mapas pracctices

8/6/2019 mapas pracctices

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1. Arctic Circle: a latitude line that circles the earth at 23 degrees North.

2. Antarctic Circle: a latitude line that circles the earth at 23 degrees South.

3. Boundary: border of state or country.

4. Compass Rose: a drawing that indicates directions on a map (a direction finder).

5. Continent: huge area of land.

6. Degree: unit of measurement.

7. Equator: latitude line labeled 0 degrees.

8. Grid: use to find where lines intersect.

9. Hemisphere: one half of the earths surface.

10.Latitude: imaginary lines on maps and globes that measure distances North to South.

11.Longitude: imaginary lines on maps and globes that measure distances East to West.

12.Map Key: a guide telling you what each symbol represents.

13.Map Scale: needed to find the real size of distances on a map.

14.Meridian: another name for longitude lines.

15.North Pole: most northern place in the world.

16.Parallel Lines: also called lines of latitude and means same distance apart.

17.Prime Meridian: the line of longitude labelled degrees.

18.South Pole: most southern place in the world.

19.Tropic of Cancer: a latitude line that circles the earth at 66 degrees South.

20.Tropic of Capricorn: a latitude line that circles the earth at 66 degrees North.

21.Symbol : the symbol used for 'degree'.


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Map skills locate places and determine direction on a map. Use

your map skills to complete this lesson.

Study the map above and answer the questions below.

1. On what side of the street is Ma's Diner located?

side.

2. What street runs east and west?

3. What side of the lake is the Park on? side.

4. The camping is on the side of the lake.

5. Whose house is on the east side of Oak Street?

house.

6. What is the name of the lake? Lake.


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7. What side of the lake has a flag on it? side.

8. In what direction is the car traveling?

9. What street runs north and south? Street.

10. Is the diner north or south of the lake?

. Geography and Communities

Geography, level: 3-5Posted Sun Dec 6 22:16:19 PST 2009 by Brett Bauer (Brett Bauer).

UCCS, Colorado SpringsMaterials Required: Listed in lesson

Activity Time: 5 lesson unit

Concepts Taught: Linking geography to how we live

PLANNING

STANDARDS & ASSESSMENTStandards and Benchmarks:

CO- Performance-Based Standards for Colorado Teachers

Standard : Standard One: Knowledge of LiteracyThe teacher shall be knowledgeable aboutstudent literacy development in reading, writing, speaking, viewing, and listening.

Skill or Knowledge 1.4: Support reading through oral and written language development

including:

Detail : Development of oral English proficiency in students.

Detail : Vocabulary development.

Standard : Standard Three: Knowledge of Standards and AssessmentThe teacher shall be

knowledgeable about strategies, planning practices , assessment techniques, and appropriate

accommodations to ensure student learning in a standards-based curriculum.Skill or Knowledge 3.1: Design short and long range standards-based instructional plans.

Standard : Standard Five: Knowledge of Classroom and Instructional ManagementThe teacher

is knowledgeable about classroom practice in order to successfully manage time,

communications, and record keeping procedures that will support and enhance student learning.Skill or Knowledge 5.1: Create a learning environment characterized by acceptable student

behavior, efficient use of time, and disciplined acquisition of knowledge, skills, and

understanding.

Skill or Knowledge 5.2: Apply sound disciplinary practices in the classroom.
http://teachers.net/lessonplans/subjects/geography/http://teachers.net/lessonplans/subjects/geography/http://teachers.net/lessonplans/grades/3-5/http://teachers.net/cgi-bin/chatscripts/mailform.cgi?uid=ttsmwj&dmn=muuk,wvm&name=Brett+Bauer&subject=Lesson+Bank+http://teachers.net/lessonplans/grades/3-5/http://teachers.net/cgi-bin/chatscripts/mailform.cgi?uid=ttsmwj&dmn=muuk,wvm&name=Brett+Bauer&subject=Lesson+Bank+http://teachers.net/lessonplans/subjects/geography/


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Skill or Knowledge 5.3: Apply appropriate intervention strategies and practices to ensure a

successful learning environment.

