ED 345 Calvin College Lesson Planning Form

Teacher:
Studies

Becca Mumby

Date: Friday November 13

Subject/ Topic/ Social

I. Objectives
What is the main focus of this lesson?
The main focus is absolute location, political boundaries, relative location, and spatial perspective
How does this lesson tie in to a unit plan? (If applicable.)
This is the fourth lesson in Unit 2
What are your objectives for this lesson? (As many as needed.) Indicate connections to
applicable national or state standards. If an objective applies to only certain students write the
name(s) of the student(s) to whom it applies.
I can define absolute location, political boundaries, relative location, and spatial perspective.
4 - G1.0.2 Use cardinal and intermediate directions to describe the relative location of significant places in
the United States.
4-. G1.0.3 Identify and describe the characteristics and purposes (e.g., measure distance, determine
relative location, classify a region) of a variety of geographic tools and technologies (e.g., globe, map,
satellite images).
II. Before you start
Prerequisite knowledge
and skills.

Students will have had geographer overview in Unit 1.

Assessment
(formative and
summative)

Formative students will complete worksheet

Summative- students will make planet, hemisphere, and region picture
sheets
Universal Design for Learning Networks/Domains (see UDL Guidelines)
STRATEGIC
Multiple Means of Expression
(Action)
Options for action/interaction
Students will be creating their
own personal booklet, they will
get to decorate it as they see fit.

AFFECTIVE
Multiple Means of
Engagement
Options for recruiting interest
Students will be able to make
changes on their booklets and
add their own detail

Options for Language/Symbols

Students will listen to me read a book
aloud to them, then they will create their
own Me on a Map project.

Options for Expression

Students will get to create their
own pages to their Me on a Map
project and add their own
creativity

Options for Sustaining Effort &

Persistence
Students will sit through a book
and then create their own,
working independently and
keeping up persistence to finish
the pages for today

Options for Comprehension

Students will create their own planet,
hemisphere, and continent pages in which
they will need to recall earlier lessons to
remember the names of where we live and
label them correctly.

Options for Executive Function

Students will guide themselves
through creating their own Me on
a Map and correctly positioning
and labeling their parts on the
map.

Options for Self Regulation

Students will work at their own
pace but will be responsible for
finishing the pages assigned to
them today.

RECOGNITION
Multiple Means of Representation
Options for Perception
Students will be creating their own booklet
that shows me on a map

Materials-what materials
(books, handouts, etc) do
you need for this lesson
and do you have them?
Do you need to set up
your classroom in any
special way for this
lesson? If so, describe it.
III. The Plan
Tim
Parts
e
15
Motivatio
n
(Opening/
Introducti
on/
Engageme
nt)

Developm
ent
30

5
Closure

Me on a Map book
Region, hemisphere, continent booklet
Maps Hemisphere maps, continent maps

Students will move around the room through this lesson.

The description of (script for) the lesson, wherein you describe teacher
activities and student activities

I will hang the map of the world at the front of the room.
What do we remember about the world?
o It is split into four
o It has hemispheres
o It has continents
o It has countries
o It has North, South, East, and West Cardinal Directions
I will ask students to recall what we have been talking about when its globe
vs. map
What are the differences?
What is similar?
I will introduce the book Me on a Map students read this book in first grade
so this time I will be asking them to look at different aspects of the book.
As I begin reading I will point out how this little girl lives on Oak Street but
also in Topeka and in Kansas. I will ask students what they would say if this
book were written about them
I will ask can we be in ACS and in Allendale and in Michigan at the same
time
Once we have finished the book I will introduce our Me on a Map project
o Today students will be doing the planet and hemisphere part
o I will show them the planet sheet and give them options to: cut out
the square leaving the black line, color in the square to differentiate
pages, or leave it as a wholefor now
o I will also distribute cut outs of planet earth, they will label it on their
page
o For hemisphere I will give students cut outs of the world showing the
western hemisphere and the eastern hemisphere. They will glue both
to their hemisphere page and then color in our continent red, labeling
it the correct hemisphere (not just north or just west but both)
o As students work I will walk around the room and help with any that
may need it.
When students finish they will paper clip the papers together and put it in
their save and finish it folder
When students are done with the planet page they will have to show me their
paper and describe their labeling to me before they can move on to the
hemisphere page.
When they have finished the hemisphere page they will show me and tell me
which hemisphere they labeled us as and then they can put it away.
Students will be dismissed for snack as they finish.

Your reflection on the lesson including ideas for improvement for next time:
Students responded very well to this activity. They had read this book for the first time in first grade, but
now could listen to me read it and understand more deeply what the little girl in the book is saying as we
go through it. They were very excited to show and tell me which street they live on and how they are
going to decorate their me on a map activity.
If I were to do this activity again I would do the entire project in one lesson. Today we only did planet,
hemisphere, and continent. I was worried that students wouldnt understand the entire project all at once,
and now I am worried that they will lose the pieces and wont be able to finish the entire thing. I think the
book helps students to understand the concept and working as a class through each layer would have
been helpful.