World Geography

Unit: Location & Maps

3/20/17-3/29/17

Unit Rationale/Purpose: The Utah Geography course has been very enlightening for my classes. On March
20th I am assigned to start teaching World Geography for two consecutive quarters. This is my first time
teaching this unit and the design is very similar to the Utah Geography Course. During the first unit we will be
discovering location and analyzing maps. The Atlas of Utah gave the various methods of describing Utah
based on direction, landmarks, cities, and where it lies both in lines of latitude and longitude. These elements
of location inspired a unit that truly discovers and helps students to understand the difference between
absolute and relative location. The purpose of this unit is to inspire students to realize that they are using
geography every day in their life.

Additional Notes to the Professor: By the time the assignment is submitted I will have taught this unit in the
classroom and have made changes to my lessons based on the needs of students. Due to the sensitive
nature of my work I have individualized this lesson plan to include student initials. As I taught, I was able to
refer back to the plans I had made. I am not sure if we were suppose to teach the unit as part of the
assignment but since I had to prepare an unit on geography for my classroom and for this course I thought why
not just make it a practical application.

Setting: This lesson plans will be taught at Falcon Ridge Ranch for the World Geography course starting in
March 2017. Falcon Ridge Ranch is a treatment center for girls. The groups are split up based on histories
and not ages. Therefore, the classes are a mixture of girls in middle school and high school. The youngest
students are about 12 years old and the oldest is 17. They also have class sizes that are less than 12 students
with an average of 8 students in a class. The classroom times run in a rotating block schedule with 90 - 120
minute blocks of time.

Prior Knowledge:
Students are starting the new quarter with a new subject matter. The first three units will cover basic
geographical concepts and then move into the geography of North America. Students should be able to
recognize the maps of the United States from last quarter's US history course. This content should have been
covered in middle school and elementary school; however, personal observations of students indicate that they
do not have strong map skills. Often the students are identifying africa as asia and vice versa. There are
multiple girls in various grade levels who cannot distinguish the difference in continents and countries.

D Group: Le Ki is from America Samoa and has a basic understanding of places/islands in the Pacific
Ocean. St Ba is a senior and would be great at tutoring the middle school. Al Pa struggles with
reading comprehension and is fearful of asking for help (could assign St Ba to be her personal tutor).

C Group: Ma Mc learns best from hands on activities. She created a map of the world using
playdough at an old school and found that this helped her. She struggles with computer work and lacks
the confidence to work on the computer. Br Wa loves horses and finds interest in subjects that are
controversial. Perhaps an alternative assignment would be having her locate the country based on
where a horse came from. For example, look up an English breed of horse and have her use latitude
and Longitude coordinates to identify where that horse came from.

B Group: An Ch & Em Fo are working on college courses in history course and could be used with the
peers that struggle. Ad Ol struggles with working but is interested in crime scenes. Perhaps we could
find a list of murders and play a game of where did they commit the murder at with coordinate system
during the latitude and longitude section.

A Group: this group is mostly middle schoolers and have a poor understanding of maps and graphs.
They will need extra direct instruction and guidance from the teacher. They should make a classroom
map first and then a map of the whole school, and then a facility map. They need extra time and the
unit should be expanded to two weeks with assignments being clearly explained.
Day A: Map Features
USBE Standard Utah Core State Standards, 7-12 Social Studies, WG Standard 1.1 Students will
describe the significant forces that influence the physical environment.

Lesson Rationale: Part of understand the significant forces that influence the physical environment is
understanding how a map shows those features. Students need to understand how
maps are created and read. In order to progress to the next lesson these basic
geographic skills need to be reviewed prior to the next lesson. By using local maps
such as a school map students can connect how their surroundings are represented.
Next a larger scale map of Utah and having students identify the cities and features of
the area will help them see how scale impacts the details on the map. Finally, as the
unit progresses the students will zoom out to the United States, then North America,
and finally the world. This progression will help the younger middle school students
comprehend how maps show physical features.

Lesson Objective:
1. Content 1. Students will describe the map features used when creating maps.
2. Motor, Thinking 2. Students will demonstrate that they can use rulers and scale to plan
and Study Skills out a map of the school.
3. Attitudes 3. Students will feel comfortable with map terms such as scale, key, etc.

Assessment:
1. Content 1. Students will create a map of Falcon Ridge Ranch
2. Motor, Thinking 2. The map needs to be planned to include key, scale, direction
and Study Skills 3. Teacher will assess at the end what they did not understand through
3. Attitudes survey.

Lesson Time: 90 minutes

Classroom Groups are divided into monthly partners which means that once a month the
Management teacher assigns them a particular partner who they use with every assignment.
Strategies: Those pairs are then grouped together based on seating assignments.

Students are not allowed to leave seats or classroom without staff present. All
materials (pencils, colored pencils, crayons, etc.) need to be counted prior and
after the class leaves. The group need approximately 3-5 minutes to call line
structure.

Materials Needed: Blank Paper, KWL Sheets, Rubrics, Rulers, Pencils/Colored Pencils,
Textbooks, Student Computers

Hook: Students will come into the classroom and will have the question of What is
included on a map? They will have 3-5 minutes to read and answer the
question.

Examples of possible answers:

Should include a key, a map with lines, cities, colors, etc.

Lesson Activities: Students will then pair off and fill out a KWL about the topic of What is
Paired Assignment - Included/on a map? They will then read the Section 1: Gloves and Map
KWL Projections and Section 2: Building Map Skills. They will put what they have
Learned from the reading in the KWL.
 Q: What are some of the key features of a map?
Q: How does the type of map determine what needs to be included?
Q: What is the difference between a political map and a Land Use and
Resource Map (p7 vs p.10)?

