Debra D. Mays
7th Grade Civics and Geography Teacher
BIO
Courses Taught:
Contemporary Civics/Geography - Grade 7
Contemporary Issues - Grade 7 (Elective)
Lesson Plan --NAME: Debra Mays GRADE/SUBJECT: 7th Grade/Geography WEEK OF:January 20th-January 23rd 2026
MONDAY | TUESDAY | WEDNESDAY | THURSDAY | FRIDAY | |
Standards/Skills | Standard 1- Describe the world in spatial terms using maps, and other geographic representations, tools, and technologies. | Standard 1- Describe the world in spatial terms using maps, and other geographic representations, tools, and technologies. (ACAP Testing) | Standard 1- Describe the world in spatial terms using maps, and other geographic representations, tools, and technologies. (ACAP Testing) | Standard 1- Describe the world in spatial terms using maps, and other geographic representations, tools, and technologies. (ACAP Testing) | |
ESSENTIAL QUESTION Learning Targets “I can …” | Holiday No School | Essential Question- What are forces beneath the Earth’s crust? Learning Targets For Students: (1)Plate Movements (2) Earthquakes and (3) The Earth’s Crust I can (as a teacher) help the students gain knowledge on the Earth’s Crust. | Essential Question- What are forces shaping the landforms? Learning Targets For Students: (1) Weathering (2) Erosion and (3) Glaciers I can (as a teacher) help the students gain knowledge on the forces beneath the earth’s crust. | Essential Question- What are the different types of landforms? Learning TargetsFor Students:(1) On Land (2) Under the Oceans and (3) Landforms and People. I can (as a teacher) help the students gain knowledge on landforms that affect where people live. | Essential Question- What are the main bodies of water? Learning Targets For Students: (1) Strait (2) Channel and (3) Delta I can (as a teacher) help the students gain knowledge on the different bodies of water that exist on the Earth. |
Instructional Strategies/ Activities (Before, During, & After) | Objective- Forces Beneath the Earth’s Crust Bell-Ringer- What was one of the developments of scientists? Before- Read/Write/Discuss During- Reviewing Facts Questions Find the Words. Create an advertisement Strategy- ABC Brainstorm After- Write 3 conclusive statements. Whole Group Formative Assessment Summative Assessment | Objective-Forces shaping Landforms. Bell-Ringer- What is ? Before- Read/Discuss During- Create a chart Completions Matching Summary Strategy- 3-2-1- 3 facts, 2 connections, 1 question I still have After- Write one important fact on forces shaping the Earth’s Crust. Whole Group Formative Assessment Summative Assessment | Objective- Types of Landforms Bell-Ringer- How are plains and plateaus similar? How are they different? Before- Read/Discuss During- Key Terms Main Ideas Questions Summary Review Facts Strategy- Save the Last Word For Me After- Complete applying map skill activity. Individual Work Formative Assessment Summative Assessment | Objective- Bodies of Water Bell-Ringer- What is the difference between the source and the mouth of a river? Before- Read/Write/Discuss During- Graphic Organizer Analyze the information Make Inferences Recall Facts Strategy- Write 3 Predictions. After- Create a drawing on the 3 main bodies of water, identifying each, and describing its characteristics. Small Group Formative Assessment Summative Assessment | |
IXL Skills |
| Social Studies | Social Studies | Social Studies | Social Studies |
Resources (for Parent Transparency) | twip.glencoe.com | twip.glencoe.com | twip.glencoe.com | twip.glencoe.com | |
Student Grouping: X Whole Group X Small Group X Individual Work Assessments: X Formative XSummative ACCOMMODATIONS: Retake Tests, Preferential Seating, X Shorter Assignments, X Additional Time, EL Strategies, Language Modifications, Compacting the Subject (gifted), Less Repetition (gifted), Alternative Assessment, Other: X | |||||
Lesson Plan - NAME: Debra Mays GRADE/SUBJECT: 7th Grade/Contemporary Issues-Elective WEEK OF:January 20th-January 23rd 2026
MONDAY | TUESDAY | WEDNESDAY | THURSDAY | FRIDAY | |
Standards/Skills | Skill-Reading Comprehension | Skill-Reading Comprehension | Skill-Reading Comprehension | Skill-Reading Comprehension | |
ESSENTIAL QUESTION Learning Targets “I can …” | Holiday No School | Essential Question- What are natural resources used for? Learning Targets For Students: (1) Factories (2) Using Natural Resources and (3) Selling Products I can (as a teacher) help the students gain knowledge on products and services. | Essential Question-What is the purpose of countries trading natural resources? Learning Targets For Students: (1) The United States (2) China and (3) Japan I can (as a teacher) help the students gain knowledge on resources or products that come into a country. (ACAP Testing) | Essential Question- What are the three North American Countries? Learning Targets For Students: (1) Canada (2) Mexico and (3) The United States I can (as a teacher) help the students gain knowledge on three countries in North America. (ACAP Testing)
