Geography Lesson

WHAT?

Our first lesson in our Interdisciplinary Unit on Egypt focused on geography. The study began with an icebreaker activity so we could learn the students' names and they could learn ours. The students and teachers were required to say their names and something they liked. The challenge was that each person had to remember and say all the previous names and likes. Next, the teacher introduced geography through a read-aloud called Who Was King Tut? by Roberta Edwards. The book discussed some essential landmarks, geographical features, and how these features influenced the way Egyptians lived. Afterward, the students participated equally in creating an interactive map of Egypt. The teacher provided a bin with the Mediterranean Sea, Read Sea, and the Nile River already marked. First, the students added sand to the container to represent the desert landscape of Egypt. Second, the students viewed a map of Egypt at night on Google Maps to identify where most people lived. It was clear that most Egyptians lived near the Nile River and its delta since this area was completely lit up at night. Third, students used book maps to identify important landmarks and animals in Egypt. In the end, students completed a map of Egypt by working together and using multiple resources. During the activity, students and teachers discussed how and why geographical features are important to Egypt and how they can survive in the desert climate. Lastly, students completed a summative assessment by coloring and labeling their own maps that will be added to their Egypt portfolios. 

Interactive Map of Egypt created by students.

Maps students created independently as their summative assessment.

SO WHAT?

The first lesson is always helpful in getting to know students and their needs. During our lesson, we assessed which students liked to share during discussion and which students needed more encouragement to participate. We had already planned to ensure that all students had an equal opportunity to answer questions and participate in activities. We learned that one of our students is very knowledgeable about Egypt from his grandfather. He was eager to share his knowledge, and we quickly realized we would have to devise a strategy to help him share without preventing other students from participating. We also discovered that some students are more meticulous than others, and we will have to help them identify the most essential aspects of assignments to get done and ensure that they will have more time later to improve and finish their work. Overall, students were excited and eager to learn. Though some students were shyer than others at first, by the end, all students were opening up and participating in conversations about Egypt and what they were excited to learn in the future. 

The lesson could have been more manageable if rules had been established initially. Reviewing some basic rules for our meetings during our next class would be necessary. We will do this by allotting five to ten minutes to discuss and establish rules we should have for meeting time together. Students and teachers will sign these rules to show they agree to the order of conduct. We will display these rules during each lesson and refer to them as needed. 

Students enjoyed the interactive map that was created during the lesson. The students were excited when they arrived at our table, and we introduced the activity. The students stayed engaged and had equal opportunity to contribute to the map. We could have improved this activity by referring to our read-aloud when completing the map. The students were also eager to complete their summative assessments, knowing they would be going on their Egypt portfolios. They spent extra time ensuring their maps were accurate and neat since they wanted their final presentation to be pristine. I hope the summative assessment will be seen as a reward by students each week due to the excitement they presented. Students are eager to showcase their work, leading to their best effort being put forth. 

NOW WHAT?

I will plan strategies for future lessons to ensure that all students can speak equally. We will use popsicle sticks to pull out of a cup during the next class. This will allow every student to participate and establish their criteria for taking turns to talk. During discussions, we will select motions for students to signify that they want to say something, and the teacher will help determine the order of who will share by who makes the signal first.

I will also keep the lesson's theme of hands-on and interactive activities. These activities cannot be meaningless but should connect to the content and expectations for students. Students were fully engaged during the lesson since they could take ownership of the product. I believe this enhances an element of democratic citizenship. We must work together to create a better society for all. In these interactive activities, students will work together to create a product that helps all of them learn and comprehend the content. 

I also believe that portfolios are a vital tool for students. They provide a resource for students and teachers. Students can reflect on their work and showcase it to others, while teachers can use the portfolio to assess students' knowledge and growth. Students are often excited to create these since they are a unique way of displaying their work and creating easy access to the knowledge they have accumulated on a topic.