Transition Teacher will announce that the students have 5 minutes to wrap up
discussions. For those students who are finished their assignments early they
are invited to work on the A+ Online program which is designed to correlate
with the lesson.

Lesson Activities: Teacher will start a group discussion of: What else do you want to know about
Group Discussion maps?

Possible answers:
I dont want to know more.
How does GPS and maps compare?
What is GPs and how does it relate to maps
Why are maps used if they are not 100% accurate

Lesson Activities: Students will answer the end of reading questions for each of the sections
Independent using complete sentences.
Assignment
When students are done with their assignment they should work on the

Examples-Direct Place a map of Southern Utah on the Projector. Go over the key features of
Instruction & Group the physical map. Make sure to point out the Title of the Map, the scale, the
Work compass rose which states the direction of the map. Go over the key/legend.

Ask students about the features and have them verbalize the answers.
Have a student write on the board the features they have just discussed.

Transition Call Group Name and students will stop working and look at teacher. Give
them 5 minutes to finish before moving on. Remind students that study hall is
after class and gives them 90 minutes to finish any assignments from day.
Start the countdown using an online timer.

Lesson Activities: Direction Instruction: Drawing a map takes effort and needs to include all the
Group/Pair/Independe necessary items. Please decide as a group if you are making one group map
nt Assignment of Falcon, pairing off, or working as individuals.

Ask MOS to lead a classroom discussion to decide. Majority rules. After the
group decides then the teacher will write on the board while verbally stating
the necessary items to include on the map.

Your maps should include the following:

A title,
A scale bar,
A compass rose
A key
At least 10 items/locations labeled

Students can create a physical map, a specialized map for resources and
agricultural features (horses, barns, gardens, watering holes, etc.)

Note: Assignment should be colorful and follow the guidelines in the rubric
Closure: Approximately 10 minutes before dismissal Students will answer the following
questions using Messenger.

Q: What do you want to learn in this unit about maps?

Q: What did you not understand from today's lesson?
Q: What did you learn the most from the lesson?

Individualization: AL PA will need to sit with a peer tutor when reading the assignment. The
teacher needs to follow up with questions such as what does this term
mean? What is confusing about the reading?

Several girls will want/need to type the answers to the section. ME HO will
want to create the map of Falcon using Libre Drawing instead of drawing by
hand.

Follow-up Activities: Any of the items not understood from todays lessons needs to be followed up
and retaught during this unit. If a small minority did not understand that the
teacher needs to follow up during study hall and pull students to cover the
concepts and reteach the concepts.

Rubric for Grading Falcon Maps

A Average B Average C Average Incomplete

Category 4 pt 3 pt 2 pt 1 pt

How well Every direction is followed to Most of the directions are Few of the directions are The directions have not
the fullest extent. followed. followed and student been followed.
directions are missing steps in
followed completing project.

Neatness Completed project and is Completed project with Project is incomplete or Project is incomplete.
exceptionally neat some parts less neat extremely messy.
Shows signs of rushing
and not caring

Work Habits Student worked for entire Student worked for most of Student worked part of Student did not work
project with superior focus the project time and did not the project and needed much during the project
and did not need reminders need reminders to stay on several reminders to stay and needed several
to stay on task. task. on task. reminders to stay on task.

Expectations A Key, Scale, Compass
Rose, 10 labeled objects,
and title is included.
Most required items are
present (less than two are
missing)
There are multiple errors There are too many
with the Map errors and hard to read
and follow. Does not
include the required
elements.

Total Points
Awarded
Name: ____________________ Group: ______
Directions:
1. As an individual Write what you know about the topic
2. As a pair write prior to reading what you want to know about the topic.
3. As a pair take notes on the assigned topic and write what you learned about the topic.

Topic:

K - What I Know W - What I Want to Know L - What I Learned

Day B: Latitude & Longitude
USBE Standards Utah Core State Standards, 7-12 Social Studies, WG Standard 1.1 Students will describe
the significant forces that influence the physical environment.

Lesson Rationale: The exact location of a place influences many factors including climate. Students need to
understand how that the distance from the equator influences the vegetation and climate.
In order to make these connections in the units that follow, students will first have to
understand how to locate places using latitudes and longitudes.

Lesson Objective:
1. Content 1. Students will locate, identify, and explain how they were able to find places
2. Motor, Thinking using latitudes and longitudes.
and Study Skills 2. Students will teach their partner and voice their thinking skills of how to
3. Attitudes locate using latitudes and longitudes..
3. Students will feel comfortable with using latitude and Longitude to locate
places.

Assessment:
1. Content 1. Students will take turns on the Latitude and Longitude Game and explain
2. Motor, Thinking to the class how they were able to find the treasure.
and Study Skills 2. Students with their partners will explain how they found the location.
3. Attitudes 3. Teacher will ask students as they are explaining to partners how they feel
about finding places.

Classroom Groups are divided into monthly partners which means that once a month the
Management teacher assigns them a particular partner who they use with every assignment.
Strategies: Those pairs are then grouped together based on seating assignments.

Students are not allowed to leave seats or classroom without staff present. All
materials (pencils, colored pencils, crayons, etc.) need to be counted prior and
after the class leaves. The group need approximately 3-5 minutes to call line
structure.

Materials Needed: Display Screen, Pencils, Flocabulary Sheets, paper, internet, etc.