| Essential Question- How would you compare Canada and the United States? Learning Targets For Students: (1) Americans (2) Prime Minister and (3) Elected Representatives I can (as a teacher) help the students gain knowledge on the similarities between Canada and the United States. (ACAP Testing) |
Instructional Strategies/ Activities (Before, During, & After) | Objective- Using Natural Resources Bell-Ringer- What is the connection between factories and natural resources? Before- Quick Write During- Questions Terms to Know Sum-It-Up Find the letters Strategy- ABC Brainstorm After- Drawing with illustrations. Whole Group Formative Assessment Summative Assessment | Objective- Trading and the Economy Bell-Ringer- What are the benefits of trading? Before- Read/Write/Discuss During- Word Wall Unscramble Complete the words Graphic Organizer Strategy- Write 3 predictions. After- Create an advertisement. Whole Group Formative Assessment Summative Assessment | Objective- Three North American Countries Bell-Ringer- How would you describe Canada? Before- Read/Write During- Write descriptions on Canada, Mexico, and the United States. Write 3 descriptive words. Create a chart Write 3 reactions Write 3 conclusive statements Strategy- Save the Last Word For Me After- Write how the countries are similar. Individual Work Formative Assessment Summative Assessment | Objective- Comparing Canada and the United States Bell-Ringer- What is the process for becoming Canada’s prime minister? Before- Read/Write Notes During- True/False Fact/Opinion Cause/Effect Diagram Strategy- Write 3 predictions After- Write your own 2 questions. Individual Work Formative Assessment Summative Assessment | |
IXL Skills | Social Studies | Social Studies | Social Studies | Social Studies | |
Resources (for Parent Transparency) | www.pearsonlearning.com | www.pearsonlearning.com | www.pearsonlearning.com | www.pearsonlearning.com | |
Student Grouping:X Whole Group X Small Group X Individual Work Assessments:X Formative X Summative ACCOMMODATIONS: Retake Tests, Preferential Seating, X Shorter Assignments, X Additional Time, EL Strategies, Language Modifications, Compacting the Subject (gifted), Less Repetition (gifted), Alternative Assessment, Other: X | |||||
Lesson Plan -NAME: Debra Mays GRADE/SUBJECT: 7th Grade/Geography WEEK OF:January 12th-January 16th 2026
MONDAY | TUESDAY | WEDNESDAY | THURSDAY | FRIDAY | |
Standards/Skills | Standard 1- Describe the world in spatial terms using maps and other geographic representations, tools, and technologies. | Standard 1- Describe the world in spatial terms using maps and other geographic representations, tools, and technologies. | Standard 1- Describe the world in spatial terms using maps and other geographic representations, tools, and technologies. | Standard 1- Describe the world in spatial terms using maps and other geographic representations, tools, and technologies. | Standard 1- Describe the world in spatial terms using maps and other geographic representations, tools, and technologies. |
ESSENTIAL QUESTION Learning Targets “I can …” | Essential Question - How can geographers view a place? Learning Targets For Students: (1) Physical Characteristics (2) Human Characteristics and (3) People and Places I can (as a teacher) hel the students gain knowledge on the way geographers study the earth. | Essential Question- What is the solar system? Learning Targets For Students: (1) Orbit (2) Sun, Earth, and Moon (3) Earth’s Movement I can (as a teacher) help the students gain knowledge on each planet traveling along its own path. | Essential Question- What are forces inside the earth? Learning Targets For Students: (1) Inside the Earth (2) Forces Beneath the Earth’s Crust. and (3) Forces Shaping Landforms. I can (as a teacher) help the students gain knowledge on forces that change the earth’s surface. | Essential Question- What takes place when plates meet? Learning Targets For Students: (1) Movements of the Earth. (2) Movements against each other. and (3) Earthquakes I can (as a teacher) help the students gain knowledge on the movements of the earth’s plates. | Essential Question- What are landforms? Learning Targets For Students: (1) Plains (2) Elevation and (3) Plateaus I can (as a teacher) help the students gain knowledge on landforms in all their variety affecting the way people live. |
