IIED: ICT in Education Lesson Plan Format

2017

SOUTH-AMERICA (PART 1 GENARAL INFORMATION)

YOUR NAME : SHANKAR VITESH DATE: 08 JULY 2017

SETUP

Subject Area(s) Geography

Grade Level Grade 3 - Secondary school junior level

Lesson South-America is divided in 4 parts: 1.General informative, 2.

topography, 3. Population, culture, climate and vegetation and 4.
natural resources and economic structure
In this lesson (part ) students will learn the following topics about
Lesson Summary continent South-America
(take this seriously) 1. Location of South America on the world map
2. The boundary (relative and absolute) of South-America
4. Between which 2 well known parallels lies the major part of
continent South- America?
5. The countries of South-America and their capitals

At the end of this lesson the students will be able to

1. show on the world map where continent South-America is
Student
Objectives & located on earth with the boundaries.
Outcomes 2. tell between which 2 well known parallels the major part
(take this seriously) of South-America lies
3. mention 6 out 13 countries of South-America and their capital.

What standards from Suriname learning lines does your lesson meet?
Suriname 1. 302918218-Curr-Basisonderwijs
Learning A. Page 35, 5.2
Outcomes B. Page 40, table 7
 For this part of the lesson I will use:
1. S Science
Students has to search the 2 famous latitude within the major part
of South America lies and which of the 5 famous latitude
continues in South-America
Foundational 2. T- Technology: Use Google map /Google earth /Atlas
STREAM Ideas For searching the boundaries, the 13 countries and their capital
(pick at least two)
3. A Art
Students will get a blind map of south-America, where they have
to write down the name of the countries and their capital.
Color the country that lies on the Equator Red
Color the country that lies on the Tropic of Capricorn Orange
Color the countries that lies fully below the Tropic of Capricorn blue
Draw the equator and the Tropic of Capricorn on the map

Real World World orientation and region orientation

Connections or
Applications

THE WAY IN

__What I do to ensure that the students know (a) what the lesson is all about (on the
chalk-board or through other means (b) what they are expected to learn, and (c) what the
outcomes will be. Be clear about this. Make it openly available to the students
__I have a plan for assessing prior knowledge (see next box below) yes, see next box
__All materials are set up so that I do not waste time
Yes each group has computer with internet, an atlas, in front of
Checklist for
the class I have a World map and a map of South-America
__I have a plan for differentiating instruction Yes, see box below
Readiness
__I know that students can understand what I am saying
Yes the objectives and outcome for this lesson will be
placed on the board
__My classroom is friendly, disciplined, and ready for learning
The school has rules for students and teachers and everyone
has to follow that. Before every lesson I make some agreement
with the students about the structure in the class.
What vocabulary is connected with this lesson?
Absolute location ( working with latitude and meridians)
Vocabulary Relative location boundaries (Artificial boundaries and Natural
boundaries), inner states
Absolute distance and relative distance
Different Continent and mainland (werelddeel)

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 Launch/Warm-Up/Introduction

Lesson Outline
Questions are only for guide

Engagement
I will work with Google earth, maps, videos, groups discussions
Kahoot. Engage them in search information of the capitals and
national language of the countries.
What language does they speak in other south-American country,
why most countries speak Spanish and Suriname only Dutch in
South-America. Whats the cultural and historical relations are
between the countries and Suriname
Exploration
Students will exploring the different countries in South-America
with their Capital, where the capitals are located and what the
distance is between Paramaribo and the other capital. They will
exploring the cultural relation between Suriname and the other
countries in South-America. Boundaries, latitudes thats go through
South-American /countries, relation between history and geography
to explain national language and capital location

Explanation
After students complete the task, I should have students share out
their answers with the other students in their group. After sharing
out, I should solicit answers from students in a whole-class exercise.
The benefit for my during this session is that I taught this students
history in the grade before. I can relation to that specific history
lessons.

