ED 345 Calvin College Lesson Planning Form

Teacher:

Becca Mumby

Date: Tuesday November 10 Subject/ Topic/ Social Studies

I. Objectives
What is the main focus of this lesson?
The main focus is absolute location, political boundaries, relative location, and spatial perspective
How does this lesson tie in to a unit plan? (If applicable.)
This is the second lesson in Unit 2
What are your objectives for this lesson? (As many as needed.) Indicate connections to
applicable national or state standards. If an objective applies to only certain students write the
name(s) of the student(s) to whom it applies.
I can define absolute location, political boundaries, relative location, and spatial perspective.
4 - G1.0.2 Use cardinal and intermediate directions to describe the relative location of significant places in
the United States.
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 images).
II. Before you start
Prerequisite knowledge
and skills.

Students will have had geographer overview in Unit 1.

Assessment
(formative and
summative)

Formative- students will answer questions on sticky notes

Summative students will compose a song in groups to show the difference
between Equator and Prime Meridian.
Universal Design for Learning Networks/Domains (see UDL Guidelines)

RECOGNITION
Multiple Means of Representation
Options for Perception
Students will be looking at a globe, map,
and overhead projection. These will give
them multiple options what works best.
They will also use the map we design to
compose a song about the hemispheres

Options for Language/Symbols

Learning new vocab with different
variations in tools will help the students to
make connections and remember the
content

STRATEGIC
Multiple Means of Expression
(Action)
Options for action/interaction
Students will be interacting with
sticky note answers, maps and
worksheets. They will also work in
groups to make a song.

AFFECTIVE
Multiple Means of
Engagement
Options for recruiting interest
Using different variations will
allow students to engage in parts
that appeal to their learning style.
They will use colors to decorate
the different lines on the map.

Options for Expression

A worksheet, activity, and
interactive maps will allow
students to express their learning
in different ways. They will also
get to express themselves
through song.

Options for Sustaining Effort &

Persistence
Allowing the students to work in
groups, pairs and individually will
encourage persistence and effort
to accomplish tasks

Options for Comprehension

Creating an anchor chart and a worksheet
will gives students a chance to use what
they know in the lesson and then show it
to me on the worksheet. Composing lyrics
to a song will allow me to check for
comprehension in the groups.

Materials-what materials
(books, handouts, etc) do
you need for this lesson
and do you have them?
Do you need to set up
your classroom in any
special way for this
lesson? If so, describe it.
III. The Plan
Tim
Parts
e
15
Motivatio
n
(Opening/
Introducti
on/
Engageme
nt)

Developm
ent

Options for Executive Function

Students will use Mr. help anchor
chart to aid in their
understanding. They will use
different means of expression to
explore learning in their own
unique way.

Options for Self Regulation

Worksheets, maps, globes, and
hands-on activities require
students to regulate their
behavior as they move
throughout the classroom.
Students will lead their groups for
their songs.

Globe
Overhead Projector
Mr. Help anchor chart
Blank Maps
Hemisphere Song Sheet
Students will move from seats to rug.

The description of (script for) the lesson, wherein you describe teacher
activities and student activities

I will call students over to the rug with a pencil, as they come over I will give
them a sticky note
o Where is the United States located?
Students will write their answers on their sticky notes and give them to me.
I will read the answers out loud.
I will start to group different sticky notes together
o Answers like up from Mexico and borders Canada bordering areas
o Answers like on Earth and north of the equator global perspective
o Answers like near Michigan, in an ocean, in space unclear

10

As you can see, it is not easy to describe the relative location of large places.
Its much easier to describe where Michigan is located because it is so much
smaller
Geographers use a variety of tools such as maps and globes to help them
identify location.
I will show students both
One way that geographers describe relative location of a country is by using
the concept of a continent. Continent: a continuous piece of land, countries
hooked together
I will walk the students through the seven continents that we have, showing
the separation in land from each continent on globe and on a map
I will highlight the different continents on the map.
I will explain North America as a continent and that the United States is a
relative location in relation to another place
I will show a map of North America and ask students to give me clues to
identify where North America is without using the word
o Borders Mexico and Canada
o Mostly up from Mexico
o North south east west?
o Put up labels in the classroom (Never Eat Soggy Waffles)
I will introduce the word hemisphere to the students
o Earth can be divided into halves called hemispheres
o This is another way we can describe relative location for continents
o I will show the globe and ask students how they would diving the
world into top and bottom
o These are called Northern and Southern hemisphere the equator
separates this for us (we will highlight where the equator would be on
a globe worksheet)
o Using our hemispheres how would you describe the relative location
of the United States
North of the equator
South America is mostly south of the equator
There are some countries that are in both the north and south
hemispheres
I will then introduce the words Prime Meridian.
o It is another imaginary line, it splits the world another way
o If we split the north and south what is left to divide?
East and West
The Prime Meridian divides the world into East and West hemispheres too
o What observations can we make now that we know there are four
hemispheres?
o Which hemispheres is the United States located in?
o Which hemispheres is Michigan located in?
What differences do we see about the Eastern and Western hemispheres
compared to the Northern and Southern?
o Students will complete a worksheet (label with countries are in which
continent)
After students complete worksheet:
There are other imaginary lines on the Earth besides the equator and Prime
Meridian. These other lines are called lines of latitude and longitude. These
lines run both up and down and side to side (use cardinal directions as well).
The lines that run north and south, the long way, are lines of longitude.
Geographers use these lines to help describe the location of something.
Together we will fill out the graphic organizer that explains the location of the
United States.
Looking at a globe what do we notice what differences are there in the
north and south hemispheres?
o More countries in the northern
o All of north America is in the northern

I will ask students how learning about the division of hemispheres is going to help us
outside of the classroom: when would we use it?
Why is it important for geographers to know this information?
How can they use it?
How can we use it?
Closure
We will divide the room using the cardinal directions on the wall- into
hemispheres, students desks will be grouped my hemisphere
I will then introduce the Hemisphere song they will be creating. I will give them
some starting lyrics and in their hemisphere groups they will compose another set of
lyrics that describes the Prime Meridian.
When groups are finished they will present their song and turn in their colored map,
they will be dismissed to work on word sorts.
Your reflection on the lesson including ideas for improvement for next time:
This lesson was AWESOME. The students were so engaged in figuring out the different parts of the world.
They did the best with the continent map and telling me which hemisphere different continents lay. They
also loved that they got to wear their hats for two days in a row Im sure this will wear off. But as we
continued through the maps, they were asking great questions. Why is the world split? What is the
difference between a country and a continent?
They were very excited to know the difference and be able to tell it back to me. We talked about how the
Prime Meridian doesnt cut the world exactly in half when it comes to continents and how Africa is in three
different hemispheres, but its countries arent in all three.
At first students were hesitant to make songs, but after agreeing that they only had to show them to me
they were excited to create their own song. (Visit link to see a groups song). They also turned in their
lyrics and each group made up something different to tell me about the Prime Meridian and what it does.
If I were to do this lesson again, I would give the students less lyrics and have them make up their own for
the Equator as well. They did well with this assignment and I would have been interested in the ways they
came up with to tell about the Equator too. I also saved their continent worksheet for tomorrow to do as
an assessment before we continue onto the next group of vocabulary words.