Learning+Activity+6-C-1

= Home > Learning Activity 6-C-1: Video or Map Lesson Plan=

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Andrea Poffinberger's Lesson Plan
Andrea Poffinberger **Lesson Plan – Health Education** **Mental Health-Body Image** **Grade:** 9th **‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍Objectives:** **Students will be able to…** ‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍ **Materials Needed:** **-Reality Matters: Body Image: Extreme Measures Video Segment (4:19-Body Image: Self-Image)** **{Taken from discoveryeduction.com}** **[]** **-NARA Video Worksheet** **-Magazines** **-Scissors, Glue, Poster board, Markers (Art Materials)** **-Peer Assessment Rubric** **-Exit Slips (One per student)**
 * 1) Recognize a variety of internal and external factors which affect a person’s body image.
 * 2) Evaluate peer projects in an objective manner.
 * 3) Illustrate how media plays a negative role in body image for adolescent age children.

**‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍Explanation of Assignment:** To start students will individually preview this video segment(4:19) and complete the NARA video worksheet. They will then get into small groups (3-4 people) and share their video analysis as a group. As a class we will then discuss what we examined and analyzed within the video paying extra close attention to what the message behind the video was trying to establish. As a class we will create a list of internal and external factors which affect a person’s body image. From this point they will break back out into their groups are focus on media as an external factor which affect young people (especially girls) body image. They will use the magazines and pull out various advertisements, pictures, words etc… which provide negative feedback to adolescents about body image. They will use all these cut-outs to create a poster on media’s negative effects on body image. ** ‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍Final Assessment:** ‍‍‍‍‍‍‍‍‍‍‍‍‍‍
 * 1) ‍‍‍‍‍‍‍‍‍‍‍‍‍‍Teacher will hang all the posters created by the different groups around the classroom. We will then hold walking galleries so students can peer evaluate their classmates’ posters using a peer assessment rubric.
 * 2) Each student must complete an exit slip to leave the classroom answering the following questions.
 * 3) What was the message in the body image video segment from the warm-up?
 * 4) Name 1 internal factor which affects a person’s body image.
 * 5) Name 1 external factor which affects a person’s body image.
 * 6) Choose one way media negatively portrays body image. How might you help a friend who is becoming “sucked into” the media’s idea of the ideal body?

Colleen Davies' Lesson Plan
Which Way Do We Go? Outcome – We will compare maps to identify how Europeans first saw America Assignment –Which Way Do We Go? ‍‍‍‍‍‍‍‍‍‍‍‍‍Homework – Complete write up of Adventure Warm-up – How do you get around when you don’t know where you are going? Procedure >>> Use these comparisons as a basis for comparing early explorer’s maps with modern maps of the same area. >>> Resources to use in Eastern United States ‍‍‍‍‍‍‍‍‍‍‍ >>> This lesson may take several days ‍‍‍‍‍‍‍‍‍‍
 * Review warm-up with students- hopefully they will answer with ideas such as GPS, Google it, get a map etc.
 * Ask – What do you do if you don’t have a map?
 * Explain to students that we are going to identify how the early explorers mapped the territory they discovered and why early maps are not always accurate.
 * Divide class into heterogeneous groups of four ‍‍‍‍‍‍‍‍‍‍‍‍‍
 * ‍‍‍‍‍‍‍‍‍‍‍‍Each member of the group should have a role –captain, cartographer, artist, quartermaster (materials manager)
 * Captain is the leader of the group and will write up the group’s official log
 * Cartographer will create the map
 * Artist will draw (or take pictures) of what they are seeing
 * Quartermaster will hold supplies and give help to whomever needs it
 * Each group will be give a quest to explore a territory of the school grounds (or if on a field trip a territory of the place you are visiting or if in a small town or big city where transportation off school grounds is not a problem, a territory of the town.) ‍‍‍‍‍‍‍‍‍‍‍‍
 * ‍‍‍‍‍‍‍‍‍‍‍As part of the quest, they will stop and roll adie. The result of the die is some adversity they are to face. For example a roll of the die with the number 1 is that they have met a hostile native, a 2 is a fierce animal stops them in their tracks, etc. These adventures are to be written up by the captain, documented by the artist and the location marked on the map by the cartographer.
 * The die roll will be done 5 times by each group.
 * Questors will return to the classroom to complete their log, artistry and maps.
 * Questors will share their adventures with the class.
 * The class will identify the maps and comment on their usefulness to other adventure groups.
 * Are they accurate?
 * Do they give enough information?
 * Why or why aren’t they what they should be?
 * Compare the Questor’s maps to real maps of the territory they mapped. Have students complete a Venn diagram.
 * Why are some maps more accurate than others?
 * What technology has been introduced to help create maps?
 * Do you think the early maps were helpful for later explorers? Why or why not?
 * []contains multiple historical maps of the east coast.
 * []USGS National Map viewer – can be resized to match maps from the historical collection.
 * ‍‍‍‍‍‍‍‍‍‍Day one – introduction and team forming – make a flag or banner for your Questor group.
 * Day two – Begin quest
 * Day three – Finish quest and begin write up
 * Day four – Share quests
 * Day five – Compare and contrast our maps with modern and historical maps
 * Interdisciplinary connections
 * Language Arts – writing up the Quest
 * Mathematics or Tech Ed – making the maps a scaled drawing
 * Art – the artistry of documenting the adventure
 * Science – a questor could be the team’sscientist identifying native species of plants and animals

Anthony's Lesson Plan


Anthony, please see returned document for comments.

