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 27th-January 31st 2025
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 would you describe the earth’s major landforms?
Learning Targets For Students: (1)Land-Use patterns. (2) Linkages of cities. and (3) migration patterns.
I can (as a teacher) help the students gain knowledge on people, places, and environments.
Essential Question - What is the difference between a strait and channel?
Learning Targets For Students: (1) Human Settlements. (2) Coastal Plains. and (3) Mountain Ranges.
I can (as a teacher) help the students gain knowledge on landforms and People.
Essential Question - What are regions.
Learning Targets For Students: (1) Individual Cities. (2) Individual places. and (3) Similar Environments.
I can (as a teacher) help the students gain knowledge on how geographers carefully study individual cities, rivers, and other landforms.
Essential Question - What are governmental alliances?
Learning Targets For Students: (1) Governmental Leaders. (2) Population Trends. and (3) Where people are moving in a region?
I can (as a teacher) help the students gain knowledge on the uses of geography.
Essential Question-Explain how landforms affect where people live.
Learning Targets For Students: (1) Types of Landforms. (2) Landforms and People. and (3) People Settlements.
I can (as a teacher) help the students gain information on the Earth’s major landforms.
Instructional Strategies/
Activities
(Before, During, & After)
Objective - Landforms and waterways.
Video
Before - Read/ Discuss
During- Reading Strategy-Landforms
Applying Map Skills
Graphic Organizer
Critical Thinking
Strategy- Predictions
After - Reading Check
(Individual Work)
(Formative)
Objective - Landforms and People.
Video
Before-Quick Write
During- Activity-Why do people decide to live in a particular area?
Diagram-People Settlements
Strategy - Save the Last Word For Me.
After - Write 3 questions.
(Individual Work)
Summative)
Objective - Migration Patterns..
Video
Before- Read/Discuss
During- Graphic Organizer
Reading Check
Sum It Up
Comparing and contrasting
Strategy - 3-2-1
3 facts, 2 connections, 1 question I still have.
After - How can individual places relate to other places?
(Whole Group)
(Formative).
Objective- Geographic Information.
Video
Before- Read/Write
During- Prepare an outline-A Geographer’s view of place.
Write Human Characteristics.
Write Physical Characteristics.
Write how people interact with their environment.
Strategy - ABC Brainstorm.For every letter in the word geographic, students will write a word, phrase, or sentence to identify people, places, environments.
(Individual Work)
(Formative)
Objective - Human Settlements.
Video
Before - Quick Write
During- Question
Chart Activity
Summarizing
Place/Location
Strategy- Think-Pair-Share- Students will think about the information on Human Settlements, pair with a partner, then share with the class their findings o
After - Mental Mapping Activity
(Small Group)
(Summative)
IXL Skills
Social Studies
Social Studies
Social Studies
Social Studies
Social Studies
Resources
(for Parent Transparency)
Resources
The World and Its People-online
Resources
The World and Its People- online
Resources The World and Its People-online
Resources
The World and Its People-online
Resources
The World and Its People-online
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
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 would you describe the earth’s major landforms? Learning Targets For Students: (1)Land-Use patterns. (2) Linkages of cities. and (3) migration patterns. I can (as a teacher) help the students gain knowledge on people, places, and environments. | Essential Question - What is the difference between a strait and channel? Learning Targets For Students: (1) Human Settlements. (2) Coastal Plains. and (3) Mountain Ranges. I can (as a teacher) help the students gain knowledge on landforms and People. | Essential Question - What are regions. Learning Targets For Students: (1) Individual Cities. (2) Individual places. and (3) Similar Environments. I can (as a teacher) help the students gain knowledge on how geographers carefully study individual cities, rivers, and other landforms. | Essential Question - What are governmental alliances? Learning Targets For Students: (1) Governmental Leaders. (2) Population Trends. and (3) Where people are moving in a region? I can (as a teacher) help the students gain knowledge on the uses of geography. | Essential Question-Explain how landforms affect where people live. Learning Targets For Students: (1) Types of Landforms. (2) Landforms and People. and (3) People Settlements. I can (as a teacher) help the students gain information on the Earth’s major landforms. |
