E3T Lesson Plan Creator

Lesson Openers

Developed By: First Name: Ashley

Last Name: York

Lesson Title: Name! That! Locale!

Lesson Unit:
Standard: SS6G8 The student will locate selected features of Europe.
Element: b. Locate on a world and regional political-physical map the countries of
Belgium, France, Germany, Italy, Poland, Russia, Spain, Ukraine, and United
Kingdom.
Grade: Sixth

Subject: Social Studies

Abstract: Students locate European countries on an interactive map of the world using a
Smart Board.

Big Ideas: Name that country! Using a Smart Board locate countries using an interactive map
of Europe that can be used by both the teacher and student. Giving descriptions of the
countries also helps aid in the students critical thinking as well as previewing future lesson
plans which delve deeper into each country.
Lesson Objectives: The student will be able to locate, physically, Belgium, France, Germany,
Italy, Poland, Russia, Spain, Ukraine, and United Kingdom on an interactive map of Europe
with the aid of vocal clues and visual imagery.

Lesson Opening: Using Visual tools - the teacher uses a Smart Board to present a blank,
colored, and bordered map to the class. The teacher will proceed to give descriptions to a
specific country as hints in an effort for a student to raise their hand and guess the country. If
the student is correct, they will then get up, go to the Smart Board and select the area where
they think the country is located. The interactive map of Europe will display the location
where the student has selected.

Rationale for Selecting this Opener: By using a visual tool, the teacher develops the
students critical thinking in relation to layout and location of each European country and their
similarities and differences. Also helps students connect to new concepts.
Note: My lesson relates to the Technology Integration Matrix by using Active
Transformation which aids in the following ways (quoted directly from the rubric
http://fcit.usf.edu/matrix/matrix.php):
Macomb ISD E3T Team
Universal Design for Learning
S. Hardin, M. Klein, M. Staskowski, C. Wozniak
2008

Students have options on how and why to use different technology tools, and often extend
the use of tools in unconventional ways. Students are focused on what they are able to do with
the technology. The technology tools become an invisible part of the learning.
The teacher serves as a guide, mentor, and model in the use of technology. The teacher
encourages and supports the active engagement of students with technology resources. The
teacher facilitates lessons in which students are engaged in higher order learning activities that
may not have been possible without the use of technology tools. The teacher helps students
locate appropriate resources to support student choices.
The arrangement of the setting is flexible and varied, allowing different kinds of self-directed
learning activities supported by various technologies, including robust access to online
resources for all students simultaneously.

Macomb ISD E3T Team

Universal Design for Learning
S. Hardin, M. Klein, M. Staskowski, C. Wozniak
2008