Lesson 1 Reflection

     This was the first lesson that we taught where students were introduced to Mexico's geography.  The lesson started with students receiving their suitcases, passports, and a brochure that gave them a brief look into what we will be teaching them throughout the course.  Students were then given a pre-test where they matched the correct word to the definition. 

    Next, we dove into this lesson's vocabulary.  This included what geography was (where students were prompted to brainstorm some geographical features of their own), names of some regions in Mexico, and components that are found on maps (compass and legends).    After gaining an understanding on the components of maps and what we use a legend for, students were shown a large map of Mexico and were asked to come up with symbols that could be used to mark important features.  This was done with giving students a minute to draw a symbol on their white boards and agree on what symbol to add.  They would then have an opportunity to draw their symbol on the large map and add it to the key.

  We then went into the purpose of a compass, and students were able to draw their own and one would add theirs to the large map.  For our movement break, we further developed our understanding on how a compass works by playing Simon Says with compass directions.  Students were able to move around and navigate which way to go based on the prompted direction. (e.g. Simon says move north-east, they would follow the directions placed on the ground to find where to stand)

    We completed an I see, I think, I wonder chart together when analyzing our current map of Mexico.  They had an opportunity to discuss with their shoulder partner before we added their ideas to our large chart to discuss after.  Once we filled out our chart for the current map, students received their own to fill out when looking at the old (1864) map of Mexico.  Students were asked to come up with some things for each category on their own, before sharing their ideas with their peer.  While they were doing this, we went around and helped any students that were struggling to come up with ideas, as well as prompted them to compare and contrast the old and new map together and write what they noticed.  

Old Map: I see, I think, I wonder Chart

New Map: I see, I think, I wonder Chart

   

 After students finished filling out their charts, we moved onto our read aloud.  The book was called 'The Daughter of the Light-Footed People', by Belen Medina that followed Lorena Ramiez and her journey as a marathon runner in her traditional clothing.  Before reading the story, students were told to analyze the illustrations, and we later discussed the types of regions/features that they noticed.  They shared that it looked like she ran through canyons and deserts based off of the characteristics they saw (e.g. rocky or dry areas) in the illustrations.  Students were later able to take a look at our globe and find where Mexico was located in comparison to the rest of the world. 

    To finish the lesson, students were able to draw and label their own country by using rice.  We modeled how to sprinkle the rice onto a piece of paper and used it as an outline for their country.  We then went through and discussed the key details to include (country nap, capital, features).  Students were also provided with flashcards where they could randomly get a feature to add to their map (add a desert, add a river, etc.).  As they were making their maps, we went around and made sure that they included a compass and a legend into their maps.  Finally, after coloring in and completing their map, they were given a short post-test to determine if they understood the materials from our lesson.  

Making their own maps! 

Example of finished map

 

  All students passed the post test, except for one that was absent that day, and met the lesson objectives that were set.  During this experience, I learned how beneficial it is to use hands-on activities with kids.  They seemed to be very engaged throughout the whole lesson, even with simple tools such as using their white board to brainstorm symbols.  Seeing this made me realize that I want to incorporate as many opportunities as possible for hands on learning.