Instructional Strategies/ Activities (Before, During, & After) | Objective- A Geographer’s View of Place. Bell-Ringer- What are 3 major issues geographers look for in studying the earth Before- Read/Discuss During- Apply mental maps to answer questions. Explain differences between physical and human characteristics. Completions Create a chart Identify geospatial technologies. Strategy- Save the Last Word For Me Write a summary statement. on a view of places. After- Write 3 facts that made a difference between physical and human characteristics. Individual Work Formative Assessment Summative Assessment . | Objective- The Solar System Bell-Ringer- How are planets classified? Before- Read/Write/Discuss During- List the planets Place the planets in the different types. Questions on the planets Use of a graphic organizer to identify the planets. Word Wall Terms to Know Utilize maps Strategy- ABC Brainstorm After- Drawing of the solar system. Whole Group Formative Assessment Summative Assessment | Objective- The Earth’s Surface. Bell-Ringer- How can forces both inside the earth and on its earth’s surface affect the shape of the land? Before- Read/Quick Write During- Questions- Inside the Earth Questions- Beneath the Earth’s Crust Questions- Forces Shaping Landforms Process information Strategy- 3-2-1 Write 3 facts, 2 connections, 1 question I still Have on the solar system After- Write 3 conclusive statements. Individual Work Formative Assessment Summative Assessment | Objective- When Plates Move. Bell-Ringer- What are some damages that can result from earthquakes? Before- Read/Write Discuss During- Analyze Diagrams Answer Questions Key Terms Find the word from clues. Draw Conclusions Analyze people and places. Strategy- Write 3 predictions about earthquakes. After- Drawing with illustrations. Whole Group Formative Assessment Summative Assessment | Objective- Types of landforms and Waterways. Bell-Ringer- What are Waterways? Before- Quick Write During- Identify the types of landforms and waterways. Questions on landforms. Questions on waterways. Completions Matching Main Idea Activity Discuss land-use patterns. . Strategy- Turn and Talk After- Write facts on the importance of landforms as well as waterways. Small Group Formative Assessment Summative Assessment |
IXL Skills | Social Studies | Social Studies | Social Studies | Social Studies | Social Studies |
Resources (for Parent Transparency) | twip.glencoe.com | twip.glencoe.com | twip.glencoe.com | twip.glencoe.com | twip.glencoe.com |
Student Grouping:X Whole Group X Small Group X Individual Work Assessments:X Formative X Summative ACCOMMODATIONS: Retake Tests, Preferential Seating, X Shorter Assignments, X Additional Time, EL Strategies, Language Modifications, Compacting the Subject (gifted), Less Repetition (gifted), Alternative Assessment, Other: X | |||||
Lesson Plan - NAME: Debra Mays GRADE/SUBJECT: 7th Grade/Contemporary Issues-Elective WEEK OF: January 12th-January 16th 2026
MONDAY | TUESDAY | WEDNESDAY | THURSDAY | FRIDAY | |
Standards/Skills | Skill- Reading Comprehension | Skill-Reading Comprehension | Skill-Reading Comprehension | Skill-Reading Comprehension | Skill-Reading Comprehension |
ESSENTIAL QUESTION Learning Targets “I can …” | Essential Question- What does temperature and rainfall depend on? Learning Targets For Students: (1) Colorado (2) Temperatures at the top of the mountains. and (3) High Altitudes I can (as a teacher) help the students gain knowledge on temperatures near the mountains. | Essential Question- What is a natural resource? Learning Targets For Students: (1) Plants and Animals (2) Rocks and Trees (3)Water and soil I can (as a teacher) help the students gain knowledge on any materials found on earth that people use. | Essential Question- what are renewable resources? Learning Targets For Students: (1) Farmers (2) Rain Refills and (3) Growing too many crops. I can (as a teacher) help the students gain knowledge on resources that can be used or made again. | Essential Question- What are non-renewable resources? Learning Targets For Students: (1) Examples of non-renewable resources. (2) Resources that can’t be replaced. and (3) New Inventions I can (as a teacher) help the students gain knowledge on resources that are gone forever. | Essential Question - What are some uses of natural resources? Learning Targets For Students: (1) Factories (2) Products and (3) Services I can (as a teacher) help the students gain knowledge on resources used to make products. |