Elaboration
The information they can search on Wikipedia is interesting and
there are hyperlinks in the text, that if they not understand a
vocabulary that mentioned there, they can use the hyperlinks.
Further on each table I have a geography dictionary with more than
2000 geography vocabs.
How is this knowledge applied in our daily lives? Students will
understand with this the historical and cultural relation of the South-
American countries and why we have I Suriname so many statue of
heroes/warriors like Simon Bolivar, Jos Francisco de San Martn,
embassy or why we call the place Tourtonne in Suriname small
Brazil

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 Evaluation
During the lesson students will fill out the worksheet, share their
answers in group and class.
At the end they will get a task with a blind map of south-America to
mention the countries and their capitals, draw the equator and the
Tropic of Capricorn trough the South-America countries.

Pre-Assessment

Kahoot quiz ( will be multiple choice)

1. The earth is divides in 71% landmass and 29% water mass, how do
we call the 71% landmass? Continent
2. On which continent lies Suriname? South- America
3. Which other continent we know with a similar name? North-America
4. How many countries lies in South-America?
5. Which South-American country donate us a statue of Jos Francisco
de San Martn on June 22th? Argentine
Discussion: Who was he? Which language do they speak there? Is it
also dutch? Do we have persons of other South-America countries here
in Suriname in a big amount? What did they do here?

Post-Assessment

Assessing What did the students learn AFTER the lesson you introduced? In
Knowledge Suriname we have people and embassy of other countries in Suriname,
because normally they think its more people from Holland, USA or
Caribbean and only Brazilians from South-America. Often students see
South-American countries as a far of my bedshow thing, this lesson can
be promote South-America better.

Were they able to answer questions that they could not answer
BEFORE? There might be problem in answer some questions based on
news in Suriname ( statue donation)
Did they learn a new tool or learning that they did not know BEFORE?
They also will see the relationship between Suriname and other
countries in South- America, explain process or topic using history
knowledge ( subject integration history and geography) this style of
teaching ( subject integration does not promote by every teacher, and
thats why students dont see the benefits of other subject in school

Rubric: Click here on Rubric Geography lesson

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 THE WAY THROUGH

What you will be doing with the students. Scaffolding is a process through which a
teacher adds supports for students in order to enhance learning and aid in the
mastery of tasks. The teacher does this by systematically building on students
experiences and knowledge as they are learning new skills. Just like the scaffold in
the picture to the left, these supports are temporary and adjustable. As students
master the assigned tasks, the supports are gradually removed.
I will activated prior knowledge of the students by asked about what
Activities and they already known and from there on I will introduce them to do the
Scaffolding same on specific assignment, like boundaries of country and capital.
(Be specific) How to use Atlas and google earth. To assist with google earth I will
search together with them where the school is located, the fly on
google earth from the school location to Nickerie. After this I will
asked the students to do the same to Paramaribo to other capitals of
South-America countries. Each group will get one capital to fly to.
Make students explain why the most capital of South-American
country lies closed to the coast area.

Students will be encourage to work together in groups. They will

Effective learn from each other. The strategy that I will use in group is: think
Pedagogies share in pair share in group and exchange. There are material
(Be specific) provided that students can used during the lessons: Atlas, Laptop,
internet, Maps, drawing paper/maps.

As teacher I will walk around the groups during the tasks to help the
groups or students and encourage them by making compliments and
give extra instruction where needed in the group.
Differentiated
As extra I will play YouTube videos of South- America during the
Instruction
(Be specific)
task sessions.
To reach different learners in my class will have pictures, books,
drawing papers, Atlas, laptop in the groups what they can use to
answer a question.

Hardware: Laptop and beamer

Software:
Use of ICTs Kahoot: for Assessing Prior Knowledge by a quiz ( see question @ Pre
(Be specific) Assessing part)
Google earth: for search places in South-America: Capital of countries
lies in South-America fly from Suriname to there.
YouTube: Geography video about South-America

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 CLASSROOM MANAGEMENT
(Not applicable when practice teaching at IOL, but will be used for teaching in local classrooms)

Your Organization Students are sitting in groups 6 groups of 4 ( total 24 students)

Students will get worksheet specially created for the lesson to
fill in during the lesson
Timing is suitable lesson is planned in the morning between
8:10u 8:50u, its before the break and students make better
improvement before the break.
Students are motivated and monitored During the lessons I
observe my students they eager to learn more, because I use
ICT in my lessons and the motivation can also be based on the
participation during the lessons and their test marks

