google maps lesson plan

Your name: Chana Fink

Grade Level: 6

Title of the lesson: Regions in the United States       

Length of the lesson: 2 days

Central focus and central technology of the lesson (The central focus should align with the CCSS/content/ISTE standards) Students will learn to use Google Maps and the Internet to help them learn information about a specific region in the United States. Key questions: ●     what do you want your students to learn? Students should learn about the regions in the US. ●     what are the important understandings, core concepts, and skills you want students to develop within the learning segment? Students should learn how to effectively use Google Maps. They should be able to use Google maps and the Internet to find important information about the US regions.

Knowledge and skills of students to inform teaching (prior knowledge/prerequisite skills and personal/cultural/community assets) Key questions: ●     What do students know, what can they do, what are they learning to do? Students know that the US is made up of fifty states. They are now learning that there are different regions, each made up of a number of states, and that there are specific characteristics unique to each state. They are also learning to use Google Maps as a tool to help them learn about the regions. ●     What do you know about your students’ everyday experiences, cultural backgrounds and practices, and interests? Students are female, American, and Jewish. They participate in family and community activities.

Common Core State Standards/Content Standards/ISTE Standards (List the number and text of the standard. If only a portion of a standard is being addressed, then only list the relevant part[s].) CCSS.ELA-LITERACY.RH.6-8.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. CCSS.ELA-LITERACY.W.6.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. CCSS.ELA-LITERACY.SL.6.4 Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.

Support literacy (traditional literacy, domain specific literacy, or new literacy) development through language (academic language) ●     Identify one language function (i.e. analyze, argue, categorize, compare/contrast, describe, explain, interpret, predict, question, retell, summarize or another one appropriate for your learning segment) summarize ●     Identify a key learning task from your plans that provide students opportunities to practice using the language function. After students research a given region, they will write a summary consisting of 3-4 paragraphs based on the information they learned. ●     Describe language demands (written or oral) students need to understand and/or use. Summarize, synthesize, explain Vocabulary ●     General academic terms: analyze, argue, categorize, compare/contrast, describe, explain, interpret, predict, question, retell, summarize or another one appropriate for your learning segment - Summarize, synthesize, explain ●     Content specific vocabulary (i.e. equation, variable, balance, evidence, claim, inquiry) – geography, region, topography Discourse ●     Text structure – online articles, maps; message – geographical information; discussion – what are the characteristics of this region? Note: Consider range of students’ understanding of language function and other demands-- what do students already know, what are they struggling with, and/or what is new to them?

Learning objectives 1.    Students will be able to use Google Maps to help them find information about a specific region. 2.    Students will be able to use the Internet to help them find information about a specific region. 3.    Students will be able to summarize the information they have learned. 4.    Students will be able to present the information they have learned to the class.

Formal and informal assessment (including type[s] of assessment and what is being assessed) Formal – Student summaries and presentations will be graded. Informal – Teacher will walk around while students are working and will take note of how well they are doing, and whether or not they are struggling with the assignment. ●     Explain how the design or adaptation of your assessment allows students with specific needs to demonstrate their learning. Consider all students, including students with IEPs, ELLs, struggling readers, and/or gifted students. Struggling students will be given modified assignment instructions, and will be graded according to their abilities. They will be grouped with stronger students who can help them with the assignment. Teacher will offer extra assistance to struggling students. Gifted students will be given extra credit assignments based on the lesson and lesson topic.

Instructional procedure: Instructional strategies and learning tasks (including what you and the students will be doing) that support diverse student needs. Your design should be based on the following: ●     understanding of students’ prior academic learning and personal/cultural/community assets ●     research and theory and technology affordances ●     developmental appropriateness Consider all students, including students with IEPs, ELLs, struggling readers, and/or gifted students. Day 1: Teacher will present a slide show explaining how to effectively use Google Maps and the Internet to find information. She will then hand out a rubric and explain the assignment requirements. Students will be divided into groups, and each group will be assigned a different region. Students will use Google Maps and the Internet to find information about the states, capital cities, important cities, topography, resources, economy, government, and interesting facts in that region. Day 2: Students will write a summary based on the information they have learned. Each group will present their region to the class, incorporating multi-media into their presentation.

Instructional resources and materials used to engage students in learning. Slide show presentation, Google Maps, Internet, muti-media

Reflection ●     Did your instruction support learning for the whole class and the students who need great support or challenge? yes ●     What changes would you make to support better student learning of the central focus? Students should be required to take notes while other groups are presenting. ●     Why do you think these changes would improve student learning? Support your explanation from evidence of research and/or theory. When taking notes, students will be forced to concentrate on the presentation. They will also learn to concisely summarize the information they are hearing.