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Introduction to United States Geography Lisa Simonet

Introduction to United States Geography (Day 1 of 17) Human Geography, 10-12 Lisa Simonet February 14, 2005 Today’s Purpose: Today, I will start my first day of my student teaching experience. To begin the day I will be giving the students a new seating chart. Through the observations of my first two weeks, I will be able to identify which students should have to sit up front and which should be separated from their peers. With this new seating chart I hope to get more accomplished in my classroom. I will be reviewing my personal expectations for the class and will administer a Multiple Intelligence survey to help me refine lessons to better suit each individual learner. I will also give a pre-test on the locations of the 50 states and use maps from textbook to discuss the various types of regions in the United States. Today’s Goals: SWBAT explain the importance of the MI. SWBAT compare and contrast the various map types. Assessments: We will be having an informal assessment that measures the knowledge of the 50 states. Provisions for Individual Differences: For students who need to take longer on the 50 states quiz, I have made the first two days fairly flexible to accommodate those needs Instructional Management Goal: Since this is my first day of teaching full out, my goal is to not lose my sanity. Materials Needed: United States Maps, Geography Packets, New Seating Chart, American Pie by Don McLean, Multiple Intelligences Survey, Map Transparencies, Popsicle Sticks for Route Selection. Directions for Students Who Finish Early: Students will be asked to bring a book to class and read silently. Today because of the amount of activities that are in the lesson, I will finish the lesson by a small discussion on symbolism in the songs. References:

Sager and Helgren (2000). World geography today: Annotated teacher’s edition. Holt, Rinehart and Winston: New York, New York.

Introduction to United States Geography Learning Sequence

Before Class Begins: Write outcomes and agenda on board. Time Activity Description

Bell ringer *None today, I will be introducing the concept of a bell ringer today as it will be used frequently throughout the unit.

0:00 Welcome

Today, I will be greeting my students at the door; I will be doing this everyday. The computer is near the door so I am able to take attendance immediately and mark those who are tardy. On the board, I will have placed the day’s objectives and the schedule of activities.

0:01 New Seating Chart

After the bell has rang, I will ask students to stand up as we will be getting a new seating chart today. I have comprised this seating chart with the observation knowledge of the past two weeks.

0:05 Intro

After the new seating chart is in place. I will be returning to the front of the room to introduce myself and go over the expectations that I have the class. I will introduce students to the unit goals.

0:12

Multiple Intelligence

Today, so I can better tailor the lessons to address the variety of learning styles. I will introduce the purpose of the MI, talk about its history and give instruction for usage.

0:25 50 States Quiz

Following the Multiple Intelligence, we will review the goals again for the unit. One of the goals of this unit that I have is that every student knows the location of 90% of the states in the U.S., during this unit we will continually be going through this and I will be using the bell ringer to continually test their knowledge.

0:40

Reviewing Map Types

Throughout this unit we will be looking at various map types: including physical-political, climate, and economic. I will be going through these map types with the students and will be asking the students what they notice when they look at the map. We will then do an overlay of the maps to compare/contrast if there are any similarities between the two maps.

1:00 American Pie

During this unit, we will be looking at the various geographic regions and to help aid learning about the area I will be providing students with music, folktales, and poems about the various regions. Students will listen to the entire song and highlighting information that they believe shows some type of symbolism. To further this we will be then be discussing the song and seeing if anyone can depict the underlying meaning.

1:22 Homework

To welcome students into the class and to introduce myself to parents, I will be asking the students to take home a letter that I have written and have their parents/guardians sign.

1:24 Farewell

At the end of the class, I will stand at the door and bid students farewell. Students who might have been tardy maybe serving their four minutes with me, I will then be waiting with the student as they complete.

Post-Instructional Review Teacher’s Informal Assessment of Student Learning:

• After second hour, I am going to look at the information and the times and adjust for fourth hour, I have a third hour prep so I have plenty of time to look at the information and work out a plan.

Mapping Out a Mystery Lisa Simonet

Mapping Out a Mystery (Day 2 of 17) Human Geography, 10-12 Lisa Simonet February 15, 2005 Today’s Purpose: Today, is the first day of actual research and investigation into the unit plan. Students will start the day with a bell ringer, which will be the identification of a selection of the 50 states. I will then use the packets to start the vocabulary introduction to the unit. We will then go into investigative small groups in which they will investigate house types and climates of various regions. The final activity will be to watch a short video about the Grand Forks flood, students will be using their packets to take notes on the video and then will be using the information that they have received in the past day to write a short paper about landforms and natural disasters throughout the US. Today’s Goals: SWBAT identify the various climate regions in the U.S. SWBAT decipher vocabulary words and associate them with various parts of the United States. Assessments: Today, students will have to do work in their packets. They will also be graded on their small group participation. Provisions for Individual Differences: Because of the importance of the learning of this material, we will be taking this very slow. Instructional Management Goal: Identify students who are struggling with the 50 states and call on them more frequently, so that at the end of the unit we can have near mastery on location of states. Materials Needed: Grand Forks Flood video, packets, literacy kits, pictures of homes, TV/DVD Player. Directions for Students Who Finish Early: Students who finish early can silently read a library book. References:


Introduction to United States Geography Learning Sequence Before Class Begins: Write outcomes and agenda on board.

