Integrated unit six point lesson plan
Upcoming SlideShare
Loading in...5
×
 

Integrated unit six point lesson plan

on

  • 871 views

 

Statistics

Views

Total Views
871
Views on SlideShare
870
Embed Views
1

Actions

Likes
0
Downloads
2
Comments
0

1 Embed 1

http://ncmsa.wikispaces.com 1

Accessibility

Categories

Upload Details

Uploaded via as Adobe PDF

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment

Integrated unit six point lesson plan Integrated unit six point lesson plan Presentation Transcript

  • Day: Tuesday Subject: Social StudiesGoals & Objectives: Social Studies: 7.G.1.1. Explain how environmental conditions and human response to those conditions influencesmodern societies and regions (e.g. natural barriers, scarcity of resources and factors that influence settlement). 7.E.1.1. Explain howcompetition for resources affects the economic relationship among nations (e.g. colonialism, imperialism, globalization andinterdependence).English Language Arts: 7.SL.5. 5. Include multimedia components and visual displays in presentations to clarify claims and findings andemphasize salient points.Information and Technology: 7.TT.1.1 Use appropriate technology tools and other resources to access information. 7.TT.1.3 Useappropriate technology tools and other resources to design products to share information with others (e.g. multimedia presentations, Web 2.0tools, graphics, podcasts, and audio files). Activity Description of Activities and Settings Materials/Supplies Needed Time Allocated1. Focus & The teacher will write “How does the environment affect the Laptops 10 minutes Review (initial availability of natural resources?” on the board. (Theme of Pencilmotivation and the day from Advisement period.) Paperrelationship to previous Students will review countries that make up Sub-Saharanlearning or priorexperiences) Africa using the interactive map on http://worldmap.harvard.edu/africamap/. Students will apply the “Population Density” feature and, based on what they have learned about climate and geographic regions, make predictions about why there are more people living in certain geographic regions than others.2. Statement of TLW: stObjectives The students will investigate how environmental conditions such as 21 Century Skills(specification of behaviors drought led to the development of the mining industry in Sub- __TC X CT X TLstudents will perform; Saharan Africa. Students will connect the competition for naturalTSW) __A X GA resources to the large migration of the population to urban settings in order to work in the mines. Students will also learn about the types of natural resources found in Sub-Saharan Africa and their uses.3. Teacher Input 1. Students will present their theories about population GP Paper from previous activity 10 minutes(Through some means, migration that they compiled during the Focus &teacher presents Review to the class. The teacher should ask probinginformation; tell, read,relate, show, model) questions that guide discussion toward the scarcity of4. Guided and competition for natural resources.Practice/Distributive
  • (Allow time for practice 2. The teacher will present a brief PowerPoint TI PowerPoint 15 minuteswith groups or presentation on the history of mining in Sub-Saharan Smartboardindependently withteacher support; can be Africa. The presentation will focus on the globalmodeling in this area.) competition and need for natural resources.5. Independent 3. The teacher will introduce a few of the natural GP “Mining for Mysteries” 15 minutesPractice (student(s) resources that are present in urban regions of Sub- PowerPointperform the behavior Saharan Africa via the presentation “Mining for “Mining for Mysteries”without teacher guidance; Mysteries.” Before the presentation, the teacher will worksheetpractice; can be evaluative pass out the worksheet “Mining for Mysteries.” Thein nature) students will follow along with the presentation and try to answer the questions about the different uses of natural resources. The teacher will go over the correct answers at the end of the slideshow. 4. Students are to split into their cooperative learning IP “Mining for Mysteries” 30 minutes groups. Based on what they have learned about the worksheet different natural resources, they are to create a digital Laptops advertisement for a fictional mining company. The Advertisement Rubric purpose of the advertisement is to convince people to move in to an urban area to work in a mine. The ad must include the name of the company, location, natural resource being mined, and reasons why people should come to work for it (See Rubric).6. Closure (review Students will present their advertisements to the class GP Advertisements 10 minuteswhat students learned; via Smartboard. Every student must speak in order to Smartboardmay include summary of receive credit for the project. Laptopslesson, reference to nextlesson, or evaluation) TOTD- Students must show that the advertisement has been uploaded to the group Museum Box.On a scale of 1-5 (with 5 being “wonderfully”, and 1 being “bombed”, how did your lesson go? Reflect on how prepared you felt,how engaged you perceived your students to be, and any changes you would make if you were to teach this lesson again.