DASH+Lesson+Plan+1

** Lesson Template **
 * Geography 7 **

-Ask and find answers related to culture-Acquire, organize, and analyze information and use geographic tools to draw conclusions about historic or current national and global environmental change |||| **Learning Objective: Key Understanding(s) you intend students to obtain:** -Factors that contribute to cooperation and conflict among peoples of the nation and world, including language, religion, and political beliefs Students will know the vocabulary from chapter 3 of the textbook. |||| **What do you want students to be able to __do__?**-Students will be able to use the terms to show understanding of different aspects of culture and how it ties into economics and choices. -Use basic equations to show and reflect economic indicators and culture. || Class review activity. Students can then use notes taken during the activity to trade in for the teacher’s notes to study for the test. |||| **__Individual Accountability (Summative)__** Chapter 3 Test – “The World’s People” || Multicultural, Acculturation, Famine, Command Economy, Market Economy, Mixed Economy, One-Crop Economy, Emigrant, Immigrant, Refugee, Popular Culture, Domestication, Subsistence Farming, Commercial Farming, Demographers, GDP, GNP, Birth/Death Rate, Population Density, Imports, Exports, Per Capital Income, Interdependence, Race, Culture, Cultural Traits, Ethnocentrism, Civilization, Literacy Rate, Economic Indicators, |||| **How will you teach this key vocabulary to enable students to meet the learning objective?** -During review session, use guiding questions to enable students to understand, make connections, and give definitions. - || -What is the difference between race, ethnicity and culture? During the Review game, students with IEP or the equivalent were given the opportunity to answer the question or differ to a classmate. || Review SheetTest || Do everything to discuss and enable understanding for each question || 38 minutes ||
 * ** Desired Results ** ||
 * **Relevant Minnesota or Nat’l Content Standards:**
 * -**Culture vs. Race vs. Ethnicity ||
 * ** Assessment Evidence ** ||
 * **What do you want your students to __know__?**
 * **__Group Accountability (Formative)__**
 * How will you check to see whether your class has met your learning objectives?**
 * How will you check to see if individuals have acquired the knowledge/skills you expected them to learn?**
 * ** Learning Plan ** ||
 * **What key vocabulary/language will students need to know to meet the learning objective?**
 * **What is the Essential/Guiding Question(s) for this Lesson? (It should correlate to your learning objective.)**
 * -**What are the different economic and political decisions of governments around the world? |||| **How will you differentiate for all the learners (ELL, Sp. Ed., poverty, gifted, etc.) in your class?**
 * Differentiation Options: questions, stems, sentence frames, strategies, etc.**
 * **Materials/Resources Required:**
 * **SCHEDULE OF ACTIVITIES** ||
 * ** Method/Strategy **  (What will you do? What do you expect students to do? Include set induction and closing.)  ||  ** Time Allotment **  ||
 * Split Class into groups. Hand students a single playing card as they enter the room. Red on one side, black on the other. || 2 min ||
 * Overview of how the game is play. Make them aware they in order to get teacher’s notes, they have to have taken their own notes to trade. || 2 min ||
 * Discuss that test is tomorrow and that this is an opportunity to prepare that needs to be continued tonight at home! Read through the chapter again. || 2 min ||
 * Review Game
 * Trade notes with students as they walk out the door || 1 minute ||
 * Return to DASH Homepage ||  ||