Class: 7th Grade/Social Studies
Teacher:Lee Ann Erickson Unit: Trade and Culture
Date: 11/09 Topic: Eastern Hemisphere Geography
Lesson Title:Resources and Trade
Content Objective:
Students will be able to define resources and trade
Literacy Objectives:
Students will discuss several questions about resources and write down answers to those questions.
Materials/Resources needed:pencils or pens, computer, class set of laminated maps, colored pencils, small group questions
Adaption
**IEP and ELL students will receive extra instruction for clarification and extra time if needed. The nature of doing group work allows for individual student help.
Agenda:
1. Small group discussion about Resources and Trade reading
2. Research and take notes on historical EH trade routes
3. Finish Personal Atlas
Welcome/Fill in Agendas, Log on to computers turn off the monitor and settle down.
Set
Everyone who did the reading please get into the groups you’ve worked with before. If you did not do the reading, please wait until the others have moved into groups and then find a group to join. We are going to spend the next 20 minutes filling in a worksheet. There is one grid you’ll fill out and then 3 more questions to answer. I will go around and answer questions if you have them. Please have one member from your group come up and get the worksheet and then start discussing the answers.
Input:
Small Group Discussion Questions
1. What are...
|
Renewable Resources |
Nonrenewable Resources |
|
|
|
|
|
|
|
|
|
2. Are natural resources spread evenly throughout the world?
3. Why is trade important through the world?
4. What kind of renewable energy resources could we use if we ran out of oil or coal?
Closure: Alright let’s share out from the groups what you’ve come up with. How many people referred back to their notes or the reading? Does anyone have questions?
20 min
Set
Show Trade map (the presentation on Resources and Trade) again. You were just talking about resources
Input:
Trade today and look at the maps of ancient trade routes. What looks the same? What is different? Looking at the number of routes shown on current maps versus the ancient ones what can we tell about trade and what types or quantities of thing would people have traded back then as opposed to right now?
Closure/Class Discussion:
Do we trade the same kinds of things now that they traded back then? How has transportation changed?
Daily Reflection:
I think that by indicating the previous week that it was ok if students hadn’t read the chapter I sent home with them it gave a free license to the students to not do the homework. I don’t know for sure because I have no way of testing my theory at this point, I just know that there are a lot more students who hadn’t done the reading today. I decided that instead of working with half the group and going over the reading, I went ahead and put everyone into small groups. My hope is that because we have gone over all of this material as a large group and then because the reading was meant to supplement that lesson, everyone will get some added information. There were enough students, about 2/3 of the class (as compared to the number who did the reading the previous week, which was more like ¾ of the class) that I was able to have at least one person who did the reading in a group with 1 or 2 students who did not do the reading. This worked alright, except I did notice the answers on this worksheet were not the same quality as answers on previous worksheets. Again I can’t tell by only one occurrence and I don’t have a chance to see what happens in the future, but it may be the difference in the number of students who actually did the reading.
The group discussion about transportation and trade was pretty good. The students seemed into the visuals and really wanted to talk about the camels.
I’m going to be giving the students a review sheet for the test tomorrow and I’m getting nervous for them even though I think they’ll do great!
Please wait...