Geography Lesson!

 For this lesson we taught students about the Geography of Mexico! We began our lesson by handing out passports and adding each student's picture and name, along with a pencil box suitcase and travel brochure. After, a pre-test which was a matching activity was given to the students.

Next, we focused on vocabulary! We started off with explaining geography, and had students look outside the window from examples of what we may be looking for if we were to study geography. Then we broke down regions and chose three major regions in Mexico to touch on. Finally, we explained two key map tools, one the legend/key. Students turned their attention to the large Mexico map on chart paper. Here we began applying our knowledge of how we should use a map key. Students were tasked with creating a symbol to use for various physical features, such as (canyons, mountains, deserts, rivers, and pyramids), then one would be selected to come up and add their symbol to the map key and add it to the map! Then students learned about the other important map tool the compass, students then created their own compass and one student added that to the large map as well!

Students were then given a current map of Mexico and together we worked to complete an I see, I think, I wonder chart together. After that students were given an older map of Mexico (from 1846) and were asked to complete an I see, I think, I wonder chart with a partner. We walked around and helped the students as needed and at the end we had students share their findings and see if there were any similarities or differences.

                                                                                                    (Whole Class)
 

Old Map (1846)

https://www.loc.gov/item/2012593321/

New Map (1988)

https://www.loc.gov/item/2011586147/

(Partner Activity)

Read Aloud: The Daughter of the Light-Footed People by Belen Medina. Students were asked to pay close attention to the illustrations within the book as it showed a lot of Mexico regions. This reading follows Lorena Ramirez, a marathon runner from Mexico as she who only runs in traditional Mexican clothing. We asked students to share any interesting findings they saw! They mentioned how she looked like she was in the desert and canyons!

Then, we explained to students how the Earth is actually a sphere unlike the flat maps we have been looking at. We found Mexico on the globe, then found the map key and compass on the globe.

Making Their Own Country!

Finally, we concluded the lesson with having students create their very own country!

We modeled sprinkling rice on a sheet of cardstock and tracing it to create the border of our country. Then, they name their country and give a name to the country's capital. They then picked from a deck of flashcards prompting ideas of what they could add to their map, students were informed that they had to have at least three different map features and a capital. After that, they colored their map in and were given a short two-question post-test.   

The checklist (found here) allows us to document scores and notes relative to the achievement of the SLO that helped us track if the objectives were met by each student (formative assessments) and students score on the summative assessment. Each student had met the objective, except for one because she was absent that day.

I noticed that a lot of students really engaged with the material they were learning if there was a physical aspect they were able to take part in. They each were able to draw on their whiteboards ideas of symbols and then add it to the big map. I noticed they were even excited just to reveal what the vocabulary word they were going to be learning was (I hid each vocabulary word behind construction paper to try and not overwhelm them with a bunch of words on a piece of chart paper, and I had a student each time come and pull one off). I was a little worried it might be a waste of time to have them get a chance to pull it off, but it seemed that it really had its benefits, students were excited to see what word and picture was about to be revealed. So I think I learned that it's okay to use a little more time for students to be hands-on with their learning because it can help them become more engaged!

I think it will influence my professional identity to be patient while teaching other materials. I think it is important to be efficient but not at the cost of making the lesson uninteresting for the students. In the future, it may be beneficial to get creative with different aspects and not worry over the little extra time it takes because it is more likely that we won’t have to go over it again if students have a more solid understanding from learning in an engaging way!

This will influence how I plan/teach/assess in the future, for me to look for ways for students to interact with parts of lessons that they may not normally interact with. Just lecturing to students about different vocabulary words would most likely not hold their attention, now I see there is a clear benefit to have students get up and interact with materials and ask them questions that relate to the vocabulary. It takes a little longer but it really solidifies what is being taught!