Lesson Plan Mr.

Eoghann Stephens Grade 6 Geography Mapping the United States Major Landforms / Rivers

1) Author 2) Title 3) Grade Level and Michigan Curriculum Framework (MCF) and Technology Standards

Mr. Eoghann Robert Stephens Mapping the United States Major Landforms / Rivers MCF Grade 6 G1.1.1 Describe how geographers use mapping to represent places and natural and human phenomena in the world. Grade 6 G1.1.2 Draw a sketch map from memory of the Western Hemisphere showing the major regions. (Canada, United States, Mexico, Central America, South America, and Caribbean). Grade 6 G1.2.1 Locate the major landforms, rivers (Amazon, Mississippi, Missouri, Colorado), and climate regions of the Western Hemisphere. METS-S Grade 6-8 - CI.2. Create an original project (e.g., presentation, web page, newsletter, information brochure) using a variety of media (e.g., animations, graphs, charts, audio, graphics, video) to present content information to an audience. Grade 6-8 - DC.1. Provide accurate citations when referencing information sources. The use of maps is still a very important thing in the world today. While it is possible to move around the US using tools such as GPSs, it is still a skill that is highly sought after when this device is not available. A student in grade 6 should be able to draw a map of the North American continent to a quality that is readable and understandable, with no help from outside electronic sources. Many times in real life they may find themselves having to use the skills of using a map, or knowing their general location without the use of items such as GPS. I hope that all students will understand how important it is to know how and why a map is used, and on this map be able to locate major landforms and rivers within the United States. Its important that they know their own countries geographical layout and are able to put this onto paper showing it. The student should also be able to create a PowerPoint presentation describing one major landform within the border of the United States, to the point that it shows understanding of the PowerPoint Program and basic website citation. This lesson is aimed to not only teach the students why and how a map is used, but also to locate certain places within these maps. After this they are allowed to do their own research using the internet, to present a topic to the class allowing them to dig deeper into a landform or river within their country. Be able to use a map to locate different features: 4 G1.0.5 Use maps to describe elevation, climate, and patterns of population density in the United States.

4) Rationale

5) Prerequisite Skills

Understand the idea of landforms, and general location of major rivers within the United States. A basic understanding of how to make PowerPoint presentation, and create a presentation to present to a class. Geographic understanding of the shape of Northern America, and the Oceans surrounding it. Ability to use the internet, for research on selected research topic As the student enters the classroom, they will all have a blank piece of paper on their desks. On the board will be written the task that they must complete. The students must sketch the Western Hemisphere from memory (studied already throughout term) from Alaska and Canada, all the way to South America, including any islands they can. If they complete this within the given time, they can then continue with this mind map, labeling countries, and then capitals for each country. The students need to learn this information is because the understanding of geography is something that is slowly dying around the world. With devices such as GPS and Smartphones the ability to use a map is something very rare. The ability to actually draw a map of a students own country and understand what surrounds it is something vital for understanding the world around them. Given a map of the North American continent, the student will be able to locate 8 major landforms or rivers within the United States, and label their positions on the map. For full points in this assignment the students must be able to find 8 landforms or rivers. Given a PowerPoint presentation software, the student will be able to make a brief presentation (3 slides minimum) to present to the class on a major landform or river within the United States. For full points, the student must use at least one (1) source from the internet, cited correctly, and present their topic with factual / credible information. Given a pen and paper, the student can write clearly one paragraph explaining how geographers use mapping to represent places and natural and human phenomena in the world. For a full grade the student must write clearly explaining all 3 areas briefly. How geographers use mapping to represent places and natural and human phenomena in the world. Locations, description and information on major landforms and rivers within the United States. -Great Lakes -Rocky Mountains -Appalachian Mountains -Missouri River -Mississippi River -Grand Canyon -Niagara Falls -Great Plains

6) Anticipatory Set (Focus)

7) Lesson Plan Goal and Objective(s) and Purpose

8) Instructional Input

9) Modeling (show)

