TPACK LESSON PLAN TEMPLATE

CSU-Global
Course:

Your Name:

Kari Woodman

Subject / Course:

4th Grade ELA

Topic:

Maps, Borders and Boundaries

Lesson Title:

How We Organize Ourselves

Level:

4th Grade

Lesson Duration:

OTL545

3 Hours

SUPPORT YOUR CHOICES THROUGHOUT EVERY PHASE OF THE LESSON WITH

RESEARCH THAT SUPPORTS ITS EFFECTIVENESS.
Common Core or State Standard(s) & Learning Objective(s):
Learning Objectives/Essential Questions:
Students will:
Consider how physical and cultural features could be used to define country borders
Discuss ideas about which features (cultural or physical) are most important in
creating borders
Be able to explain their choices for borders and compare to other maps, based on
physical and cultural features
Discuss other influences that could affect where borders are established
We will ask ourselves:
Why are we learning about borders and boundaries?
Why are the borders of countries located in certain places?
Oregon Standards:
Geography
1.Apply geographic skills, concepts, and technologies (e.g., maps, GIS, Google Earth)
to gather, display, and analyze spatial information.
2. Analyze economic, social, human migration, settlement, and distribution patterns.
3. Locate and examine physical and human characteristics of places and regions,
their impact on developing societies, and their connections and interdependence.

Target Audience

Knowing the Learner

Based on your survey data from earlier in the course, describe the target
audience for this lesson; what types of learning styles will you need to be
mindful of?
The target audience for this lesson is the 4th grade class at the German International

School. There are 16 students in the class. All students are bilingual and a handful are
trilingual. All are fluent in English. This group of students is close knit and enjoy
working in groups and pairs. A few of the students need directions to be repeated
multiple times and I will be posting detailed instructions on the board for the benefit
of these students. Most of these students have traveled internationally and have a
pretty mature sense of global citizenship.

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Pedagogies (Remember to consider relevance and career/workforce readiness skills

around what is being taught):

Pedagogies
(How are technology, content, and pedagogical knowledge working together in
this lesson?)

Unfortunately, there will not be much technology used in this first lesson. Later on in
the Unit students will be using the internet for research, PowerPoint to create reports
on a state, online games to learn capitals of the states and multiple online activities
from National Geographic and the Smithsonian Institute. This is the first lesson and is
light on technology. We will be meeting many state geography standards in this
unit and some common core writing and presenting standards when students do their
final projects on a US state of their choice. The students will simultaneously be doing
a Unit in German focused on Europe. This will be an interesting example of teaching
content from a global perspective as well as giving them a chance to learn about
where they live.

Technology Being Used by Students

Projector, classroom computer.

Technology Being Used by Teacher

Drawing program on tablet to create the maps

Projector and Classroom computer

Lesson Strategy and Required Materials

1. This lesson is intended as a conversation starter to bring out student

ideas about how regions are defined, borders are made and how land
and resources should be divided among countries or states.
2. Students will work in groups of three or four (at their tables)
3. Class discussion on the words borders and region and what they mean to
students. I will ask why they think certain borders would be developed.
4. Students will be given an outline map of a made up area and three
different maps of the arealanguage, physical features, and religion
5. Students will use the three maps to determine where they would place
borders in the Outline map.
6. Each group should work together to come to a decision and someone in
the group should take notes about why they drew the borders where
they did. The students will have about 15 minutes to draw their borders.
Below are rough drafts of the maps:

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Feedback Strategy (Frequent checks for understanding):

As I walk around and observe the groups working I will ask questions to better
understand what students are thinking, such as:
a. Do you think physical features or cultural features are more important when
deciding where to place your borders?
b. What would happen if you split this river (or forest or lake) between two
countries? Would people in the countries be able to share the land and/or
resources or would they fight over it?
c. What would it be like to have mixed cultures in one country? Can you think
of examples of this in real life?
Assessments (How do you know students met the learning objectives and targets?)

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1. Groups will share their borders with the class along with their reasons.
One student will create a list on butcher paper in the front of the class
with reasons from all of the groups.
2. There are no right or wrong answers for this activity.
3. Assessment is primarily based on participation and the objectives and
targets should be met throughout the Unit.

Modifications/Enrichments (implanted in this lesson or ideas for future lesson

delivery)

The students could create their maps on their own and then share their areas
in small groups or to the class.
This could be done as a whole class project, with one large map on the
screen, this could be done fairly easily since we have a small class
Somehow do this digitally with a drawing app maybe
For special needs students, I could give a few possible solutions and ask
them to pick the best option in their opinion and tell me why.

SOURCES:

Add a References Page for any research/sources you

used to determine your strategies above (begin on a new page and
follow the APA guidelines in the CSU-Global Guide to Writing and APA
Style).