“Mexico:  Bridging Two Continents”

Grade Level: 7th grade

Subjects:  Geography, Art, Language Arts

Learner Outcomes: 

1. Students will be able to explain and define types of land forms.
2. Students will be able to locate examples of land forms in Mexico.
3. Students will identify and locate the Isthmus of Tehuantpec, Baja California, Yucatan 
    Peninsula, Sierra Madre Occidental, Sierra Madre Oriental, Sierra Madre del Sur, 
    Plateau of Mexico, Mexico City, Rio Grande, and the Gulf Coastal Plain.
4. Students will be able to define and give characteristics of a physical map.

Duration of Lesson: Three 45 min. class periods

Materials:

Edible map ingredients
blank physical map
dough recipe
student textbook, wall world map, paper, pencil, Bingo chips (torn construction paper)

Technology Tools/Courseware:  Internet access, Microsoft Word software, blank disk for each student

Teacher Notes:

• Acceptable Use Policy Form
• Reserve the Success Lab/Media Center
• dough recipe
• blank physical map of Mexico
• Divide the materials for the edible map (enough for each student).  Place them in ziploc bags.
• Check for food allergies.
• Prior knowledge will be required to use Microsoft Word.
• Locate PowerPoint presentation (overhead sheets) for use of review of the land form vocabulary. 

Day One
1.   Have students use an internet dictionary to define terms. 
2.  Students will define vocabulary.
3.  Review terms as a class. 
4.  Discuss the relative location of Mexico. (Locate North America, South America and 
     Central America)
5.  Discuss and locate the absolute location of Mexico.
6.  PowerPoint presentation- land forms of Mexico.
7.  Students will be given a blank physical map of Mexico.  They will be asked to use their 
     textbooks to identify and locate terms. 
8.  Close the lesson by reviewing the land form terms and locations as a class. 

Day Two
1.  Begin class by reviewing the land form terms and the locations of the land forms of 
    Mexico.
2.  Hand out the recipe of the cookie dough and the materials to create an edible map.
3.  Students will use the cookie dough to create a replica of Mexico.  Students will follow 
     the key included on the recipe sheet (Ex. Chocolate chips – mountains).  Students will 
     create their own physical map of Mexico. 
4.  Monitor the students' activity.  As each student completes his/her map check for 
     accuracy.  When the student achieves 100% accuracy allow the student to eat their map.
5.  In closure, review land form terms by using the PowerPoint presentation and covering the 
     definitions.  Have students give definitions.  Locate those land forms in Mexico on the 
     class wall map.

Day Three
1.  Review land form terms and locations of those in Mexico as a class.
2. Have students create their own BINGO boards by taking a sheet of paper and creating a 
    4x4 grid.  Allow them to select 16 of their vocabulary words and write in pencil their 
    choices on their grid.  Specify what type of game you will play: four corners, diagonal,
    horizontal, vertical, or whole board.  (This makes it more difficult for the students to
    BINGO.) The teacher will call at random vocabulary words.  As the words are called 
    students will cover their words.  When the student BINGOs they will have to give the 
    word and the definition.
3. Review locations on a class map.
4. Give each student a blank physical map and ask them to identify the locations of the 
    land forms of Mexico that have been covered in class.  Have the students turn their 
    paper over.  Give them a list of their vocabulary words.  Have them write the word and
    define the vocabulary.
5. Have students use Microsoft Word to write about what they have learned.

Modifications:  Modifications will be based on those listed in the students’ IEPs. 

Enrichment Activities:
Have students map and plan a trip to Mexico – have them include how much money they would need in dollars and in pesos, what states they would have to travel through to get there, research where they would go and how much food, lodging, gas, etc. would cost (this would incorporate math skills).  You may also have the students document the things they would see and do on their trip to Mexico in a journal.  They may use research skills to locate information from the local library, pamphlets and Internet.

Evaluation/Assessment:
1. edible physical map (rubric available)
2. verbal responses to questioning 
3. written paper about what they have learned
4. final test - blank map and have them define land form vocabulary terms

State and National Standards:

• West Virginia Instructional Goals and Objectives:

• National Standards:

References:

• Geography The World and its People, Glenco/McGraw-Hill; Columbus, Ohio, 1988.
• West Virginia Department of Education
• Atlapedia Online
• Dictionary
• Mid-continent Research for Education and Learning