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Geo Lesson

This document outlines a lesson plan for teaching 2nd grade students about the geography of Thailand. The lesson plan introduces Thailand's four regions - Southern Peninsula, Northern Mountains, Central Plain and Khorat Plateau. Students will label these regions on a map of Thailand and discuss the differences between Thailand's climate and geography and that of Massachusetts. The lesson aims to foster students' understanding of another country by comparing it to their own, addressing the self-determination theory of motivation. Multiple forms of assessment are built in, including maps, discussions and interviews.

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80 views

Geo Lesson

This document outlines a lesson plan for teaching 2nd grade students about the geography of Thailand. The lesson plan introduces Thailand's four regions - Southern Peninsula, Northern Mountains, Central Plain and Khorat Plateau. Students will label these regions on a map of Thailand and discuss the differences between Thailand's climate and geography and that of Massachusetts. The lesson aims to foster students' understanding of another country by comparing it to their own, addressing the self-determination theory of motivation. Multiple forms of assessment are built in, including maps, discussions and interviews.

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© © All Rights Reserved
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Emily Hallett

Theory to Work in the Classroom

EmilyHallett
UniversityofNewEngland
TheorytoWorkintheClassroom
EDU615

2 [Type text]

ThailandGrade2
I.Identification:
A.) Concepts:WhatislifelikeinThailand?Whattypeofgeographicfeaturesdoes
Thailandhave?WhatisThailandsclimatelike?DoesThailandslandscape
affecttheirlives?
B.) GradeLevel:2
C.) Subjectareasintegrated:GeographyandSocialScience
II.ThinkAloud:
A.) PriorKnowledgeofgeography:Understandingofbasicgeography,hills,
mountains,forest(essentiallyageneralknowledgeofgeography)
PriorKnowledgeofCulture:UnderstandingofThailandsCultureorForeign
Cultures.(WehavediscussedChina)
PriorKnowledgeofClimate:Understandingoftypesofweather.
B.) Indepthknowledge:
AsaclasswewillbestudyingaboutthegeographyofThailand.Thereare
fourdifferentregionsofThailandthatwillbecovered.Iwillgooverthe
definitionofregionandpeninsula.TheregionsaretheSouthern
Peninsula,NorthernMountains,CentralPlainandtheKhoratPlateau.I
willaskthestudentswhattheythinkeachregionmaybelike.Iwillfocus
thefollowingquestionwithwhattheythinktheclimateandgeography
wouldbelike.IwillaskthemtocomparetheclimateofThailandtothe
climateofMassachusetts.
IwillthenshowthemamapofThailandontheprojectorthathasthe
cities.Iwillaskthestudentswhatclueswehaveonthemaptohelpus.
(Compassrose,mapkey)Iwillaskthestudentswheretheythinkthe
regionsarelocatedonthemap.IwillthenshowamapofThailandonthe
projectorwiththefourregionslabeled.
C.) TypesofLearners:
VisualLearners:Iwilluseoverheadstoshowthestudentswhatthe
countrylookslike.Iwillalsouseaglobeandmaptopointoutthe
countrieslocation.IwillusetheprojectortoshowThailandonamapas
wellasphotosIhavetaken.
KinestheticLearners:Iwillhavestudentscomeuptotheprojectorto
circletheregionandtohelpfindit.Theywillalsohaveamaptolabeland
colorthefourregions.Whenworkinginpartnerstheywillbeableto
choosetheirownpartnersandmoveanywhereintheroom.
AuditoryLearners:Iwilldiscusstheregionswholeclass.Iwilldiscuss

Emily Hallett
Theory to Work in the Classroom
Thailandasawholeclass.
D.) IntegrationofNewLearningintoExistingKnowledgeBase
ThestudentswillbeabletolearninformationaboutThailandbeforeIgo
onthetrip.Theywillbeabletofollowtheblogandaskquestionswhile
onthetripandonceIreturn.
E.) MultipleFormsofAssessment:
Iwillassessthestudentsthroughverbalinterviews.
Iwillassessthestudentsthroughtheirmapstheylabeled.
Iwillassessthestudentsthroughclassparticipation.Studentswouldneed
toparticipateintheclassdiscussionsatleast2times.Thesediscussions
wouldhappenatleast3times.
IIILessonObjectives:

StudentswillbeabletoworkinsmallgroupstoidentifyregionsinThailand.
StudentswillbeabletodiscussthedifferencesandsimilaritiesbetweenThailand
andMassachusetts.
StudentswillbeabletorecallinformationaboutThailandanditsculture.

IVMassachusettsFrameworkCommonCore
Grade 2 students:
Comprehension and Collaboration
1.

2.
3.

Participate in collaborative conversations with diverse


partners about grade 2 topics and texts with peers and
adults in small and larger groups.
a. Follow agreed-upon rules for discussions (e.g.,
gaining the floor in respectful ways, listening to others
with care, speaking one at a time about the topics and
texts under discussion).
b. Build on others talk in conversations by linking their
comments to the remarks of others.
c. Ask for clarification and further explanation as needed
about the topics and texts under discussion.
Recount or describe key ideas or details from a text read
aloud or information presented orally or through other
media.
Ask and answer questions about what a speaker says in
order to clarify comprehension, gather additional
information, or deepen understanding of a topic or issue

Presentation of Knowledge and Ideas


.
6.

Produce complete sentences when appropriate to task


and situation in order to provide requested detail or
clarification. (See grade 2 Language standards 1 and 3
on pages 3637 for specific expectations.)

4 [Type text]
VIInstructionalProcedure:
GeographyLesson
Introduction:

IwillintroducethecountryofThailandtotheclass.Iwillaskthemwherethey
thinkThailandislocated.Iwilluseaworldmap,globeandanoverheadtoshow
thestudentsitslocation.Iwillaskthestudentswhattheythinkgeographyis.I
willaskthemwhattheythinkaregionis.Iwillaskthemwhattheythinka
peninsulais.IwillaskthemwhattypeofclimatetheythinkThailandhas.

Development:

Iwilldiscussthedifferentgeographytermsandtheirdefinitions.Iwillthenuse
theoverheadtoshowthestudentsthemapofThailand.Iwillgooverkeymap
termssuchasmapkeyandcompassrose.IwillhandoutamapofThailandwitha
wordbankfortheregions.Iwillaskthemiftheycanfindthefourregionslabeled
ontheoverheadmap.Iwillhavestudentscomeuptocircletheregionsandthe
classwilllabeltheregionsontheirmap.Iwilldiscussthetypeofclimate
Thailandhas.

Closure:

Asaclasswewillcometogethertodiscussourfindings.Thestudentswill
completetheirmapsatthistimeofsharingiftheyhadnotprior.Wewillthen
discussthedifferencesbetweenThailandsgeographyandclimateand
Massachusettssgeographyandclimate.

VII Motivational Theory Addressed


The motivational theory addressed in this lesson is the Self-Determination Theory.
This lesson is designed for the students to learn about Thailand, the four regions and the
climate then compare it to their home state of Massachusetts. This will foster student
understanding of another country and climate by comparing it to the one they know.
According to Ames the Self-Determination Theory has three needs, autonomy,
competence and relatedness. This lesson gives the students a chance to relate Thailand to
their lives. There is also a chance for autonomy, the students get to discuss the topic,
complete a sheet and/or use the projector.

Emily Hallett
Theory to Work in the Classroom

Refrences
Ames,C.Motivation:WhatTeachersNeedtoKnow.TeachersCollegeRecord,
91,409421.RetrievedMay12,2014,fromSpring1990

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