PowerPoint presentation on the major landforms in the United States and how geographers use mapping. After the students have drawn the map of the Western Hemisphere, the teacher will then show a map of the correct Western Hemisphere, by either using an actual map or one drawn by them. This will allow them to see the correct format and dimensions of how it is supposed to look like, so the next time they are asked to do this as a Anticipatory Set they will be better prepared. Using the PowerPoint presentation that will describe to the students a number of major landforms in the United States, the students will see an idea of what their own presentations should look like. This will include what sort of information, clear layout and easy to read. If the majority of maps that have been drawn are not anywhere to the correct scale and drawing of the Western hemisphere, the teacher can spend extra time going over key areas for this. Also within the presentation of major landforms, the teacher can show how they fit into the grand scale of the Western hemisphere. During the presentation, the teacher will ask questions throughout randomly to students. The teacher will first ask the question, pause so that every student is engaged and thinking of the answer, and then call on a student. Each question must require the students attention throughout the presentation (Schwartz). If the students are struggling with the presentation of major landforms, and understanding of how geographers use mapping to represent places and natural and human phenomena in the world, then the teacher can move through the presentation at a slower pace so that all information is gone over thoroughly. By seeing and hearing the teacher use their own presentation to go through the major land forms within the United States, and how geographers use mapping to represent places and natural and human phenomena in the world, the students will be able to base their own presentation on this using the teachers as a base to work from. Seeing what areas the teacher covers for each landform will show the students what is expected for their own presentation. The presentations will show what the students have learnt from the lesson, showing that the students not only have a technological aspect, but also a understanding of the major landforms with a focus area of their own. For the student to complete their presentation to the best quality they will need to focus throughout the lesson to see what is required. Go over briefly the major landforms, and their locations in the United States with the whole class, locating them on a large map visible to everyone. Independent study will be giving the students a list of useful and factual websites that they are able to explore on their own to find out more information. This handout would has been prepared before class and given to each student. Those that show specific interest in a certain area or landform can be given more details and websites on teachers desire. A PowerPoint presentation software will be needed, with access to a computer for students in groups of three (3). On the computer

10) Checking for Understanding (CFU)

11) Guided Practice

12) Closure

13) Independent Study

14) Technology

internet access will be required for research on the subject. This presentation will fit into the lesson by requiring the students to create a PowerPoint presentation on a major landform or river designated to them by the teacher. The use of this PowerPoint will allow the students to use visual images to help memorize different geographic features and locations within the United States. It will also help the students work on their public speaking skills as it will have to be presented briefly to the class. The use of a smart board will allow the teacher to bring up maps and write on them showing different geographic landforms with ease. This will allow the students to also come up to the board and show that they know the locations and names of different landforms asked by the teacher. The students will have access to one computer within a group of three minimum, with the desire for a computer each so that each student can research on their own and then collaborate together to create a presentation. The students will gain a better understanding and ability on PowerPoint. They will see the teacher use their own PowerPoint with basic features, and be able to use this to help develop their own. Also using resources and links from the teacher to help scaffold the students, they will gain a better understanding of researching a topic on the internet, and then citing their sources following instructions given to them on how to. http://www.nationalgeographic.com/ This website will be used to show how an internet source can be used to describe and research a major landform or river, and how to transfer images that are on the website, over to the PowerPoint presentation. It will also be used as a source for the teachers presentation, showing that it is a vital source the students should be using. http://www.experiencemississippiriver.com/ This source will be used to show how a tourist based website can still be used to collect data and information from for a presentation. Using this website, the teacher can show how much important information can be gained from it. http://www.teachervision.fen.com/maps/printable/50332.html This website will be used with the smart board if available, if not just on a regular computer and projector to show the major landforms within the Western hemisphere, and how it is shaped and located. This will help the students in both their drawing of the maps, and understanding of the general locations within the hemisphere of the landforms and rivers. Computer Lab with projector: This will be used so that the students have access to at least one computer for each group of three students minimum. The projector is vital so that the teacher can show his presentation and lesson to the class, which will help the students with the presentation of their own.

15) Materials / Resources

16) Time Frame

17) Activities/Procedure

PowerPoint Presentation Software: This will be both used by the teacher for their own lesson, but also by the students to create their PowerPoint on the landform or river given to them by the teacher. SmartBoard (if available): Used to show maps of both western hemisphere and the United States to show locations, outlines and general areas that are covered by them. If SmartBoard is not available for student interaction and projector can be used. Plain Paper: So that the students can draw their Western Hemisphere maps as a Anticipatory Set when entering the class. Maps: Western Hemisphere and United States map hard copies (6 minimum) so that when the students are broken down into groups they can locate the major landforms and rivers. (Attached with links) Pins: To locate and name the major landforms and rivers on the maps. Independent Practice Sources List and how to cite instruction: So that the students can search on their own over a number of different areas within the United states based on the sources given by the teacher. Also on this will be a brief description of how the teacher would like the sources cited for the presentation. (Attached) The time frame for this lesson to be complete is 1 hour and 20 minutes. 5 minutes for Anticipatory Set 25 minutes for teacher instruction 5 minute for group work locating places discussed during teacher instruction on map 25 minutes for research and creation of PowerPoint Presentation 20 minutes for class presentations Step 1: Cover up all maps within the classroom, write Anticipatory Set task on the board for students to see as they enter classroom. Place blank piece of paper on each desk for this task. Step 2: Teacher instruction about how geographers use mapping to represent places and natural and human phenomena in the world, using work book and prepared PowerPoint presentation which follows students book on subject. Step 3: Split class into four (4) different groups randomly, and supply each group with one map of North America and 10 major landforms or river pins. Asks students to locate each landform correctly on the map, and place pin in the selected place. Have students rotate who puts pin on map, and explain that each place must be discussed and debated on if disagreement of where to place. Step 4: Check over the maps as a whole with the class, spending extra time on any locations that are marked incorrectly, using the PowerPoint presentation from earlier instruction, going back to the relevant slide to show the correct position. Step 5: Put class into groups of three (3) students that have been preset by yourself (taking into account behavior and ability). Within these groups give each group a subject (landform or river within the

