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Lesson Plan
Lesson Plan
coordinates between grid lines, and supply the coordinates for locations both on and
between grid lines. This will provide students multiple opportunities to practice the
skill and provide a challenge for all learners. Based on the results of my preassessment, I will divide the class into three main groups: emerging, proficient, and
advanced. Students in need of extra instruction and support reading and identifying
locations with simple coordinates will be in the emergent group, students who can
accurately identify locations given coordinates will join the proficient group, and
students who can identify both locations and coordinates in addition to supplying
realistic coordinates for the unlabeled city of Denver on the map will be in the
advanced group.
Standard: Latitude and Longitude Formative Assessment Tools: Latitude and
Longitude quiz
Student focused assignment time: 25-30 minutes
Level 1: Emerging
Level 2: Proficient
Level 3: Advanced
Using individual
Alone or with a
Independently,
tablets, students
partner, complete
create own puzzle
will re-watch
National
using Where in
lat/long video and
Geographic A
the world?
complete
Summer Day
worksheet (Level 3
Education.com
worksheet (Labeled
Advanced class
What Is latitude
as Level 2
activity Word
and longitude, and
Proficient class
document).
how do you use
activity PDF). If
Students may use
it? worksheet
they finish early,
atlases to find
(Labeled as Level
they may start to
locations, research
1 Proficient reteach
create their own
distinguishing
activity PDF) with
puzzle with latitude
characteristics, and
initial teacher
and longitude
create answer key.
support. Alone or
clues. Teacher will
Trade with a
with a partner in
be walking around
partner when
the group, use
the provide
finished and
atlases and maps
support, answer
correct each
to complete
questions, and
others work.
National
make observations
Teacher will be
Geographic
about student
walking around the
Earths Grid
understanding.
provide support,
System puzzle
answer questions,
activity (Level 1
and make
Emergent class
observations about
activity PDF). If
student
students finish
understanding.
early, they may
create their own
coordinate puzzle
to exchange with a
partner. *Note: any
student who did
not watch the
video for
homework will
watch at the start
of the activity
before moving on.
End of class assessment: The worksheets will be collected and corrected to assess
for understanding. The Level 1 Earths Grid System is self-correcting, and students
in Level 3 will be correcting each others work, both of which will make this an
efficient assessment. Based on the data, I will modify future instruction as needed
to allow more opportunities for practice and enrichment, and clear up any remaining
misconceptions.
Extension: Tomlinson describes the use of Learning Centers as differentiated tools
which allow students to practice different skills at their individual level (p. 103).
Following our latitude and longitude lesson, I will create a Where in the World?
center where students can continue to practice that skill. It will have atlases and
maps to allow students to practice identifying locations with different coordinates.
The student-created latitude and longitude puzzles will also be there so they can
complete the puzzles created by their peers. Students can also create their own
puzzles to add to a collection in the center.
References
Chapman, C., & King, R. (2005). Differentiated assessment strategies: One tool
doesn't fit all. Thousand Oaks, Calif.: Corwin Press.
Definition of Flipped Learning. (2014, March 12). Retrieved August 5, 2015, from
http://www.flippedlearning.org/domain/46
A Latitude/Longitude Puzzle. (2014, June 13). Retrieved August 10, 2015, from
http://education.nationalgeographic.com/activity/latitudelongitude-puzzle/
Latitude and Longitude. (n.d.). Retrieved August 10, 2015, from
http://www.education.com/worksheet/article/latitude-and-longitude/
McGarvey, B. (2012, January 30). Mass Customized Learning [Webinar]. Retrieved
from http://une.wimba.com/check_wizard.pl?
channel=_UNE_Education_Webinar_2012_0130_1902_02&credential_2=&.
Tomlinson, C. (2001). How to differentiate instruction in mixed-ability classrooms
(2nd ed.). Alexandria, Va.: Association for Supervision and Curriculum
Development.