HENRY COUNTY MIDDLE SCHOOLS LESSON PLAN TEMPLATE
HAMPTON MIDDLE SCHOOL
LESSON PLAN TEMPLATE
Grade: Subject: or Class
Week of: Aug 8-12
Teachers: Hendrix
|Monday |
|Key Vocabulary: hemisphere, physical features, region, relative location, absolute location, precipitation, wetland, fall line, vertical |
|climate, drought |
|Materials: textbook, blank map of regions, 1/4 sheets of paper (or index cards)-1 per student |
|Standards Addressed: |
|SS8G1 – The student will describe Georgia with regard to physical features and locations. |
|a) Locate Georgia in relation to region, nation, continent, and hemispheres. |
|Topics Covered: Georgia Geography |
|Essential Question: |
|1. Where is Georgia in terms of hemishpere, continent, nation, region and global position? (G1a) |
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|Prime Time: |
|Pick up a textbook- answer questions in green spiral notebook. You will add to the questions every day this week-- label at top of page PRIME |
|TIME, WEEK OF Aug 8-12. Students write questions and answers. |
|1. What is the capital of Georgia? (Atlanta) |
|2. What county do we live in? (Henry) |
|3. What is the name of the professional football, baseball, and basketball team in Atlanta? (Football-Falcons, Baseball-Braves, |
|Basketball-Hawks) |
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|Differentiated Strategies: |
|1. Textbook pages 5-8; CRCT pg 152 |
|2. Discuss the location of GA (which hemisphere, continent, nation, region, etc). |
|3. Give students a blank map of regions-- discuss region locations, have students label. (Maps are in the back of the BLM book) |
|4. Students need to place maps/materials in their GREEN SS notebook |
|5. Students will create a postcard pertaining to GA- use index cards or cut paper (1/4 sheets). Students will write a note on the back of |
|their postcard stating where they are in Georgia and why their |
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|Summarization: Students will share their postcards and tell why they chose their picture. You can post these in your room. |
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|Reading/ Writing Activity: Pretend you are a tour guide on a tour of the universe. Using a map or globe, present a short narrative explaining |
|the location of Georgia to your passengers. Identify GA in terms of hemisphere, continent, country, region, latitude, and longitude. |
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|Level of Bloom’s Taxonomy: Knowledge, Application, Synthesis |
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|Tuesday |
|Key Vocabulary: |
|relative location, absolute location, precipitation, wetland, fall line, vertical climate, drought |
|Materials: textbook, colored paper (3 per student) |
|Standards Addressed: |
|SS8G1 – The student will describe Georgia with regard to physical features and locations. |
|b)Describe the five geographic regions of Georgia; include the Blue Ridge Mountains, Valley and Ridge, Appalachian Plateau, Piedmont, and |
|Coastal Plains. |
|Topics Covered: Georgia Geography |
|Essential Question: |
|1. Which North American physiographic regions are found in Georgia and what are some distinguishing characterisitcs of each? (G1b) |
|2. What is the relative location of these physiographic regions within the boundaries of the state of GA? (G1b) |
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|Prime Time: |
|Pick up a textbook- answer questions in green spiral notebook. You will add to the questions every day this week-- label at top of page PRIME |
|TIME, WEEK OF Aug 8-12. Students write questions and answers |
|4. According to the info on page 14, What mountain marks the southern end of the Appalachian Trail? (Springer Mt) How long is the trail? |
|(2,015 miles) |
|5. What is the official state song of Georgia? (Georgia on my mind…found on pg. 31) |
|Differentiated Strategies: |
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|1. Group students using flexible grouping. |
|2. This is a 1 1/2 - 2 day activitiy. Allow students to do all the research today- present tomorrow. |
|Have students scan pgs. 9-20 before beginning. Show them where this information is found. |
|Then have students create a flipbook using the 3 sheets of paper (multicolored if possible)- label each section with one of the 5 regions. |
|The first flap should be the heading: Geographic Regions of GA. |
|3. Using the textbook (pages 9-20), students will provide 5 or more facts for their flip book. |
|Students will then share their information with the class. Teacher will provide feedback. |
|Students can bring in pictures printed from home, if they want to add to their flipbook |
|4. Other resources to use, if needed: |
|**CRCT pract book, |
|**textbook pages, |
|**BLM pages |
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|Summarization:Ticket out the door- Students will need to write on an index card sized paper one thing they learned today about each area |
|(without looking at flipbook). |
|Reading/ Writing Activity: The writing will be on the flip books- complete sentences describing the locations. |
|Level of Bloom’s Taxonomy: Knowledge, Application, Synthesis, Evaluation |
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|Wednesday |
|Key Vocabulary: |
|relative location, absolute location, precipitation, wetland, fall line, vertical climate, drought |
|Materials: textbook, flipbooks |
|Standards Addressed: |
|SS8G1 – The student will describe Georgia with regard to physical features and locations. |
|b)Describe the five geographic regions of Georgia; include the Blue Ridge Mountains, Valley and Ridge, Appalachian Plateau, Piedmont, and |
|Coastal Plains. |
| |
|Topics Covered: Georgia Geography |
|Essential Question: |
|1. Which North American physiographic regions are found in Georgia and what are some distinguishing characterisitcs of each? (G1b) |
|2. What is the relative location of these physiographic regions within the boundaries of the state of GA? (G1b) |
| |
|Prime Time: |
|Pick up a textbook- answer questions in green spiral notebook. You will add to the questions every day this week-- label at top of page PRIME |