Skill or Knowledge 5.4: Raise the academic performance level of a group of students, over time,to a higher level.

Skill or Knowledge 5.7: Accurately document and report ongoing student achievement.

Standard : Standard Six: Knowledge of Individualization of InstructionThe teacher is

responsive to the needs and experiences children bring to the classroom, including those based

on culture, community, ethnicity, economics, linguistics, and innate learning abilities. Theteacher is knowledgeable about learning exceptionalities and conditions that affect the rate and

extent of student learning, and is able to adapt instruction for all learners.

Skill or Knowledge 6.2 : Design and/or modify standards-based instruction in response todiagnosed student needs, including the needs of exceptional learners and English language

learners.

CO- Colorado Academic Standards

Subject : Geography Standard 1

Key Idea 1.1: Students know how to use maps, globes, and other geographic tools to acquire,

process, and report information from a spatial perspective Expectation by Grade or Topic : Third Grade

Suggested Expectation : know how to use an atlas and some on-line resources to find geographic

information.

Standard 2

Key Idea 2.1 : Students know the physical and human characteristics of places Expectation by Grade or Topic : First - Fourth Grade

Suggested Expectation : demonstrate expanding ability to differentiate between natural andhuman characteristics of places;

Suggested Expectation : demonstrate deeper knowledge about particular large geographic areas,

such as the Sahara desert, the Amazon rain forest, the Arctic, the Goby Desert, etc.

Standard 3

Key Idea 3.2 : Students know the characteristics and distributions of physical systems of land,air, water, plants, and animals

Grade/Level : Grades K-4Performance Indicator : comparing patterns and distribution of environments within a physicalsystem (for example, groups of plant and animal life found in Colorado).

Performance Indicator : describing local environmental features and identifying the physical

system to which they belong (for example, a lake which is part of the water cycle).


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Lesson Goal: Unit goal: Students will be able to identify different parts of geography of different

areas and be able to relate how they would affect the people of those places. Students will beable to identify the different parts of geography on a map.

Learning Context: This lesson is part 1 and 2 of a 5-lesson unit on physical geography.

Objective: Students will be able to identify different parts of physical geography on a map.

Students will be able to relate how different parts of geography can affect the people who livenear them. Students will be able to construct a map of Colorado Springs identifying the different

parts of geography that are located here.

Evaluation and Assessment Plan: During oral reading of the text I will be asking studentsdifferent comprehension questions. I will be relating to the text as well as asking them about the

different features they can find here in Colorado Springs. I will also be asking students how the

different parts of geography could affect the people who live near them, again relating to

Colorado Springs.I will be collecting the geography maps that the students create. I will beassessing these maps for students understanding of what the different parts of geography are.

Assessment/Rubrics:

Who are your learners?:

Diagnostic Data: In the class there are 2 students with IEP's, one for speech issues and the other

for decoding a fluency issues. There are 5 students ILP's, all for reading fluency. One student in

the class has a 504 plan for a food allergy.

Grouping: The exploration phase of the lesson will be taught with students working in groups of

3-4 students at their tables.

Clinical Coaching:

Instructional Materials and Resources: Students will need:Social Studies Alive book, chapter

3Plain white paperColored pencils/ crayonsLarge map of the United States of America with

physical geography on it.

Feedback and Comments:

INSTRUCTIONAL STRATEGIES: Teaching the LessonFocus: To begin the lesson I will ask the students what they can tell me about geography, and

what geography we have in this area. I will also ask them what they would say the weather is like

in this area and how it affects the way we live? I will then have the students open their books andprepare to read.