Time Activity Description

Bell ringer

Today, I will give students the first bell ringer. Because we have set a goal of achieving 90% correct on the 50 states quiz I will be having students identify some of the states that were most commonly missed, we will continue doing this exercise until the final day of the unit.

0:00 Welcome

Today, after greeting my students at the door, I will be helping students who missed class yesterday, locate their new seat and ensuing that they get the assignment out of the assignment folder.

0:01 Hook

I do not currently have a “hook” planned today, because I want to go over the information of locating the 50 states. I will ask some students how they identify some of the states (i.e. the Lower Peninsula of Michigan looks like a mitten or Kentucky looks like a piece of chicken). I will then go through the schedule of the day and the goals that we have set to achieve.

0:10 Packet Investigation

Today we are going to be starting with the packet. One of the first things we will be doing is looking on page 2 of the packet; because we are going to be using many of these terms frequently, I want students to have a reference to the information that is provided within them. In small groups, students are going to do investigation on the various climate types throughout the US. I will be giving students the definitions of the climates and a brief overview of the advantages and disadvantages of each climate.

0:30

Housing Investigation

To connect economics, population, and climate students are going to do a housing investigation. In their small groups, students are going to look at different houses throughout the U.S. I want them to use the information found on pg. 109 and pg. 110 to get their answers. The why is complete opinion because we are using this for an introduction piece to the unit, for example a student might think that the desert home is constructed to keep the heat out but during the individual units we will be looking at the housing more in depth. I will be giving students role cards in which they learn about the various roles in groups, the card will have a title, a definition of the role, and a picture. I want each student to be accountable

for the work and not let any student sit on the sidelines and let the others do the work.

0:40 Discussion

One of the key things I want my students to know is that they are able to express and defend their reasoning; to practice such, we are going to be looking at their reasons why they selected such an answer. I will be making pro-con sticks that students will use during discussions. If a student has a positive comment about something they will lift up the green end, if a student has a constructive comment they will show the red end. We will be using these throughout the unit, so I will be practicing with students the first few days on their uses.

0:50

Flood of the Millennium

Students will then watch a Discovery Times special on the Flood of the Millennium, to help students with the information we will be constructing a video viewing guide found on pg. 5, this is important because I want to hold students accountable for the information that they receive in the movie. I have decided to scramble the questions to keep students continually listening for information.

1:10 Thinking Outside of the Box

At the end of the video (which I have taken off the end), we will be coming up with our own conclusion. I will ask students to think about what has happened in Grand Forks since the flood, how do they think they have rebuilt their town, how has the population changed?

1:20 Closing

To close this lesson and make a sag way into tomorrows lesson I will be having students listen to an article about the cost of natural disasters. I will tell them that they will need to actively reflect on this reading.

1:23 Homework

To move this lesson into tomorrow’s lesson I will be having students write a paper about how landforms can help or hurt an environment. Name some ways that people have combated this problem.

1:24 Bell

Stand at the door and bid farewell to the students, I will also be available to discuss with students about what they missed yesterday and review any questions other students might have.


• Today I am going to informally assess students on their participation in discussion, group work.

• I will be formally assessing later that week, the completion of the packets.

What is That Number? Lisa Simonet

What is That Number? (Day 3 of 17) Human Geography, 10-12 84 Minutes Lisa Simonet February 17, 2005 Today’s Purpose: Today we are going to investigate economic geography, we will begin the lesson by looking at the national debt and I will ask students to try and guess the exact number. I will then introduce students to a commercial by Ben and Jerry’s that talk about the national debt and how much it has grown in the past two years. We will then do a pro/con debate on international trade and outsourcing. Today’s Goals: SWBAT explain what the National Debt is and how it has grown in the past few years. SWBAT give pro/con views on outsourcing. SWBAT explain the purpose of International Trade and why we import more than we export. Assessments: Students will write a traditional 5 paragraph paper on how they would reduce the national debt. Provisions for Individual Differences: Students have the option to type this paper if they feel their handwriting is ineligible. Instructional Management Goal: Do not rush through the information; make sure that students understand the basic facts of economics before moving onto international trade. Materials Needed: Ben and Jerry’s commercial. Laptop with LCD panel, current national debt. Directions for Students Who Finish Early: Students are welcomed to work on their final projects. References:


Introduction to United States Geography Learning Sequence Before Class Begins: Write outcomes and agenda on board. Also write the current national debt on the board, along with the national debt of yesterday on the board.


Bell ringer

Again to achieve the 90% recall goal for the 50 states, the bell ringer of a selection of the 50 states will be on the overhead.

0:00 Hook

The national debt will also be on the board and students will answer the questions found on (pg. 5). We will then try to see if any student can name the national debt. I will ask student to identify what make the national debt rise so much

0:07 Resources and Industrial Growth

Identify resources and industrial growth in the United States. I will be using the notes found in the lecture supplement guide (pg. 41-42). I also will be using the map found in the textbook to show what various regions of the United States produce. Students will be using their packets to determine what are six resources that have helped to make the United States a leader in industry and agriculture.

0:25 International Trade

Look at the issue of International trade, why is imports greater than exports? I want to ask students to look at the numbers and try to guess why this is so. I will give students a comparison from several years to help student understand the informational more fully.

