Brad Teeple Geography Lesson Plan 1) Benchmark/Standard GI.

.1: Spatial Thinking 2) Behavioral Objective The learner will demonstrate the ability to determine what season a city is in based on its location and date. 3) Anticipatory Set: Discuss the seasons in Michigan and when they change from one to the next. 4) Objective/Purpose: Today we will demonstrate the ability to determine the season a city is in based on its location in the world and the date. This will be accomplished by going through examples and then having you work through some problems on your own. 5) Input a) Task Analysis: i) Review what causes the seasons. ii) Review the four hemispheres and what two imaginary lines serve as dividing points for these hemispheres. iii) Go through presentation questions. iv) Model a sample question (or two) of labeling the season of a city. v) Ask for volunteers to answer some questions and/or draw sticks for who gets to try some questions. vi) Ask students to show one of the designated hand signals to show their extent of understanding regarding determining the season a city is in based on its location in the world and the date. vii) If needed, re-clarify a part of the presentation. viii) Give the students directions regarding the worksheet. ix) Hand out the worksheet. x) Allow students time to work on the sheet. Aid them and check for understanding by walking around the room and observing them. xi) Walk around the classroom answering questions and providing help when needed. b) Thinking Levels i) Knowledge: Name the four hemispheres. ii) Comprehension: Explain how the tilt of the Earths axis influences seasons. iii) Analysis: Demonstrate the ability to label the season of a particular city based on what hemisphere it is in and the time of year. c) Learning Styles i) Auditory: Students hear teacher giving directions and asking questions. ii) Intrapersonal: Students work on their seasons worksheet on their own. iii) Interpersonal: Students may also help each other while working on the worksheet regarding the seasons. d) Methods and Materials

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i) Ways of presenting: lecture, demonstration ii) Materials Needed: Whiteboard, projector, digital pen, worksheets Modeling a) First step is to demonstrate labeling a citys season based on where it is located and time of year. b) Next step is to demonstrate labeling the zones (such as tropical and temperate). Checking for Understanding a) Walk around to see how the students are answering questions. b) Ask students one more question regarding what season a city would be in. Guided Practice: a) Students will work on their season-identifying skills with a partner and/or alone. b) The teacher will circulate to help with difficulties. Closure Exit Pass with the following two questions answered: a) Knowledge: What two lines divide the world into four hemispheres? b) Analysis: If it is June 5 in Rio de Janeiro, what season is it?