Debra D. Mays

Lesson Plan - NAME:  Debra Mays   GRADE/Subject: 7th Grade/Geography    WEEK OF: April 21st-April 25th 2025                         

	MONDAY	TUESDAY	WEDNESDAY	THURSDAY	FRIDAY
Standards/Skills	Standard 9- Explain how human actions modify the physical environment within and between places, including how human-induced changes affect the environment.	Standard 9- Explain how human actions modify the physical environment within and between places, including how human-induced changes affect the environment.	Standard 9- Explain how human actions modify the physical environment within and between places, including how human-induced changes affect the environment.	Standard 9- Explain how human actions modify the physical environment within and between places, including how human-induced changes affect the environment.	Standard 9- Explain how human actions modify the physical environment within and between places, including how human-induced changes affect the environment.
ESSENTIAL QUESTION Learning Targets “I can …”	Essential Question-What is population growth? Learning Targets For Students: (1) Death Rate. (2) Reasons for Population Growth.. and (3) ChallengesFrom Population Growth. I can (as a teacher) help the students gain knowledge on population growth.	Essential Question- Where do all the people live? Learning Targets For Students: (1) Population Distribution (2)Population Density and (3) Farmable or Usable Land. I can (as a teacher) help the students gain knowledge on population density.	Essential  Question- What is population movement? Learning Targets For Students: (1) Urbanization (2) Rural Populations and (3) Emigration. I can (as a teacher) help the students gain knowledge on people moving in great numbers from place to place.	Essential Question- How can human actions modify the physical environment? Learning Targets For Students:(1) Growing Urbanization (2) People Living in Cities.(2) Boundaries of Cities. and (3).Refugees.  I can (as a teacher) help the students gain knowledge on reasons for urbanization.	Essential Question- Who are refugees? Learning Targets For Students: (1)Refugees Fleeing to other Countries.(2) How can refugees avoid fleeing to other countries? and (3) Escaping Persecution or Disaster. I can (as a teacher) help the students gain knowledge on reasons for fleeing their country.
Instructional Strategies/ Activities (Before, During, & After)	Objective - Population Patterns. Before- Quick Write During- Explain human actions among  people in the world. Create a chart using examples of human actions. How can human actions affect the environment? List reasons for climate changes in our environment. Summary Strategy-Predictions- 3 predictions on world change. After- Write 3 conclusive statements.  Formative Individual Work	Objective - Where People Live? Before- Quick Write During- .Questions Reviewing Facts Venn Diagram Critical Thinking Activities Human/Environment Interaction Strategy- ABC Brainstorm Use the word HUMAN After- Understanding Cause and Effect Activity Summative Individual Work	Objective- Population Movement. Before- Read/Write/Discuss During- How does urbanization connect to population movement? List reasons for people moving to cities. What role does  urbanization play in connection to population movement? Strategy- Save the Last Word For Me. After-Venn Diagram showing regions and movement. Formative Individual Work	Objective- Population Density versus Population Growth. Before- Quick Write During- Write 5 facts. Write reactions to these facts Write questions to be answered on rural and urban movement. Draw diagrams to illustrate urban movement and rural movement. Sum-It-Up Strategy- 3-2-1 Write 3 facts, 2 connections, 1 question I still have on people moving so frequently. After- What are your reasons as a student “Why People Move?” Summative Whole Group	Objective- Leaving My Country. Before- Read/Write/Discuss During- What is the difference between the terms “emigrate” and immigrants?” Drawing to illustrate emigrate and immigrants Recalling Facts Questions on culture, economics, human/environment interaction. Summary List the causes of population growth. Strategy- Think-Pair-Share information on people leaving their country, where they are forced to flee their country because of wars, political unrest, food shortages, or other problems. After- Applying Social Studies Skills Activity. Formative Summative Small Group.
IXL Skills	Social Studies	Social Studies	Social Studies	Social Studies	Social Studies
Resources (for Parent Transparency)	The World and Its People-online	The World and Its People-online	The World and Its People-online	The World and Its People-online	The World and Its People-online
Student Grouping:X  Whole Group  X Small Group  X Individual Work  Assessments:X  Formative X Summative ACCOMMODATIONS:     Retake Tests,     Preferential Seating,   X   Shorter Assignments,  X   Additional Time,      EL Strategies,       Language Modifications,            Compacting the Subject (gifted),       Less Repetition (gifted),       Alternative Assessment,       Other:                                                                       X

 

Lesson Plan -NAME:  Debra Mays  GRADE/SUBJECT: 7th Grade/Contemporary Issues-Elective  WEEK OF:   April 21st-April 25th 2025                        

