Places+and+Values

EARTHLIGHTS Lesson (in the Fall of 2009 I created an ACTIVBOARD Lesson using this picture and questions for inquiry... please contact me at jcatlett@k12albemarle.org if you have access to an activboard and you would like to give this lesson a try... I focused the questions for first graders but they could be modified for various grade levels) ** Concept of Unit: Interdependence //Does// //Place Affect Value? Using Observation and Critical Thinking Skills through Inquiry// **
 * Task 1:
 * // History SOL Standard 1.6 - //**

Lesson Description: // Observing //// Earthlights at Night and thinking critically about information that can be derived from a photograph and/or map. (an introductory-model lesson) // Procedure: **// What procedure(s) will be implemented in this lesson? // Grouping Strategies: **// What instructional grouping will be used to support instruction? // Differentiation: **// How will instruction be differentiated in response to student differences? // Extension: **// What opportunities will be offered to extend this lesson beyond the classroom time allotted? // ++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
 * Students will know: **// Information can be derived from maps and photographs; Location, climate, and physical surroundings affect the way people in a community meet their basic needs, including food, clothing, jobs, and homes //
 * Students will understand: **// Questioning leads to higher order thinking. Geography includes the study of location, climate, and physical surroundings. Location, climate, and physical surroundings affect the way people live. Placement can affect value. //
 * Students will be able to: **// Identify, predict and question ideas expressed in graphic data. Use information from print and non-print sources. Use a variety of resource materials for gathering and sharing information. Gather and classify information. Use and explain graphic data collaboratively using an interactive tool to //
 * Instructional model/strategies: **// Observation; Questioning; … //
 * Vocabulary: **// location, critical thinking, graphic data, maps, physical surrounding, questioning //
 * Resources/Materials: **// as a minimum… 1 online computer with LCD projector for intro lesson; for student constructed models,, the students need access to web-based tools on computers //
 * Formative Assessment(s): **// What formative assessment(s) and scoring guides will be used to show students what they need to focus on to improve understanding in this lesson? //
 * Task 2**: The National Geography Standards state that students will understand that culture and experience influence people’s perceptions of place and region. Do you think that this is true for the people at Jamestown? Consider how this answer might be different for Colonists, Native Americans, and Africans?

Student/group asserts that this is not true for any of the groups at Jamestown Student/group asserts that the statement is true for one of the groups and explains how Student/group asserts that the statement is true for one of the groups but does not explain how Student/group asserts that the statement is true for two of the groups and explains how Student/group asserts that the statement is true for two of the groups but does not explain how Student/group asserts that the statement is true for all of the groups and explains how Student/group asserts that the statement is true for all of the groups and but does not explain how Student includes information about the interactions between the groups Student does not include information about the interactions between the groups Student/group explains how a balance scale is used Student/group does not clearly explain how a balance scale is used
 * 2-5 This checklist is intended to assist with diagnosing misconceptions and level of understanding.**