Instructional Strategies: I will begin the reading by asking the students for volunteers who would

like to read out loud, students will read one paragraph then change to a different reader. During


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the physical geography section, I will have the students look out the windows from their desks

and tell me what features they can see. The classroom window overlooks Garden of the Gods

Park. I will ask the students how the geography is different when they look east. What parts ofgeography do you see east of town? I will then pull down the classroom map and discuss the

different parts of physical geography that are in the map in their book and where they can find

those features in the US. I will ask the students where they can find coast, oceans deserts, plainsand rivers and then show where they are on the US map. For the climate section I will ask the

students what they think the climate of Colorado Springs is. We will discuss how it changes

between the seasons. I will then ask the students how the physical geography can affect ourclimate. I will ask them to think about the mountains and our altitude and how that may affect

the weather we have here. We will talk about different places on the map that have different

climates than CO and discuss how the physical geography can affect the climate of those places.

We will look at the coastal areas and desert areas of the US. In the natural resources section wewill discuss the different natural resources that are in the area. Since tourism is a very large part

of Colorado Springs, we will discuss what people come here for and how even or physical

geography could be considered a natural resource. Once finished reading I will hand out the

paper for the students to make a map of the geography of Colorado Springs. I will quickly reviewsome of the items they should include on their map, and remind them that geography is not

anything man made. They will also need to label the all of the features on their map either with akey or on the map its self. Students will get about 20 minutes to work on their maps after which

anything they do not get done will be homework.

Closure and Summary: To wrap up the lesson I will have the students tell me what the differentparts that they put on their maps are. I will see what students came up with features that were not

discussed before and have them talk about them. I will then ask a few of the students to tell me

what they learned today

Lesson 2

Subject(s): Social Studies

Grade/Level: 3

Summary: Students will read chapter 3 while taking notes on the geography of the different

communities. This lesson will be guided reading and discussion.

Date: 10/21/09

Period/Time: Social Studies 1:30 pm

PLANNINGSTANDARDS & ASSESSMENT

Standards and Benchmarks:

USA- Nat. Council for Geographic Education: Geography Standards


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Essential Element : PLACES AND REGIONS

Standard 4: The physical and human characteristics of places.

Standard 5: That people create regions to interpret Earth's complexity.

Standard 6: How culture and experience influence people's perception of places and regions.

Essential Element : ENVIRONMENT AND SOCIETYStandard 15: How physical systems affect human systems.


Standard : Standard Four: Knowledge of ContentThe elementary teacher is knowledgeable, inaddition to literacy and mathematics, in the following content areas: civics, economics, foreign

language, geography, history, science, music, visual arts, and physical education. Middle school

and secondary content teachers shall be knowledgeable in literacy and mathematics and expert in

their content endorsement area(s).

Skill or Knowledge 4.1: Utilize content knowledge to ensure student learning.

Skill or Knowledge 4.2: Enhance content instruction through a thorough understanding of all

Colorado model content standards.

Skill or Knowledge 4.3: Apply expert content knowledge to enrich and extend student learning.

Skill or Knowledge 4.4: Integrate literacy and mathematics into content area instruction.



communications, and record keeping procedures that will support and enhance student learning.Skill or Knowledge 5.1: Create a learning environment characterized by acceptable studentbehavior, efficient use of time, and disciplined acquisition of knowledge, skills, and

understanding.


Standard : Standard Six: Knowledge of Individualization of InstructionThe teacher isresponsive to the needs and experiences children bring to the classroom, including those based

on culture, community, ethnicity, economics, linguistics, and innate learning abilities. The

teacher is knowledgeable about learning exceptionalities and conditions that affect the rate and

extent of student learning, and is able to adapt instruction for all learners.Skill or Knowledge 6.2 : Design and/or modify standards-based instruction in response to

diagnosed student needs, including the needs of exceptional learners and English language

learners.


