Outline for a Daily Lesson Plan

Teacher: Abby Siegel School: TBD Lesson date: TBD

Overall lesson topic/title: Lines of Latitude and Longitude (60 minutes) Learning goals and objectives: Students will: geographical terms misconceptions Research lines of latitude and longitude Determine connections between different Create a concept map to show these connections Reflect on initial understandings and acknowledge

Michigan Grade Level Content Expectations 4 G1.0.3 Identify and describe the characteristics and purposes (e.g., measure distance, determine relative location, classify a region) of a variety of geographic tools and technologies (e.g., globe, map, satellite image). 4 G1.0.4 Use geographic tools and technologies, stories, songs, and pictures to answer geographic questions about the United States. R.WS.04.07 in context, determine the meaning of words and phrases including similes, metaphors, content vocabulary, and literary terms using strategies and resources including context clues, semantic feature analysis, and a thesaurus. R.CM.04.03 explain relationships among themes, ideas, and characters within and across texts to create a deeper understanding by categorizing and classifying, comparing and contrasting, or drawing parallels across time and culture. R.CM.04.04 apply signicant knowledge from grade-level science, social studies, and mathematics texts. Common Core State Standards ELA-Literacy.RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. ELA-Literacy.RI.4.4 Determine the meaning of general academic and domainspecific words or phrases in a text relevant to a grade 4 topic or subject area Materials & supplies needed: Differentiated reading selections, iPads or NetBooks, class webpage, Morning Work: Go on to Lino.com and write down

anything you think you know about latitude and longitude and put your post it on the left side of the board.. Procedures and approximate time allocated for each event Introduction to the lesson: 10-15 minutes Students will begin in a whole-group instruction setting on the rug in front of the promethean board. I will pull up our Linoit.com board to look at some of the students thinking and have a short discusson. Then I will model how to create a concept map to show connections between terms. (Example: Living and Non-living things) Outline of activities during the lesson: 30 minutes Students will then be divided into groups based on reading ability. They will each be given a text to read together as a group, and will then have to discuss a selection of geographical terms. They can also use the internet to find out more information if they choose. Based on the reading and prior knowledge they have, the group will need to create a concept map on Popplet to show connections between the list of terms. Students will explain their connections on their concept map. Closing summary for the lesson: 10 minutes When completed, students will do a gallery walk of the different concept maps to view other groups findings. Then students will return to Linoit.com to see how their thinking has changed by adding a new post-it to the right side of the board. They will also review their initial thoughts from morning work. Assessment Formative: Teacher observation, concept map, use of language in future, reflection on Linoit.com Summative: End of unit post-test