5E Student Lesson Planning Template



|Teacher: Julie Brooke |

|Date: July 25, 2013 |

|Subject area / course / grade level: World Geography – 9th Grade |

|Materials: |

|TEKS: |

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|WG 4(A) |

|WG 9(A) |

|Lesson objective(s): |

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|Students will be able to define latitude and longitude and identify key lines of longitude and latitude on a map. |

|Students will be able to locate various absolute and relative geographic locations using coordinates. |

|Students will be able to assess their understanding of longitude and latitude. |

|Bloom’s Objectives: |

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|Evaluate (E), Analyze (AN), Create (CR), Application (AP), Knowledge (K), Remember (R) |

|Marzano’s Strategies: |

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|Setting Objectives |

|Cues |

|Providing Feedback |

|Cooperative Learning |

|Offering Practice Opportunities |

|Note-Taking |

|Differentiation strategies to meet diverse learner needs: |

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|Grouping formats: Large group, small group, teacher prompts, and student-led groups. (all based on student’s needs) |

|Audio/Visual- Review tutorials online |

|Peer-Time- Think-Pair-Share, Group work |

|ENGAGEMENT |

|Describe how the teacher will capture students’ interest. What kind of questions should the students ask themselves after the engagement? |

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|In Class – DAY 1 |

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|The teacher will pose the following question to students: What are lines on latitude and longitude? Why is latitude and longitude important? How do they |

|affect our knowledge of geographic locations? Students will complete a think-pair-share activity based on their responses with the other students at their |

|table. AN, AP, K |

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|Students will watch a video clip introducing them to Latitude and Longitude: |

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|Students will take notes over lines of Latitude and Longitude, also looking at the major lines of Latitude and Longitude on Earth. Students will complete a |

|true/false check for understanding to ensure they that have the concepts of Latitude and Longitude down. AN, AP, K, R |

|EXPLORATION |

|Describe what hands-on/minds-on activities students will be doing. |

|List “big idea” conceptual questions the teacher will use to encourage and/or focus students’ exploration |

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|In Class – DAY 1 |

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|Utilizing their notes and what they have learned today in class, students will draw in the important lines of latitude and longitude on the blank map they are|

|provided with. Students must be sure to include degrees and units of measurement when labeling their map. CR, AP, K |

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|Equator-HEAVY BLACK |

|Prime Meridian-HEAVY BROWN |

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|Tropic of Cancer-YELLOW |

|Tropic of Capricorn-GREEN |

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|Arctic Circle-PINK |

|Antarctic Circle-Purple |

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|United States-Shade Light BLUE |

|China-Shade Light RED |

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|Saudi Arabia-Shade Light BROWN |

|Russia-Shade Light GREEN |

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|Brazil-Shade Light PINK |

|Norway- Shade Light Purple |

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|When finished, students will begin the Extension reading “International Date Line” and analyze the information provided by answer article specific questions. |

|AP, E |

|EXPLANATION |

|Student explanations should precede introduction of terms or explanations by the teacher. What questions or techniques will the teacher use to help students |

|connect their exploration to the concept under examination?. |

|List higher order thinking questions which teachers will use to solicit student explanations and help them to justify their explanations. |

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|At Home – DAY 1 |

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|At home, students will watch the following sketchcast reviewing Latitude and Longitude: |

| AP, K, R |

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|Students will need to be prepared to come to class to practice finding relative and absolute geographic locations using latitude and longitude |

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|In Class – DAY 2 |

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|The students will receive definitions for the terms Absolute Location and Relative Location. Using those terms and their knowledge of Latitude and Longitude, |

|the students will label six geographic locations as being either absolute or relative locations. AN, AP, K, R |

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|Using the new information on Absolute and Relative location, the students again will answer the question: Why is latitude and longitude important? AN, R, K |

|ELABORATION |

|Describe how students will develop a more sophisticated understanding of the concept. |

|What vocabulary will be introduced and how will it connect to students’ observations? |

|How is this knowledge applied in our daily lives? |

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|In Class – DAY 2 |

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|Students will be given a blank map with lines of latitude and longitude. Based on the power point slides, students will draw in the Equator and the Prime |

|Meridian on the map which will be used as their reference points. Students will then plot points on their map and match given information with points that are|

|already plotted based on their understanding on longitude, latitude, relative location and absolute location. EV, AP, AN, K, CR |

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|At Home – DAY 2 |

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|At home, students will go over the vocabulary terms that they learned the past two days in preparation for tomorrow’s quiz on latitude and longitude K, R, AP |

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|Students will come to class tomorrow and be prepared to take a 20 minute quiz over what they have learned the last two days |

|EVALUATION |

|How will students demonstrate that they have achieved the lesson objective? |

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|In Class – DAY 3 |

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|Students will complete a 20 minute quiz that covers lines of latitude, longitude, absolute location and relative location. K, R, EV, AP |

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