|TIME, WEEK OF Aug 8-12. Students write questions and answers |
|6. What is the difference between latitude and longitude? (latitude-measure of the distance north or south of the equator; parallel lines run |
|east to west. Longitude-measure of distance east or west of the prime meridian; runs north and south) |
|7. In what region is Cloudless Canyon found? (Appalachian Plateau-pg 10) |
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|Instructional Strategies/ Activities: |
|Differentiated Instructional Notes: |
|1. Continuation of yesterdays lesson- give students a little more time to finish their research. |
|2. Students present their flip books, other students can add the new "shared" info to theirs, if needed. |
|3. Students will turn in their flipbooks-- pick a few, critique them, and post them in your room. |
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|**Using materials of their choice, students can have the option of creating a topographic map of the eastern US…label those regions which |
|extend in GA. |
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|Summarization:The presentation is the summarization for the students. |
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|Reading/ Writing Activity: The writing will be on the flip books- complete sentences describing the locations |
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|Level(s) of Bloom’s Taxonomy: Knowledge, Application, Synthesis, Evaluation |
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|Thursday |
|Key Vocabulary: relative location, absolute location, precipitation, wetland, fall line, vertical climate, drought |
|Materials: textbook, blank map of GA |
|Standards Addressed: |
|SS8G1 – The student will describe Georgia with regard to physical features and locations. |
|c) Locate and evaluate the importance of key physical features on the development of Georgia; include the Fall Line, Okefenokee Swamp, |
|Appalachian Mountains, Chattahoochee and Savanna Rivers, and barrier islands. |
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|Topics Covered: Georgia Geography |
|Essential Question: |
|1.What are the significant physical features of Georgia that have impacted its development? |
|2. How is the impact of these features manifested? |
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|Prime Time: Pick up a textbook- answer questions in green spiral notebook. You will add to the questions every day this week-- label at top |
|of page PRIME TIME, WEEK OF Aug 8-12. Students write questions and answers |
|8. Without looking, name the five regions of Georgia. |
|9. How would you tell somebody from another universe how to find the state of Georgia? |
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|Differentiated Strategies: |
|1. Map of Georgia- locate physical features in GA, students label on map (found in the back of the BLM) |
|2. Go over these locations with the students- describe them, show pictures of them, discuss!!! |
|3. Textbook pg. 34-39, 52-65 |
|4. Students will create a brochure featuring one of theses locations. |
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|Summarization:Ticket out the door: Students need to write one complete sentence explaining: "What is a fall line?" |
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|Reading/ Writing Activity: Explain how these features benefit the people of Georgia. |
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|Level of Bloom’s Taxonomy: Knowledge, Application, Synthesis, Evaluation |
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|Friday |
|Key Vocabulary: |
|relative location, absolute location, precipitation, wetland, fall line, vertical climate, drought |
|Materials: textbook, poster board |
|Standards Addressed: |
|SS8G1 – The student will describe Georgia with regard to physical features and locations. |
|d) Evaluate the impact of climate on Georgia’s development. |
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|Topics Covered: Georgia Geography |
|Essential Question: How has climate played a role in development? |
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|Prime Time: Pick up a textbook- answer questions in green spiral notebook. You will add to the questions every day this week-- label at top of|
|page PRIME TIME, WEEK OF Aug 8-12. Students write questions and answers |
|10. What is Warm Springs? (pg. 36) |
|Quiz over this week's questions. |
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|Instructional Strategies/ Activities: |
|Differentiated Instructional Notes: |
|1. Current Events--students need to turn in current events. Have a few students share their articles, summaries (without reading them-just a |
|brief oral presentation). |
|Assign next current event for next week. |
|2 Climate- textbook pgs 22-30 (you don't have to read all of this, but show the students where it is located. I would suggest going over some |
|of the pics and maybe read the first couple of pages in this selection). |
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|Summarization:In flexible grouping--You have been hired by the GA tourism board to create a poster/billboard that will be displayed at all |
|rest stops along Georgia's interstate system. Your objective is to attract more people to GA's attractions . On a sheet of paper, sketch |
|your ideas/make notes…then design your poster. |
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|Reading/ Writing Activity: current events--should be written in paragraph form |
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|Level(s) of Bloom’s Taxonomy: |
|Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluatio |
Weekly Assessments: Prime Time quiz, current events, flipbook
Performance Based Activities: Flipbook, post cards, writing act, brochure, current events
Learning Targets
• The students will undersatnd that location affects a society's economy, culture, and development.
• The students will understand how particular physcial and cultural features and climate have affected development in Georgia.
•
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