Subject : Geography

Standard 2


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Key Idea 2.1 : Students know the physical and human characteristics of places

Grade/Level : Grades K-4

Performance Indicator : identifying and classifying the characteristics of places as human orphysical

Performance Indicator : describing how human and physical processes together shape places (forexample, reforestation may prevent erosion on slopes in Colorado)

Standard 5 Key Idea 5.2: Students know how physical systems affect human systems


Performance Indicator : describing how the physical environment provides opportunities for and

places constraint on human activities

Lesson Goal: Students will understand aspects of physical geography by looking at different

communities.

Learning Context: This lesson is part of a five unit lesson that focuses on the physical geography

of different communities around the country.

Objective: Students will make connections from the different parts of physical geography learned

from the previous lesson and see how they affect different communities.

Evaluation and Assessment Plan: Students will be taking notes while reading, they will have to

identify the different geographic features of the communities in the chapter. Students will turn in

their notes after the period is over.

Assessment/Rubrics:

Who are your learners?: This lesson is being taught whole group for the majority of the lesson.The combination of guided whole group reading while taking notes will help students that are

visual, auditory and kinesthetic learners.

Diagnostic Data: Within the class there are 2 students with IEP's, one for speech problems and

the other for decoding issues. 5 students with ILP's for literacy issues. There is also one student

who has been identified as an ELL.

Grouping: This lesson will be whole group for most of the lesson. Students will finish their

worksheet independently for the final community after initial discussion.

Clinical Coaching: I am working on keeping all of the students on task during instruction. I

would also like some coaching on my modeling how to do tasks for the students.

Instructional Materials and Resources: Students will need their Social Studies Alive books and

the Information Master 3.3 worksheet.


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INSTRUCTIONAL STRATEGIES: Teaching the Lesson

Focus: To begin the lesson I will review the concepts that the students learned in the first lesson

by having a few students share the maps that they created. I will have them discuss the featuresthat they chose to include on the map.

Instructional Strategies: Once the introduction is over I will begin the guided reading by askingthe students some questions and showing the students OR on the US map and asking them what

they already know about OR. After that the students will begin reading the chapter and I will ask

students questions about what they are reading for comprehension and to add information that

will help the students understand what the text is talking about. After finishing every section wewill fill out the worksheet sections on physical geography, natural resources, and climate.

OR:What do you know about OR and the Pacific Northwest?Point out the Cascade Mountains on

the map.Discuss how the area is similar to Colorado, discuss differences.NM:What do you know

about NM and the Southwest? How is water in NM an important natural resource? Is it importantbecause they have a lot? How are the people of this area affected by their geography?MA:What

do you know about the Northeast?What ocean is this town next to?This town has water on threesides, how is that possible? What is that feature called?How is the importance of water in this

town different than in NM? How does that affect the people that live here? There are several

holes in the text and I will try to fill as many of them by showing students the areas and features

on the map. I will have the students read and fill out the last section of the chapter and worksheeton their own, then have a group discussion about the section and chapter that they have read.

Closure and Summary: To close the lesson I will continue the discussion and then give thestudents a worksheet to fill out in order to make brochures in the next lesson.

Lesson 4

social studies unit, L4Teacher Candidate: Brett Bauer 12/06/2009 05:46:00 PM MST

BASIC INFORMATIONSubject(s): Social Studies

Grade/Level: 3

Summary: Students will be connecting how geography can affect how people live and what

attributes would make someone want to visit an area. Students will be creating brochures for aplace of their choosing that will show the geographic attributes of the area that would make

someone want to visit.

Date:

Period/Time: This lesson will go from 1:15-2:20 pm


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PLANNING


USA- Nat. Council for Geographic Education: Geography Standards

Essential Element : PLACES AND REGIONSStandard 4: The physical and human characteristics of places.

Standard 5: That people create regions to interpret Earth's complexity.

Standard 6: How culture and experience influence people's perception of places and regions.

Essential Element : ENVIRONMENT AND SOCIETY

Standard 14: How human actions modify the physical environment.

Standard 16: The changes that occur in the meaning, use, distribution, and importance of

resources.


