The World Beyond Lesson Plan

Name: Julie Konen

Content Area(s): Geography

Learning Goal(s)
(Content Standard)

Instructional Objectives

Assessment
(Criteria/Look Fors)

Materials

Time
(Total and Specific)

Instruction Procedures
Introduction
Demonstration
Participation
Practice

Date: 11/20/15
Grade(s): 06

Social Studies, Standard A: Geography Performance Standards

Grade 8
A.8.1 Use a variety of geographic representations, such as political,
physical, and topographic maps, a globe, aerial photographs, and satellite
images, to gather and compare information about a place
A.8.8 Describe and analyze the ways in which people in different regions
of the world interact with their physical environments through vocational
and recreational activities
Students will be able to:
Use satellite-based technology to analyze a geographic location
Form educated connections between land and culture based on satellite
imagery
Compare and contrast a location based off of satellite imagery with
their hometown
Formal:
A Place Beyond worksheet
Informal:
A Place Beyond worksheet group discussion
Ability to navigate satellite imagery to answer questions
Responses to questions regarding critical analysis of location, human
interaction, and comparing and contrasting their chosen location and
Milwaukee
Chromebook computers (with access to Wi-Fi)
A Place Beyond worksheet
Whiteboard
Dry-erase marker
Pencils
Total Allotted Time: 30 40 min.
Introduction 5 min.
Demonstration 5-10 min.
Participation 10 min.
Practice 10-15 min.
Introduction (5 min.)
Ask about familiarity with Google Maps (specifically in street view)
Introduce www.mapcrunch.com
Give brief demonstration on navigating the website, using functions
Pass out Chromebook computers, allow students time to log-on
Demonstration (5 - 10 min.)
Allow students time to freely explore website and locations
Encourage discussion among peers by asking questions
Instruct students to end their free time by settling on a location,
somewhere that interests them, as they will be writing and talking
about this location (not in the United States)
Participation (10 min.)
Confirm that each student has selected a place

Pass out A Place Beyond worksheet. Allow students to engage with

peers as they work, so long as they are doing their own work
Walk around with students and talk them through the questions,
encourage them to critically think about these locations
Practice (10 15 min.)
Once students have completed their worksheets, have them share as a
group their place on mapcrunch.com, their questions, and how they
answered them. Encourage group discussion by asking questions
Collect worksheets
Return Chromebook computers
Does this place remind you of somewhere youve been before,
whether here in Milwaukee or elsewhere? How are these places alike
and how are they different?
What type of geographic features do you see?
What type of man-made features or objects do you see? What do you
think theyre used for?
Is your location in an urban or rural environment? How can you tell?
Do you see any people? If so, what are they wearing? What are they
doing? How are they alike - or different from - people in Milwaukee?
Are there any forms of transportation around or being used, including
cars, planes, boats, bikes or are people walking? If there are no
forms of transportation and no people, how do you predict people get
from place to place here? Why do you think so?
What does the weather appear to be like? What season would you
guess this location is in? What makes you think that?
Do you think this is somewhere tourists from other countries would
visit? Why or why not?
Do you see any writing on signs or buildings? Is it in a language
different than English?
Satellite
Geographic features/landforms
Man-made features/objects
Location
Urban
Rural
Environment
Transportation
Closure:
Ask students if satellite imagery was a helpful tool for learning about a
new place
Ask students if, based on what they saw today, they would consider
visiting this place. Why or why not?
Ask students if they can think of any instances where this technology
may be helpful?
Collect worksheets on the way out once students have finished sharing
their work
If students are struggling, ask them to ask a friend. If they still have
questions, elaborate on the question so that they can vocalize their
response (in case theyre just having trouble putting their thoughts into
writing).
If students finish quickly, ask them to go into further detail and
explanation (if lacking in such)

Questions

Academic Language
Focus

Closure

Student Accommodations

Self-Reflection

If one computer is having difficulty, get a new one.

If Wi-Fi is having issues, running slowly, or not compatibly working
with www.mapcrunch.com, work as a group off of one computer,
giving each student the opportunity to use the technology
Were students challenged? If not, what couldve been done to
maximize critical thinking?
How did group interaction enhance the learning experience?
Would students have benefitted from more time to freely use the
website?
Did the website excite the students?