Curriculum Integration Lesson Plan

Brandon Smark

Introduction:
This lesson is designed to incorporate the students knowledge of:
Geographic boundaries
American history
Landscape of North America
Computer skills
Historical analysis
A: Analyze Learners
7th Grade (12-13 y.o.)
Geography Students
Potential ESL/SLD/ADD/ADHD students
Wide variety of learning styles (Linguistic/Verbal, Visual, Kinesthetic)
S: State Objectives
Students will be able to read and use geographic maps, charts, and other
tools to analyze, conclude, and predict statements about the American continent and
its inhabitants. After completing this lesson, students should have gained a
comprehensive understanding of a geographic environment and how its people
interact with the landscape. Their knowledge will be tested by collaborative work
with other students, as well as an individual compare/contrast assessment.
Standards:
Seventh Grade Social Science (Geography)
- SS.7.G.1. Understand how to use maps and other geographic
representations, tools, and technology to report information.
- SS.7.G.6. Understand how to apply geography to interpret the past and
present and plan for the future.
S: Select Instructional Methods, Media and Materials
Method In groups of four, students will use the Internet to do research,
Microsoft Word to develop their information, Microsoft PowerPoint to
present their findings, and Microsoft Excel to
Media Computer (with Internet, Microsoft Word, Excel and PowerPoint)
Materials Overhead projector, whiteboard
U: Utilize Media and Matierals
Prepare One computer per group
Examples of different types of boundaries
Ensure All computers are on and working properly
All computers have Internet, Word/PowerPoint/Excel

R: Require Learner Participation

In groups, students will research an American territorial boundary on the
Internet, collect and organize information using Microsoft Word, and will develop a
PowerPoint to present to the class on the groups findings.
Students will take notes on all presentations and create a chart that
compares and contrasts their groups boundary with the other groups information.
Students information regarding their boundary should include:

Where the boundary is located

What states the boundary separates
What year the boundary was created, and by whom
Whether or not the boundary follows a geographic formation (i.e.
mountains, rivers, lakes, etc.)
Additional historical information deemed relevant/interesting
Analysis of total information that supports a claim as to why the boundary
was created
*Students will receive bonus points if they are able to find, draw, and argue
for a better boundary to replace the current one they are reporting on.

E: Evaluate and Revise

Assessment of Learner Achievement
The students group presentations shall be evaluated based on the following
criteria:
1. The PPT contains at least seven slides, including Title Page and
Bibliography, with transitions
2. Each slide contains at least one media element (photo, video, URL
hyperlink, audio clip, etc.)
3. A proper boundary has been identified and presented according to the
boundary requirements
4. Each student takes turns speaking as part of the presentation
5. The presentation is at least five minutes long
In addition, students will take notes during each presentation in order to
create a chart comparing and contrasting their boundary with boundaries of
the other students. This assignment will be made using Microsoft Excel, and
turned in for grading. Compare/Contrast charts will be graded using the
following rubric:
1. The chart contains at least five similarities and five differences
between each boundary
2. The chart includes the year the boundary was created

3. The chart contains at least two reasons that argues for or against why
the boundary is appropriate