Debra D. Mays
7th Grade Civics and Geography Teacher
BIO
Courses Taught:
Contemporary Civics/Geography - Grade 7
Contemporary Issues - Grade 7 (Elective)
Lesson Plan - NAME: Debra Mays GRADE/SUBJECT: 7th Grade/Geography WEEK OF:February 9th - February 13th 2026
MONDAY | TUESDAY | WEDNESDAY | THURSDAY | FRIDAY | |
Standards/Skills | Standard 3- Compare geographic patterns in the environment that result from processes with the atmosphere, biosphere, lithosphere, and hydrosphere of Earth’s physical systems. | Standard 3- Compare geographic patterns in the environment that result from processes with the atmosphere, biosphere, lithosphere, and hydrosphere of Earth’s physical systems. | Standard 3- Compare geographic patterns in the environment that result from processes with the atmosphere, biosphere, lithosphere, and hydrosphere of Earth’s physical systems. | Standard 3- Compare geographic patterns in the environment that result from processes with the atmosphere, biosphere, lithosphere, and hydrosphere of Earth’s physical systems. | |
ESSENTIAL QUESTION Learning Targets “I can …” | Essential Question- What is the Atmosphere? Learning Targets For Students: (1) Physical Geography (2) The Atmosphere and (3) Air Pollution I can (as a teacher) help the students gain knowledge on the Earth’s physical geography. | Progress Report Day No Students | Essential Question- What is the Lithosphere? Learning Targets For Students: (1) Topsoil (2) Deforestation and (3) Crop Rotation I can (as a teacher) help the students gain knowledge on minerals and ores mined from the Earth. | Essential Question- What is the Hydrosphere? Learning Targets For Students: (1) Conservation (2) Irrigation and (3) pesticides I can (as a teacher) help the students gain knowledge on managing water supplies. | Essential Question- What is the Biosphere? Learning Targets For Students: (1) Ecosystems (2) Biodiversity and (3) The environment I can (as a teacher) help the students gain knowledge on how the human population increases and people expand their communities. |
Instructional Strategies/ Activities (Before, During, & After) | Objective- The Atmosphere Bell-Ringer- How would you explain the processes that shape the physical environment? Before- Quick Write During- Complete the Statements. True/False Strategy- 3-2-1 After-Drawing Whole Group Formative Assessment Summative Assessment
| Objective- The Lithosphere Bell-Ringer- What are the benefits of topsoil? Before- Read/Write/Discuss During- Word Wall Questions Strategy- ABC Brainstorm After- Write 3 conclusive statements. Whole Group Formative Assessment Summative Assessment | Objective- The Hydrosphere Bell-Ringer- What is water management? Before- Read/Write/Discuss During- 3 descriptive words Summary Main Idea Graphic Organizer Strategy- Write 3 predictions After- Write one fact and one opinion. Individual Work Formative Assessment Summative Assessment | Objective- The Biosphere Bell-Ringer- What are ecosystems? Before- Quick Write During- Questions Reviewing Facts Completions Strategy- Turn and Talk After- Create an advertisement. Small Group Formative Assessment Summative Assessment | |
IXL Skills | Social Studies | Social Studies | Social Studies | Social Studies | |
Resources (for Parent Transparency) | twip.glencoe.com | twip.glencoe.com | twip.glencoe.com | twip.glencoe.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/Contemporary Issues-Elective WEEK OF:February 9th-February 13th 2026
MONDAY | TUESDAY | WEDNESDAY | THURSDAY | FRIDAY | |
Standards/Skills | Reading Comprehension | Reading Comprehension | Reading Comprehension | Reading Comprehension | |
ESSENTIAL QUESTION Learning Targets “I can …” | Essential Question- Where is India located? Learning Targets For Students: (1) Dravidians (2) Indus Valley and (3) The Aryans I can (as a teacher) help the students gain knowledge on invaders that came from the East and the West. | Progress Report Day No Students | Essential Question- Who were the Indian Rulers? Learning Targets For Students: (1) King Chandra Gupta (2) The Gupta Empire and (3) Great Britain Takes Control I can (as a teacher) help the students gain knowledge on how India broke apart into many separate Hindu Kingdoms.. | Essential Question- What were the Mesoamerican Empires? Learning Targets For Students: (1) Significant Mayas (2) Farming and (3) Central America I can (as a teacher) help the students gain knowledge on how Central America land joins the North American and South American continents. | Essential Question- Who were the Incredible Incas? Learning Targets For Students: (1) The Incas (2) Craftsmen and (3) South America. I can (as a teacher) help the students gain knowledge on the Incas empire built in South America. |