Time: 90 Minutes

Hook: Flocabulary - Latitudes and Longitudes. Teacher will ask students to sit down and
move chairs close to the TV screen to watch a short clip on Flocabulary. Students
will then watch the 4 minute video and the teacher will then ask some questions.
Q: Why do you think I showed this video?
Q: How does this relate to last lesson?
Q: What if the world did not use the same naming system? How would you tell
people to go places?
Q: Name a couple electronic devices that use latitude and longitude.

Transition/Rewatch The teacher will then pass out the Flocabulary worksheet and ask the students to
rewatch and use these questions to guide how they watch the video. They will
then be able to spend 5 minutes answering the questions. The teacher will follow
up with the video questions.

Q: Now that you have answered some questions about the video, what are some
 new ideas and topics that you learned from the video?
(Remember to give wait time so they can answer the questions)

Lesson Activities - The teacher will then direct the students to turn their attention back to the
Direct Instruction: television so they can learn how to use latitude and longitude to find places. The
teacher will already have a link to the following Latitude and Longitude Treasure
Hunt Game http://www.abcya.com/latitude_and_longitude_practice.htm.

The teacher will then explain that in order to find a location the students must
understand that latitudes are represented in degrees of north and south. It is very
similar to the x and y axis when they graph points in math class.

The teacher will then show how to find the degrees north.

Next the teacher will explain that longitudes are represented by degrees east and
west. They are like the y axis. The teacher will then show how to locate the
degrees East and west.

The teacher will then use a think aloud strategy and talk the students through how
she is finding the next coordinates.

Example:
If the treasure is at 30 degrees South and 10 degrees West, then I need to first
take the line and drag it below the equator by 30 degrees.

Lesson Activity - The teacher will divide the class in half (naturally the class chairs are separated
Group & Partner on both sides of the walls). The teacher will explain that they can have a relay
Game race where the team goes through and selects the correct location using the
computer game.

The teams will one at a time tell their peers how to plot the points on the map.
Each correct location is worth a point. Then the next team will get a chance to go.
The key is to have the students learn how to quickly and efficiently plot points on
the game. In addition, it gives the teacher a chance to assess the instructional
process of the team members.

Transition: Students will be given 5 minutes to calm down after the race and explained that
their reward for trying in the race is to relax and take a break. After the five
minutes the teacher will redirect students to pull out the textbooks or pdfs for the
class.

Lesson Activities: Students will read the following chapters lessons in the textbook: Lesson 4 -
Individual Introduction to Latitude and Longitude & Lesson 5 - Finding Places Using Latitude
and Longitude.

Their assignment is to create 25 possible quiz/test question for the section. The
teacher will explain prior to reading that it must include the following:
5 Short answer questions
10 fill in the blank
10 multiple choice questions (non vocab related)
The students must also make an answer sheet for their quiz

Lesson Activities: Students will turn in the answer sheets for the quiz/test question. The teacher will
Switching then ask the students to pass their quizzes the following directions.
assignment
Pass it three people right,
 Pass it left two
Pass it one behind
Pass it two right

Now the sheet in front of the student they need to answer with their notes.

Q: What is the biggest struggle you have with this quiz?

Q: Did making your quiz help you on the one if front of you?
Q: What would you change on your quiz?
Q: How comfortable are you feeling about finding locations using latitude and
longitude?

Explain to the students if they finish the assignment early that they are to do the
independent study course on the computer until the teacher gives further
instructions.

Grading/Reflection The teacher will afterwards ask the students to return the tests back to the one
who wrote them, the teacher will then return the answer sheets to the students
and ask them to mark the right and wrong that the student got.

Closure: After students have graded the assignments, they need to meet together for a
closing conference. The teacher will explain that they need to meet with the other
students and discuss the findings and the following questions.

Q: What would you have changed on my test?

Q: Which questions were too easy and why? How can they be improved?
Q: Which questions did not make sense or were tricky?
Q: What if the teacher decides to take the questions and actually use it as our
test? How did making the test help us prepare?

Individualization: Me Ho will need to type the questions. For students who decide to type the
questions have them save it as a word document. Then have the other student
trade computers. Try matching up those with computers with others with
computers.

Al Pa will need to have a peer tutor or staff if possible to help her read the unit.
She could benefit from a summary sheet or a lower level rewrite of the material.

Follow-up Activities: The teacher can check to see if the information was stored in long term memory
by giving the students a pop quiz using the questions they made. In addition, the
teacher could have them decide of what questions should be on a quiz for the
other groups and vice versa. This way they can work together is sorting out which
questions are most applicable.
 Name ______________________ Group ____________

Flocabulary
Directions: As you watch the YouTube video (https://www.youtube.com/watch?v=ByvEjT7UE5k) answer the
questions below. (Answer in complete Sentences)
Define Relative Location: ______________________________________________________________________
____________________________________________________________________________________________
List the Examples of Relative Location:
1. ________________________________________________________________________________________
2. ________________________________________________________________________________________
3. ________________________________________________________________________________________
4. ________________________________________________________________________________________
Define Absolute Location: ______________________________________________________________________
____________________________________________________________________________________________
Why is a grid system important to Absolute Location? _______________________________________________
____________________________________________________________________________________________
Define Longitude: _____________________________________________________________________________
____________________________________________________________________________________________
Define Latitude: ______________________________________________________________________________
____________________________________________________________________________________________
Define Prime Meridian:_________________________________________________________________________
____________________________________________________________________________________________
Define Equator: ______________________________________________________________________________
____________________________________________________________________________________________

Lets Practice!
Day C-Importance of Location, Day 1 (Correlation Week 1 Utah Geography)
USBE Standards Utah Core State Standards, 7-12 Social Studies, WG Standard 1.1 Students will describe
the significant forces that influence the physical environment.