Instructional Strategies/ Activities (Before, During, & After) | Objective- Mountain Climate Bell-Ringer- What is mountain climate? Before- Read/Discuss During- Write 3 facts. Write 3 reactions. Write 3 conclusive statements. Write 5 words to describe mountain climate. Question- What type of clothes is needed for mountain climate? Strategy- Write 3 predictions about mountain climate. After- What was the one fact you learned about mountain climate? Whole Group Formative Assessment Summative Assessment | Objective- What is a Natural Resource? Bell-Ringer- What is graphite? Before- Quick Write During- Explain the need for soil. Discuss the connection between graphite and the ground. Reading Check Questions Find the words using clues. Strategy- Save the Last Word for Me. After- Complete a graphic organizer. Whole Group Formative Assessment Summative Assessment | Objective- Renewable Resources Bell-Ringer- What can make resources renewable? Before- Read/Discuss/Write During- Matching Compare/Contrast Sum-It-Up Write What IF’s on renewable resources Strategy- 3 facts. 2 connections, 1 question I still have on the use of renewable resources After- Write 3 examples of renewable resources. Individual Work Formative Assessment Summative Assessment. | Objective- Non-Renewable Resources Bell-Ringer- How are renewable resources different from non-renewable resources? Before- Read/Write During- Main Idea Questions Create a chart Word Wall - 10 words Write 2 thoughts on non-renewable resources. Strategy- ABC Brainstorm (use the word non-renewable) After- Discussion Individual Work Formative Assessment Summative Assessment | Objective- Using Natural Resources Bell-Ringer- What happens when people sell or buy products? Before- Quick Write During- List the uses of natural resources. What is the importance of a country’s economy? Main Ideas Find the letters Graphic Organizer Strategy- Turn and Talk After- Write 2 reactions Small Group Formative Assessment Summative Assessment |
IXL Skills | Social Studies | Social Studies | Social Studies | Social Studies | Social Studies |
Resources (for Parent Transparency) | www.pearsonlearning.com | www.pearsonlearning.com | www.pearsonlearning.com | www.pearsonlearning.com | www.pearsonlearning.com |
Student Grouping: X Whole Group X Small Group X Individual Work Assessments:X Formative X Summative ACCOMMODATIONS: Retake Tests, Preferential Seating, X Shorter Assignments, X Additional Time, EL Strategies, Language Modifications, Compacting the Subject (gifted), Less Repetition (gifted), Alternative Assessment, Other: X | |||||
Lesson Plan -NAME: Debra Mays GRADE/SUBJECT: 7th Grade/Geography WEEK OF: January 6th-January 9th 2026
MONDAY | TUESDAY | WEDNESDAY | THURSDAY | FRIDAY | |
Standards/Skills | Standard 1- Describe the world in spatial terms using maps and other geographic representations, tools, and technologies. | Standard 1- Describe the world in spatial terms using maps and other geographic representations, tools, and technologies. | Standard 1- Describe the world in spatial terms using maps and other geographic representations, tools, and technologies. | Standard 1- Describe the world in spatial terms using maps and other geographic representations, tools, and technologies. | |
ESSENTIAL QUESTION Learning Targets “I can …” | Professional Development for Teachers. | Essential Question- What is meant by the term” Thinking Like a Geographer?” Learning Targets For Students: (1) A Geographers View of Place. (2) The Tools of Geography. (3) Uses of Geography. and (4) Clues to Our Past. I can (as a teacher) help the students gain knowledge on geographers using various tools to understand the world. Video-Geographers | Essential Question- How would you explain the solar system? Learning Targets For Students: (1) The Solar System. (2) The Sun and the Seasons. I can (as a teacher) help the students gain knowledge on the sun’s heat sustaining life on our planets. Video- Solar System | Essential Question- How would you describe the layers found within the earth? Learning Targets For Students: (1) Inside the Earth (2) Forces Beneath the Earth’s Crust. and (3) Forces Shaping Landforms. I can (as a teacher) help the students gain knowledge on forces both inside the earth and on its surface affect the shape of the land. Video- The Earth | Essential Question- What are the different types of landforms? Learning Targets For Students: (1) Types of Landforms. (2) Bodies of Water. I can (as a teacher) help the students gain knowledge on landforms in all their varieties affecting how people live. Video- Landforms and Waterways. |
Instructional Strategies/ Activities (Before, During, & After) | Objective- Thinking Like a Geographer Bell-Ringer- What is Geography? Before- Read/Quick Write During- Main Idea Terms to Know Global Positioning System Geographic Information System . Reading Strategy After- Current Events Journal Whole Group Formative Summative