Instructional Strategies/ Activities (Before, During, & After) | Objective- Early India Bell-Ringer- Who were the first people to arrive in Early India? Before- Read/Write Notes During- Completions Unscramble Questions Strategy- Write 3 predictions After- Drawing Individual Work Formative Assessment Summative Assessment | Objective- Indian Rulers Bell-Ringer- What were the beliefs of most Mughal Leaders? Before- Quick Write During- Matching Word Wall Strategy- Save the Last Word For Me After- Advertisement Individual Work Formative Assessment Summative Assessment | Objective- Mesoamerican Empires Bell-Ringer- Who were the Magnificent Mayas? Before- Read/Write/Discuss During- Find the Words Sum-IT-Up. Strategy-ABC Brainstorm After- Graphic Organizer Whole Group Formative Assessment Summative Assessment | Objective- The Incredible Incas Bell-Ringer- Where did the Incas live? Before- Read/Write During- Unscramble the Words. Completions Questions Strategy- Turn and Talk After- Write 2 reactions Small Group Formative Assessment Summative Assessment | |
IXL Skills | Social Studies | Social Studies | Social Studies | Social Studies | |
Resources (for Parent Transparency) | www.shelleducation.com | www.shelleducation.com | www.shelleducation.com | www.shelleducation | |
Student Grouping: X Whole Group X Small Group XIndividual Work Assessments: Formative 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: February 2nd - February 6th 2026
MONDAY | TUESDAY | WEDNESDAY | THURSDAY | FRIDAY | |
Standards/Skills | Standard 2- Determine how regions are used to describe the organization of Earth’s surface. | Standard 2- Determine how regions are used to describe the organization of Earth’s surface. | Standard 2- Determine how regions are used to describe the organization of Earth’s surface. | Standard 2- Determine how regions are used to describe the organization of Earth’s surface. | Standard 2- Determine how regions are used to describe the organization of Earth’s surface. |
ESSENTIAL QUESTION Learning Targets “I can …” | Essential Question- What is the water cycle? Learning Targets For Students: (1) Water Cycle (2) Evaporation and (3) Water Vapor I can (as a teacher) help the students gain knowledge on the earth’s water moving in a cycle. | Essential Question- What is water vapor? Learning Targets For Students: (1) Water Vapor (2)Water Cycle and (3)Evaporation I can (as a teacher) help the students gain knowledge on water covering about 70 % of the earth’s surface. | Essential Question- What are bodies of water? Learning Targets For Students: (1) Groundwater (2) Aquifers and (3) Rainfall I can (as a teacher) help the students gain knowledge on the earth’s water supply. | Essential Question- What is making connections through exploring Earth’s Water? Learning Targets For Students: (1) Art (2) Science (3) Culture and (4) Technology I can (as a teacher) help the students gain knowledge on scientists knowing more about the surface of the moon than they do about the ocean floor. | Essential Question- Compare how culture and experience influence individual perceptions of places and regions? Learning Targets For Students: (1) Culture (2) Individual Perceptions and (3) Places and Regions I can (as a teacher) help the students gain knowledge on cultural influences. |
Instructional Strategies/ Activities (Before, During, & After) | Objective- The Water Cycle Bell-Ringer- How does water move in the water cycle? Before- Read/Write/Discuss Sum-It-Up Matching Strategy- Save the Last Word For Me After- Write 2 conclusive statements Individual Work Formative Assessment Summative Assessment | Objective- The Earth’s Water Bell-Ringer- What are the processes and reasons for regional change through the water cycle? Before- Quick Write During- Create a chart Questions Drawing Strategy- ABC Brainstorm After- Write 3 reactions Individual Work Formative Assessment Summative Assessment | Objective- Water Resources Bell-Ringer- What is saltwater? Before- Read/Write/Discuss During- Complete the Statement