Lesson Rationale: Students need to understand how to describe relative locations by physical features,
direction, etc. Students often interact with relative locations when they use their phones
or google maps to get directions. In addition, when students describe how or where a
place is they are using absolute locations. The students often think that when they give
their home address they are giving their exact location and everyone should be able to
locate the place. They often have misconceptions about what an absolute location is.
Therefore, they must first understand that their common method of describing locations is
in relative terms.

Lesson Objective:
1. Content 1. Students will be able to accurately define relative location and how people
2. Motor, Thinking use it in society to find and describe locations.
and Study Skills 2. Students will observe various physical locations and communicate their
3. Attitudes visual, auditory, and sensory observations into
3. Students will appreciate why relative locations are important to their daily
life.

Assessment:
1. Content 1. Students will describe the physical location and relative location of four
2. Motor, Thinking locations on campus.
and Study Skills 2. Students will write directions on how they would help new students when
3. Attitudes on campus.
3. Students will discuss and talk about the importance of relative location in
their daily life.

Classroom Groups are divided into monthly partners which means that once a month the
Management teacher assigns them a particular partner who they use with every assignment.
Strategies: Those pairs are then grouped together based on seating assignments.

Students are not allowed to leave seats or classroom without staff present. All
materials (pencils, colored pencils, crayons, etc.) need to be counted prior and
after the class leaves. The group need approximately 3-5 minutes to call line
structure.

Materials Needed: Observation Sheet. 10 Whiteboards & Expo Markers, Pencils and Erasers

Lesson Time 90 Minutes

Hook: Students will come into the classroom with the prompt written on the board that
they are supposed to message the teacher the answer. The prompt is Where do
you think this is located? Why? The students will have Powerpoint slideshow
going on the TV of four different areas in Utah including
Image A: Zions National Park
Image B: Bear Lake
Image C: Salt Lake City
Image D: Park City

GQ: Why does location matter?

GQ: What do the images have in common?
GQ: What is different between the images?
 Next show a map of Utah and ask the students to identify or locate where these
places are. (Note: Some if not most of the students should be able to correctly
identify Zions National Park because they have visited the park multiple times in
the last year).

Lesson Activities - The teacher will ask a student to come up to the board and define Relative
Direct Instruction: Location. Then will ask questions such as:
Q: Give me an example of when you would describe relative location.
Q: What is included when you give a relative location? Direction? What is a
direction? Distance? Landmark? Etc.

The teacher will then ask another student to come up and define Absolute
Location.
Q: Give an example of when Absolute Location is used.
Q: Why is absolute location important?
Q: Where in todays society do we use Absolute Location.

Lesson Activities: The teacher will ask so why should we care about relative and absolute
Why Should we locations? What is the point? Why in the world is the teacher defining these
Care? terms? How are they applicable? Does it even apply to your life?

Students will probably answer with generic answers that are rote and not
authentic. The teacher will then ask the following scenarios.

Each day you go to school you walk the same path, how do you know that you
are heading to school or even going the right way? What do you use to find your
way?
Students will answer with I just know or I have gone there multiple times.

Naturally when we go places we observe where buildings are, the number of stop
lights, etc. The more often you go to a place the more accurate you can describe
it. This is why relative location is important! You're using it! You use it to go to
the bathroom. You use it to find where you put your shoes at night. You use it to
tell people where you live. You use it all the time.

What country do you live in? Where is your favorite store? Who is sitting next to
you? These are all answered using relative locations!!!!

Lesson Activities: The teacher will pass back the observation sheets and tell students to quietly
Observation Sheet read the first direction as the other papers are passed around. The teacher will
Discussion then open a class question/discussion secession about the upcoming
assignment.

The sheet in front of you has four rows with three columns. Right now for the
next 15-30 minutes we will be focusing on the third column. The teacher will ask
a student to read the column heading.
Q: Can anyone in the class give another example of a physical feature that is not
listed?

The teacher will then ask students to include in their descriptions of the
landforms, soil, weather, sounds, etc.
Q: Why would I ask you to pay attention to these kind of details?

Q: When would you use these kind of details to describe Falcon Ridge Ranch?
Examples would include when they write home to parents, in poems, or
narratives of the ranch. Also when they are talking to new peers about the
 school and the facilities.

Lesson Activities: The teacher will then start explaining the boundaries and expectations of going
Outside Field trip outside to do the project.
guidelines and 1. All students must be in line structure going inside and outside the school
examples building.
2. If students show maturity they may travel between the locations in a
group formation.
3. Students are expected to write on the white boards with the expo markers
assigned to them.
4. Students are to write the various physical features of the 4 different
locations.
a. Temperature and climate
b. Smells & Sounds
c. Physical buildings
d. Physical landmarks
e. Animals & insects, etc.

The purpose of this activity is to have students realize the various physical
features they can use to determine the relative location. Remind students that
once back they will fill in their answers on the sheet provided.

For Example, if I was describe where I am standing right now it could be

described by: Veronicas classroom currently has dead flies on floor, red dirt on
the tile from the boots, it is cold, the room is crowded with many students but is
small, etc.

Another example of describing the relative location is Veronicas Classroom,

Falcon Ridge Ranch, Virgin, Utah, United States, North & Western Hemisphere.