Standard : Standard One: Knowledge of LiteracyThe teacher shall be knowledgeable about

student literacy development in reading, writing, speaking, viewing, and listening. Skill or Knowledge 1.4: Support reading through oral and written language development

including:



Standard : Standard Three: Knowledge of Standards and AssessmentThe teacher shall beknowledgeable about strategies, planning practices , assessment techniques, and appropriate

accommodations to ensure student learning in a standards-based curriculum.Skill or Knowledge 3.1: Design short and long range standards-based instructional plans.



communications, and record keeping procedures that will support and enhance student learning.Skill or Knowledge 5.1: Create a learning environment characterized by acceptable student


understanding.


Skill or Knowledge 5.3: Apply appropriate intervention strategies and practices to ensure asuccessful learning environment.

Skill or Knowledge 5.4: Raise the academic performance level of a group of students, over time,

to a higher level.


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responsive to the needs and experiences children bring to the classroom, including those basedon culture, community, ethnicity, economics, linguistics, and innate learning abilities. The

teacher is knowledgeable about learning exceptionalities and conditions that affect the rate andextent of student learning, and is able to adapt instruction for all learners.


learners.




process, and report information from a spatial perspective

Expectation by Grade or Topic : Third GradeSuggested Expectation : know how to use an atlas and some on-line resources to find geographic

information.

Standard 2 Key Idea 2.1 : Students know the physical and human characteristics of places

Expectation by Grade or Topic : First - Fourth Grade

Suggested Expectation : demonstrate expanding ability to differentiate between natural andhuman characteristics of places;

Suggested Expectation : demonstrate deeper knowledge about particular large geographic areas,

such as the Sahara desert, the Amazon rain forest, the Arctic, the Goby Desert, etc.

Standard 3 Key Idea 3.2 : Students know the characteristics and distributions of physical systems of land,

air, water, plants, and animals


Performance Indicator : comparing patterns and distribution of environments within a physicalsystem (for example, groups of plant and animal life found in Colorado).

Performance Indicator : describing local environmental features and identifying the physical

system to which they belong (for example, a lake which is part of the water cycle).

Lesson Goal: Unit goal: Students will be able to identify different parts of geography of different

areas and be able to relate how they would affect the people of those places. Students will be

able to identify the different parts of geography on a map.

Learning Context: This lesson is the 4th part of a 5-lesson unit on physical geography and

communities.


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Objective: Students will be able to identify different parts of physical geography on a map.

Students will be able to relate how different parts of geography can affect the people who livenear them.

Evaluation and Assessment Plan: I will be evaluating the students brochures, I will be looking tosee if the students were able to find 3 attributes for all 3 parts of geography and included them in

their brochure. I will also be grading on neatness and presentation.

Assessment/Rubrics:

Who are your learners?: This lesson will be meeting the needs of my those students who are

more artistic and creative thinkers. Students who are linguistic learners will also be having theirneeds met by the writing involved in this assignment.


for decoding a fluency issues. There are 5 students ILP's, all for reading fluency. One student inthe class has a 504 plan for a food allergy.

Grouping: The lesson will be taught whole group then students will work on their projects

individually.

Clinical Coaching:

Instructional Materials and Resources: Students will need:Social Studies Alive book, chapter

3Plain white paperColored pencils/ crayonsLarge map of the United States of America withphysical geography on it. Sample brochures Brochure worksheet



Focus: Students were assigned in the last lesson to research a location of their choosing and fillout a worksheet that I created for them. To begin the class I will invite all students who would

like to, to come to the front of the class and tell why they chose their location and one fact that

they learned. They will also point out where their location is on the map.