Instructional Strategies/ Activities (Before, During, & After) | Objective - Landforms and waterways. Video Before - Read/ Discuss During- Reading Strategy-Landforms Applying Map Skills Graphic Organizer Critical Thinking Strategy- Predictions After - Reading Check (Individual Work) (Formative) | Objective - Landforms and People. Video Before-Quick Write During- Activity-Why do people decide to live in a particular area? Diagram-People Settlements Strategy - Save the Last Word For Me. After - Write 3 questions. (Individual Work) Summative) | Objective - Migration Patterns.. Video Before- Read/Discuss During- Graphic Organizer Reading Check Sum It Up Comparing and contrasting Strategy - 3-2-1 3 facts, 2 connections, 1 question I still have. After - How can individual places relate to other places? (Whole Group) (Formative). | Objective- Geographic Information. Video Before- Read/Write During- Prepare an outline-A Geographer’s view of place. Write Human Characteristics. Write Physical Characteristics. Write how people interact with their environment. Strategy - ABC Brainstorm.For every letter in the word geographic, students will write a word, phrase, or sentence to identify people, places, environments. (Individual Work) (Formative) | Objective - Human Settlements. Video Before - Quick Write During- Question Chart Activity Summarizing Place/Location Strategy- Think-Pair-Share- Students will think about the information on Human Settlements, pair with a partner, then share with the class their findings o After - Mental Mapping Activity (Small Group) (Summative) |
IXL Skills | Social Studies | Social Studies | Social Studies | Social Studies | Social Studies |
Resources (for Parent Transparency) | Resources The World and Its People-online | Resources The World and Its People- online | Resources The World and Its People-online | Resources The World and Its People-online | Resources The World and Its People-online |
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 27th-January 31st 2025
MONDAY
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
Standards/Skills
Skill- Key Ideas
Skill- Reading Comprehension
Skill-Writing
Skill-Comparing
Skill- Contrasting
ESSENTIAL QUESTION
Learning Targets
“I can …”
Essential Question - What language do most people in the United States and Canada speak?
Learning Targets For Students: (1) Mexico’s East and West Coast. (2) Canada. and (3) the United States.
I can (as a teacher) help the students gain knowledge on Mexico and Its North American Neighbors.
Essential Question-What is Mexico’s capital city.
Learning Targets For Students: (1) Mexico City. (2) Large Pyramids. and (3) The Aztecs.
I can (as a teacher) help the students gain knowledge on the oldest city in North America.
Essential Question - What are the different types of Volcanoes?
Learning Targets For Students: (1) Extinct Volcanoes. (2) Volcanologists.and (3) Active Volcanoes.
I can (as a teacher) help the students gain knowledge on red-hot lava pouring from a mountain.
Essential Question- What takes place when volcanoes erupt?
Learning Targets For Students: (1) Volcanic Temperatures. (2) Poisonous gases related to volcanoes. and (3) Magma.
I can (as a teacher) help the students gain knowledge on magma forced up through a volcano.
Essential Question-What are the benefits of Volcanoes?
Learning Targets For Students:(1) Layers of Rock. (2) Beautiful Gems. and (3) Volcanic Ash.
I can (as a teacher) help the students gain knowledge on how billions of years ago, volcanoes were an important part of how Earth’s surface formed.
Instructional Strategies/
Activities
(Before, During, & After)
Objective- Mexico and Its North American Neighbors.
Video
Before- Read/Discuss
During- Write 3 reactions to the reading.
Compare Mexico to the U.S. and Canada (Chart)
Questions- How is Mexico different from Canada and the U.S.
Retell in writing what you learned about Mexico and Its North American Neighbors.
Activity. .
Strategy- 3-2-1
Write 3 facts, 2 connections, 1 question I still have.
After - Write key ideas gained on Mexico and Its North American Neighbors
(Formative)
(Individual Work) .
.
Objective- Mexico City.
Video
Before- Read/Write 5 facts.
During- Write five reasons visitors come from around the world to see the Aztec pyramids.
Research additional information on Mexico City.
Present to the class.
Why is Mexico City the highest city in North America?
Activity.
Strategy - Predictions.
Write 5 predictions on Mexico City.
After - Create a chart listing learned facts on Mexico City.
(Summative)
(Individual Work)
Objective- Kinds of
Volcanoes.
Video
Before- Read/Write 3 questions.
During- Write a short summary on the different kinds of volcanoes.
What makes volcanoes extinct?
Activity.
Strategy - Save the Last Word For Me.
Write one overall summary statement on the kinds of volcanoes.
After - Create a graphic organizer explaining the kinds of volcanoes.
(Summative)
(Whole Group)
Objective - When Volcanoes Erupt.
Video
Before - Read.
Compare active volcanoes and extinct volcanoes.
During- Create a chart to share with the class similarities between the volcanoes.
Activity.
Strategy- Think-Pair-Share.
Think about all the facts learned on volcanoes, pair with a partner to discuss the findings, then share with the class facts on the different types of volcanoes.
After- Write 3 reactions on volcanoes.
(Formative)
(Whole Group)
Objective - The Benefits of Volcanoes.