Transition: MOS will call line structure and include whiteboard and expo markers as part of
the count.

Lesson Activities - Students will go outside onto the ranch and locate 4 specific locations as
Partner Work: determined by the teacher and will write their observations on the Observation
Sheet, noting the physical descriptions, vegetations, etc.

Teacher will ask probing questions to further check their understanding.

Q: What do you feel? The sun? The rain?
Q: What do you smell or hear? What is causing those features?
Q: What is man-made? What is natural?

The teacher will then direct the group after 5-10 minutes to the next location and
ask the same questions once again. The designated sites for this project include
the following:
1. East of the School near the horse pens for the older male horses.
2. North side of the school in the shade near the rec rooms third window.
3. West side of the school next to the pond.
4. South side of the school at the school entrance where the parking lot
meets the sidewalk.

Lesson Activities - At location 4 outside the school entrance, the teacher will start a discussion of the
Group Discussion: similarities and differences of the four locations.

Q: What are the difference between all the locations?

Q: Which locations are the most similar?
 Q: What locations are the most different?
Q: What is the similarities between all the locations?
Q: Why is there so much differences between the locations?
Q: Would there be differences between local cities? If so give an example.
Q: How do you feel about being able to describe these locations without notes?
Q: Why or when would you have to tell another person about the locations we
visited?

Transition At the end of the discussion, the students will be instructed to call line structure
as they re-enter the school building.

Once students have returned to the classroom ask them to maintain class
structure as they individually sit down and start to reread their notes from outside.
The teacher should then give the students 3-4 minutes to compare notes with
their classroom partner.

Lesson Activities - The teacher will get the students attention by calling the group name and waiting
Group Discussion: for the students to respond with their group name, then the teacher will instruct
them to look at the first column in the Observation sheet. Ask the students what
they would put for the locations they visited. Open the classroom up to a free
discussion where students are able to say their ideas as it pops in their heads.

Note some students might use by the horses, in the shade, etc. or students
might use directions. For students that recommend using Location 1, Location 2,
etc. redirect them by asking So if you were writing home to parents you would
say today we went out to location 1 to see the horses? The students should
respond in a negative and give a more relative term for the area. Then the
teacher should direct them to use that answer for the identification section. .

Transition/Example The teacher will then ask students if they would want an explanation for column 2
: or does someone think they know the answer. If no one volunteers the teacher
will give the following example.

If I was writing this for my classroom in column one I would state Veronicas
Classroom. In column 2 I would put the following: Veronicas Classroom, Falcon
Ridge Ranch, Virgin, Utah, United States, North America, etc.

It is sort of like writing down the information for an address. So if you were to
send a postcard to the pond what would you write down?

Lesson Activities - The teacher will then instruct the students to complete the observation sheet
Individual with individually but remind them of the structure for PPC. If students do not
Partner Help understand the question and they have tried to think it out themselves they can
then turn to the partner. If the partners cant get it then they can turn to the
group. If the group doesnt get it then they can seek the teacher's help.

Remind students that PPC is about working in a team during times when we
need help. Students will then be invited to do the assignment individually and if
done early may work on their individual work on A+ or therapy assignments.

Closure: At 15 minutes prior to close the students will be asked to write what they would
say during a tour for new students who have come to the ranch.

How would they explain where Equine is at? What would be important to
include?
How and what would they use to describe lower field?
 How would they give directions for a fire drill in the middle of the night?
Where do the new students go.

Students will turn in the assignment over messenger.

Individualization: For the definition of Absolute Location, ask Ka Pe to prepare to define it prior to
class. She needs prior notice in order to get over her anxiety. Me Ho will need to
create the table in Excel or the teacher needs to give her a template to download
on the computer.

Follow-up Students will followup with their assignments by having students draw maps in
Activities: conjunction with the descriptions they made in the closure.
Name ______________________ Group __________________________

Observation Sheet
Direction: Students will go to the four designated areas with staff and write (with complete sentences)
the physical location using the following chart.

Location Name Describe exactly where is it Describe the physical features of the location -
located on the ranch, city, buildings, vegetation, rocks, etc.
state, country, etc.

Day D: Importance of Location (Day 2)
USBE Standards Utah Core State Standards, 7-12 Social Studies, WG Standard 1.1 Students will describe
the significant forces that influence the physical environment.

Lesson Rationale: Students need to understand how technology can be used to plot absolute locations. In
todays society absolute locations are used by technologies to plot where devices are
located world wide. Students need to know how an absolute location can be used to
locate a specific place. Then the students will use relative location to define the same
location. Students will then compare and contrast the two types of locations.

Lesson Objective:
1. Content 1. Students will compare and contrast absolute and relative locations.
2. Motor, Thinking 2. Students will demonstrate that they are able to use technology to find
and Study Skills absolute locations.
3. Attitudes 3. Students will discuss which type of location they are more comfortable
with.

Assessment:
1. Content 1. Students will use a venn diagram to compare and contrasts the types of
2. Motor, Thinking locations
and Study Skills 2. Students will use google earth to find the absolute locations and then
3. Attitudes describe those places in relative terms of city, state, country, etc.
3. Students will discuss what is the most confusing aspect of using locations
and why it is important to use absolute locations.

Classroom Groups are divided into monthly partners which means that once a month the
Management teacher assigns them a particular partner who they use with every assignment.
Strategies: Those pairs are then grouped together based on seating assignments.