| Objective- The Earth in Space Bell-Ringer- What is orbit? Before- Read During- Diagram on sun facts and contributions. Analyze a diagram on the seasons. Reading Check Questions Completions Report information from a spatial perspective Strategy- ABC Brainstorm After- Believe It or Not Activity. Whole Group Formative Summative | Objective- Forces Shaping the Earth Bell-Ringer- What are the forces that change the earth’s surface? Before- Read Aloud During- Chart that includes forces and its effects. Analyze a diagram on the earth’s layers. Matching Find the words Key terms Experiences and cultures influencing perceptions and decisions. Strategy- Quick Write After- Exploring Culture- Looking Closer Individual Work Formative Summative | Objective- Landforms and Waterways Bell-Ringer- What does the earth’s land surface consist of? Before- Read/Discuss During- Reading Check Question Applying Map Skills Activity Valleys vs. Canyons Question Graphic Organizer Applying mental maps to answer geographic questions. Strategy- Turn and Talk After- Analyze Information Make Inferences Small Group Formative Summative | |
IXL Skills | Social Studies | Social Studies | Social Studies | Social Studies | |
Resources (for Parent Transparency) | twip.glencoe.com | twip.glencoe.com | twip.glencoe.com | twip.glencoe.com | |
Student Grouping:X Whole Group X Small Group X Individual Work Assessments:X Formative X Summative ACCOMMODATIONS: Retake Tests, Preferential Seating, X Shorter Assignments, X Additional Time, EL Strategies, Language Modifications, Compacting the Subject (gifted), Less Repetition (gifted), Alternative Assessment, Other: X | |||||
Lesson Plan -NAME: Debra Mays GRADE/SUBJECT: 7th Grade/Contemporary Issues-Elective WEEK OF: January 6th-January 9th 2026
MONDAY | TUESDAY | WEDNESDAY | THURSDAY | FRIDAY | |
Standards/Skills | Skills- Reading Comprehension | Skills- Reading Comprehension | Skills- Reading Comprehension | Skills- Reading Comprehension | |
ESSENTIAL QUESTION Learning Targets “I can …” | Professional Development for Teachers. | Essential Question- What are Climate Zones? Learning Targets For Students: (1) Patterns of Temperatures (2) Tropical Climate and (3) Polar Climate I can (as a teacher) help the students gain knowledge on patterns of weather over a long period of time. Video-Climate Zones | Essential Question- What is a Continental Climate? Learning Targets For Students: (1) Iowa (2) The United States and (3)Places near the ocean. I can (as a teacher) help the students gain knowledge on temperatures from summer to winter. Video-Continental Climate | Essential Climate- What is a Mild Climate? Learning Targets For Students: (1) Mild Climates (2) Coastal California and (3) Yearly Rainfall I can (as a teacher) help the students gain knowledge on area near the ocean. Video-Mild Climate | Essential question- What does a desert climate include? Learning Targets For Students? (1) Desert Climate (2) Arizona and (3) Alaska I can (as a teacher) help the students gain knowledge on places that are very hot and have very little rainfall. Video-Desert Climate |
Instructional Strategies/ Activities (Before, During, & After) | Objective- Climate Zones Bell-Ringer- What is the difference between weather and climate? Before- Read/ Quick Write During- Discussion Questions on Climate Zones Create a chart Key Ideas Recall Facts Strategy- Write 3 predictions. After- Examples of Climate Zones. Whole Group Formative Summative | Objective- Continental Climate Bell-Ringer- What is a climate zone that can exist in a large part of the United States? Before- Read/Write/Discuss During- Graphic Organizer Create a word Wall using 10 words. Explanations on reasons for chosen words. Strategy- 3-2-1 - 3 facts- 2 connections- 1 question I still have on Continental Climate. After- Create a drawing to illustrate a Continental Climate. Whole Group Formative Summative | Objective- Mild Climate Bell-Ringer- How is the ocean connected to mild climates? Before- Read/ Write 3 facts learned about mild climates? During- Review Facts Answer Questions Sum-It-Up Key Terms Strategy- Save the Last Word For Me. After- Present Final Thoughts to the class. Individual Work Formative Summative . | Objective- Desert Climate Bell-Ringer- What is the difference between desert and polar climate? Before- Quick Write During- Read Aloud Questions Find the words Fact/Opinion Unscramble Strategy- Turn and Talk After- Talk to the Class Small Group Formative Summative | |
IXL Skills | Social Studies | Social Studies | Social Studies | Social Studies | |
Resources (for Parent Transparency) | www.pearsonlearning.com | www.pearsonlearning.com | www.pearsonlearning.com | www.pearsonlearning.com | |
Student Grouping:X Whole Group X Small Group X Individual Work Assessments: X Formative X Summative ACCOMMODATIONS: Retake Tests, Preferential Seating, X Shorter Assignments, X Additional Time, EL Strategies, Language Modifications, Compacting the Subject (gifted), Less Repetition (gifted), Alternative Assessment, Other: X | |||||