Video.
Before - Read/Discuss.
Write differencing between volcanoes.
What makes these differences beneficial?
Activity.
Strategy- ABC Brainstorm.
For every letter in the word VOLCANOES, students will write a word, phrase, or sentence to illustrate reasons for the existence of volcanoes.
After - Create a poster view on volcanoes. Write in detail explaining volcanoes.
(Summative)
(Small Group)
IXL Skills
Social Studies
Social Studies
Social Studies
Social Studies
Social Studies
Resources
(for Parent Transparency)
Resources
www.pearsonlearning.com
Resources
www.pearsonlearning.com
Resources
www.pearsonlearning.com
Resources
www.pearsonlearning.com
Resources
www.pearsonlearning.com
Student Grouping:X Whole Group X Small Group X Individual Work
Assessments:X FormativeX 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 21st-January 24th 2025
MONDAY | TUESDAY | WEDNESDAY | THURSDAY | FRIDAY | |
Standards/Skills | Skill- Key Ideas | Skill- Reading Comprehension | Skill-Writing | Skill-Comparing | Skill- Contrasting |
ESSENTIAL QUESTION Learning Targets “I can …” | Essential Question - What language do most people in the United States and Canada speak? Learning Targets For Students: (1) Mexico’s East and West Coast. (2) Canada. and (3) the United States. I can (as a teacher) help the students gain knowledge on Mexico and Its North American Neighbors. | Essential Question-What is Mexico’s capital city. Learning Targets For Students: (1) Mexico City. (2) Large Pyramids. and (3) The Aztecs. I can (as a teacher) help the students gain knowledge on the oldest city in North America. | Essential Question - What are the different types of Volcanoes? Learning Targets For Students: (1) Extinct Volcanoes. (2) Volcanologists.and (3) Active Volcanoes. I can (as a teacher) help the students gain knowledge on red-hot lava pouring from a mountain. | Essential Question- What takes place when volcanoes erupt? Learning Targets For Students: (1) Volcanic Temperatures. (2) Poisonous gases related to volcanoes. and (3) Magma. I can (as a teacher) help the students gain knowledge on magma forced up through a volcano. | Essential Question-What are the benefits of Volcanoes? Learning Targets For Students:(1) Layers of Rock. (2) Beautiful Gems. and (3) Volcanic Ash. I can (as a teacher) help the students gain knowledge on how billions of years ago, volcanoes were an important part of how Earth’s surface formed. |
Instructional Strategies/ Activities (Before, During, & After) | Objective- Mexico and Its North American Neighbors. Video Before- Read/Discuss During- Write 3 reactions to the reading. Compare Mexico to the U.S. and Canada (Chart) Questions- How is Mexico different from Canada and the U.S. Retell in writing what you learned about Mexico and Its North American Neighbors. Activity. . Strategy- 3-2-1 Write 3 facts, 2 connections, 1 question I still have. After - Write key ideas gained on Mexico and Its North American Neighbors (Formative) (Individual Work) . . | Objective- Mexico City. Video Before- Read/Write 5 facts. During- Write five reasons visitors come from around the world to see the Aztec pyramids. Research additional information on Mexico City. Present to the class. Why is Mexico City the highest city in North America? Activity. Strategy - Predictions. Write 5 predictions on Mexico City. After - Create a chart listing learned facts on Mexico City. (Summative) (Individual Work)
| Objective- Kinds of Volcanoes. Video Before- Read/Write 3 questions. During- Write a short summary on the different kinds of volcanoes. What makes volcanoes extinct? Activity. Strategy - Save the Last Word For Me. Write one overall summary statement on the kinds of volcanoes. After - Create a graphic organizer explaining the kinds of volcanoes. (Summative) (Whole Group) | Objective - When Volcanoes Erupt. Video Before - Read. Compare active volcanoes and extinct volcanoes. During- Create a chart to share with the class similarities between the volcanoes. Activity. Strategy- Think-Pair-Share. Think about all the facts learned on volcanoes, pair with a partner to discuss the findings, then share with the class facts on the different types of volcanoes. After- Write 3 reactions on volcanoes. (Formative) (Whole Group) | Objective - The Benefits of Volcanoes. Video. Before - Read/Discuss. Write differencing between volcanoes. What makes these differences beneficial? Activity. Strategy- ABC Brainstorm. For every letter in the word VOLCANOES, students will write a word, phrase, or sentence to illustrate reasons for the existence of volcanoes. After - Create a poster view on volcanoes. Write in detail explaining volcanoes. (Summative) (Small Group) |
IXL Skills | Social Studies | Social Studies | Social Studies | Social Studies | Social Studies |
Resources (for Parent Transparency) | Resources www.pearsonlearning.com | Resources www.pearsonlearning.com | Resources www.pearsonlearning.com | Resources www.pearsonlearning.com | Resources www.pearsonlearning.com |
Student Grouping:X Whole Group X Small Group X Individual Work Assessments:X FormativeX 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 21st-January 24th 2025
MONDAY
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
Standards/Skills
Holiday
School Closed
Winter Weather
SchoolClosed
Winter Weather
School Closed
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- What is the relationship between people and places?