Fact/Opinion Sentences Making Connections Strategy- 3 facts, 2 connections, 1 question I still have After- Advertisement Whole Group Formative Assessment Summative Assessment | Objective- Exploring Ice Shelves Bell-Ringer- What was the most promising areas of research for Autosub? Before- Quick Write During- Graphic Organizer Find the Words Essay Question Complete the Statement Strategy- Write 3 predictions After- Making the Connection Questions Whole Group Formative Assessment Summative Assessment | Objective- Explaining Globalization Bell-Ringer- What are water resources? Before- Quick Write During- Chart Analyzing the Diagram Summarizing True/False Strategy- Turn and Talk After- Drawing Conclusions Small Group Formative Assessment Summative |
IXL Skills | Social Studies | Social Studies | Social Studies | Social Studies | Social Studies |
Resources (for Parent Transparency) | twip.glencoe.com | twip.glencoe.comt | twip.glencoe.com | twip.glencoe.com | twip.glencoe.com |
Student Grouping: X Whole Group X 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: February 2nd-February 6th 2026
MONDAY | TUESDAY | WEDNESDAY | THURSDAY | FRIDAY | |
Standards/Skills | Skill- Reading Comprehension | Skill- Reading Comprehension | Skill-Reading Comprehension | Skill-Reading Comprehension | Skill-Reading Comprehension |
ESSENTIAL QUESTION Learning Targets “I can …” | Essential Question- Where is Ancient Mesopotamia located? Learning Targets For Students: (1) Middle East (2) Turkey and (3) Sumer I can (as a teacher) help the students gain knowledge on the Fertile Crescent and Mesopotamia. | Essential Question- How would you describe the Mesopotamian Empires? Learning Targets For Students: (1) Hebrews (2) Tolerant Persians and (3) Ancient Empires I can (as a teacher) help the students gain knowledge on empires that existed long ago. | Essential Question - What took place in Ancient Egypt around 5000 B.C.? Learning Targets For Students: (1) The Nile River (2) Upper Egypt and (3) Lower Egypt I can (as a teacher) help the students gain knowledge on nomads that stop moving around, and homes built along the Nile River. | Essential Question- Who were the rulers of Egypt? Learning Targets For Students: (1) Egyptians (2) The Hyksos and (3) The Nile River I can (as a teacher) help the students gain knowledge on the Egyptian land and their ideas and customs. | Essential Question- Where is Greece located? Learning Targets For Students: (1) Pottery (2) The Mainland and (3) Greek Culture I can (as a teacher) help the students gain knowledge on Greece, a hot, dry country with mountain ranges. |
Instructional Strategies/ Activities (Before, During, & After) | Objective- Mesopotamia and the Fertile Crescent. Bell-Ringer- How can the Middle East be described? Before- Quick Write During- Word Wall Unscramble Completions Strategy- ABC Brainstorm After- Drawing Individual Work Formative Assessment Summative Assessment | Objective-More Mesopotamian Empires Bell-Ringer- What was the significance of the Persian Empire? Before- Read/Write/Discuss During- Graphic Organizer Descriptive Words True/False Strategy- Write 3 predictions After- Create an advertisement Individual Work Formative Assessment Summative Assessment | Objective- Ancient Egypt Bell-River- Who were the pharaohs? Before- Read/Write Notes During- Find the Words Summary Reactions - (3) Strategy- 3 facts, 2 connections, 1 question I still have After- Reading Check Questions Whole Group Formative Assessment Summative Assessment | Objective- Rulers of Egypt Bell-Ringer- What effect did Ahmose have on the Egyptians? Before- Quick Write During- Complete the Statement Find the Letters Main Ideas Strategy- Save the Last Word For Me After- Create a chart. Whole Group Formative Assessment Summative Assessment | Objective- Ancient Greece Bell-Ringer- What is Greek life centered on? Before- Quick Write During- Fact/Opinion Cause/Effect Social Studies Skill Activity KeyTerms Strategy- Turn and Talk After- Write 3 examples of Art and Theater. Small Group Formative Assessment summative Assessment |
IXL Skills | Social Studies | Social Studies | Social Studies | Social Studies | Social Studies |
Resources (for Parent Transparency) | www.shelleducation.com | www.shelleducation.com | www.shelleducation.com | www.shelleducation.com | www.shelleducation.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: January 26th-January 30th 2026
