as needed; they will now be expected to identify
relevant information based on their chosen location and time period that they will use in their
presentation. Utilizing their summarization skills and research capabilities to create an original
presentation that can be shared with the class.

Differentiation-(GO TO page) (Tailoring instruction to meet individual needs; differentiating the

content, process, product, and/or learning environment):

o Second Language learners / Cultural Diversity: Flexible Grouping would be a great

option using a mix of heterogeneous grouping and independent study to foster individual
buy-in and group creativity that can pull from their combined experiences.

o Gifted / advanced learners: Using Anchor activities that allows them to go a step further,
such as a journal entry as if they were actually on the trip or from the perspective of a
person who was experiencing the change in their environment first hand.

Technology: -(GO TO page) Students will be using Google Earth, Google images, Canva,
Padlet, and Google Docs. They would also need their computer, chromebooks, etc.

Marzano Strategy - (GO TO page) Students will need to use both a Brainstorm web to start
creating a map of what they want their presentation to include and as a group work on a T Chart
to define the difference in the time periods for the location that they chose.

Higher Order Thinking Questions (GO TO page)

1. What role did the population play in the location you chose?

10. Resources and
materials needed (C9)
(E7)
11. Classroom
Management Strategies
(CBM5)
What procedures will you
employ to manage
transitions, behavior,
passing out materials,
engagement, etc.?
Add 3 procedures
12. Academic Supports
for Students (E6)
What instructional
strategies and planned
supports, will you employ to
meet the needs of each
student that has identified
special learning needs?
(E11)
2. What were the effects technological advancement or decline had on the area?
3. What were the significant environmental impacts on the area?
Grouping / Partnering Technique: (Hattie): Scaffolding by using knowledge from previous
lessons and providing them with a template to use.
Potential misconceptions and your plan to address it: Student’s might have some
preconceived notions about their chosen topic, I would build in a KWL chart for them as a
opening/closing activity where they could address the things they thought they knew with the
things they know now after doing the work.
Classroom Resources: Laptop/chromebook, Internet, Textbook, Canva, Google Earth App,
Work sheets, Projector/smart board to present.
Student Resources: Paper, Pencils/Pens, Notebook, Chromebook/laptop
(How might you differentiate materials and resources for learners with various needs?)
1. Visual timers for when they are working in their groups
2. Word processors/prediction technology for the written portions of the assignments
SUBMIT LPG and SELF EVALUATION RUBRIC – C9
1. Attention getter: One arm raised and telling them in my normal voice “May I have
your attention, please”
2. Modeling- showing them what I expect for them to do for the assignment
3. Two-foot voices since they will be working in groups and I don’t want to get too
loud
Accommodation(s)- (A change that helps a student overcome or work around obstacles):
1. Graphic Organizers
2. Peer Buddy in the same group
3. Simplified directions
Modification(s)- (A change in what is being taught or what is expected from the student):
1. Simplified vocabulary
2. Picture supports
3. Pass/ Fail grading
Strategies for ELLs (strategies that support language acquisition)
1. Post content and language objectives
2. Explicit vocabulary instruction
3. Asses where their baseline is
4. Visual aides and audio cues
5. Interventionist to work with EB students