Learning Targets For Students: (1) Human Characteristics. (2) Physical Characteristics. and (3) Regions.
I can (as a teacher) help the students gain information on relationships and environments among people.
Essential Question - How can experiences and cultures influence perceptions and decisions?
Learning Targets For Students: (1) Where do people live? (2) How can they live? and How people depend on their physical environment.
I can (as a teacher) help the students gain knowledge on how people interact with their environment.
Instructional Strategies/
Activities
(Before, During, & After)
Objective - A Geographer’s View of Place.
Before- Read/Discuss.
During- Activities Include:
Varied Landforms.
Reading Check.
Venn Diagram
Strategy - 3-2-1
Write 3 facts, two connections, 1 question I still have.
After - Write a summary statement on the relationship between people and places.
(Whole Group)
(Summative)
Objective - People and Places.
Before-Read/Discuss.
During- Activities include: Utilizing Maps.
Predictions.
Questions.
Explaining.
Strategy - ABC Brainstorm.
For every letter in the word PEOPLE, students will write a word, phrase, or sentence.
After - Create a poster view of findings on people and places.
Include- characteristics,
regions, perceptions, decisions, patterns, settlements, relationships, and environments.
(Small Group)
(Summative)
IXL Skills
Social Studies
Social Studies
Resources
(for Parent Transparency)
.
Resources
online- The World and Its People.
Active Reading-Note- Taking Guide
Resources
online- The World and Its People.
Active Reading- Note-Taking Guide
Student Grouping:X Whole Group X Small Group X Individual Work
Assessments: _ 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
MONDAY | TUESDAY | WEDNESDAY | THURSDAY | FRIDAY | |
Standards/Skills | Holiday School Closed | Winter Weather SchoolClosed | Winter Weather School Closed | 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- What is the relationship between people and places? Learning Targets For Students: (1) Human Characteristics. (2) Physical Characteristics. and (3) Regions. I can (as a teacher) help the students gain information on relationships and environments among people. | Essential Question - How can experiences and cultures influence perceptions and decisions? Learning Targets For Students: (1) Where do people live? (2) How can they live? and How people depend on their physical environment. I can (as a teacher) help the students gain knowledge on how people interact with their environment. | |||
Instructional Strategies/ Activities (Before, During, & After) | Objective - A Geographer’s View of Place. Before- Read/Discuss. During- Activities Include: Varied Landforms. Reading Check. Venn Diagram Strategy - 3-2-1 Write 3 facts, two connections, 1 question I still have. After - Write a summary statement on the relationship between people and places. (Whole Group) (Summative) | Objective - People and Places. Before-Read/Discuss. During- Activities include: Utilizing Maps. Predictions. Questions. Explaining. Strategy - ABC Brainstorm. For every letter in the word PEOPLE, students will write a word, phrase, or sentence. After - Create a poster view of findings on people and places. Include- characteristics, regions, perceptions, decisions, patterns, settlements, relationships, and environments. (Small Group) (Summative) | |||
IXL Skills | Social Studies | Social Studies | |||
Resources (for Parent Transparency) | . | Resources online- The World and Its People. Active Reading-Note- Taking Guide | Resources online- The World and Its People. Active Reading- Note-Taking Guide | ||
Student Grouping:X Whole Group X Small Group X Individual Work Assessments: _ 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 21st - January 24th 2025
MONDAY
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
Standards/Skills
HOLIDAY
School Closed
Winter Weather
School Closed
Winter Weather
School Closed
Skill- Writing
Skill- Key Ideas
ESSENTIAL QUESTION
Learning Targets
“I can …”
Essential Question - How can Canada and the United States be compared?
Learning Targets For Students: (1) Canada. (2) The United States. and (3) The Rocky Mountains.
I can (as a teacher) help the students gain knowledge on countries that are similar in many ways.
Essential Question - What is Canada’s main winter sport?
Learning Targets For Students: (1) Professional Hockey. (2) Winter Sports. and (3) Canadian Towns.
I can (as a teacher) help the students gain knowledge on how hockey players learned to skate on outdoor ice rinks in small, northern Canadian towns.
