DASH+Lesson+Plan+2


 * Lesson Template **

-Acquire, organize, and analyze information and use geographic tools to draw conclusions about historic or current national and global environmental change -Concepts such as: location, region, place, and migration, as well as human and physical systems || -Students will know the vocabulary from chapter 3 of the textbook. -Use basic equations to show and reflect economic indicators and culture. -Use latitude and longitude-Cardinal directions and other key basic Geographical tools || -Discuss test taken-Short quiz and discussion of past information to reinforce retention |||| **__Individual Accountability (Summative)__** Formal quiz for grade later in the week || 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 IndicatorsLatitude, Longitude, Cardinal Directions, Intermediate Directions, Scale, Hemisphere, Equator, Prime Meridian, Poles, Degrees |||| **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 longitude and latitude and how do they locate something? -What are the connections between geographical tools and cultural differences? |||| **How will you differentiate for all the learners (ELL, Sp. Ed., poverty, gifted, etc.) in your class?** Students needing extra assistance were giving the opportunity to take quiz outside the room with more time and with aid assistance. || QuizGraded Tests ||
 * ** Desired Results ** ||
 * **Relevant Minnesota or Nat’l Content Standards:**
 * -**Calculate distance, scale and area, to inform study of historic or current national and global environments |||| **Learning Objective: Key Understanding(s) you intend students to obtain:**
 * ** Assessment Evidence ** ||
 * **What do you want your students to __know__?**
 * -**Students will remember vocabulary from previous chapters |||| **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.
 * **__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.)**
 * 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 **  ||
 * Discuss where were headed in the next chapter || 2 min ||
 * Pass back tests and go over each question || 20 minutes ||
 * Formative quiz on basic Geo Principles learned early during the first chapter of test || 10 minutes ||
 * Went over the quiz. Students graded it themselves and turned it in. || 5 minutes ||
 * Continued discussion on moving forward into brief economic unit || 8 minutes ||
 * Return to DASH Homepage ||  ||   ||
 * Return to DASH Homepage ||  ||   ||