Instructional Strategies: After all of the students that wanted to share have come up, I will show

the students are variety of brochures. We will discuss what makes them appealing, what is

included and what is left out on them. I will discuss how they show rather than tell and that thewords are specific and usually about the pictures. We will also discuss how brochures are not

used much anymore, I will ask them how most people find out about other places any more. We

will talk about how people use the internet now more than brochures. I will then model for thestudent how to make a brochure by using one that I had created. I will demonstrate how to fold

the paper, and then discuss how I separated it into sections, each part of geography in a separate

section. I will discuss how the text simply explains the picture and then relates it to a reason to

go to my location. The student will then be given their paper and allowed to create their own


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brochures. I will be walking around while the students are working, providing help to students

who need it, and discussing the different features that the students chose and why they are

including them.

Closure and Summary: As students are cleaning we will have some of the students who I feel

have some interesting things on their brochures share them with the class. I will also ask thestudent if they are enjoying this unit and to rate with thumbs up, side, or down how much they

think they have learned.

Differentiated Instruction: Some of the students may not have been able to do any research at

home on a location, or may have had questions about the worksheet, I will have them choose one

of the locations from the reading before to create a brochure. We will meet as a small group to go

over the places again picking out items we want to include and why. I will then send thesestudents to work on their projects and check on them frequently to check their progress.

Author's Comments and Reflection: During this lesson there was no text that the students were

reading, but all students were able to complete their worksheets without any problems. Majorityof students were able to relate the geography to tourism very will. Many of the higher students

did not spend much time on this assignment and were very sloppy, while many of my otherstudents took their time and created very great projects. I feel that since this was not a test or

worksheet, like they are used to, they did not feel that it would be important to try hard. I was

hoping that many of my students would choose their locations based on their ancestry, some did

but the ones with the most unique origins did not. I was hoping that this could allow some of thestudents to talk a little about their culture for the rest of the class. If I were to teach this lesson

again I think I would emphasize how brochures are used to entice people to go somewhere and

possibly give more direct examples of how others have done it for different locations. Many ofthe students just made lists with pictures. I learned that many of my students have been to or

lived in some very interesting places. For some of the students I learned that they were a fist

generation Americans. This lesson gave me a lot of insight into some of the students culture.


Lesson 5

social studies unit, L5Teacher Candidate: Brett Bauer 12/06/2009 07:13:00 PM MST

BASIC INFORMATION

Subject(s): Social Studies

Grade/Level: 3

Summary: Students will read and take notes about the Sioux Indians while discussing how where

they lived influenced how they lived. We will discuss how geography affected the clothes theywore, their houses, and nomadic lifestyle. Students will also take their unit test.


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Date:

Period/Time: This lesson will go from 1:15-2:20 pm

PLANNING


USA- Nat. Council for Social Studies: Nat. Standards for Social Studies Teachers

Standard A3: Thematic Standard: People, Places, and EnvironmentsSocial studies teachersshould possess the knowledge, capabilities, and dispositions to organize and provide instruction

at the appropriate school level for the study of People, Places, and Environments.

Type of Expectation : Learner Expectations

Expectation : The study of people, places, and human-environment interactions leads learners tocreate their spatial views and geographic perspectives of the world.Todays social, cultural,

economic, and civic demands on individuals requires that learners understand the world in spatial

terms and posses knowledge of places and regions, physical systems, and the interactions of

environment and society. In addition, learners need the ability to map information in a spatialcontext and to interpret such maps. The study of people, places, and environments will also help

to promote learners capabilities to make informed and critical decisions about the relationshipsbetween human beings and their environment. The study of people, places, and environments

will also help to promote learners capabilities to make informed and critical decisions about the

relationships between human beings and their environment.

Standard B1: Disciplinary Standard: HistoryTeachers who are licensed to teach history at allschool levels should possess the knowledge, capabilities, and dispositions to organize and

provide instruction at the appropriate school level for the study of history.