0:40 Outsourcing

After an aloud reading about outsourcing, students will take pro con notes and we will have a discussion. We will be again using the pro/con sticks to gain a more balanced discussion.

1:00 Political Opinions

View the Ben and Jerry’s commercial about how much we could have done instead of going to war with Iraq, do you agree or disagree with their statement. Students will then do an in class response to the statement. If students have extra time, I will let them work on their homework.

1:20 Homework In a traditional 5-paragraph essay, write about how you would reduce the national debt. Give 3 examples. Students will also be working on their final projects.


The First States Lisa Simonet

The First States (Day 4 of 17) Human Geography, 10-12 84 Minutes Lisa Simonet February 18, 2005 Today’s Purpose: Today we are working to achieve an understanding of the states that are typically referred to as the New England states. The first activity that will take place will be an build-a-map and will be completed during each sub-section of the unit. The second activity will be to look at New England and the various types of landforms, climates, industry, and present day issues that it faces. The same will take place for the states that are typically referred to as the Atlantic states. Today’s Goals: SWBAT identify the major waterways, capitals, cities, and landforms of the region. SWBAT distinguish the various differences of the New England and Atlantic states. Assessments: Today students will be working on their unit packets and will be reviewing a poem that will be read in class. They will also be responsible for the build a map section which they will identify significant geographic features of this region. Provisions for Individual Differences: I will move slowly through the build-a-map activity so that I can ensure that every student understands what are the expectations for this assignment. Instructional Management Goal: Today, I will need to move slowly though the build-a-map section, this will be achieved by keeping students on task. Materials Needed: Unit packets. Directions for Students Who Finish Early: Students are welcomed to work on their final projects. References:




Bell ringer Again to work towards achieving a 90% recall rate

0:00 Hook

Name that Monument. Students will be shown slides of various monuments in the region and will try to identify them. We will be looking at such monuments like: the white house, Lincoln Memorial, downtown Boston. I will ask students to tell me a little about the history of the region and what makes that region so important.

0:07 Build-A-Map

Build-A-Map, we will look at the states names capitals, landforms, and major rivers of this region. This will be a continuous project and during the introduction of each unit, we will be building the map. I think that this is an important tool for students to study from.

0:27 The New England States

New England States, we will look at the landforms, climates, industry and current day issues that surround the New England area. (Pg. 7) Students will be asked to locate the relative and absolute location of various cities. I have chosen to have student do this because I feel that it is important that we are reinforcing the learning from previous units. If students still do not have a clear understanding of this concept following the exercise I will be working with the individually.

0:50 Atlantic States

Atlantic States. We will look at the landforms, climate, industry, and current day issues of the Atlantic states. (Pg. 7). The activity will be to fill out the grid found on page 7; students will be able to use this time to work quietly. I will then be asking students to compare and contrast the New England states to the Atlantic states, by having them try to come up with a reason of why they are in the same region.

1:15 Closing This is the end of the first week of my teaching so I will be doing a short assessment with the students. We will then look at Claude McKay’s poem (pg. 6) and try to

dechipir the poem. I know that in this poem there are many large words so to assist students I will be giving the definitions of the words that are bolded.

1:22 Homework:

Students are encouraged to work on their projects this weekend. Students who have problems with absolute and relative location will be asked to work with me some time in the next few days so we can continue.


The Megalopolis Lisa Simonet

The Megalopolis (Day 5 of 17) Human Geography, 10-12 84 Minutes Lisa Simonet February 22, 2005 Today’s Purpose: Today we are going to talk about the Megalopolis and how it is an important feature of the Northeastern states. We will begin the day by looking at the various types of cities that are considered part of the megalopolis and then discuss the current day issues. To further the understanding of the importance of the megalopolis students will be “buying stocks” online and will be gathering such information for the remainder of this unit. Today’s Goals: SWBAT demonstrate knowledge about the New York Stock Exchange and purchase stocks to track. SWBAT to compare and contrast Frank Sinatra’s song New York to Claude McKay’s poem Song of the Moon. Assessments: The comparison and contrast of Sinatra and McKay. Purchase of a stock. Provisions for Individual Differences: Students with difficultly understanding the New York Stock Exchange will be paired with students who understand stocks. Instructional Management Goal: Today, I will be walking the students to the computer lab; I must have them walk quietly down the hall, showing respect for the other classes that are learning. Materials Needed: New York, New York Frank Sinatra. Newspaper clipping of Stock Prices. Directions for Students Who Finish Early: Students are welcomed to work on their final projects. References:





0:00 Hook:

New York, New York by Frank Sinatra. Answer the questions found in the packet (pg. 6). Students will have the lyrics to the song in their packet. They will be comparing it to the poem that we read yesterday. I will randomly ask students about their ideas and we will have a short discussion on those ideas.

0:15 The Big Town

We will be looking at the major cities in the Northeast; we will be looking at these in terms of the relative/absolute location. I will have given students a pre-test on this last week, so again we will be looking at the relative and absolute location.

0:30 The Megalopolis

We will then be looking at the current day issues surrounding the Megalopolis. Students will try to connect the issues of the Northeast to current Minnesota issues. I will ask students if they think that other cities might experience similar problems.

0:42 Stock Numbers/Lab

We will be going to the computer lab to collect stock numbers (pg. 6), which we will track for the remainder of the unit. The remaining time in the computer lab will be to work on their projects.