Jaime's Lesson Plan
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Students will compare and contrast a world map from 1550 to today’s world map. Students will discuss conclusions regarding the differences of the two maps. **Materials Needed: ****-Maps** **-SEA forms ** **-Venn Diagrams ** **-Sentence Strips ** **Explanation of Assignment:**To begin, students will resume our discussion of Christopher Columbus and his voyages. We will discuss his landing in “America.” Then it will be explained that the first map they will be shown is from just over 60 years AFTER Columbus’ voyage to America. <range type="comment" id="942497">‍‍‍‍‍‍‍‍‍Students will use the SEA form to examine the first map (noting where continents are located, names, and then the outer decorations of the map) <span style="font-family: 'Arial','sans-serif'; font-size: 16px; line-height: normal; margin-bottom: 0pt;">Students will then be given the regular map to complete a Venn diagram comparing and contrasting the two maps. <span style="font-family: 'Arial','sans-serif'; font-size: 16px; line-height: normal; margin-bottom: 0pt;"> ‍‍‍‍‍‍‍‍‍Students will choose their three best comparisons and three best contrasts to share with the class. These will be written on sentence strips. <span style="font-family: 'Arial','sans-serif'; font-size: 16px; line-height: normal; margin-bottom: 0pt;">As a class we will create <range type="comment" id="396790">‍‍‍‍‍‍‍‍one giant Venn ‍‍‍‍‍‍‍‍diagram of the two map versions. **<span style="font-family: 'Arial','sans-serif'; font-size: 16px;"><range type="comment" id="907649">‍‍‍‍‍‍‍For a final assessment, students will write a letter to a friend explaining their discoveries from the perspective of an explorer. Students may also add a map of their own design to highlight continent locations. **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 16px; line-height: 115%;">2nd Grade Map Comparisons **

‍‍‍‍‍‍‍

Myronda Schiding's Lesson Plan
**Effects of colonization on Liberia:** Course and grade level: 11th and 12th grade AP World History

Through the analysis of three maps of Liberia during the 1800s, students will apply their map analysis to historical events in this region at this time period.
 * Objective: **

How did geography and culture affect the events that occurred in Liberia between 1800 and 1900?
 * Essential Question: **

The students will cover this information during the African history unit during the 1800s time period. The students will have a general understanding of the history of the western coast of Africa, including Liberia.
 * Background: **

<range type="comment" id="319561">‍‍‍‍‍‍In groups of 3, the students will use the SEA template to analyze each map. Each student will analyze two maps and compare and contrast their observations and analyses with the other group members.
 * Method: **

‍‍‍‍‍‍ <range type="comment" id="72510">‍‍‍‍‍Each group will share their observations and analyses with the rest of the class using Prezi. Through the use of Prezi the students can use pictures, a self-generated timeline, and narrative to explain their group’s answer to the essential question.
 * Final Product: **

1. Introduction: a brief class discussion on the history of the Liberia region. 2. Students placed in groups of three. 3. Each group analyzes all three maps (each student is responsible for completing an SEA for two of the maps). Upon the completion of the SEA sheets, the students compare and contrast their analyses. 4. Each group creates a Prezi to answer the essential question using pictures, a time line, and narrative. The groups share their presentations with the class. 5. Closure: (a ticket out the door) Predict what will happen in Liberia within the next century in history (1900-200)? Why do you think this will happen?
 * ‍‍‍‍<range type="comment" id="245384">‍‍‍‍‍Process: **

‍‍‍‍ Resources: [|Liberia Map 1820] [|Map of Liberia of areas ceded by native Liberians] [|Map of Liberia from 1869]

Shelley's Lesson Plan
. Map lesson plan by Shelley

Link for map resources : []

Unit: Me on the Map, Social Studies

Objectives: The students will compare the 2 maps of the eastern United States. The students will work <range type="comment" id="552250">‍‍cooperatively ‍‍ to make a Venn Diagram comparing the 2 maps. The students will use a graphic organizer to share their learning with others.

During our map unit the students are taught map elements and a general idea of what is on the World Map. At the beginning of the lesson the students will brainstorm what they know about what a map can show us. The students will each have a KWL chart to fill out for the lesson. They will have their charts on clipboards so they can take notes as we share and discuss.

<range type="comment" id="574810">‍Then we will talk about what maps can teach us. They will talk about how they tell us where to go, etc, but I will bring up how maps can tell us about history. The students will write what they think we will learn by looking at these maps. They will write down what they think we could learn by looking at 2 different maps of Maryland at 2 different times in history. We will speak about how the maps can tell us how our state has changed over time. The maps also include different information as well as various visual appeal and understandability. These will be good discussions as the students use critical thinking skills.

‍ <range type="comment" id="850395">The students will have time to view the 2 maps of Maryland. One is The Middle States made in 1830, the other is MD, VA and Del 1862. The students will have a chart size venn diagram to write on as they view and discuss the maps. The students will be responsible in their groups to come up with a fair way to divide responsibility. The students will be given adequate time to view and review the maps. As the students are working they will be able to add to their chart. They will discuss similarities and differences between the 2 maps. The venn diagrams will be used to share information with the others in the class. They will all be able to learn from each other. Maybe someone noticed something that they did not?

As closure each student will reflect on their learning by filling in the L part of the KWL chart. They will be given to option to share their learning with the class if they choose.

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