ED 345 Calvin College Lesson Planning Form

Teacher:

Becca Mumby

Date: Wednesday November 11

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 third 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 relative location, cardinal directions, globe and map.
I can identify 7 continents and 5 major oceans.
I can complete my own picture dictionary.
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.
Assessment
(formative and
summative)

Students will have had geographer overview in Unit 1.

Formative students will engage in discussion
Summative- students will complete globe and map dictionary.

Universal Design for Learning Networks/Domains (see UDL Guidelines)

RECOGNITION
Multiple Means of Representation
Options for Perception
Students will be creating their
own booklet that shows me on a
map
Options for Language/Symbols
Students will use their new
vocabulary to complete the steps
in making their globe and maps
dictionary. They will use speech,
writing, and reading to express
what they have learned

STRATEGIC
Multiple Means of Expression
(Action)
Options for action/interaction
Students will be creating their
own personal booklet, they will
get to decorate it as they see fit.

AFFECTIVE
Multiple Means of
Engagement
Options for recruiting interest
Students will be able to make
changes on their booklets and
add their own detail

Options for Expression

Students will complete a globe
and maps dictionary

Options for Sustaining Effort &

Persistence
Students will join me on the rug,
work independently and discuss
as a whole class throughout this
lesson, they will work at their own
pace but also be held to finishing
their task in the allotted time.

Options for Comprehension

Discussion, as well as the picture
dictionary, will allow students to
show comprehension. The
dictionary will ask them to
complete tasks that show
comprehension.

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
40

Options for Executive Function

Students will guide themselves
through the steps in the
dictionary to complete them
correctly. They will get checked
when theyre done but will be
self-guided to complete the
dictionary.

Options for Self Regulation

As students work alone they will
regulate themselves to stay on
task and complete the dictionary
in the requested amount of time
before class discussion.

Maps and globes dictionary

World Map
Globe
Continent Map
Ocean Map
Students will begin on rug, work at desk and return to rug.

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

I will hang the map of the world at the front of the room.
What do we remember about the world?
o It is split into four
o It has hemispheres
o It has continents
o It has countries
o It has North, South, East, and West Cardinal Directions
I will distribute a sticky note to each student and they will write one relative
location description of the United States and post it on the map. It is North
of Mexico
We will read the sticky notes aloud
After I will call students over to the rug where they will see a map and a
globe
What are the similarities and differences between a map and a globe?
o Flat
o Round
o Show axis
o Shows longitude and latitude
I will ask students to recall how many continents there are, I will show the
continent map and ask them to tell me which continents they can identify
Next- How many oceans do you think the world has? Make your best guess
I will show them the ocean map talking about how each ocean has different
temperatures for different animals and provides different needs to is
habitants
I will introduce our maps and globes dictionary.
They will create a globe page, compass rose, longitude and latitude maps,
and ocean and continents maps.
I will hand the pages to the students and we will walk through the steps on
each page.
I will work through the book as the students do and show my pages over the
overhead for the students that are struggling.
Students will work on this independently.

5
Closure

When students are finished we will put our books together and discuss how each of
these maps/globes, helps geographers to study the world.
Why do they use these maps?
What do latitude and longitude do for geographers?
Why do we need a compass rose?

Your reflection on the lesson including ideas for improvement for next time:
This lesson was super fun! Not all students finished their dictionaries, but most did. We walked through
the dictionary together then I dismissed them to work alone. I am glad that I chose to do this because I
was able to walk around and work one on one with students at their level of understanding. If we had
done the whole thing together students would have fallen behind and been at different levels. Even
though not all students have finished they will have multiple opportunities to work on this in class and
complete the activity.
For next time, I think that using the cardinal direction hemispheres for calling students would have been
more helpful and engaged them in remembering which hemishpheres there are.