1:22 Homework

Students will need to continue working on their projects. For the remainder of the unit students will need to keep track of these, I will be getting the paper every morning to help this process along.


Going Down South Lisa Simonet

Going Down South (Day 6 of 17) Human Geography, 10-12 84 Minutes Lisa Simonet February 23, 2005 Today’s Purpose: Today, I will be introducing the Southern United States. I will first give students an overview of the region by again doing the build-a-map project. I will then address the physical and economic geography of the region. We will also touch on a little bit of history of the region and listen to a musical selection that is related to the civil war. Today’s Goals: SWBAT identify the major waterways, capitals, cities, and landforms of the region. Assessments: We will again do the build-a-map activity. Provisions for Individual Differences: Today we will have to move slowly through the material, becomes of the complexity of the Southern region. Instructional Management Goal: Move slowly today and be sure to answer questions as the first exam for this unit is tomorrow. Materials Needed: Students will need their packets and literacy kits, Eastmountainsouth- Show Me the River. Directions for Students Who Finish Early: Students are welcomed to work on their final projects or study for the exam. References:




Bell Ringer To achieve that coveted 90% we will again be working on the identification of the 50 states.

0:00 Hook:

Today we will start by listening to Eastmountainsouth- “Show me the River.” Students will be asked to draw what they see while listening to this song. I will be giving students the literacy kits so that they are able to really give a colorful depiction of what the song is trying to say. If students need a blank sheet of paper I will offer that to them and we will then attach it to the back of the packet. I will be asking students to describe their work.

0:10 Build-a-Map

Again, we will do the build a map activity. We will be looking at the various landforms and identifying why the rivers are so important in this region. I will ask a few students about what they see as differences between the south and the northeast region.

0:30 Is it the same?

We will then be looking at the physical geography of the region. To compliment this we will be using the geography dictionary (pg. 2) and the questions (pg. 9), Because the region depends a lot on the rivers, I will ask students to explain to me with 4 reasons about why the regions rivers are such a important part of the region.

0:50 It’s about the Money

We then will work on the economic benefits of the region. We will be looking for the answers to the questions (pg. 9), what does the traditional crops, what makes these crops so important, and I want students to identify the natural resources of that region. We will also be looking at how the south historically made its money and we will compare that to today.

1:10 Review

We will close the lesson by doing a quick review of the material, as tomorrow will be the first exam. It is important that I give students the opportunity to ask any questions. They are allowed to ask anything but, “is that going to be on the test.”

1:22 Homework: Students are encouraged to use their packet to study for the test and work on their final project.


Distinct Differences Lisa Simonet

Distinct Differences (Day 7 of 17) Human Geography, 10-12 Lisa Simonet February 14, 2005 Today’s Purpose: Today is the final lesson of the first section. We will begin with looking at the urban regions of the Southern states and talk about the regional issues. We will conclude the section with a quiz bowl to prepare students for the exam that is taking place. Today’s Goals: SWBAT identify issues why the Southern states are important. Assessments: Today students will be taking the first exam, the exam will be the same for both classes but I will make randomized versions to cut down on the prospects of cheating. It will be multiple choice to make grading easier. Provisions for Individual Differences: If students need a question read out loud to them, I am more than welcomed to do so. Instructional Management Goal: Today, during the test I want to work and keep the room as silent as possible. Materials Needed: Copies of the exam, student packets, Sweet Home Alabama to show the differences in housing. Questions for quiz bowl. Directions for Students Who Finish Early: Students are welcomed to work on their final projects silently. Or they should read a book. References:


Distinct Differences Learning Sequence Before Class Begins: Write outcomes and agenda on board.



0:00 Hook

We read Pat Mora’s- Legal Alien, students will answer questions from their packets (pg. 8) we will have a short discussion about the poem, “do you think that other immigrants might feel the same way?”

0:15 Urban Regions

We will look at the urban regions of the southern states and identify some of the characteristics of the region. I want students to connect this back to the learning of the megalopolis two days earlier. I would like them to compare the information that they receive.

0:30 Quiz Bowl

We will engage in a game of quiz bowl to help students with learning the knowledge, 95% of the test questions will come from the packet so the quiz bowl will be centered around the packets information. I want students to know that I am here to have them succeed; therefore, if they show up everyday they should do well on the exam.

0:42 Exam 1

Students will take the first exam of this unit. It will be a randomized test to cut down on cheating and multiple choices for easier grading, it will carry 50 pts. Because I want to stay on top of things, I choose multiple choice and I will grade these at the end of the hour so that the next day they are able to see their progress. Students who finish the exam early are to bring a book and read quietly.

1:22 Homework Students are to continue working on their projects. They will have new grades posted tomorrow.