Students are not allowed to leave seats or classroom without staff present. All
materials (pencils, colored pencils, crayons, etc.) need to be counted prior and
after the class leaves. The group need approximately 3-5 minutes to call line
structure.

Materials Needed: I-Pads, Observation Sheet - World, Pencils, Venn Diagram Worksheet

Lesson Time 90 Minutes

Hook: What does this mean? (The teacher will write the following down) Think About It,
Write Down, And Be Prepared to Talk About it.

55.5546 N 44.1325 E
12.1456 N 11.1111 E

The teacher will give them 5 minutes to think, write and make their predictions.
Then the teacher will ask them to pass up their thoughts. The teacher will
randomly shuffle them and start reading them outloud. The teacher will open it to
a free structured lesson. Included in the basket will be some of the teachers own
responses including
It is the new student numbering system used at the school.
It is the vin number used for labeling cars.
It is the new code for passing notes that the other groups are using.
 It is the the number you find on the library book spine.

Q: Do you think this is right? Why?

Q: What does this mean? How does it apply?
Q: What else could it mean?
Q: So what does it truly mean?

This is the coordinate system used to find absolute locations. It is how it is

recorded. The first number is the degrees latitude and the second is the degrees
longitude.
Q: Can degrees longitude be written down first?
Q: Why would it be written in a standard way?
Q: What math concept is similar to this? (x and y axis and the coordinate
system)

Lesson Activities - The best way to learn how to use absolute location is to practice. Today we are
Direct Instruction going to use google earth and your partners to find locations using absolute
on Google Earth coordinates and then describe them using relative terms. In addition, you will
describe the physical and human features of the locations.

Let's Start with this example (projected on TV using the computer)

If you were given the degrees of 37.1 N, 113.57 W you would type it into the
search bar on google earth. In the absolute location column you put the
coordinates you used. Next I recommend that you write the physical features of
the place you are at. This is because you are already zoomed in. So place the
figure so you are on ground view and start describing

For example, we are in a field located at what looks like a elementary school.
There is a fence surrounding. The road next to our location has cars in it and the
pavement has the word School painted in white. The grass is very green and
the sun is shining.

Next start to zoom out and look at the city, state, country, etc. You are giving the
relative location of where we are located at. Currently we are in St. George,
Utah, United States, North America, North and Western Hemisphere, Earth, etc.
You only have to go to the continent but it is amazing at how detailed you can get
using relative terms.

Transition I am passing out the World Observation Sheet as you get it make sure you write
your name and start to look over the directions.

Q: Do this look similar to yesterday's assignment?

Q: What is different about it?
Q: What new information are we writing down?
Q: What is similar about it?

You are invited to work on this assignment as partners.

Lesson Activities - Students will then partner with the I-Pads and start typing in the absolute
Partner locations they have selected. The teacher will go around checking for
understanding and the attitudes of the students.

Q: How are you feeling about the assignment?

Q: What confuses you about the assignment?
Q: If you were to end up in the middle of the ocean how would you give relative
 terms? Would you include a continent? Why or why not? What should you
include?
Q: What is the most difficult aspect of the assignment?
Q: Would you use absolute locations to find places at home?
Q: How is using absolute locations similar to hide and seek?

Transition As students rap up the assignment the teacher will call the attention of the class
by stating Group Name and the group will respond appropriate. The teacher
will then tell them that after their assignments are turned in they are to grab a
venn diagram and begin working on it individually. The teacher will emphasize
that this is an individual assignments which will show me how much the student
has learned and what they have learned about the topic. They will them be
invited to turn in their assignment to the proper location and grab the venn
diagram.

Lesson Activities - Students will be asked to compare absolute versus relative location using a venn
Individual: diagram.

In addition, they will have questions such as:

Describe when you would use relative locations versus absolute locations
Which is easier to use?
Why do we use both?

As students finish they will be invited to work on their independent A+ online

program.

Closure: When everyone has finished the teacher will then ask students to use the world
map to figure out the absolute locations of where they live. They can use google
earth, the lines of latitude and longitude, etc. They need to find the best absolute
location that they can and then message me the location.

Individualization: In group at the individual activity of a venn diagram must be turned into a partner
activity for several of the students. In addition, many of the students IEPs
require them to be able to use notes on any written assessment whether it is
formal or informal. These students need to be allowed to use notes and
encouraged to pull them out when doing the activities. Once again Me Who has
permission to type all assignments and the teacher must provide a template of
the assignment for her to alter.

Follow-up Students will trade absolute locations of their home towns and map them out to
Activities: figure out who lives where. The students will then mark on a world map where
students live and then make conclusions.
Q: Where do most students live at?
Q: Which state does most live at?
Q: Are their any students who live within 10 miles, 20 miles, 50 miles, 100 miles?
Q: Which student lives the furthest away?
Q: What is the climate like? Vegetation?

Name ______________________ Group __________________________

Observation Sheet - World

Purpose: Use the Absolute Locations to describe the Relative Locations
Direction: Students will use google earth with pairs and type in the following
Absolute Describe exactly where is it Describe the physical features of the location - buildings,
Location located on the city, state, vegetation, rocks, etc.
country, continent, etc.

Observation Sheet - World Directions

As a group split the following absolute locations amongst the peers. Each student should select 7 of
the absolute locations and then use the observation sheet to describe the relative locations using
physical and cultural features. Make note which ones you are doing so we do not have duplication.