MONDAY | TUESDAY | WEDNESDAY | THURSDAY | FRIDAY | |
Standards/Skills | Standard 2- Determine how regions are used to describe the organization of Earth’s surface. | Standard 2- Determine how regions are used to describe the organization of Earth’s surface. | Standard 2- Determine how regions are used to describe the organization of Earth’s surface. | Standard 2- Determine how regions are used to describe the organization of Earth’s surface. | Standard 2- Determine how regions are used to describe the organization of Earth’s surface. |
ESSENTIAL QUESTION Learning Targets “I can …” | Essential Question-What do geographers mainly study? Learning Targets For Students: (1) Cities (2) Rivers and (3) landforms I can (as a teacher) help the students gain knowledge on individual places that relate to other places. | Essential Question- How does culture and experience influence individual perceptions of places and regions? Learning Targets For Students:(1) Environment (2) Where people live? and (3) How do people live? I can (as a teacher) help the students gain knowledge on the way people interact with others. | Essential Question- How can geographers analyze interactions among regions to show transnational relationships? Learning Targets For Students: (1) Language (2) Environments and (3) People I can (as a teacher) help the the students gain knowledge on areas that share common characteristics. | Essential Question- How would you explain globalization and its impact on people in all regions of the world? Learning Targets For Students: (1) Middle East (2) Europeans and (3) The United States. I can (as a teacher) help the students gain knowledge on the big picture of places. | Essential Question- What are some reasons for regional change? Learning Targets For Students: (1) State (2) Town and (3) School District I can (as a teacher) help the students gain knowledge on the ways geographers look at a region. |
Instructional Strategies/ Activities (Before, During, & After) | Objective- The Study of Regions. Bell-Ringer- What is the importance of geographers studying regions? Before- Read/Write Notes. During- Compare rivers, cities, and landforms. Create a graphic organizer. Find the words. Complete the statements. Strategy- Write 2 predictions. After- Write 2 examples of geographical studies? Individual Work Formative Assessment Summative Assessment | Objective- People and Places Bell-Ringer- Why do people depend less on their physical environment to make a living? Before- Quick Write. During- Main Idea Key Terms Questions Sum-It-Up Strategy- 3-2-1 After- Write 3 reactions to people and places. Individual Work Formative Assessment Summative Assessment | Objective- Interactions Among Regions. Before- Read/Write/Draw During- Review Facts Create a Chart Summary Matching Strategy- ABC Brainstorm After- Drawing Whole Group Formative Assessment Summative Assessment | Objective- Globalization Before- Read During- Compare/Contrast Fact/Opinion Questions The Way I See It Strategy- Save the Last Word For Me After- Reading Check Activity Whole Group Formative Assessment Summative Assessment | Objective- Regional Change Bell-Ringer- What are some regions that include several countries? Before- Read/Write/Discuss During- Word Wall Graphic Organizer Main Ideas Complete the sentence. Strategy- Turn and Talk After-Write 3 conclusive statements. Small Group Formative Assessment Summative Assessment |
IXL Skills | Social Studies | social Studies | Social Studies | Social Studies | Social Studies |
Resources (for Parent Transparency) | twip.glencoe.com | twip.glencoe.com | twip.glencoe.com | twip.glencoe.com | twip.glencoe.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/Contemporary Issues-Elective WEEK OF: January 26th-January 30th 2026
MONDAY | TUESDAY | WEDNESDAY | THURSDAY | FRIDAY | |
Standards/Skills | Skill-Reading Comprehension | Skill-Reading Comprehension | Skill-Reading Comprehension | Skill-Reading Comprehension | Skill-Reading Comprehension |
