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    Ancient China Geography LP 2

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    api-508912580
    This lesson plan aims to teach students about the five major geographic regions of ancient China. Students will work in groups to create informational brochures about one region, focusing on climate, physical features, and vegetation. They will then participate in a jigsaw activity where they learn about and evaluate the other regions. The essential question is how geography affects daily life, and the enduring understanding is that climate, physical features, and vegetation affect viability. Differentiation strategies support students with disabilities or processing needs.

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    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd

    Ancient China Geography LP 2

    Uploaded by

    api-508912580
    248 views4 pages
    This lesson plan aims to teach students about the five major geographic regions of ancient China. Students will work in groups to create informational brochures about one region, focusing on climate, physical features, and vegetation. They will then participate in a jigsaw activity where they learn about and evaluate the other regions. The essential question is how geography affects daily life, and the enduring understanding is that climate, physical features, and vegetation affect viability. Differentiation strategies support students with disabilities or processing needs.

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    ancient china geography lp 2

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    This lesson plan aims to teach students about the five major geographic regions of ancient China. Students will work in groups to create informational brochures about one region, focusing on climate, physical features, and vegetation. They will then participate in a jigsaw activity where they learn about and evaluate the other regions. The essential question is how geography affects daily life, and the enduring understanding is that climate, physical features, and vegetation affect viability. Differentiation strategies support students with disabilities or processing needs.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    248 views4 pages

    Ancient China Geography LP 2

    Uploaded by

    api-508912580
    This lesson plan aims to teach students about the five major geographic regions of ancient China. Students will work in groups to create informational brochures about one region, focusing on climate, physical features, and vegetation. They will then participate in a jigsaw activity where they learn about and evaluate the other regions. The essential question is how geography affects daily life, and the enduring understanding is that climate, physical features, and vegetation affect viability. Differentiation strategies support students with disabilities or processing needs.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
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    Kelly Duddy

    6​th​ Grade Social Studies


    February 13, 2020

    Lesson Title​: Exploring 5 Geographic Regions of Ancient China

    Rationale​: Analyzing geography is an important historical skill. Additionally, in a time of global


    warming and vegetation crises, it is crucial that students learn the importance of how geography
    affects viability for life. The enduring understanding for the lesson is “​Climate, physical features,
    and vegetation affect the success of life in a region.”​ The essential question for this lesson will
    be ​“How does geography affect daily life?”

    Standard Assessment

    NJSLS SS 6.2.8.B.2.a​ Determine the extent to which Summative:​Students will evaluate each major
    geography influenced settlement, the development geographical region of China. They will use a
    of trade networks, technological innovations, and the graphic organizer to organize their thoughts, and
    sustainability of early river then they will discuss.
    valley civilizations.

    CRP4. Communicate clearly and effectively and with Formative​: Students use visual, written, and verbal
    reason.​Career-ready individuals communicate thoughts, ideas, and communication to explain the pros and cons of the
    action plans with clarity, whether using written, verbal, and/or visual climate, vegetation, and physical feature of their
    methods. They communicate in the workplace with clarity and assigned region of China through the creation of a
    purpose to make maximum use of their own and others’ time. They brochure poster, which they will present to their
    are excellent writers; they master conventions, word choice, and
    peers.
    organization, and use effective tone and presentation skills to
    articulate ideas. They are skilled at interacting with others; they are
    active listeners and speak clearly and with purpose. Career-ready
    individuals think about the audience for their communication and
    prepare accordingly to ensure the desired outcome.

    CRP12. Work productively in teams while using cultural Formative:​Students will work as a team to divide
    global competence.​ ​Career-ready individuals positively roles, to create a product, to gather, share, and
    contribute to every team, whether formal or informal. They apply an compile new information, and to make a decision.
    awareness of cultural difference to avoid barriers to productive and Students will practice working professionally in
    positive interaction. They find ways to increase the engagement and teams, while learning about cultural differences in
    contribution of all team members. They plan and facilitate effective
    China.
    team meetings.

    Instructional Objectives​: At the end of the lessons, students will be able to:

    1. SWBAT work as a team to design an informational brochure about a geographic region


    of Ancient China
    2. SWBAT evaluate the effect of geography (climate, physical features, and vegetation) on
    daily life in Ancient China

    Essential Question: ​How does geography affect daily life?