This is Your Region! Lisa Simonet

This s Your Region! (Day 8 of 17) Human Geography, 10-12 Lisa Simonet February 25, 2005 Today’s Purpose: Today we are going to give an introduction to the Midwest. During this lesson we will be doing the build-a-map activity. We will then be talking about the physical geography and looking at the urban geography of this region. To complete this lesson we are going to also engaging in an informal assessment of learning and I will turn back grades for the first part of the unit. Today’s Goals: SWBAT identify the major waterways, capitals, cities, and landforms of the region. SWBAT explain the significance of the region by looking at the physical and urban geography. Assessments: Today students will be doing the build-a-map; we will also be looking at the physical and urban geography. Provisions for Individual Differences: To take in account for students we will be again using the packet which has graphic organizers. Instructional Management Goal: Today, don’t rush through the information if I don’t set the students up correctly today then they won’t be prepared to work on Monday’s assignment. Materials Needed: John Mellencamp- Small Town, Week 2 Assessment, Literacy Kits Directions for Students Who Finish Early: Students are welcomed to work on their final projects. References:





0:00 Hook:

The bell ringer will be a review of the 50 states. We will open the lesson by listening to John Mellencamp’s small town. A short discussion about the meaning of this song will follow. I will ask students what they think is a small town, what is characteristic of a small town.

0:10 Build-a-Map

We will start the sub—unit by examining the build-a-map. I will identify the major cities, landforms, and other information to assist them through this sub-unit. I will ask them to compare the map feature to the other two regions they looked at.

0:30 Physical Geography

We will then begin looking at the physical geography of the region. I want students to see that there is a progressive movement across the country and have them be able to identify what are the common features of this area. I will be presenting this by using pictures and other tools. I will also ask students if they have ever traveled to outstare Minnesota. What are the characteristics out there?

0:50 Why is this important?

To tie into the previous activity after talking about urban geography, this will have a matching section (pg. 10) that identifies what makes these big cities important. I want students to see what makes other big cities important so I will show them maps of various cities around the world and we will try to compare what are the similar characteristics of large cities.

1:10 Closing:

Today’s lesson will be closed by an evaluation of the teaching of the past week. I will then have students ask about the final project and we will work to ensure that every students is still on task about the

final project.

1:22 Homework Students are to work on their final projects this weekend. Again, I will be able to answer any specific questions with any time that is remaining in the class.


Agriculture, Industries and Sinking Ships Lisa Simonet

Agriculture, Industries and Sinking Ships (Day 9 of 17) Human Geography, 10-12 Lisa Simonet February 28, 2005 Today’s Purpose: Today is the second day of the Midwest region, we will be looking at the agriculture of the region and how with our agriculture we are able to move product throughout the United States. We will be identifying that the Great Lakes provides a great waterway to move products throughout the United States. Today’s Goals: SWBAT explain the importance of the grain, iron, and copper production in the Midwest. SWBAT discuss the shipping industry by investigating the sinking of the Edmund Fitzgerald. Assessments: Completion of the activities in the packet for day 9. Provisions for Individual Differences: Today we will be doing interactive work so students will be set into group near their peers. To cut down on the chatter, I have the seating chart arrange accordingly. Instructional Management Goal: Today, work through the information slowly. Materials Needed: Boxes of General Mills Cereal, Son-in-Law, Copy of “Lost”, The Wreck of the Edmund Fitzgerald, Investigation packets of other ships that sank. Directions for Students Who Finish Early: Students are welcomed to work on their final projects. References:


Agriculture, Industries and Sinking Ships Learning Sequence Before Class Begins: Write outcomes and agenda on board.



0:00 Hook

Today’s bell ringer will be two-part, the first part being the identification of the states; the second part will be the identification of General Mill’s cereal. By using a common element of the region I am able to work on helping students achieve a connect to their everyday lives in the classroom.

0:10 Son-in-Law

We will start this activity out by playing a part of Son-in-Law, students will answer the question (pg. 10), we will then complete the outline (pg. 10-11). I chose to use Son-in-Law because of its humor but also because it shows the stereotypical image of farmers. I want students to tell me if they think this is what all farmers are like. I will have students organize their information about the grain belt and the dairy belt by using a outline method. I have set up the outline for them in their packets.

0:30 St. Lawrence Seaway

We will then look at how the material we produce in the Midwest are shipped to other parts of the United States, we will look at the St. Lawrence Seaway and answer the questions (pg. 11). I want students to see the importance of waterways in the area. Students will be given a map of the St. Lawrence Seaway and we will work on the questions in the packet. I think want students to know the importance of the great lakes.

0:50 The Ship has Sunk

The final part of this sub-unit is the investigation, students will be looking at the sinking of the Edmund Fitzgerald, and we will be reading a poem called Lost. I want students to utilize the information of the Movie about rage on the lakes and try to figure out why the lakes can be such a dangerous place and even more dangerous than the oceans.

1:10 Edmund Fitzgerald.

To close the lesson we will listen to the Edmund Fitzgerald and formulate why we think the ship sunk (pg. 12). I want them to know that there are many theories to why this ship sunk and I want them to think about their own reasons why it did.

1:22 Homework Tonight students are to continue working on their final projects. If they did not finish their paragraph, they should finish it this evening.


It’s Not that Flat Lisa Simonet

Introduction to United States Geography (Day 10 of 17) Human Geography, 10-12 84 Minutes Lisa Simonet February 14, 2005 Today’s Purpose: Today, I will be giving students work time in the computer lab for their projects. We will then return to the classroom and work on the build a map activity and then be introduced to the Great Plains region. Today’s Goals: SWBAT identify the major waterways, capitals, cities, and landforms of the region. Assessments: Build-a-map, work time in the computer lab. Provisions for Individual Differences: Today we are going through the build a map activity again, this helps student who have difficulty with only orally hearing the material Instructional Management Goal: Make a smooth transition between the computer lab and the classroom. Materials Needed: Student’s packets. Directions for Students Who Finish Early: Students are welcomed to work on their final projects. References:




Bell ringer Again, to work towards achieving a 90% recall rate we will do the bell ringer in the computer lab. I want students to continue practicing and even though today is

a semi-work day, I want then to still know that retaining information is key.