ESSENTIAL QUESTION Learning Targets “I can …” | Essential Question- What is the rain forest? Learning Targets For Students: (1) Raising Money (2) Acres of rain forest and (3) Effects of destroying the rain forest I can (as a teacher) help the students gain knowledge on working to save the rain forest. | Essential Question- Where does garbage end up? Learning Targets For Students:(1) Chemicals 92) Aluminum Cans and (3) Ecosystems I can (as a teacher) help the students gain knowledge on chemicals that are harmful to Earth’s ecosystems. | Essential Question- What can make day and night? Learning Targets For Students: (1)Sun (2) Daylight and (3) Darkness I can (as a teacher) help the students gain knowledge on earth turning on its axis once every 24 hours. | Essential Question- What are time zones? Learning Targets For Students: (1) Japan (2) Canada and (3) California I can (as a teacher) help the students gain knowledge on all 24 time zones. | Essential Question- What makes winter and summer? Learning Targets For Students: (1) Orbit 92) Earth’s Axis and (3) Hemisphere I can (as a teacher) help the students gain knowledge on the earth’s movement to a new spot in its orbit. |
Instructional Strategies/ Activities (Before, During, & After) | Objective- Saving the Rain Forest Bell-Ringer- What took place when children from other countries heard about saving the rain forest? Before- Quick Write During- Write 3 facts. Graphic organizer. Questions Summary Strategy- Write 3 predictions After- Write 2 reactions. Individual Work Formative Assessment Summative Assessment | Objective- Recycle, Reuse, and Reduce Bell-Ringer- What is recycling? Before-Read/Write/Discuss During- True/False Fact/Opinion Completions Strategy- 3-2-1 After-Drawing Individual Work Formative Assessment Summative Assessment | Objective- What Makes Day and Night? Bell-Ringer- Where does light from the sun fall? Before- Read/Write notes. During- Word Wall Chart Find the words. Strategy- ABC Brainstorm After- Write an advertisement Whole Group Formative Assessment Summative Assessment | Objective- Time Zones Bell-Ringer- what makes time zones different? Before- Quick Write During- Key words Main Ideas Questions Matching Strategy- Save the Last Word For Me. After- The Way I See It Whole Group Formative Assessment Summative Assessment | Objective- Winter and Summer Bell-Ringer- In what direction does the hemisphere tilt? Before- Read/Write/Discuss During- Write Notes Create Chart Write 3 descriptive words Write sentences Strategy- Turn and Talk After- Write 3 conclusive statements. Small Group Formative Assessment Summative Assessment |
IXL Skills | Social Studies | Social Studies | Social Studies | Social Studies | Social Studies |
Resources (for Parent Transparency) | www.pearsonlearning.com | www.pearsonlearning.com | www.pearsonlearning.com | www.pearsonlearning.com | www.pearsonlearning.com |
Student Grouping:X Whole GroupX 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/Geography WEEK OF:January 20th-January 23rd 2026
MONDAY | TUESDAY | WEDNESDAY | THURSDAY | FRIDAY | |
Standards/Skills | Standard 1- Describe the world in spatial terms using maps, and other geographic representations, tools, and technologies. | Standard 1- Describe the world in spatial terms using maps, and other geographic representations, tools, and technologies. (ACAP Testing) | Standard 1- Describe the world in spatial terms using maps, and other geographic representations, tools, and technologies. (ACAP Testing) | Standard 1- Describe the world in spatial terms using maps, and other geographic representations, tools, and technologies. (ACAP Testing) | |
ESSENTIAL QUESTION Learning Targets “I can …” | Holiday No School | Essential Question- What are forces beneath the Earth’s crust? Learning Targets For Students: (1)Plate Movements (2) Earthquakes and (3) The Earth’s Crust I can (as a teacher) help the students gain knowledge on the Earth’s Crust. | Essential Question- What are forces shaping the landforms? Learning Targets For Students: (1) Weathering (2) Erosion and (3) Glaciers I can (as a teacher) help the students gain knowledge on the forces beneath the earth’s crust. | Essential Question- What are the different types of landforms? Learning TargetsFor Students:(1) On Land (2) Under the Oceans and (3) Landforms and People. I can (as a teacher) help the students gain knowledge on landforms that affect where people live. | Essential Question- What are the main bodies of water? Learning Targets For Students: (1) Strait (2) Channel and (3) Delta I can (as a teacher) help the students gain knowledge on the different bodies of water that exist on the Earth. |