Instructional Strategies/
Activities
(Before, During, & After)
Objective- Comparing Canada and the United States.
Before - Write a two-paragraph summary.
During- Write 3 examples of the occupations in Canada.
Write 3 examples of the occupations in the United States.
Write reactions to the information on either Canada or the United States.
Video
Strategy - ABC Brainstorm.
For every letter in the word Canada or the United States, students will write a word, phrase, or sentence to identify the people in Canada or the United States.
After - Create a booklet on Canada and the United States.
(Whole Group)
(Summative)
Objective - Canada’s Winter Sports.
Before - Read the information.
During- Write 5 key ideas from the reading.
Write how each key idea supports the reading on Canada’s Winter Sports.
Choose one key idea and draw a picture.
Write 3 examples of the chosen key idea.
Video
Strategy-3-2-1
Students will write 3 facts, 2 connections, 1 question I still have on Canada’s Winter Sports.
After - Create a chart on all the Winter Sports in Canada.The chart has to include winter sports played by children and the locations of the team sports.
Hockey was invented in Canada more than 100 years ago.
(Small Group)
(Summative)
IXL Skills
Social Studies
Social Studies
Resources
(for Parent Transparency)
Resources
www.pearsonlearning.com
Resources
www.pearsonlearning.com
Student Grouping:X Whole Group X Small Group X Individual Work
Assessments: _ 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
MONDAY | TUESDAY | WEDNESDAY | THURSDAY | FRIDAY | |
Standards/Skills | HOLIDAY School Closed | Winter Weather School Closed | Winter Weather School Closed | Skill- Writing | Skill- Key Ideas |
ESSENTIAL QUESTION Learning Targets “I can …” | Essential Question - How can Canada and the United States be compared? Learning Targets For Students: (1) Canada. (2) The United States. and (3) The Rocky Mountains. I can (as a teacher) help the students gain knowledge on countries that are similar in many ways. | Essential Question - What is Canada’s main winter sport? Learning Targets For Students: (1) Professional Hockey. (2) Winter Sports. and (3) Canadian Towns. I can (as a teacher) help the students gain knowledge on how hockey players learned to skate on outdoor ice rinks in small, northern Canadian towns. | |||
Instructional Strategies/ Activities (Before, During, & After) | Objective- Comparing Canada and the United States. Before - Write a two-paragraph summary. During- Write 3 examples of the occupations in Canada. Write 3 examples of the occupations in the United States. Write reactions to the information on either Canada or the United States. Video Strategy - ABC Brainstorm. For every letter in the word Canada or the United States, students will write a word, phrase, or sentence to identify the people in Canada or the United States. After - Create a booklet on Canada and the United States. (Whole Group) (Summative) | Objective - Canada’s Winter Sports. Before - Read the information. During- Write 5 key ideas from the reading. Write how each key idea supports the reading on Canada’s Winter Sports. Choose one key idea and draw a picture. Write 3 examples of the chosen key idea. Video Strategy-3-2-1 Students will write 3 facts, 2 connections, 1 question I still have on Canada’s Winter Sports. After - Create a chart on all the Winter Sports in Canada.The chart has to include winter sports played by children and the locations of the team sports. Hockey was invented in Canada more than 100 years ago. (Small Group) (Summative) | |||
IXL Skills |
| Social Studies | Social Studies | ||
Resources (for Parent Transparency) | Resources www.pearsonlearning.com | Resources www.pearsonlearning.com | |||
Student Grouping:X Whole Group X Small Group X Individual Work Assessments: _ 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/Geography WEEK OF: January 13th-January 17th 2025
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 - What are map essentials?
Learning Targets For Students: (1) World Map.
(2) Physical Map.
I can (as a teacher) help the students gain knowledge on both world and physical maps.
Essential Question - What is a projection, scale, and legend map?
Learning Targets For Students: (1) Projection Map. (2) Scale Map. and (3) A Legend Map.
I can (as a teacher) help the students gain knowledge on the use of map essentials.
Essential Question - What is a distance, direction and a grid map?
Learning Targets For Students: (1) Distance Map. (2) Direction Map. and (3) Grid Map.
I can (as a teacher) help the students gain knowledge on map essentials- distance, scale, and grid map.
Essential Question - What are the tools of Geography?
Learning Targets For Students: (1) Google Earth. (2) Global Positioning System. and (3) Geographic Information System.
I can (as a teacher) help the students gain knowledge on collecting data for mapping Earth.
Essential Question - How can maps be used to explain relationships and environments among people and places?
