Standards:

Curriculum Materials:
- Chart Paper and graph paper
- Pencils, pens, markers, and colored pencils
- Various maps (at least three examples of
each type of map to be discussed)
- SMARTBoard with projection capabilities
- Laptops with Google Earth software
- Portfolio folders
- Floor plan puzzle (4)
- Floor map
- Compass Rose
- Various worksheets

PA Common Core: History and Social Studies

CC.8.5.6-8.G: Integrate visual information (e.g., in charts,
graphs, photographs, videos, or maps) with other
information in print and digital texts.
CC.8.5.6-8.F: Identify aspects of a text that reveal an
authors point of view or purpose (e.g., loaded language,
inclusion or avoidance of particular facts).
PA Common Core: English Language Arts
CC.1.2: Students read, understand, and respond to
informational texts with emphasis on comprehension,
making connections among ideas and between texts with
focus on textual evidence.
PA Mathematics
- M7.B.2.2.1: Interpret and/or apply scales shown on
maps, blueprints, models, etc.
PA Geography
- 7.1.6.A: Describe how common geographic tools are
used to organize and interpret information about people,
places, and environment.

Teaching Methods:
- Teach with enthusiasm its contagious!
HOW
- Students should be given multiple opportunities to
work in groups
- Think-Pair-Share opportunities allow students to
discuss new concepts and build new relationships
from their peers, not just the teacher
- Puzzles are an engaging way to stimulate interest
and require students to collaborate.
- Informal assessment (in terms of verbal or written
feedback) should be given to students throughout the
unit.
- Uncovering the content: providing students with
what they need to make discoveries teacher-guided
inquiry. Tomlinson & McTigue
- Models help students develop conceptual
understanding of the material (and greatly aid visual
learners.)
- Provide multiple examples!
- Incorporating art allows students to express their
creativity and allows students with artistic abilities to
combine their talents with the academic curriculum.
- Presenting to an authentic audience allows students
to make pride in their work, have an audience in
mind, and know that the assessment is authentic.

WHAT

Lesson

Knowledge of Students and Context:

- The class is 45 minutes long. The first 8th grade
class meets from 9:30 10:15 and the second 8th
grade class meets from 10:15 11:00 AM.
- The majority of my students are English language
learners; several are recent arrivals to the United
States.
- Students tend to prefer work that requires little
critical thinking or independent effort most work
turned in is copied from the board and considered
done.
- The classroom is not highly structured; order is kept
through reprimanding at the students when they
become too loud. This happens frequently as the
students are quite social.
- In regards to assessment: students have yet to be
given a summative project as a form of assessment.
- In regards to student choice: students have yet to be
given a variety of options for satisfying project
requirements.

WHY

HOW

Educational Philosophy and Beliefs

- As a student teacher, there is only so far you can take your
students away from the normal, pre-established classroom
norms without encountering resistance.
- Learning by doing is fun, and students should be allowed
multiples attempts and in various contexts to succeed with new
material.
- I have high expectations for my students, and I need to
communicate that in a I know you can do this manner rather
than a I am setting you up to fail manner.
- I need to allow my students to struggle with a new task before
I step in right away with the answer. Learning happens when
you put in the effort and actively engage with the content
material.
- My enthusiasm for the unit and content may or may not be
shared by my students. I can lead by example though and share
my enthusiasm with my students.

Theories of Teaching and Learning:

- Intelligence is malleable and
constructed [growth-mindset v. fixedmindset] Dweck
- Students construct knowledge from
their pre-existing ideas and
understandings. Piaget
- Students should be allowed to express
their knowledge in different ways, in
accordance with their strengths. Project
and inquiry-based learning promote
student understandings across multiple
intelligences. Gardner
- Differentiation is necessary to provide
all students with equal access to
curriculum. Tomlinson
- Responsive teaching starts with student
knowledge. Denton and Kriete
- Transfer is an active, dynamic process
Bransford