Instructional Strategies/ Activities (Before, During, & After) | Objective- Forces Beneath the Earth’s Crust Bell-Ringer- What was one of the developments of scientists? Before- Read/Write/Discuss During- Reviewing Facts Questions Find the Words. Create an advertisement Strategy- ABC Brainstorm After- Write 3 conclusive statements. Whole Group Formative Assessment Summative Assessment | Objective-Forces shaping Landforms. Bell-Ringer- What is ? Before- Read/Discuss During- Create a chart Completions Matching Summary Strategy- 3-2-1- 3 facts, 2 connections, 1 question I still have After- Write one important fact on forces shaping the Earth’s Crust. Whole Group Formative Assessment Summative Assessment | Objective- Types of Landforms Bell-Ringer- How are plains and plateaus similar? How are they different? Before- Read/Discuss During- Key Terms Main Ideas Questions Summary Review Facts Strategy- Save the Last Word For Me After- Complete applying map skill activity. Individual Work Formative Assessment Summative Assessment | Objective- Bodies of Water Bell-Ringer- What is the difference between the source and the mouth of a river? Before- Read/Write/Discuss During- Graphic Organizer Analyze the information Make Inferences Recall Facts Strategy- Write 3 Predictions. After- Create a drawing on the 3 main bodies of water, identifying each, and describing its characteristics. Small Group Formative Assessment Summative Assessment | |
IXL Skills |
| Social Studies | Social Studies | Social Studies | Social Studies |
Resources (for Parent Transparency) | twip.glencoe.com | twip.glencoe.com | twip.glencoe.com | twip.glencoe.com | |
Student Grouping: X Whole Group X 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:January 20th-January 23rd 2026
MONDAY | TUESDAY | WEDNESDAY | THURSDAY | FRIDAY | |
Standards/Skills | Skill-Reading Comprehension | Skill-Reading Comprehension | Skill-Reading Comprehension | Skill-Reading Comprehension | |
ESSENTIAL QUESTION Learning Targets “I can …” | Holiday No School | Essential Question- What are natural resources used for? Learning Targets For Students: (1) Factories (2) Using Natural Resources and (3) Selling Products I can (as a teacher) help the students gain knowledge on products and services. | Essential Question-What is the purpose of countries trading natural resources? Learning Targets For Students: (1) The United States (2) China and (3) Japan I can (as a teacher) help the students gain knowledge on resources or products that come into a country. (ACAP Testing) | Essential Question- What are the three North American Countries? Learning Targets For Students: (1) Canada (2) Mexico and (3) The United States I can (as a teacher) help the students gain knowledge on three countries in North America. (ACAP Testing)
| Essential Question- How would you compare Canada and the United States? Learning Targets For Students: (1) Americans (2) Prime Minister and (3) Elected Representatives I can (as a teacher) help the students gain knowledge on the similarities between Canada and the United States. (ACAP Testing) |
Instructional Strategies/ Activities (Before, During, & After) | Objective- Using Natural Resources Bell-Ringer- What is the connection between factories and natural resources? Before- Quick Write During- Questions Terms to Know Sum-It-Up Find the letters Strategy- ABC Brainstorm After- Drawing with illustrations. Whole Group Formative Assessment Summative Assessment | Objective- Trading and the Economy Bell-Ringer- What are the benefits of trading? Before- Read/Write/Discuss During- Word Wall Unscramble Complete the words Graphic Organizer Strategy- Write 3 predictions. After- Create an advertisement. Whole Group Formative Assessment Summative Assessment | Objective- Three North American Countries Bell-Ringer- How would you describe Canada? Before- Read/Write During- Write descriptions on Canada, Mexico, and the United States. Write 3 descriptive words. Create a chart Write 3 reactions Write 3 conclusive statements Strategy- Save the Last Word For Me After- Write how the countries are similar. Individual Work Formative Assessment Summative Assessment | Objective- Comparing Canada and the United States Bell-Ringer- What is the process for becoming Canada’s prime minister? Before- Read/Write Notes During- True/False Fact/Opinion Cause/Effect Diagram Strategy- Write 3 predictions After- Write your own 2 questions. Individual Work Formative Assessment Summative Assessment | |