Learning Targets For Students: (1) Physical characteristics - A geographer’s View of Place. (2) Human Characteristics- A Geographer’s View of Place. and (3) People and Places.
I can (as a teacher) help the students gain knowledge on relationships and environments in utilizing maps.
Instructional Strategies/
Activities
(Before, During, & After)
Objective - The Earth in Spatial Terms.
Before - Read Aloud/Discussion
During - Video on Map Essentials.
Identify and write different essentials from the map.
Students will get familiar with the world map and the physical map.
Teacher will direct students to look for specific items from the world map and the physical map.
Strategy - Predictions.
Write 3 predictions on a world map. Write 3 predictions on a physical map.
After - Students will write differences between a physical map and a world map.
(Whole Group)
.Formative
Objective - The Earth in Spatial Terms.
Before-Read Aloud/Discussion
Video-projection, scale, legend map.
Write 5 essentials from a projection map.
Write 5 essentials from a scale map.
Write 5 essentials from a legend map.
Video-Map Essentials.
Answer questions from a projection map.
Complete an activity on a scale map.
Complete activity on a scale map.
Strategy - 3-2-1
Students will write 3 facts, 2 connections, 1 question I still have on .
After - Students will create their own map essential.
(Whole Group)
Formative
Objective- The Earth in Spatial Terms.
Before- Read Aloud/Discussion
Video- Distance,Direction, Grid Map.
During- Answer questions from a distance map.
Answer questions from a direction map.
Answer questions from a grid map.
Strategy - Save the Last Word For Me.
Students will write one overall summary statement on map essentials - distance, direction, grid map.
After - Students will draw one of the maps. distance-direction-grid.
(Individual Work)
Formative
Objective - The Tools of Geography.
Before - Read Aloud/Discussion.
Video- Google Earth, Global Positioning System, Geographic Information System.
During- Activity- Tools of Geography.
Terms to Know.
Places To Locate.
Strategy - 3-2-1
Students will write 3 facts, 2 connections, 1 question I still have on tools and data for geography.
After - Complete Skimming Activity.
(Small Group)
Summative
Objective- People and Places.
Before- Read Aloud/Discussion.
Video- Relationships and environments among people and places.
During- Activity-Previewing.
Activity- Places To Locate.
Activity- Terms To Know.
Strategy- ABC Brainstorm.
For every letter in the word People or Places, students will write a word, phrase, or sentence to identify why geographers are especially interested in how people interact with their environment.
(Individual Work)
Summative
IXL Skills
Social Studies
Social Studies
Social Studies
Social Studies
Social Studies
Resources
(for Parent Transparency)
Resources
The World and Its People-online
Resources
The World and Its People - online
Resources
The World and Its People-online
Resources
The World and Its People-online
Resources
The World and Its People-online
Student Grouping: X Whole Group X Small Group XIndividual 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 13th-January 17th 2025
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 - What are map essentials? Learning Targets For Students: (1) World Map. (2) Physical Map. I can (as a teacher) help the students gain knowledge on both world and physical maps. | Essential Question - What is a projection, scale, and legend map? Learning Targets For Students: (1) Projection Map. (2) Scale Map. and (3) A Legend Map. I can (as a teacher) help the students gain knowledge on the use of map essentials. | Essential Question - What is a distance, direction and a grid map? Learning Targets For Students: (1) Distance Map. (2) Direction Map. and (3) Grid Map. I can (as a teacher) help the students gain knowledge on map essentials- distance, scale, and grid map. | Essential Question - What are the tools of Geography? Learning Targets For Students: (1) Google Earth. (2) Global Positioning System. and (3) Geographic Information System. I can (as a teacher) help the students gain knowledge on collecting data for mapping Earth. | Essential Question - How can maps be used to explain relationships and environments among people and places? Learning Targets For Students: (1) Physical characteristics - A geographer’s View of Place. (2) Human Characteristics- A Geographer’s View of Place. and (3) People and Places. I can (as a teacher) help the students gain knowledge on relationships and environments in utilizing maps. |