The learning objective will be announced to the students and I

will give the instruction during the tasks.
Your Instruction
Theres eye contact with every students facial reaction, they
will thanks for every answers, to every students will be paid
attention.
There will be attention for every student, the will work in
groups and ask for assistance during the lesson I will use
video, maps, ICTs, puzzles

There are some agreements during the lessons In the beginning of the
lesson I will make clear to the students that if they want to ask or say
Your Students something, they have to raise their hands. They dont have to be
(You can demonstrate afraid to give answers, because every input of a student is important,
that) we will no laugh on each other answers. Extra attention and
instruction will be given to the groups or member of a group during
the tasks if that is needed

21ST CENTURY TEACHING AND LEARNING

CHOOSE 3 of the following 21st Century Teaching and Learning teaching and learning concepts and
briefly describe how your way in, through, or out demonstrated these concepts. Feel free to choose from
the following list or add your own:

Brain-Based Learning | Character Education | Collaborative Learning

Year 1 and 2 Canvas sites PLUS each of
the following is a link from:
http://edutopia.org
| Culturally Responsive Teaching | Design Thinking | Differentiated
Instruction | Digital Citizenship | Environmental Education | Flipped
Classrooms | Formative Assessments | Game-Based Learning | Health
and Wellness| Home-School Connections | Inclusive Education |
Inquiry-Based Learning | Learning Styles | Maker Education | Media
Literacy | Mobile Learning | Multiple Intelligences | Performance
Assessment | Problem Based Learning | Project-Based Learning |

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 Rubrics | Service Learning Social and Emotional Learning | Social
Media | Special Education | Student Engagement

Formative Assessments:
1. Way in: Active prior knowledge Kahoot quiz
(multiple choice questions) and small discussion
2. Way Through: Group brainstorming and discussion
21st Century Teaching and during the task. Working with blind map and atlas
Learning Choice 1: mention the countries and capital of continent South-
America, the absolute and relative location of South
America
3. Way out: Brainstorming/ discussion about the
climate area of South-America and Global wind system
basic by looking to the equator and Tropic of Capricorn

Collaborative learning
1. Way in: Active prior knowledge Kahoot quiz
(multiple choice questions) and small discussion
21st Century Teaching and 2. Way Through: The students will make the tasks first
Learning Choice 2: individually, then discuss the answer in pairs in their
group and share it with the class.
3. Way out: Brainstorming/ discussion about the
climate area of South-America and Global wind system
basic by looking to the equator and Tropic of Capricorn

Inquiry-Based Learning
1. Way in: Active prior knowledge with kahoot quiz,
based on what they already know (multiple choice
questions)
21st Century Teaching and
2. Way Through: The students will get task to make,
Learning Choice 3: these task they have to make by working with atlas,
Wikipedia and textbook. After they made it they will
discuss it in their group and in the class. They can
motivate their answer for that specific question.
3. Way out: inquiry and discussion about the climate
area of South-America and Global wind system basic
by looking to the equator and Tropic of Capricorn

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 THE WAY FORWARD

What will students do in class to

In the class students will work in groups on their tasks:
discuss and sharing their answers in group and with the class
Searches and color the different countries of continent South-
America Drawing the Equator and Tropic of Capricorn
correctly on their blind map
Practice in class What (optional) should students do at home to practice this skill?
and at home The students will get homework to working on the next part
of lesson South-America Topography:
Search for landforms in South- America: lakes, biggest rivers,
3 highest mountains, plateaus, plains and lakes, waterfall and
biomes. In which countries these landform and biomes lies
This task they will make using their textbook and YouTube
video and their atlas.

Using maps/Atlas / Google earth the students will see that a

continent can have different areas Further the students will
find out that a great part of South- America lies between
Equator and Tropic of Capricorn and with this the can relate
Where this Leads
the global climate system. Students will be able to explain and
relate geography topic with history, for example they can
explain why most capital lies on the coast area or why most
countries speaks Spanish and only Suriname Dutch in South-
America. Mention some countries of South-America with
which Suriname have a cultural relation.

How will you end this class session: Activity with blind map
1 Write down the name of the countries and their capital on the map
Ending class 2. Color the country that lies on the Equator Red
(be specific) 3. Color the country that lies on the Tropic of Capricorn Orange
4. Color the countries that lies fully below the Tropic of Capricorn
Blue
5.Draw the equator and the Tropic of Capricorn on the map

What handouts did you prepare for this lesson?