IXL Skills | Social Studies | Social Studies | Social Studies | Social Studies | |
Resources (for Parent Transparency) | www.pearsonlearning.com | www.pearsonlearning.com | www.pearsonlearning.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:January 12th-January 16th 2026
MONDAY | TUESDAY | WEDNESDAY | THURSDAY | FRIDAY | |
Standards/Skills | Standard 1- Describe the world in spatial terms using maps and other geographic representations, tools, and technologies. | Standard 1- Describe the world in spatial terms using maps and other geographic representations, tools, and technologies. | Standard 1- Describe the world in spatial terms using maps and other geographic representations, tools, and technologies. | Standard 1- Describe the world in spatial terms using maps and other geographic representations, tools, and technologies. | Standard 1- Describe the world in spatial terms using maps and other geographic representations, tools, and technologies. |
ESSENTIAL QUESTION Learning Targets “I can …” | Essential Question - How can geographers view a place? Learning Targets For Students: (1) Physical Characteristics (2) Human Characteristics and (3) People and Places I can (as a teacher) hel the students gain knowledge on the way geographers study the earth. | Essential Question- What is the solar system? Learning Targets For Students: (1) Orbit (2) Sun, Earth, and Moon (3) Earth’s Movement I can (as a teacher) help the students gain knowledge on each planet traveling along its own path. | Essential Question- What are forces inside the earth? Learning Targets For Students: (1) Inside the Earth (2) Forces Beneath the Earth’s Crust. and (3) Forces Shaping Landforms. I can (as a teacher) help the students gain knowledge on forces that change the earth’s surface. | Essential Question- What takes place when plates meet? Learning Targets For Students: (1) Movements of the Earth. (2) Movements against each other. and (3) Earthquakes I can (as a teacher) help the students gain knowledge on the movements of the earth’s plates. | Essential Question- What are landforms? Learning Targets For Students: (1) Plains (2) Elevation and (3) Plateaus I can (as a teacher) help the students gain knowledge on landforms in all their variety affecting the way people live. |
Instructional Strategies/ Activities (Before, During, & After) | Objective- A Geographer’s View of Place. Bell-Ringer- What are 3 major issues geographers look for in studying the earth Before- Read/Discuss During- Apply mental maps to answer questions. Explain differences between physical and human characteristics. Completions Create a chart Identify geospatial technologies. Strategy- Save the Last Word For Me Write a summary statement. on a view of places. After- Write 3 facts that made a difference between physical and human characteristics. Individual Work Formative Assessment Summative Assessment . | Objective- The Solar System Bell-Ringer- How are planets classified? Before- Read/Write/Discuss During- List the planets Place the planets in the different types. Questions on the planets Use of a graphic organizer to identify the planets. Word Wall Terms to Know Utilize maps Strategy- ABC Brainstorm After- Drawing of the solar system. Whole Group Formative Assessment Summative Assessment | Objective- The Earth’s Surface. Bell-Ringer- How can forces both inside the earth and on its earth’s surface affect the shape of the land? Before- Read/Quick Write During- Questions- Inside the Earth Questions- Beneath the Earth’s Crust Questions- Forces Shaping Landforms Process information Strategy- 3-2-1 Write 3 facts, 2 connections, 1 question I still Have on the solar system After- Write 3 conclusive statements. Individual Work Formative Assessment Summative Assessment | Objective- When Plates Move. Bell-Ringer- What are some damages that can result from earthquakes? Before- Read/Write Discuss During- Analyze Diagrams Answer Questions Key Terms Find the word from clues. Draw Conclusions Analyze people and places. Strategy- Write 3 predictions about earthquakes. After- Drawing with illustrations. Whole Group Formative Assessment Summative Assessment | Objective- Types of landforms and Waterways. Bell-Ringer- What are Waterways? Before- Quick Write During- Identify the types of landforms and waterways. Questions on landforms. Questions on waterways. Completions Matching Main Idea Activity Discuss land-use patterns. . Strategy- Turn and Talk After- Write facts on the importance of landforms as well as waterways. Small Group Formative Assessment Summative Assessment |