Instructional Strategies/ Activities (Before, During, & After) | Objective - The Earth in Spatial Terms. Before - Read Aloud/Discussion During - Video on Map Essentials. Identify and write different essentials from the map. Students will get familiar with the world map and the physical map. Teacher will direct students to look for specific items from the world map and the physical map. Strategy - Predictions. Write 3 predictions on a world map. Write 3 predictions on a physical map. After - Students will write differences between a physical map and a world map. (Whole Group) .Formative | Objective - The Earth in Spatial Terms. Before-Read Aloud/Discussion Video-projection, scale, legend map. Write 5 essentials from a projection map. Write 5 essentials from a scale map. Write 5 essentials from a legend map. Video-Map Essentials. Answer questions from a projection map. Complete an activity on a scale map. Complete activity on a scale map. Strategy - 3-2-1 Students will write 3 facts, 2 connections, 1 question I still have on . After - Students will create their own map essential. (Whole Group) Formative | Objective- The Earth in Spatial Terms. Before- Read Aloud/Discussion Video- Distance,Direction, Grid Map. During- Answer questions from a distance map. Answer questions from a direction map. Answer questions from a grid map. Strategy - Save the Last Word For Me. Students will write one overall summary statement on map essentials - distance, direction, grid map. After - Students will draw one of the maps. distance-direction-grid. (Individual Work) Formative | Objective - The Tools of Geography. Before - Read Aloud/Discussion. Video- Google Earth, Global Positioning System, Geographic Information System. During- Activity- Tools of Geography. Terms to Know. Places To Locate. Strategy - 3-2-1 Students will write 3 facts, 2 connections, 1 question I still have on tools and data for geography. After - Complete Skimming Activity. (Small Group) Summative | Objective- People and Places. Before- Read Aloud/Discussion. Video- Relationships and environments among people and places. During- Activity-Previewing. Activity- Places To Locate. Activity- Terms To Know. Strategy- ABC Brainstorm. For every letter in the word People or Places, students will write a word, phrase, or sentence to identify why geographers are especially interested in how people interact with their environment. (Individual Work) Summative |
IXL Skills | Social Studies | Social Studies | Social Studies | Social Studies | Social Studies |
Resources (for Parent Transparency) | Resources The World and Its People-online | Resources The World and Its People - online | Resources The World and Its People-online | Resources The World and Its People-online | Resources The World and Its People-online |
Student Grouping: X Whole Group X Small Group XIndividual 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 13th-January 17th 2025
MONDAY
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
Standards/Skills
Skill - Reading Comprehension
Skill- Writing
Skill-Compare/Contrast
Skill- Key Ideas
Skill- Terms to Know
ESSENTIAL QUESTION
Learning Targets
“I can …”
Essential Question - What are the benefits of Mountain Climate?
I can (as a teacher) help the students gain knowledge on a climate where temperature and rainfall depend on altitude.
Essential Question - How can a Natural Resource be described?
I can (as a teacher) help the students gain knowledge on the use of many natural resources.
Essential Question - What are Renewable Resources?
I can (as a teacher) help the students gain knowledge on resources that can be made again.
Essential Question- What are Non-Renewable Resources?
I can (as a teacher) help the students gain knowledge on resources that can’t be replaced.
Essential Question - What are Natural Resources used to make?
I can (as a teacher) help the students gain knowledge on products made from natural resources.
Instructional Strategies/
Activities
(Before, During, & After)
Instructional Strategies/Activities
Objective - Mountain Climate
Before- Read/Discuss
During- Write 5 key ideas from the reading.
Complete an outline from the reading.
Complete a diagram to support the reading.
Create a word wall to identify words important to the reading on Mountain Climate.
Video
Strategy - Think-Pair-Share
Students will think about the information read on Mountain Climate, Pair with a partner, then write their final results on temperatures near the top of the mountains.
After- Create a picture poster board that sums up Mountain Climate.
Present to the class..
.
(Whole Group)
Formative
Instructional Strategies/Activities
Objective - What Is A Natural Resource?
Before- Write a 2-paragraph summary.
During- Write 3 examples of natural resources.
Write 3 reactions on natural resources.
Write a short story on natural resources.
Write how natural resources have saved the world.
Video
Strategy - ABC Brainstorm
For every letter in the word resource, students will write a word, phrase, sentence to identify natural resources.
After- Create a booklet on What Is A Natural Resource?
Present to the class.
(Individual Work)
Formative
Instructional Strategies/Activities
Objective - Renewable Resources.
Objective- Renewable Resources.
Before- Become knowledgeable on comparisons and contrasting.
During- List similarities between renewable resources and natural resources.
List differences between natural resources and renewable resources.
Video
Strategy- Predictions.
Students will write 3 predictions comparing and contrasting renewable resources.
After - Create a Venn Diagram on Natural Resources and Renewable Resources.
(Individual Work)
Formative
Instructional Strategies/Activities
Objective - Non-Renewable Resources.
Before-Read the information on identifying key ideas.
During- Write 5 key ideas from the reading.
Write how each key idea supports non-renewable resources.
Choose one key idea and draw a picture.
Write 3 examples of the chosen key idea
Video.
Strategy - 3-2-1
Students will write 3 factual ideas, 2 connections among the chosen ideas, 1 question I still have on non-renewable resources.
