Geography Lesson Reflection

1. This lesson was a fourth-grade geography lesson taught in small groups at Agnes B. Hennessey Elementary School. This was the first lesson in our social studies interdisciplinary unit, where students were introduced to the concept of primary sources. Using primary map sources, students analyzed map images from long ago and worked to compare them to current-day maps of Rhode Island. This lesson was written and planned collaboratively, as well as peer and teacher reviewed. With this, the lesson was also solo taught, as my teaching partner was out of state for other academic commitments.
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3. While teaching the lesson, my group of students were engaged, willing to try, and asked questions when/if they needed clarification. Something that went well this lesson was the use of prepared materials. The students were provided with laminated copies of the primary source maps so they were able to look closely and point out their findings to the group. Students were also all engaged and showed interest in the hands-on activity using different craft materials to create a 3-Dimensional map. Due to timing, students had to pause this activity early. Our plan is to resume and finish our maps as an icebreaker for Lesson Two. When creating worksheets for students to complete during the lesson, TCs built in scaffolding (I do, We do, You Do), word banks for vocabulary, and sentence starters for the opinion writing portion to meet the instructional needs of our students. An area of weakness during this lesson was a decision I made, where I provided students with an alternative question for their opinion writing piece. At this point in the lesson, students were thinking about the different regions of Rhode Island (Northern vs Southern, Woods vs Coastline). In the moment, the alternative question seemed more manageable for students to write an opinion piece on, as they did not express interest in the activity overall.
4. Original question: "How does the geography of Rhode Island influence the way people live?"
5. Provided alternative: "If you were to choose the location for a new park, would you choose to build it along the coast (near the ocean and salt marshes) or in the inland forest (near the hills and lakes)? State clearly, which geographical region is better for a park." Three out of the four students engaged with the alternative prompt, while one student chose not to do the assignment at all. I feel this was an area of weakness as the students clearly struggled with the opinion writing activity. This also indicates more emphasis on how different geographical regions in the state effect the activities and jobs people do was needed. Sentence starters, as well as a graphic organizer for their piece was provided, however, it seemed students were losing motivation to write after completing their venn-diagram activity prior. In the future, I want to push and challenge the students with their thinking.
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7. All students were able to meet the standard, "Identify the purpose and features of maps and organize information about people and places in a spatial context (e.g., the school is next to the store). (G1)" As they participated in an "I see, I think, I wonder," chart regarding old primary source maps, observed similarities and differences between old and new maps of Rhode Island and organized their findings using a venn-diagram, and labeled a map using new vocabulary terms. All four students are striving to meet the standard, "Explain why and how people change the space around them, and how changes in the environment impact people’s behavior. (G4)" For future lessons, a check for understanding could be provided prior to completing a writing activity. This way, TCs are able to review material so all students are able to engage with the activity and meet the lesson objectives.
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9. This experience has shaped the types of materials I consider using for a lesson. Hands on activities proved to be interesting for students. When assigning a writing activity, I will continue to provide graphic organizers and sentence starters but also engage in a check for content understanding with students.
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11. My professional identity is further developed as I continue to navigate new teaching experiences. By reflecting on what did and did not work during a lesson, I am able to use that information to create more accessible, meaningful lesson plans and activities in the future.