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Christine Curry

11/4/18
EGP335 Florida Geography Lesson

Lesson Preparation
Learning Objectives
Taking into consideration the learning goals for the unit, what is the objective(s) of this
lesson that will support the progress toward the learning goal? These statements should
be directly observable (use verbs that can be measured). These should directly connect
to your assessment section.
Students will be able to identify at least 3 tourist attractions in Florida.
Students will be able to identify what’s important to include in a brochure.
Students will be able to create a brochure about their selected Florida tourist
attraction

Standards
List the Pennsylvania Standard(s) relevant for this lesson.
7.1.3.A Identify and locate places and regions as defined by physical and human
features.
7.2.3.A. Identify the physical characteristics of places and regions.

Academic Language
What language/vocabulary/skills will students be expected to utilize by the end of the
lesson? Identify, describe and provide example of each.
Tourist, attraction, brochure, and capitol.

Technology, Materials, Resources


Detailed list of the materials needed for this lesson. Please attach at the end of the
lesson any materials you created (i.e. worksheet, PowerPoint, etc.).
Smartboard for prezi, VR goggles, state map worksheet, example brochures,
construction paper, computer and printer, scissors, glue, markers,

Instructional Delivery
Anticipatory Set
This is how you will quickly introduce the lesson. It should engage your learners. It
should connect to your goal(s) or a previous lesson goals.
1) Show some brochures for local attractions.
2) Ask if anyone knows what they are called or what they are used for.
3) Explain what brochures are used for in my own words
4) Explain that we will be learning about different tourist attractions and creating
our own brochures for our favorite one.

Instructional Activities
This is a step-by-step outline of what you will do for the main portion of your lesson. In
this section you are demonstrating content, pedagogical and curricular knowledge. Anyone
should be able to follow this and execute the lesson as you imagine. You should include:
Content information
1) Students will learn about different tourist attractions around the state through prezi
2) Some examples are racing in Daytona Beach, cage free zoo in Miami, the Florida
Aquarium in Tampa, Kennedy Space Center, state capitol building in Tallahassee, and
theme parks including Walt Disney World, Universal Studios, and SeaWorld.
3). During prezi, students will use VR goggles to take virtual field trips to the attractions.
4.) During prezi, the students will also locate the city that holds each tourist attraction on
the state map handout they each received and place the predetermined icon there.
5.) Daytona beach will be a car, Miami Zoo will be a monkey, Florida Aquarium will be a
fish, Kennedy Space Center will be a star, state capitol building will be a house, Disney
World will be a Mickey Mouse head, Universal Studios will be the Universal globe, and
SeaWorld will be a wave.
6). After the prezi students will choose a favorite tourist attraction.
7.) As a class, the students will brainstorm what is important to include in a brochure and
they will be written on the white board for reference.
8.) Teacher will add any important elements that the students missed to the list.
9.) Using the local attraction brochures as a model, students will make their own
brochure advertising their selected attraction.
Sample questions
What is the name, slogan, and map of the tourist attraction? What are some things to do
and see? What are some fun facts? What photos best represent this tourist attraction?
Student groups
Students will work independently or in a group of two
Resources you are using
Real brochures
Student challenges, possible misconceptions
Fine motor skills delay
Additional notes that will help you think about instruction.

Closure
This is how you will quickly end the lesson. It should engage your learners. It should connect to
your goal(s). This is the last thing students will remember. This should be one form of formative
assessment
Students can compare their completed brochures to the real brochures for their select
Attraction to see how they compare. They can also share their brochures with other
classmates.

Meeting All Learners


Differentiation
Think of ways that will engage all students and be developmentally appropriate for the different
types of learners in your class. Think about Bloom’s Taxonomy or Multiple Intelligences as a
way you are meeting and challenging a variety of learners. Describe the learners you are
meeting, and how you are meeting them
1 Students could alternatively make a commercial, flyer, or diorama
2 Below level could have a templated brochure
3 Above level could have additional requirements for the brochure

Accommodations
Accommodations are ways the teacher are changing the lesson to specifically meet
students IEP and/or 504 needs, but still reaching the overall learning goals for the
lesson. For this course, you do not have information about specific students, but try
to come up with one way you might meet a student who has a IEP and/or 504 need.
Keep it brief.
Student could have additional time to complete assignment

Modifications
Modifications are ways you are changing the learning goals for a student(s) who has an
IEP and/or 504 that states specific curricular modifications in performance standards.
For this course, you do not have information about specific students, but try to come
up with one way you might meet a student who needs the learning goals changed. State
the modification to the learning goal and change put in place to support that student.
Keep it brief.
Students with fine motor skill issues who will have trouble cutting, gluing, and
writing to make the brochure can make one online.

Meeting Objectives
Assessments
How will you and the students assess where the learning objectives, listed above, were
met? Each formal or informal assessment should describe how it is aligned to the above
objective(s).
There will be a rubric to assess the students on their brochure (attached)

3 2 1 0
Exceeds Meets Approaching Expectations
Expectations Expectations Expectations Not Met

Student is clearly Student is able to Student is partially Student is not able to


able to identify what identify what is able to identify what identify what is
is important to include important to include is important to include important to include
in a brochure in a brochure in a brochure in a brochure

Student is clearly Student is able to Student is partially Student is not able to


able to describe their describe their tourist able to describe their describe their tourist
tourist attraction in attraction in their tourist attraction in attraction in their
their brochure brochure their brochure brochure