0:00 Computer Lab

We will be in the computer lab working on the final projects. Students are to use this time wisely; I will be able to answer questions and conference students who seem to be having difficulty.

0:42 Build-a-Map

We will do the build a map section for this sub-unit; students will be identifying the particular parts of this region that make it significant.

1:02 The Great Plains

We will be looking at the Great Plains region and its significance to the U.S. We will be looking at the location of the great plains, the climate. We will then discuss and dispel the myth of why the great plains is not for farming but for grazing.

Unknown Closing

Today (if there is time) I will read a Navajo legend about the formation of the stars, moon, and sun. I think it is important that these students know about the various Native American groups in the United States.

1:22 Homework:

Continue working on their final projects


Rocky Mountain High Lisa Simonet

Rocky Mountain High (Day 11 of 17) Human Geography, 10-12 Lisa Simonet February 14, 2005 Today’s Purpose: Today I will be teaching students about the Rocky Mountain region of the United States, I will start the lesson by playing John Denver’s Rocky Mountain High, I will then introduce students to the Inter-west mountain region. For the investigation of this region, students will be creating an informational brochure to invite people to tour the Rocky Mountain region. To close this lesson I will have students read the “Origin of the Buffalo” and try to Today’s Goals: SWBAT identify the patterns of development in the region. SWBAT describe and summarize the economic activities of the region. Assessments: Completion of the tourism brochure. Provisions for Individual Differences: Students are able to design their own brochure. Instructional Management Goal: Today, I don’t want to run out of time. I find this region to be the most complex of all the regions so I am a bit apprehensive when implementing. Materials Needed: John Denver- Rocky Mountain High, Story of the Buffalo, Literacy Kits Directions for Students Who Finish Early: Students are welcomed to work on their final projects. References:




Bell ringer Again to work towards achieving a 90%, recall rate.

0:00 Hook

We will be listening to John Denver’s Rocky Mountain High. I think this song is incredibly corny but I think it is a great way to connect what we are learning about to the lesson. I want students to tell me what they think of when they listen to this song. I will then ask them to compare this to the other songs that they have listened to.

0:10 The Rocky Mountains

We will first be looking at the Rocky Mountain region, including the landforms, climate, and current day issues. Students will be filling in the information about life zones (pg. 13). I want students to learn about Altitude so I will give them an example of what happens at certain altitudes (i.e. A plane cruises at roughly 26,000). I will also show them picture of a tree line and explain about the tree line.

0:30 Inter-Mountain West

We will then be looking at the inter-mountain west region. Addressing the landforms, climate, and issues of that area also. I want students then to take this information, connect it to the other regions, tell compare, and contrast the regions.

0:50 Creating a Tourism Brochure

To conclude this sub-unit each student will be creating a tourism brochure, which, they have freedom in construction. I will be giving them the idea that they can invite people the town or design a resort; I will ask students to tell me about their creations.

1:10 Closing

To conclude a sub-section we will be looking at the Cheyenne folktale about the origin of the Buffalo, I decided to use a Native American legend because I wanted the students to see the Native American importance in this region. To further their learning, I will ask students to try and this of another folktale that they know. (Pg. 14). I will give them examples of wives tales and proverbs and teach them about the

meaning of these sayings. I think by connect the learning to the literature students will be able to create more associations.

1:22 Homework Complete the folk tale. Continue working on projects.


The Pacific Ocean from Rain to Sun Lisa Simonet

The Pacific Ocean from Rain to Sun (Day 12 of 17) Human Geography, 10-12 84 Minutes Lisa Simonet March 3, 2005 Today’s Purpose: Today we will be looking at Washington, Oregon, and California. To open this lesson we will be using a song from the Beach Boys talking about the fun in the sun, how we typically see California. To contrast this our literature selection is going to be from the Joy Luck Club to talk about the immigrant experience in California. Today’s Goals: SWBAT identify the major waterways, capitals, cities, and landforms of the region. SWBAT to contrast the differences between perception and reality of the California lifestyle. Assessments: Students will complete the activities in the packet. We will do the build a map activity. Provisions for Individual Differences: Today we will be moving slowly and will again include a variety of mediums to teach the unit. Instructional Management Goal: Today, I will go around the room making sure everyone is on task and is able to create a understanding of the differences between the coasts. Materials Needed: Today we will need to use the literacy kits, Beach Boys song, and copy of the Joy Luck Club. Directions for Students Who Finish Early: Students are welcomed to work on their final projects. References:


The Pacific Ocean from Rain to Sun Learning Sequence Before Class Begins: Write outcomes and agenda on board.



0:00 Hook

We will be listening to Beach Boy’s Sufin USA. I want students to get a picture in their mind of what they think the image of California is, I will be contrasting this later but I want to start by having students see a positive image of the region. I will have students tell me what they think California is like.

0:10 Build-a-Map

Build-a- map (last part) will be finished today. We will look at the various parts of the region and make identification. At the end of this, we will have a completed man mad US map; I want students to be able to use this as a resource for the final test.

