STEPP Lesson Plan Form Teacher: John Gargaro School: Thompson Valley HS Area: World Geography Title: Getting

to know South America of 2 Content Standard(s) addressed by this lesson: directly from the standard) Grade Level: 10th Date: 3/5/13 Content Lesson #: 2

(Write Content Standards

2.1: Use different types of maps and geographic tools to analyze features on Earth to investigate and solve geographic questions. 2.2: Explain and interpret geographic variables that influence the interactions of people, places and environments. 2.3: The interconnected natured of the world, its people and places

Understandings: (Big Ideas) Geography influences the lives of people in South America Poverty is a root cause of many of the challenges South American nations face today, including disease, political corruption, drug trafficking, and lack of stability. The world is connected in a number of ways Inquiry Questions: (Essential questions relating knowledge at end of the unit of instruction, select applicable questions from standard) How does South America differ from North America? In what ways are countries interconnected? How does the numerous cultures in South America reflect your own? Evidence Outcomes: (Learning Targets) Every student will be able to: (Create your own lesson objectives from the standard, follow the ABCD format) Use maps and geographic data to locate physical and human geographic features of South America Gather data, make inferences, and draw conclusions about South Americas physical and human geography using maps and other visual interpretations (CDE DOK 1-3) Begin to know key terms and concepts relating to South Americas economic and cultural features

Assessment of Evidence Outcomes: (How will you assess the selected lesson objectives (general explanation, you will go into more detail at the end of the lesson plan)

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STEPP Lesson Plan Form List all major countries, capitals, rivers, oceans, and physical landscapes by creating a road within South America. Connect cultural and economic features of South America to prior knowledge by explaining their thinking through discussion.

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STEPP Lesson Plan Form

Planned Lesson Activities

Activity Name Approx. Time Anticipatory Set Should be a creative title for you and the children to associate with the activity. Understanding a different America How long do you expect the activity to last? 1-2 class periods Activate background knowledge by asking: What events bring the world together? What sport do you think is most popular in South America? Does the United States value the same sport as highly? What does the US/North America have in common with South America? Why do you think Brazil hosting the World Cup in 2014 is significant for the continent and the world? (Students will record there answers to the last two questions in their journals) Includes: Input, Modeling and Checking for Understanding 1. Input: A brief history of soccer in Brazil and South America will be presented in a slideshow and students will watch the YouTube video: How Soccer Explains the World 2. Modeling: Projecting a map of the US and connecting potential host cities for a future World Cup across the US, will model the activity. The map will show the intrastate highway system in the United States, and students will be asked to discuss factors that need to be taken into consideration, such physical geography, lack of stability, economic factors, and feasibility, when building an intrastate highway that is suitable for all occasions, not just international tournaments. 3. Checking for Understanding: Students ability to follow all of the requirements listed for building there highway, which includes: the 12 stadiums being built in Brazil for the World Cup; go East, West, North, and South across the continent; pass through at least 8 countries; must pass through logical locations/places; and must have a title and a key. 4. Questioning Strategies: What South American countries did you leave out? Why were they left out? What is a common geographic/cultural feature Page 3

Teaching/ Presentation: (Direct Instruction) (Select the most appropriate model for teaching, direct instruction is a basic example)

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STEPP Lesson Plan Form in all of the countries your road goes through? How would you gain funding to build this road? Would the people in all of South America, or just those in the countries your road goes through, be pleased with the road? How would your road make it easier for those living in South America and in other continents to travel to the World Cup? Teaching Strategy: (Guided Practice & Differentiation) The students will be paired up, and those who struggle with the material will be placed with students that are more advanced; however, to ensure there is no slacking (or cheating), each student will be required to fill out their own map and answer the seven questions, after they are finished, individually. (This may not come immediately following each lesson) Students will be asked to make a brochure for the 2014 World Cup, they will research each host city with descriptions of the cities culture, economy, crime rates, language, dominant religion, and points of interests within the city. Pictures and data tables will be required (minimum of 2 each) as well. (See Attached for further information) Students will be required to present their road maps to the whole class. They will also write a brief reflection on how they believe World Cup will impact, and also connects, Brazil, South America, and the world.

Teaching Strategy: (Independent Practice)

Closure

Materials

Computer with projector, 30 blank topographical maps of South America, 30 Build a Road in South America for the 2014 World Cup worksheets, 30 2014 World Cup Brochure sheets, class set of Atlases, 15-25 maps of Brazils 12 host cities for the tournament

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STEPP Lesson Plan Form Differentiation To modify: The number of countries the road has to go through can be reduced depending on how the students progress on the activity. If necessary, they may choose one host city and connect it with 6-8 countries. To extend: Students will use the internet to research the US soccer teams record against all of the South American countries, and they will predict which country the US has the best chance to beat in the World Cup. Students brochure will provide for an assessment, as it will show their understanding of researching and connecting geographic information in the proper context.

Assessment

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STEPP Lesson Plan Form

Post Lesson Reflection 1. To what extent were lesson objectives achieved? (Utilize assessment data to justify your level of achievement) The students took the map quiz at the beginning of the class period after the lesson, and the median score was 24/30. There were a handful of students who scored below a 20, and four students scored a perfect 30. The majority of students showed proficiency on this type of assessment, but the goal for the future is to not have any students score below a 66%.

2. What changes, omissions, or additions to the lesson would you make if you were to teach again?

In order to raise map quiz scores, it may prove fruitful to give students time to take more time on the map and allow them to research and label a distinct cultural, environmental, political, physical, or economic feature for each country and capital. Then, have them complete a Frayer Model listing the country, capital, the feature they researched, and a drawing of the countrys border and a symbol representing the feature they researched.

3. What do you envision for the next lesson? (Continued practice, reteach content, etc.) For a lesson such as this, I would teach them the cultural geography of a continent first, and save the physical geography and map activity for the last portion of the unit. I would focus on the peoples and the economic systems, which would provide students something to grasp onto when looking at a map of a continent they may be potentially unfamiliar with.

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