Click here Worksheet lesson South-America Part1 General information
Include weblinks and resources that you used to prepare this lesson.
Handouts, Links http://www.starnieuws.com/index.php/welcome/index/nieuwsitem/41929
and Resources https://nl.wikipedia.org/wiki/Zuid-Amerika
http://www.27vakantiedagen.nl/de-9-hoogtepunten-van-zuid-amerika/
https://nl.wikivoyage.org/wiki/Zuid-Amerika
http://www.topomania.net/mapinfo/Landen%20en%20hoofdsteden%20van%20Zuid-
Amerika

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 Good Fair Poor
Rubric Geography
lesson
Class Participation Everyone is eager to Most members want No one tried to give an
answer a question or to give an answer on answer on questions or
discuss something in the question or discuss want to discuss
class something in the
class
Group Participation Everyone worked Most group member Group member did not
together on the work together on the work together on the
assignments assignments assignments
Time management Assignment done before Assignment done on Needs extra time to
time time complete assignments
Speak Speaks clear and loudly Speaks loudly with Speaks like mumbling
some pauzes something and cannot
be understood
Gathering information Is handy in gathering Can organize work to Needs help in where to
information from gathering search information and
textbook or website information how to do it
Creativity Done artwork with blind Done artwork with Struggling in doing
map great and add extra blind map good artwork with blind map
information and need extra help in
explaining task
Airplane overview Can relate the geography Can related only Cant explain or relate
topic with other subject geography topic with the topic with other
like history and capital history. subject.
location, influence in Understand the Have problem with
Suriname, etc vocabulary and can using the vocabulary in
Understand the location use it other situates
indicators, political
boundaries, etc. and can
used for other countries

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Worksheet lesson South-America Part1 General information
1. Borders and location
1A. In which of the 4 part mention in the drawing
lies the major part of continent South-America

B. Between which of the two well know parallels lies the major part of continent South-
America?

C. Write the water mass around continent South-America

D. Does South-America borders to other countries / continent? If yes, which is that?

E. Which kind of borders do countries have, give of each of them an example in South-
America

2. Countries and Capital

A. Write down in the table below the countries of South-America, search their capital
and nation language
Country Capital National Language Location capital Coastal Area of other?

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B. Does every country of South-America borders to a sea or ocean? Which one does not?

C. Look at the national language of the countries. What can you conclude here?
Can you motivate / explanation your conclusion?

D. Look at the area where the capitals of the South-American country lies.
What can you conclude here? Can you motivate / explanation your conclusion?

3. Activity with Google earth

A. Search our school location on google earth. Make fly from our school location to the
beach of Corantijnrivier. What is the distance?
B. Which mention 3 capitals that lies close to the beach of Corantijnrivier.
C. Fly to La Paz and write down the distance between Paramaribo and La Paz
D. Look around in Brazil and write some interesting location here.

4. Country and Climate on equator and Tropic of Capricorn

A. Which countries lies on the equator?

B Which countries lies on the Tropic of Capricorn?

C. Which Country lies fully below the Tropic of Capricorn?

D. Write down the climate zone between the equator and Tropic of Capricorn

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 5. Evaluation

A Write down the name of the countries and their capital on the map
B. Color the country that lies on the Equator Red
C. Color the country that lies on the Tropic of Capricorn Orange
D. Color the countries that lies fully below the Tropic of Capricorn Blue
5. Draw the equator and the Tropic of Capricorn on the map

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 Encouragement and a Warning
Over time, you will be able to create lesson plans easily, but the first few times, you will probably be working on
this lesson plan again and again. We all encourage you to take chances, to play with ideas, to try out crazy and fun
ideas. Even if those ideas fail, you will do well, because if you dont try anything new, you will become a boring
teacher.
At the same time, PLEASE do not cut and paste lessons from the internet and claim them as your own. To do so is
plagiarism, and you will not get credit for the assignment. The IIED professors use different software to
determine if students are copying and pasting from the web (www.turnitin.com is an example), so I urge you to do
this entirely as your own work.
Best advice: do this yourself and give it your best. Avoid scouring the internet for ideas. You are clever enough.
Make this something you are proud of!

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