DAILY LESSON PLAN
Name: Elizabeth C. May Grade: Secondary
I. TOPIC Geography and artifacts of Mexico
II. OBJECTIVES Students will identify the city and/or state of origin of various
artifacts found in the Traveling Suitcase.
a. Traveling Suitcase
b. Overhead transparency-labeled political map of Mexico
c. Handout-unlabeled political map of Mexico
IV. TEACHING PROCEDURES
a. Introduction: Recall the hierarchy of government jurisdictions: federal, state,
county/parish/province, city. Like the US, Mexico is also divided into states.
We want to know what some Mexican artifacts look like and where they come
from. If I show you a lei, or a necklace made of flowers, which US state comes to
mind? Hawaii. A totem pole? Alaska. A cowboy hat? Texas. Now let's have a
look at some Mexican objects and associate them with the regions of the country.
b. Developmental Activities: As the teacher introduces each item, students will
label the city and/or state from which it comes. They will also sketch and write
the name of the artifact on the map.
c. Closure: Just as you associate certain objects with places in the United States, the
products made by Mexico's people can be geographically mapped.
As part of the unit exam, students will show mastery of Mexican geography, using the
artifacts as context clues.
VI. ANTICIPATED TIME USE TEACHER ACTIVITY STUDENT ACTIVITY
Beginning review (:04) Distribute materials. Respond to introduction
Pose questions. questions.
Activity (:25) Show maps and Label maps with place
show artifacts names and artifacts.
while telling their
a. FCAT: W4
b. Sunshine State (SSS)
SSB. 1.1.4 The student understands the world in spatial terms.
VA.E. 1.4.2 The student makes connections between the visual arts, other disciplines,
and the real world.