List of locations
' '
57 9N 2 9W 51 28 N 2 35 W
34 55 S 138 36 E 50 52 N 4 22 E
36 50 N 3 0E 44 25 N 26 7E
52 22 N 4 53 E 47 30 N 19 5E
39 55 N 32 55 E 34 35 S 58 22 W
25 15 S 57 40 W 30 2N 31 21 E
37 58 N 23 43 E 22 34 N 88 24 E
36 52 S 174 45 E 23 7N 113 15 E
13 45 N 100 30 E 33 55 S 18 22 E
41 23 N 2 9E 10 28 N 67 2W
39 55 N 116 25 E 4 49 N 52 18 W
1 28 S 48 29 W 28 37 N 106 5W
54 37 N 5 56 W 29 46 N 106 34 E
44 52 N 20 32 E 55 40 N 12 34 E
52 30 N 13 25 E 31 28 S 64 10 W
52 25 N 1 55 W 14 40 N 17 28 W
4 32 N 74 15 W 12 28 S 130 51 E
19 0N 72 48 E 11 30 N 43 3E
44 50 N 0 31 W 53 20 N 6 15 W
53 5N 8 49 E 29 53 S 30 53 E
27 29 S 153 8E 55 55 N 3 10 W
42 40 N 23 20 E 50 7N 8 41 E
59 17 N 18 3E 6 45 N 58 15 W
34 0S 151 0E 55 50 N 4 15 W
18 50 S 47 33 E 14 37 N 90 31 W
35 45 N 51 45 E 2 10 S 79 56 W
35 40 N 139 45 E 53 33 N 10 2E
32 57 N 13 12 E 70 38 N 23 38 E

Name: _________________________________ Group: _________________

ABSOLUTE VERSUS RELATIVE

Venn Diagram & Questions
Directions: Compare and contrast absolute and relative location. Use definitions, examples, when, where,
how, and what is it to guide your thought processes.

Absolute Relative
Location Location

Describe when you would use relative locations versus absolute locations
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
______

Which is easier to use?

________________________________________________________________________________________
________________________________________________________________________________________
____

Why do we use both?

________________________________________________________________________________________
________________________________________________________________________________________
____
Day E - Where in the World
USBE Standards Utah Core State Standards, 7-12 Social Studies, WG Standard 1.1 Students will describe
the significant forces that influence the physical environment.

Lesson Rationale: Students will demonstrate their knowledge, technology skills, and critical thinking skills in
a where in the world assignments. Being able to locate a place is important but using it in
daily life makes it applicable. Students will be given multiple scenarios to demonstrate
what they have learned throughout the unit. The key is to make the scenarios as
applicable as possible. The students need to know that each day in the news, social
media, and normal conversations they are using locations to understand life. Therefore,
they will be asked to analyze these information to locate where they are and then plot
them on the world map.

Lesson Objective:
1. Content 1. Students will demonstrate how to use absolute and relative locations.
2. Motor, Thinking 2. Students will read, discuss, and use technology to locate places on the
and Study Skills world.
3. Attitudes 3. Students will feel confident that they can use the types of locations.

Assessment:
1. Content 1. Students determine the location of a place based on the real world
2. Motor, Thinking scenario.
and Study Skills 2. Students will use google earth, textbooks, and maps to narrow down
3. Attitudes where the real world scenario is taking place.
3. Students will talk about how they feel when they are using technology to
aid them in finding locations.

Classroom Groups are divided into monthly partners which means that once a month the
Management teacher assigns them a particular partner who they use with every assignment.
Strategies: Those pairs are then grouped together based on seating assignments.

Students are not allowed to leave seats or classroom without staff present. All
materials (pencils, colored pencils, crayons, etc.) need to be counted prior and
after the class leaves. The group need approximately 3-5 minutes to call line
structure.

Materials Needed: I-Pads, Observation Sheet - World, Pencils, Venn Diagram Worksheet

Lesson Time 90 Minutes

Hook: Students will come into the classroom and have the following absolute locations
written on the board with the instructions: Use Google Earth to find these
absolute locations. Be ready to describe the physical features.

The teacher will give the students 10 minutes to search the different locations on
the I-Pads.

37.59 N, 112.18 W - Bryce Canyon

37.20 N, 112.95W - The Narrows
37.29 N, 113.03W - Zions
40.45 N, 111.53 W - Salt Lake City
38.34 N, 109.32 W - Moab
 41.12 N, 112.47 W - The Great Salt Lake
38.41 N, 109.34 W - Arches National Park
40.77 N, 111.89 W - Temple Square

Q: What similarities are you becoming aware of?

Q: Are the climates the same?
Q: How is the vegetation different?
Q: Do you think elevation impacts the locations? Why or How?

Transitions Now that you have looked around the state of Utah we are going to see if you
can find where these murders, horses, and news stories come from. In some of
the assignments you will be asked to find the relative location such as the city,
state, etc. At other times you will be asked to give directions using cardinal
directions and roads. You may even be asked to give the absolute location of a
murder scene.

It all depends. So get in partners and be prepared to find out what scenario
applies to your partnership. Be prepared to explain to the group
Where you went
Why you went there, and
How you know you are in the right spot.

(The teacher will write these three items on the board)

Lesson Activities - The teacher will give each partnership a minimum of three scenarios for them to
Partner read and discover. They will then be given time to discuss and work as a
partnership. As they work on the assignment the teacher will go around the room
listening to the students reasoning and asking probing questions

Q: Why do you think it is located there?