18) Performance Assessment

United States) that they must research and make a presentation to give to the class. Step 6: Allow each group an equal time to present their subject, grading them on quality of research / information, presentation of PowerPoint, and class presentation. Step 7: Any left over time can be used to discuss major landforms that students may have visited. If none have been visited, the teacher can describe to the students major landforms and rivers that are local to them. The students group presentation will show if the students have correctly understood the assignment, and show they are able to correctly research a project, and make a PowerPoint presentation on the software using any features available to them. With them presenting it, it will show if they are at the level needed to be for this. If the lesson is successful it will show that the students are able to put together a presentation on the assigned subject, and present it with confidence and ease. This will show that they have paid attention throughout the lesson during the teachers PowerPoint, which they can get basic information on their subjects, and also find a number of sources and tips they can use. This will show they have successfully fulfilled the Grade 6-8 - CI.2 standard. Another area that will be tested is their ability to name and locate major landforms and rivers on a map of the United States / Western hemisphere. If they can do this both in their small groups, and as a whole class it will show their understanding of locations and ability to identify and locate them as required in Grade 6 G1.2.1 standard. One other way to test their capabilities and see if the instruction was successful is to have all the students write a basic one (1) paragraph to on how geographers use mapping to represent places and natural and human phenomena in the world. This will show that they have understood the instruction, and have fulfilled the Grade 6 G1.1.1 standard. Now that the students have located, and are able to describe the major landforms in the United States, the class can expand on these by studying the patterns that came with these landforms, including population, terrain, rainfall and vegetation which applies to standard Grade 6 G1.2.3 Use data to create thematic maps and graphs showing patterns of population, physical terrain, rainfall, and vegetation, analyze the patterns and then propose two generalizations about the location and density of the population. The students can also use these landforms and rivers to see how it has affected human characteristics in the area, and how the local communities have been affected either positively or negatively by these landforms and rivers. This will help fulfill the standers Grade 6 G2.2.1 and Grade 6 G2.2.2. Overall I feel my lesson is one that will actively engage all of the students, and keep them interested throughout because of it not being in a simple lecture format. While there will be time the teacher is in front of the class going over the PowerPoint for the major landforms, it is important and vital that the students pay attention as this shows

19) Follow-up / Extension Activity

20) Reflections

them an example of what they need to do in a more basic form. Because of this being a major part of their grade, the attention given is a big part. Another reason I feel this lesson plan will be successful is because of the different forms of instruction that will be taking place. The class will be involved in note taking from lecture, group work which involves physically finding locations on a map and marking them, and group work for the presentations with both research and putting it together. It will show that working together and discussing what to do and how is a vital part of education, and that they must work together to get the best end result.\ This lesson will cover a number of different Michigan standards for both Geography and Technology, which I feel are achievable by every student within the classroom. While the class needs to run at a steady pace, it gives the opportunity to take time from one area to spend it focusing on another if the students are struggling. It also gives the ability to follow up and extend on from this class while still meeting a number of standards, staying on topic and expanding on what the students have already learnt. Schwartz, K. (n.d.). Retrieved from http://blogs.kqed.org/mindshift/2012/10/for-students-why-thequestion-is-more-important-than-the-answer/

21) References

Maps United States of America plain map

http://www.freeworldmaps.net/printable/us/us-blank-map-physical.jpg Western Hemisphere plain map

http://www.vmapas.com/maps/106-2/America_Political_Map_Blank.gif

Pins Print and cut out depending on number of groups

Mississippi River

Niagara Falls

Rocky Mountains

Grand Canyon

Salt Lake

Lake Michigan

Lake Superior

Lake Huron

Lake Ontario

Lake Erie

Great Plains

Missouri River

Appalachian Mountains

Atlantic Ocean

Pacific Ocean

Sources for Independent Practice http://www.nationalgeographic.com/ This website is full of information and stories about the world. You can use it to find out more information about the landforms and rivers within the Western Hemisphere, or just explore the website and see the amazing stories and pictures it has

http://www.michigan.org/news/michigan-s-great-lakes/ Find out about the Great Lakes that surround you and Michigan on this website. Lots of interesting facts and pictures for you to look at, and use.

http://www.sheppardsoftware.com/USA-rivers-click.html Use this link to play a geography game, and link the name of rivers in the United States to their locations!

How to Cite your Sources For your presentation you need to show where you got your information from, below is an example of what I want to see on your presentation.

1) The website address that you got the information from 2) The date you visited and used the information for your presentation 3) I only need to see sources that you used information from