0:30 California

We will be looking at California and completing the outline (pg. 15-16). We will be looking at the landforms, climate, industry and current day issues. I want students to know that California is not all roses and that they do have a fair number of issues. I want to particularly have them pay attention to the current events such as the blackout, the recall of their governor, and the election of Arnold.

0:50 Washington and Oregon

As a child I always though Washington and Oregon were pretty much the same, in fact it wasn’t until I took a few geography courses We will look at Washington and Oregon, because of the similarities of these two states we will do a distinguish between activity (pg. 16)

1:10 Closing:

I will read an excerpt from the Joy Luck Club by Amy Tan, I have selected the part “Rules of the Game;” and want students to identify the difference between perception and reality. I want them to write a short journal entry on the differences between the what we heard of the Beach Boys song to what we heard with the reading.

1:22 Homework Students need to work on their projects as we are getting to the last day of this unit. I will be collecting the student’s packet so that I can grade it and return it to them for

studying.


It’s Not Contiguous Lisa Simonet

It’s Not Contiguous (Day 13 of 17) Human Geography, 10-12 84 Minutes Lisa Simonet March 4, 2005 Today’s Purpose: Today is the final instructional day of the unit and we will be addressing the non-contiguous states of Alaska and Hawaii. When students return on Monday they will be finishing up their final projects that will be given on Tuesday and Wednesday. Because we will not be coming back to this information as a whole until that next Thursday, I must ensure that students are given an opportunity that allows better retention and recall therefore instead of collecting the packets today, I collected them yesterday to go over and review. Today’s Goals: SWBAT explain the importance of Alaska and Hawaii to the United States Assessments: Today we will be completing our graphic organizer packets. This packet has been built during the final unit. Because I want to have students use this packet over the weekend to study for their exam, I will have collected them the day before to ensure that they have been doing all the assignments. Provisions for Individual Differences: Today will be a standard learning day with a variety of MI’s being used. Instructional Management Goal: Today, I will finish the instructional unit of the unit. Materials Needed: Today the music selection is going to be Hawaiian, I chose this piece because I want students to identify the cultural differences between Hawaiians and those on the mainland. To identify with Alaska I have chose to read a folktale of Balto/Eskimos. I will also be using power point and literacy kits to enhance the learning process. Directions for Students Who Finish Early: Students are welcomed to use the extra work time to work on their projects. References:





0:00 Hook

We are going to be listening to an Alaskan folktale; I want to talk about the wilderness of Alaska. Students should be able to listen to this story and tell me what they think is

0:10 Alaska

We will be looking at the importance of Alaska, its landforms, climate, and current day issues. We will be discussing a current day issue of oil seeking and look at the pro and cons of such. I will read a short opinion essay on oil drilling, 1 will be on the pro side and the other on the con side.

0:30 Aloha! Hawaii

We will then look at Hawaii; students will identify its landforms, climates, and current day issues. We will look at a Hawaiian folktale and try to depict what is important to the individuals of the Hawaiian Islands. I will also ask students if they know anything about the history of Hawaii and why was it so vulnerable for Pearl Harbor. The final activity in the students packet is to correct the inaccuracies of the region, I think because Alaska and Hawaii are the non-contiguous states we tend to forget about their importance and that they too have real issues.

0:50 Comparing Folktales The final investigation activity will be to write a paper comparing the folktales of Alaska, Hawaii and the Cheyenne. What lessons are taught in each?

1:10 Closing:

We will be doing an assessment of the instructional unit. I will compare this assessment to enhance the next unit population. I want to make sure that I enhance these unit and keep to the promise that I made to the parents that I want every student to succeed.

1:22 Homework: Students are encouraged to continue studying for the exam next week and to work on their final projects.

The Last 6 Miles Lisa Simonet

The Last Mile (Day 14 of 17) Human Geography, 10-12 84 Minutes Lisa Simonet March 7, 2005 Today’s Purpose: Today will be a student workshop day in which they will be completing their final project. I have given this day to students so that they are able to actively engage in finishing their project and have it prepared to be turned in tomorrow. I hope that all students will reach the finish line today; I have called the lesson today, the last 6 miles because in a marathon the last six miles are the hardest. Today’s Goals: SWBAT analyze information from sources to complete the final project. Assessments: Today students will be graded on coming to class prepared and participating in the day’s activities. This day I have given as a workshop day and I will be going around the room helping students get last minute information together so they are prepared tomorrow. Provisions for Individual Differences: Because today is a computer day lab, I will be calling in reinforcements from the special education department. The two special education teachers are aware of the project and the expectations, and can be a valuable assistance to the class. Instructional Management Goal: To keep the noise level to a minimum when working on the final project. Materials Needed: Posters with rubric on them. Directions for Students Who Finish Early: Today is a work day and students who have finished their project early are welcomed to do an online investigation. References:


The Last 6 Miles Learning Sequence Before Class Begins: Write outcomes and agenda on board.


Bell ringer Again to work towards achieving a 90%, recall rate.

0:00 Question and Answer section.

We will have a question and answer session about the final projects; I will also entertain questions about the final exam, I want students to see the importance of coming prepared and we will be working towards success with not only final project but also the unit test.

0:22 Silent Work Time

Students will have silent work time in the classroom. I want students to have the opportunity to work in the classroom on their projects and be able to ask questions of the teacher.