Q: Could there be more than one city with that name?
Q: Could there be more than one state or country with that name?
Q: How would you know if you are in the exact location?
Q: Do you know how to use a compass to give directions?
Q: If you cant give directions using terms like North, South, etc. how else can
you give directions?
Q: In what scenarios would it be advantageous to use absolute locations?
Relative locations?

Transition As students are getting done with determining the locations of the scenarios, the
teacher will pause the class by calling Group Name and having them respond
accordingly. The teacher will then remind them of the instructions of being
prepared to explain to the group their findings. The teacher will have a student
read the notes on the board once again

Be prepared to explain to the group

Where you went
Why you went there, and
How you know you are in the right spot.
The teacher will then tell the groups they have 10 minutes to wrap up their work
before discussions begin.

Lesson Activities: The teacher will then ask the groups to turn over their papers when it is time and
Group Discussion start with the group closest to the door. The teacher will then ask them to explain
to the group their findings. The teacher will give each group 5-10 minutes to
explain. As the groups are talking the teacher may ask some of the same
 probing questions used when they were working on the assignment (see above).

Transition Students will be asked to turn in the assignments and then to turn their attention
to the tv screen.

Closure: The teacher will instruct students that while they are watching todays new on
CNN 10, they need to count the number of times relative locations are used
during the show. After the show they will compare notes as a class and answer
the question?

How do you feel now about the importance of learning about location? Where do
you personally use it in your daily life? Why is it personally important to you?

Students will message answers to teacher.

Individualization: There are multiple students who have IEPs which exclude them from talking out
loud in a presentation set up. For those students, prior to class I will inform them
that they must be able to verbalize the same information to me as they are
working in their pairs and when they are ready to explain it to me privately have
them call me over. This should relieve their anxiety while holding them
accountable for the assignment just like their peers.

Follow-up Students should play Where in the world is Carmen Sandiego. It is a great game
Activities: about location and history which is applicable to this location. It would be an
engaging way for the younger peers to get interested in the topics.

https://www.thesun.co.uk/living/1467880/nine-places-across-the-world-where-cannibalism-is-still-alive-and-
well/
http://www.mirror.co.uk/news/weird-news/april-giraffe-been-giving-birth-10120947
http://www.mirror.co.uk/news/weird-news/incredible-moment-dead-man-cut-10114637
Name: ______________________________________ Date: _____________________

Murder History
Scenarios of Death, Mayhem, and Facts
Directions: Find the relative location including the city, state, country, continent, etc. for the following
scenarios
Scenario Name Assigned? Scenario
(Y or N)

The Korowai Along the Ndeiram Kabur River lives a tribe called The Korowai. The
tribesmen believe that a witch man kills off members of the group and it
is their duty to consume the dead mans carcass in order to take revenge
for the death.

Cannibal Island This is famed for its long running history of cannibalism, it was even
previously dubbed Cannibal Island. The practices have almost died out
in recent years with the exception of the Naihehe Caves, home to the last
human-eating group on the island.

Tourist for Dinner, In 2011, German tourist Stefan Ramin went missing while on a traditional
Anyone? goat hunt in Nuku Hiva. His remains were later found near a campfire
and it is believed that he was hacked to pieces and burned by a tribe
suspected of cannibalism.

Any volunteers? Rotenburgs answer to Hannibal Lecter, Armin Meiwes, fulfilled his dream
of consuming human flesh by placing an ad for a willing volunteer.
Luckily for him he tracked down dinner in the form of a willing 43-year-
old, Bernd Brandes.

The duo dined on Bernds genitals before Armin stabbed him with a 12-
inch knife. He was later arrested for murder as cannibalism is not a
crime in Rotenburg.

Where in the World? Answers

Scenario Name Relative Location

Name: _________________________________ Date: ____________________

 Are you serious?
News From Around the World

Directions: Find the Absolute location and the relative location including the city, state, country,
continent, etc. for the following scenarios
Scenario Name Assigned? Scenario
(Y or N)

April the Giraffe If you haven't seen a live video of a giraffe "about to give birth", then you've
Giving Birth missed out on a huge social media craze in the last two months.
At first it seemed exciting - we're actually going to see this miracle of life, a
tiny baby giraffe entering the world and stumbling around on its spindly little
legs? What a beautiful moment.
Once the calf is born, Animal Adventure Park are going to have a contest to
name it - which, we imagine, will be very popular.

Dont trust the Horrified villagers searching for their missing pal were shocked when they
Snake. found him in the stomach of a 7m-long PYTHON who had swallowed him whole.
Friends of Akbar Salubiro was still wearing welly boots, short and t-shirt when
he was cut from the belly of the beast.
The snake was sliced open with an 18-inch hunting knife after villagers
hunting for Salubiro found it in his back garden.
The 25-year-old vanished after he set off for work harvesting palm oil in a
remote village on the island of west sulawesi, Indonesia, on Sunday night.

Attack of Gulls A boy of seven had to be taken to hospital after being attacked by seagulls.
Thomas West was tucking into a doughnut when five birds swooped on the treat
and cut his hand outside a Sainsbury's supermarket on Sunday in Plymouth,
Devon.
Store first-aiders helped the shaken youngster who was taken to the minor
injuries unit so his bleeding hand could be cleaned up.
Dad Gary, 37, of Plymouth, said: Thomas was holding his food normally and
the gull came from nowhere out of the sky.
I didnt really know what was going on, I just heard my boy start to shout.
He had blood all over his hand, and his doughnut was on the floor.
The seagull was still on him when four other gulls then joined in. It was
terrifying.

Where in the World? Answers

Scenario Name Absolute Location Relative Location