Beruflich Dokumente
Kultur Dokumente
Teacher
Date
Grade ____4th___
Miss DeGroot
Oct. 3, 2016
I. Objectives
How does this lesson connect to the unit plan?
This introduces special purpose (topographical) maps as a way to understand the differing climates,
elevations, and populations across the United States. Different maps of countries, continents, and states
around the world are used to help students navigate finding information on a map using its key.
Learners will be able to:
Identify the climate of a place or region using a topographical map
Identify the elevation of a place or region using a topographical map
Identify the population of a place or region using a topographical map
Create their own key for items collected on the scavenger hunt
Standards: 4 G1.0.5 Use maps to describe elevation, climate, and patterns of population density in the
United States.
Students should know the landforms discussed in previous lessons and use
them to interpret the maps
Outline assessment
activities
What barriers
might this lesson
present?
Provide Multiple
Means of Action and
Expression
Provide Multiple
Means of
Engagement
value, authenticity,
minimize threats
Practice first with
places we know and
have been
Materials
Time
Com
pone
nts
Motiv
ation
2min
2min
2min
1min
1min
1min
2 or 3 students state
observations
2 or 3 students state
observations
2 or 3 students state
observations
Now you can see that by looking at a map you are able to
tell a lot of different things about different places.
I have a map for you to look at. Who can tell me what this
map is showing us?
How did you know that?
Now, if I asked you to tell me how many people live in MI,
how would you figure that out? Talk with a neighbor and
see if they have any ideas.
1min
Who can tell the class how they found the population of
MI?
Student answers
1min
3min
1min
Devel
opme
nt
Student(s) answer
5min
45min
Continue doing this for all 9 stations. Walk around and help
students who have questions or might need some extra
direction.
Clos
ure
10min
Lets talk about the different objects we collected during
our scavenger hunt.
Have students pull out one object at a time and discuss its
significance.
Your reflection about the lesson, including evidence(s) of student learning and engagement, as
well as ideas for improvement for next time. (Write this after teaching the lesson, if you had a chance
to teach it. If you did not teach this lesson, focus on the process of preparing the lesson.)
This was a really enjoyable lesson. It was challenging for the students, but just manageable enough that
they stayed engaged the entire time. I saw them looking intently at the maps, pointing things out to each
other and using the map key to understand more information. They worked quite well with their partners.
One thing they struggled with was reading the questions carefully. Many of them missed simply yet key
instructions simply because they were working too quickly. If I taught this lesson again I would definitely
remind them to read carefully.
Each station had around 2-4 questions. If I reworked the lesson I would limit it to one question per station
and then have supplemental questions for students who finished early. This would eliminate the stress for
those who didnt get finished in the 5ish minutes, and it would also provide an extension for the groups who
worked quickly and efficiently. The lesson was really enjoyable and it allowed the students to be moving
and having fun while they were learning!