Type of Expectation : Learner ExpectationsThe study of history allows learners to understand

their place in time and location. The knowledge base of historical content drawn from UnitedStates and world history provides the basis from which learners develop historical understanding

and competence in ways of historical thinking. Historical thinking skills enable learners to

evaluate evidence, develop comparative and causal analyses, interpret the historical record, andconstruct sound historical arguments and perspectives on which informed decisions in

contemporary life can be based. Historical understandings define what learners should know

about the history of their nation and of the world. These understandings are drawn from therecord of human aspirations, strivings, accomplishments, and failures in at least five spheres of

human activity: the social, political, scientific/technological, economic, and cultural

(philosophical/religious/aesthetic). They also provide learners the historical perspectivesnecessary to analyze contemporary issues and problems confronting citizens today.


Standard : Standard One: Knowledge of LiteracyThe teacher shall be knowledgeable about

student literacy development in reading, writing, speaking, viewing, and listening. Skill or Knowledge 1.4: Support reading through oral and written language development

including:



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Standard : Standard Three: Knowledge of Standards and AssessmentThe teacher shall be

knowledgeable about strategies, planning practices , assessment techniques, and appropriateaccommodations to ensure student learning in a standards-based curriculum.

Skill or Knowledge 3.1: Design short and long range standards-based instructional plans.


is knowledgeable about classroom practice in order to successfully manage time,communications, and record keeping procedures that will support and enhance student learning.

Skill or Knowledge 5.1: Create a learning environment characterized by acceptable student


understanding.


Skill or Knowledge 5.3: Apply appropriate intervention strategies and practices to ensure asuccessful learning environment.

Skill or Knowledge 5.4: Raise the academic performance level of a group of students, over time,

to a higher level.



responsive to the needs and experiences children bring to the classroom, including those based

on culture, community, ethnicity, economics, linguistics, and innate learning abilities. The

teacher is knowledgeable about learning exceptionalities and conditions that affect the rate andextent of student learning, and is able to adapt instruction for all learners.


learners.




process, and report information from a spatial perspective

Expectation by Grade or Topic : Third GradeSuggested Expectation : know how to use an atlas and some on-line resources to find geographic

information.

Standard 2 Key Idea 2.1 : Students know the physical and human characteristics of places

Expectation by Grade or Topic : First - Fourth Grade


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Suggested Expectation : demonstrate expanding ability to differentiate between natural and

human characteristics of places;

Suggested Expectation : demonstrate deeper knowledge about particular large geographic areas,such as the Sahara desert, the Amazon rain forest, the Arctic, the Goby Desert, etc.

Standard 3

Key Idea 3.2 : Students know the characteristics and distributions of physical systems of land,

air, water, plants, and animals Grade/Level : Grades K-4

Performance Indicator : comparing patterns and distribution of environments within a physical

system (for example, groups of plant and animal life found in Colorado).

Performance Indicator : describing local environmental features and identifying the physicalsystem to which they belong (for example, a lake which is part of the water cycle).

Subject : History Standard 3

Expectation by Grade or Topic : Third GradeSuggested Expectation : identify ways that people in communities have helped and supported

each other now and in the past

Lesson Goal: Unit goal: Students will be able to identify different parts of geography of differentareas and be able to relate how they would affect the people of those places. Students will be

able to identify the different parts of geography on a map.

Learning Context: This lesson is the 5th lesson in a 5 lesson unit on geography. Students havealso been studying the plains Indians with the CT.

Objective: Students will relate and show how the geography of the great plains affected the lives

of the Sioux Indians. Student will demonstrate knowledge of the different parts of geography

though notes and a unit test.

Evaluation and Assessment Plan: Students will be taking notes during the lesson, which will be

collected and graded to see if they followed the proper format and included all necessary

information.Students will be creating a picture showing how the Sioux lived and labeling whatpart of geography affected it. This assignment will be graded on neatness and whether or not

they followed instructions.Students will also be taking an unit multiple choice test covering what

they have learned.

Assessment/Rubrics: The test answers will be graded as either correct or incorrect.

Who are your learners?:



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for decoding a fluency issues. There are 5 students ILP's, all for reading fluency. One student in

the class has a 504 plan for a food allergy.