    Enduring Understanding: ​Climate, physical features, and vegetation affect the success of life
    in a region.

    Academic Language:

    Demands Supports

    Function: Evaluate Students will discuss in groups the pros and cons of a
    geographic region. A model of the brochure will be
    displayed. Students will also use a graphic organizer
    to assist their comparison evaluation of the other
    regions.

    Vocabulary: Tier 1 words (​climate, topography, and vegetation) ​ will


    Tier 1: climate, topography, and be reviewed as a class at the start of class, although
    vegetation students have been using these words in each unit all
    Tier 2: basin, silt, plains, oasis year.
    Tier 3: tributaries, loess, plateau Tier 2 words​(​basin, silt, plains, oasis) ​and Tier 3
    words (​tributaries, loess, plateau) ​are defined in the
    readings and/or supported by visuals, but the teacher
    will check in with each group to make sure they
    understand their key terms and can communicate
    them (visually, in writing, and/or orally) with their
    peers.

    Discourse: Synthesis Students will be grouped heterogeneously based on


    skills (strong speakers, artists, writers, etc.). Students
    will also be given a model of how to format their poster
    synthesis, including ​guided questions​. Teacher and
    co-teacher will circulate the room to support and
    challenge students.

    Materials/Resources​: Poster paper, geography articles, color pencils/markers, evaluation


    graphic organizers

    Procedure​:

    Initial Phase (2 minutes):


    - Teacher will facilitate a student review of key geographic vocabulary (climate, topography,
    vegetation)
    Middle Phase (35 minutes):
    1. Geographic Brochure (18 minutes)
    a. S​tudents will be ​divided heterogeneously into 5 groups based on their skill sets
    (writer, speaker, artists, etc.). Students will be given a set of roles, and as a
    group will have to determine who will fill each role.
    a. Each group will read their assigned article and annotate it (highlight climate,
    circle physical features, underline vegetation).
    i. Tibet Qinghai Plateau​, ​The Northwestern Deserts​, ​The Northeastern
    Plain​, ​The North China Plain​, ​The Chang Jiang Basins​.
    b. Groups will then create a physical brochure. The front cover will have a drawing
    and a one sentence pitch/slogan. Then, each inside panel will explain the 1)
    climate, 2) physical features, and 3) vegetation for that region. Each section will
    list pros and cons.
    i. The teacher will show the students a model of what the brochure should
    include and how it should be formatted.
    2. Jigsaw (17 minutes)
    a. One group member will stay at their table to present/sell their region. They will
    explain the brochure and answer questions.
    b. The other group members will take their ​graphic organizers​and each visit a
    different region to review it. All members will report back, share what they
    learned, complete their graphic organizer, and decide as a group where they
    would have wanted to live in Ancient China.

    Concluding Phase (7 minutes):


    - Students will discuss with their group where they think the best region to live is based on
    their ratings and evaluations of the geographic areas.
    - Then, each group will share their choice and explain why. If time allows, it can be done as
    a five corner debate.

    Technology Integration​: Articles from online textbook series, ​History Alive!

    Differentiation

    Whole Class​: Students will be grouped heterogeneously based on skills


    Content​: Students will discuss the content in their groups to aid comprehension
    Process​: All students will complete a graphic organizer to aid evaluation of regions.
    Product​: Students will produce new content knowledge visually, in writing, and orally
    Struggling Readers: ​Important vocabulary words central to the lesson are reviewed all
    together. Students will also discuss the content with their peers.
    Gifted: ​Students can choose their group role based on their advanced skills.

    IEPs/504 Plans/Language Supports, Accommodations, Modifications, Pertinent


    Needs: IEP Goals
    Classification/Needs
    ADHD - Students will be able to get up and walk around the
    room during the jigsaw activity.
    - Students can also move as they work in groups to
    create their brochures

    Audio Processing Disorder - Instructions will be repeated, reiterated, and written on


    the board. A model will be displayed as well.
    - Teacher will be circling groups, checking in individually
    with students with processing delays

    Dysgraphia - Students can choose to be the orator for their group,


    rather than the writer or artist.
    - Students can produce their understanding orally rather
    than through writing.

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