	MONDAY	TUESDAY	WEDNESDAY	THURSDAY	FRIDAY
Standards/Skills	Reading Comprehension	Reading Comprehension	Reading Comprehension	Reading Comprehension	Reading Comprehension
ESSENTIAL QUESTION Learning Targets “I can …”	Essential Question- Where does garbage end up? Learning Targets For Students: (1) Aluminum Cans. (2) Recycling. and (3) Earth’s Ecosystems. I can (as a teacher) help the students gain knowledge on ways to recycle, Reuse, and Reduce.	Essential Question-What Makes Day and Night? Learning Targets For Students: (1) Daylight. (2) The Earth  and (3) The Sun. I can (as a teacher) help the students gain knowledge on the part of Earth that is turned toward  the Sun.	Essential Question- What are Time Zones? Learning Targets For Students: (1) The U.S. (2)Canada. and (3) Japan. I can (as a teacher) help the students gain knowledge on all 24 time zones.	Essential Question- What is the difference between Winter and Summer? Learning Targets For Students: (1) Around the Sun (2) Toward the Sun. and (3) Earth orbiting the Sun. I can (as a teacher) help the students gain knowledge  on the Earth’s axis and the Sun’s axis.	Essential Question- What are Shadows and Time? Learning Targets For Students: (1) Shadow Points. (2) Ancient Times and (3) Sundials I can (as a teacher) help the students gain knowledge on where the shadow falls on the sundial.
Instructional Strategies/ Activities (Before, During, & After)	Objective- Recycle, Reuse, and Reduce. Before- Quick Write During- Write 5 key ideas. Create a word wall Completions  Unscramble Graphic Organizer Strategy- Predictions-Write 3 predictions. After- Write 3 reactions. Formative Individual Work	Objective- What Makes Day and Night? Before- Read/Write 3 facts. During- Drawing Find the Words Create a chart. Questions Strategy- Save the Last Word For Me After- Write 3 conclusive statements. Summative Individual Work .	Objective- Time Zones. Before- Quick Write During- Write 3 opinions. Write 5 facts. Create a graphic organizer. Examples of time zones Complete the words. Strategy- 3-2-1- Write 3 facts, 2 connections, 1 question I still have on time zones After- Write 3 reasons on the importance of time zones. Formative Individual Work	Objective- Winter and Summer Before- Quick Write During- Questions Drawing Completions Graphic Organizer Strategy- ABC Brainstorm Use the word WINTER or SUMMER. Summative Whole Group	Objective- Shadows and Time Before- Read/Write/Discuss During- Summary Inferences Examples Chart Picture to illustrate long shadows showing that the Sun is low in the sky. Strategy- Think-Pair-Share. Think about shadows and time, Pair with a partner, then  Share final  results on  shadows changing during the day to tell time. Formative-Summative Small Group
IXL Skills	Social Studies	Social Studies	Social Studies	Social Studies	Social Studies
Resources (for Parent Transparency)	www.pearsonlearning.com	www.pearsonlearning.com	www.pearsonlearnng.com	www.prarsonlearnng.com	www.pearsonlearning.com
Student Grouping:X  Whole Group X  Small Group X  Individual Work  Assessments: X Formative X Summative ACCOMMODATIONS:     Retake Tests,     Preferential Seating,   X   Shorter Assignments,  X   Additional Time,      EL Strategies,       Language Modifications,            Compacting the Subject (gifted),       Less Repetition (gifted),       Alternative Assessment,       Other:                                                                       X

 

Lesson Plan - NAME:  Debra Mays   GRADE/SUBJECT: 7th Grade/Geography     WEEK OF: April 14th-April 18th 2025   :                       

	MONDAY	TUESDAY	WEDNESDAY	THURSDAY	FRIDAY
Standards/Skills	ACAP Testing for Students	ACAP Testing for Students	ACAP Testing for Students (6th and 8th grade only)	ACAP Testing for Students	Professional Development-No Students
ESSENTIAL QUESTION Learning Targets “I can …”	No Homework During ACAP Week.	No Homework During ACAP Week	Complete Make-Up Assignments from Geography textbook. No Homework During ACAP Week Formative-Summative Individual Work	No Homework During ACAP Week	-
Instructional Strategies/ Activities (Before, During, & After)
IXL Skills			Social Studies
Resources (for Parent Transparency)		l	The World and Its People
Student Grouping:_  Whole Group _   Small Group X  Individual Work  Assessments: X Formative XSummative ACCOMMODATIONS:     Retake Tests,     Preferential Seating,   X   Shorter Assignments,  X   Additional Time,      EL Strategies,       Language Modifications,            Compacting the Subject (gifted),       Less Repetition (gifted),       Alternative Assessment,       Other:                                                                       X

 

Lesson Plan - NAME:  Debra Mays  GRADE/SUBJECT:  7th Grade/Contemporary Issues-Elective  WEEK OF: April 14th-April 18th 2025                          

	MONDAY	TUESDAY	WEDNESDAY	THURSDAY	FRIDAY
Standards/Skills	ACAP Testing for Students	ACAP Testing for Students	ACAP Testing for Students  (6th and 8th Grade Only)	ACAP Testing for Students	Professional Development-No Students
ESSENTIAL QUESTION Learning Targets “I can …”	No Homework During ACAP Week	No Homework During ACAP Week.	Complete Make-Up Assignments from Workbook. No Homework During ACAP Week Formative-Summative Individual Work	No Homework During ACAP Week
Instructional Strategies/ Activities (Before, During, & After)
IXL Skills			Social Studies
Resources (for Parent Transparency)			Quick Reads- A Research-Based Fluency Program
Student Grouping:_  Whole Group _ Small Group X  Individual Work  Assessments:X  Formative X Summative ACCOMMODATIONS:     Retake Tests,     Preferential Seating,  X    Shorter Assignments,  X   Additional Time,      EL Strategies,       Language Modifications,            Compacting the Subject (gifted),       Less Repetition (gifted),       Alternative Assessment,       Other:                                                                       X