Grouping: This lesson will be taught whole group. Students will take the test and work on their

pictures individually.

Clinical Coaching:

Instructional Materials and Resources: Students will need:Living with the Sioux Indians book.Pages 40-49Plain white paperColored pencils/ crayonsLarge map of the United States of

America with physical geography on it. Unit test for geography from Social Studies Alive

curriculum.



Focus: Once the books have been passed out to all students, I will have them take out a piece ofpaper and demonstrate how to make two column notes. I will then ask the students to tell me

what they have already learned about the Sioux Indians. I will then pull down the map and showthe students where they lived and ask the students about what the geography is like in North and

South Dakota. There is one student in the class who is from MN, I will ask him to tell us about

the climate of the area.

Instructional Strategies: To begin the lesson I will ask for volunteers to read aloud to the class.

Students will read a page aloud then change reader. While reading the text I will be asking the

students comprehension questions and writing about the geography in the notes. Students will listthe attribute and tell how it affected the Sioux.Great plains: How did the rolling hills help them

to move from place to place? Where there trees where they lived? How do you know? How did

being a nomadic culture affect their home? Why would the plains make it harder to hunt?ClimateWhat was the weather like? How did that affect the clothes they wore? The houses they lived in?

Natural Resources Where rocks a natural resource? What was their greatest natural resource?

What did they use Buffalo for? Once through the reading material for the day I will pass out theunit test to the students, that is only 10 questions long. The test should only take about 15

minutes for students to complete.

Closure and Summary: When students finish their test I will have them create a picture showinghow the Sioux lived with 4 parts of their daily life and labels explaining how geography affected

it.

Differentiated Instruction: During the test I will read the questions and answers aloud to my

student with an IEP for decoding.

Author's Comments and Reflection: The students were able to understand the text very well, but

many struggled to make some of the connections between living in a tepee and the climate of the

area. I feel that some of this may be due the fact that some of the students have not spent much

time in that area of the country. I was surprised by some of the students comments that


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discussed topics before I even mentioned them. One student asked if rocks were a natural

resource before I mentioned it. I feel that showed that the students really understood the concept.

If I were to teach this lesson again I think I would model proper note taking a little better for thestudents before we actually read the material. I also assigned the picture at the end of the lesson

because the students finished the test quicker than I had expected, I think some of them were sick

of drawing pictures so I would have a different back up plan next time. I also felt as if I wasbeating a dead horse with some of the students as we took the notes, I think some of this lesson

may have been too basic for some of the students. I learned that many of the students knew

almost nothing about Native Americans before they began this unit. I feel that learning about theNative Americans has given the students insight to a culture different than their own and seeing

how their lives were affected by what was around them.


Use of Maps and GlobesGap-fill exercise


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When you need to know where something is, you need touse a geographic tool. In this lesson, you learned aboutmaps and globes. Two types of maps were defined. One

that shows elevation is called a map. Elevation

shows how high a place is above . It uses different

to show the elevations. The other type of map is a

map. It shows boundary lines and cities. Majorroads and cities are shown on a political map.

Another type of geographical tool is round, called a .One would use this when looking for proportions of landmass or oceans.If one needs to show exact locations on a map or globe, onemust use a set of lines called latitudes and longitudes.

, also called parallels, are lines that go east to. The parallel around the middle of the globe is called the

. It is found at 0 degrees latitude. , also

called meridians, are lines that go to south. 0 degrees

longitude is called the Meridian.

1. What is the first thing you should read on a map?


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2. Where two countries meet is called what?

3. Where do you look to find which way is north?

4. If you want to find the distance between two places, what do you use?

5. Which map shows boundaries between states or countries?

6. To find out what the symbols on a map mean, what do you read?

7. Which map will help you find an address in a city?

8. What symbol usually indicates the capital of a country?

9. Which map shows elevation of land?

10. What do the lines of latitude and the lines of longitude make on a map?

You got out of correct.

Your Score: %


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