0:42 Computer Lab

We will go to the computer lab for the final day of in-class work. Students who have finished will be given an alternative assignment from http://www,accessexcellence.org even though this is a biological science websites the investigation projects can be connected to many facets of geography.


On the Road Again- Day 1 Lisa Simonet

On the Road Again (Day 15 of 17) Human Geography, 10-12 84 Minutes Lisa Simonet March 8, 2005 Today’s Purpose: Before the presentations are given, I will give students 10 minutes to complete any final touches. I will then be drawing students at random, so all students must be prepared. Students will give their presentations about their geography excursion in the United States. Today’s Goals: SWBAT teach their peers about a variety of geographic differences experienced during their “arm chair” geography experience. Assessments: This is also one of the summative assessments; this score will be added to the project category, which accounts for 35% of their total grade. This presentation will carry the weight of 50 points and the rubric will be explicit in describing the requirements for the final project. Provisions for Individual Differences: In the rubric students were given an option for the type of final project (paper or poster) and the requirements for each. Instructional Management Goal: Today we will start the presentations; all students will have to be prepared because the presentation order will be random. The additional time will be used to study for their exam tomorrow by playing Jeopardy. Materials Needed: Popsicle sticks to pick the order of the presentation. Rubrics to grade the presentation. Directions for Students Who Finish Early: We will be going to the end of the hour today so I will not be creating anything for the final section of the unit. References:


On the Road Again- Day 1 Learning Sequence Before Class Begins: Write outcomes and agenda on board.



0:00 Last Minute For the first 10 minutes, I will allow student to complete any final touches on their presentation.

0:10 Presentations Beginning of presentations, I hope to get 18-24 of the students done today as we can then spend more time studying for the exam tomorrow.

1:22 Homework: Study for the final exam.


On the Road Again- Day 2 Lisa Simonet

On the Road Again- Day 2 (Day 16 of 17) Human Geography, 10-12 84 Minutes Lisa Simonet March 9, 2005 Today’s Purpose: Students will give their presentations about their geography excursion in the United States. Following the completion of the presentations we will be engaging in a game of Jeopardy and students will practice their reviewing for the quiz. Today’s Goals: SWBAT teach their peers about a variety of geographic differences experienced during their “arm chair” geography experience. Assessments: This is also one of the summative assessments; this score will be added to the project category, which accounts for 35% of their total grade. This presentation will carry the weight of 50 points and the rubric will be explicit in describing the requirements for the final project. Provisions for Individual Differences: In the rubric students were given an option for the type of final project (paper or poster) and the requirements for each. Instructional Management Goal: Today we will finish all the presentations; we have started the presentations yesterday and have allocated 60 minutes to finish the last presentations. The additional time will be used to study for their exam tomorrow by playing Jeopardy. Materials Needed: I will need prepare study questions that might be included on the final exam. The final exam is set up as 20 points for the material learned in Chapters 13, 14, and 15, 30 points of the material learned by the giving of presentations, and 50 points for the identification of the 50 states. Directions for Students Who Finish Early: Today we will be going to the end of the period; therefore, I must create a great number of questions for students to study with. References:


Introduction to United States Geography Learning Sequence

Before Class Begins: Write outcomes and agenda on board.



0:00 Presentations Completion of the presentations. The remainder of the students will need to go today.

0:45 Activity 2 Quiz Bowl, to help students study for their quiz, we will be having a quiz bowl for the remainder of the period.

1:22 Homework: STUDY FOR THE TEST TOMORROW!


It’s Been a Long Hard Road Lisa Simonet

It’s Been a Long Hard Road (Day 17 of 17) Human Geography, 10-12 84 Minutes Lisa Simonet March 10, 2005 Today’s Purpose: Students will take the final exam of this unit, this exam will cover the 2nd half (Midwestern States, Inter-Mountain Region, and Pacific States). Students will also have be answering questions from the presentations and will finalize the unit by identifying the fifty states. The final task of the day will to have students complete a mid-term evaluation of my teaching. Today’s Goals: SWBAT identify the fifty states, recall the information from their peers presentations, and recall the information learned from Chapters 13, 14, and 15. Assessments: Is a formal summative assessment, Exam II which covers the second half of the unit, will account for 20 questions, 30 questions will be from the presentations, and the 50 states will also be identified. This assessment is worth 100 points and the score is added to their test scores which account for 20% of their final grade. Provisions for Individual Differences: I will be working with the special education department to ensure that students who might possess a learning disability have additional assistance. Instructional Management Goal: Have students take the test quietly and respectfully. Materials Needed: Copies of the 2nd and 4th hour exams. Directions for Students Who Finish Early: Students will be asked to bring a book from the library to silently read. I anticipate this exam to take 60 minutes and References:


It’s Been a Long Hard Road Learning Sequence Before Class Begins: Write outcomes and agenda on board.


0:00 Question and Answer Question and Answer section about this exam. Students like the previous time may ask any questions, but not “What is on the test?”

0:20 Exam II Exam II, 20 question on chapters 13, 14, 15, 30 question on the presentations and the identification of the 50 states. Total 100 pts.

1:10 Evaluation Mid-term evaluation of my teaching. For those who finish the exam and this, they are asked to bring a library book to read silently.


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