IXL Skills | Social Studies | Social Studies | Social Studies | Social Studies | Social Studies |
Resources (for Parent Transparency) | twip.glencoe.com | twip.glencoe.com | twip.glencoe.com | twip.glencoe.com | twip.glencoe.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/Contemporary Issues-Elective WEEK OF: January 12th-January 16th 2026
MONDAY | TUESDAY | WEDNESDAY | THURSDAY | FRIDAY | |
Standards/Skills | Skill- Reading Comprehension | Skill-Reading Comprehension | Skill-Reading Comprehension | Skill-Reading Comprehension | Skill-Reading Comprehension |
ESSENTIAL QUESTION Learning Targets “I can …” | Essential Question- What does temperature and rainfall depend on? Learning Targets For Students: (1) Colorado (2) Temperatures at the top of the mountains. and (3) High Altitudes I can (as a teacher) help the students gain knowledge on temperatures near the mountains. | Essential Question- What is a natural resource? Learning Targets For Students: (1) Plants and Animals (2) Rocks and Trees (3)Water and soil I can (as a teacher) help the students gain knowledge on any materials found on earth that people use. | Essential Question- what are renewable resources? Learning Targets For Students: (1) Farmers (2) Rain Refills and (3) Growing too many crops. I can (as a teacher) help the students gain knowledge on resources that can be used or made again. | Essential Question- What are non-renewable resources? Learning Targets For Students: (1) Examples of non-renewable resources. (2) Resources that can’t be replaced. and (3) New Inventions I can (as a teacher) help the students gain knowledge on resources that are gone forever. | Essential Question - What are some uses of natural resources? Learning Targets For Students: (1) Factories (2) Products and (3) Services I can (as a teacher) help the students gain knowledge on resources used to make products. |
Instructional Strategies/ Activities (Before, During, & After) | Objective- Mountain Climate Bell-Ringer- What is mountain climate? Before- Read/Discuss During- Write 3 facts. Write 3 reactions. Write 3 conclusive statements. Write 5 words to describe mountain climate. Question- What type of clothes is needed for mountain climate? Strategy- Write 3 predictions about mountain climate. After- What was the one fact you learned about mountain climate? Whole Group Formative Assessment Summative Assessment | Objective- What is a Natural Resource? Bell-Ringer- What is graphite? Before- Quick Write During- Explain the need for soil. Discuss the connection between graphite and the ground. Reading Check Questions Find the words using clues. Strategy- Save the Last Word for Me. After- Complete a graphic organizer. Whole Group Formative Assessment Summative Assessment | Objective- Renewable Resources Bell-Ringer- What can make resources renewable? Before- Read/Discuss/Write During- Matching Compare/Contrast Sum-It-Up Write What IF’s on renewable resources Strategy- 3 facts. 2 connections, 1 question I still have on the use of renewable resources After- Write 3 examples of renewable resources. Individual Work Formative Assessment Summative Assessment. | Objective- Non-Renewable Resources Bell-Ringer- How are renewable resources different from non-renewable resources? Before- Read/Write During- Main Idea Questions Create a chart Word Wall - 10 words Write 2 thoughts on non-renewable resources. Strategy- ABC Brainstorm (use the word non-renewable) After- Discussion Individual Work Formative Assessment Summative Assessment | Objective- Using Natural Resources Bell-Ringer- What happens when people sell or buy products? Before- Quick Write During- List the uses of natural resources. What is the importance of a country’s economy? Main Ideas Find the letters Graphic Organizer Strategy- Turn and Talk After- Write 2 reactions Small Group Formative Assessment Summative Assessment |
IXL Skills | Social Studies | Social Studies | Social Studies | Social Studies | Social Studies |
Resources (for Parent Transparency) | www.pearsonlearning.com | www.pearsonlearning.com | www.pearsonlearning.com | www.pearsonlearning.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 | |||||