After - Create a chart on non-renewable resources
(Small Group)
Summative
Instructional Strategies/Activities
Objective - Using Natural Resources
Before - Students will read the information and write terms important to the reading.
During- Write how each term supports their reading.
Create a word wall listing 5 terms to know.
Discuss the terms with a partner.
Video
Strategy- Save the Last Words For Me
Students will write one overall summary on using natural resources including all 5 terms from the previous list
After -Students will choose 2 of their terms to know and post around the room.
(Individual Work)
Summative
IXL Skills
Social Studies
Social Studies
Social Studies
Social Studies
Social Studies
Resources
(for Parent Transparency)
Resources www.pearsonlearning.com
Resources
www.pearsonlearning.com
Resources
www.pearsonlearning.com
Resources
www.pearsonlearning.com
Resources
www.pearsonlearning.com
Student Grouping: X Whole Group X Small Group X Individual Work
Assessments:XFormative 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
MONDAY | TUESDAY | WEDNESDAY | THURSDAY | FRIDAY | |
Standards/Skills | Skill - Reading Comprehension | Skill- Writing | Skill-Compare/Contrast | Skill- Key Ideas | Skill- Terms to Know |
ESSENTIAL QUESTION Learning Targets “I can …” | Essential Question - What are the benefits of Mountain Climate? I can (as a teacher) help the students gain knowledge on a climate where temperature and rainfall depend on altitude. | Essential Question - How can a Natural Resource be described? I can (as a teacher) help the students gain knowledge on the use of many natural resources. | Essential Question - What are Renewable Resources? I can (as a teacher) help the students gain knowledge on resources that can be made again. | Essential Question- What are Non-Renewable Resources? I can (as a teacher) help the students gain knowledge on resources that can’t be replaced. | Essential Question - What are Natural Resources used to make? I can (as a teacher) help the students gain knowledge on products made from natural resources. |
Instructional Strategies/ Activities (Before, During, & After) | Instructional Strategies/Activities Objective - Mountain Climate Before- Read/Discuss During- Write 5 key ideas from the reading. Complete an outline from the reading. Complete a diagram to support the reading. Create a word wall to identify words important to the reading on Mountain Climate. Video Strategy - Think-Pair-Share Students will think about the information read on Mountain Climate, Pair with a partner, then write their final results on temperatures near the top of the mountains. After- Create a picture poster board that sums up Mountain Climate. Present to the class.. . (Whole Group) Formative | Instructional Strategies/Activities Objective - What Is A Natural Resource? Before- Write a 2-paragraph summary. During- Write 3 examples of natural resources. Write 3 reactions on natural resources. Write a short story on natural resources. Write how natural resources have saved the world. Video Strategy - ABC Brainstorm For every letter in the word resource, students will write a word, phrase, sentence to identify natural resources. After- Create a booklet on What Is A Natural Resource? Present to the class. (Individual Work) Formative | Instructional Strategies/Activities Objective - Renewable Resources. Objective- Renewable Resources. Before- Become knowledgeable on comparisons and contrasting. During- List similarities between renewable resources and natural resources. List differences between natural resources and renewable resources. Video Strategy- Predictions. Students will write 3 predictions comparing and contrasting renewable resources. After - Create a Venn Diagram on Natural Resources and Renewable Resources. (Individual Work) Formative | Instructional Strategies/Activities Objective - Non-Renewable Resources. Before-Read the information on identifying key ideas. During- Write 5 key ideas from the reading. Write how each key idea supports non-renewable resources. Choose one key idea and draw a picture. Write 3 examples of the chosen key idea Video. Strategy - 3-2-1 Students will write 3 factual ideas, 2 connections among the chosen ideas, 1 question I still have on non-renewable resources. After - Create a chart on non-renewable resources (Small Group)
Summative | Instructional Strategies/Activities Objective - Using Natural Resources Before - Students will read the information and write terms important to the reading. During- Write how each term supports their reading. Create a word wall listing 5 terms to know. Discuss the terms with a partner. Video Strategy- Save the Last Words For Me Students will write one overall summary on using natural resources including all 5 terms from the previous list After -Students will choose 2 of their terms to know and post around the room. (Individual Work) Summative |
IXL Skills | Social Studies | Social Studies | Social Studies | Social Studies | Social Studies |
Resources (for Parent Transparency) | Resources www.pearsonlearning.com | Resources www.pearsonlearning.com | Resources www.pearsonlearning.com | Resources www.pearsonlearning.com | Resources www.pearsonlearning.com |
Student Grouping: X Whole Group X Small Group X Individual Work Assessments:XFormative 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 | |||||