LESSON PLAN OUTLINE

JMU Elementary Education Program

The following information should be included in the header of the lesson plan:

Elizabeth Strauss

Gardner, Bessie Weller Elementary

November 23rd, Afternoon block

November 16

A. Landforms/Geography

B. CONTEXT AND RATIONALE OF LESSON

a. Social studies is not a subject that is taught in fifth grade of Bessie Weller elementary school. Teachers are taking advantage of the opportunity of not having anything “constructive” plan during the short week before Thanksgiving break to do a couple social studies type lessons. My cooperating teacher gave an assessment to the students to develop more of a framework of what they do and do not know. The results came back identifying that the students are struggling in geography the most. She shared with me two SOLs she wants to focus on and asked me to create a lesson around one of those aspects. Thus, this lesson is an appropriate activity for these students at this time and fits in with their current curriculum sequence. I have witnessed that the students enjoy work that they can actively participate in while collaborating – both things students can do with this plan. Students have also shown past interest in having the option of completing tasks that are open-ended. This activity is developmentally appropriate for my students because it directly engages them. Active engagement is key because it promotes high-order thinking. In order for students to truly understand the content they need to be able to personally process it and describe what they learned through doing and discussion. Incorporating this knowledge proves that this activity is appropriate for the students at this time. The content of this lesson plan fits well within the students’ Zone of Proximate Development as it is in the range of knowledge and skills that they are not yet ready to learn on their own but can with my help and their classroom teachers’ help (Tharp & Gallimore, 1988).

C. LEARNING OBJECTIVES

Understand –

Know – Do –

The student will understand the importance of the geographic features in the world and why it is significant in United States history.

Having an understanding of these features leads to social understanding and transformation. A geographically informed person must understand that physical features create, maintain, and modify Earth’s surface. The physical environment provides the essential background for all human activity on Earth. Places and locations have distinctive features that give them meaning and character that differs from other locations. Therefore, dwellings and human creations, and people’s lives are grounded in particular places.

The student will know how to identify and describe five simple geographic features of Earth to include:

o Mountains, plains, plateaus, islands, peninsulas

The student will be able to express ideas and evidence of knowledge and reasoning processes to describe five simple geographic features of Earth by being able to locate and identify them on a map

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D. ASSESSING LEARNING

a. What will your students do and say, specifically, that indicate every student has achieved your objectives? Remember – every objective must be assessed for every student!

Task:

Map Task

Diagnostic features:

Did the student creatively design a map

using at least three geographic features of

earth?

o Mountains, plains, plateaus,

islands, peninsulas

Is the student able to identify those three

features?

Is student able to accurately explain those

three features?

Support:

As students are creating their maps,

I will walk around the class room to

listen and look for key concepts.

Students will either have the

opportunity to explain their map

while creating the maps, or

afterwards during the open

discussion. I will be able to have

students orally explain their features

and how they are represented on

their map.

If students lack the skill needed to

physically create a map, I will ask

them to buddy up with a partner in

which the two of them will create the

map together. If student is unable

to publically explain their map, I will

be sure to talk to them one-on-one

to give them the opportunity to

explain what they created.

E. RELATED VIRGINIA STANDARDS OF LEARNING

a. Standard USI.2d: The student will use maps, globes, photographs, pictures, or tables to recognize key geographic features on maps, diagrams, and/or photographs i. Essential Understandings: It is important to recognize key geographic features on maps,

diagrams, and/or photographs ii. Essential Questions: What are some important categories of geographic features? What do

these important geographic features look like when they appear on maps, globes, and diagrams? What do these important geographic features look like when they appear in pictures and photographs?

iii. Essential Knowledge: Key geographic features land-related: mountains, plains, plateaus, islands, peninsulas

F. MATERIALS NEEDED

a. Computer paper (one sheet for each student) that will be turned into a flip book – Cooperating classroom will provide this

b. Scissors – cooperating classroom will provide this c. Glue sticks – cooperating classroom will provide this d. Color pencils / markers – cooperating classroom will provide this e. Sheet of paper with definitions and pictures – I created, cooperating teacher will print and provide

(attached below) f. Doc cam and projector – Cooperating classroom will provide this g. Blank sheets of paper for maps – cooperating classroom will provide this

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h. PowerPoint (PDF attached below) with pictures of features along with map samples and examples – I will prepare and provide this

G. PROCEDURE a. A chart to depict what information will be provided in the flipbook is attached below

Activity Element

& Time (in

minutes)

Procedures and management

Step-by step procedures including questions and

main points – visualize what you are going to say

to the students. It might be helpful to script out

what you are going to say, although during the

lesson you do not need to use this language

verbatim.

Students

Describe what the

students will be doing

as a result of your

instructions

Academic,

physical, social &

linguistic

differentiation,

resources, and

support

Introduction

~3 minutes

Open discussion: Raise your hand if you

have ever needed to use a map to get some

form of information? Whether that be

traveling directions (like a GPS), or looking up

the weather forecast, or in a video game, or

finding buried treasure? (Call on

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Event 1

Creating

flipbook

~10 minutes

Before we make our maps, we need to learn

what these geographic features are. When I

say geographic feature, what I mean is what

physically stands out – both on the map and

in the world. These are all the landforms on

Earth. There are also landforms and features

in the oceans, but today we are focusing on

all the ones on land. The five landforms we

are going to learn today are plains,

mountains, peninsulas, islands, and plateaus.

To help us learn and differentiate between

them, we are going to create a flipbook

organizer.

I am passing out a blank sheet of paper so we

can create our flip book. When you get it, go

ahead and fold it hotdog style. Then wait for

further instruction; we are going to fill it out

together in order for everyone to follow along.

There is a second sheet that I am also

passing out. This sheet has pictures and

definitions on it. We are going to use these

for our flipbook and that is also why scissors

and glue sticks are being passed out.

(As we go through filling out the flipbook, I will

be creating one with the students and

projecting it through the classroom’s doc cam.

The students have created several flipbooks

in their science class so they have a basic

understanding of how to create one,

therefore, instruction can be somewhat

simplified)

How this flipbook works is that you write the

main idea on the front, and then below that

word you will cut a slit. When you flip open

the tab, on the right side you will paste the

definition. Below this definition you will write

an example. On the left side you will paste

the picture to help you remember what it

looks like. It is a great resource for studying

or a place to reference for later activities.

(For the following, I will say the word, give a

definition, show which picture goes with it,

and as they are pasting, ask for examples of

where in the world they can find it; I will also

provide more real world pictures on the

projector and how they are represented on a

map. It will be set up to be like an open

Follows along and

creates flip book.

Students are

thinking about

these land features

and where they

may have seen

them.

Students are

thinking about how

these landforms

alter earth’s crust.

Some students

would not be

able to figure out

or understand

how to design a

flipbook.

Therefore, I will

give them a

sheet of paper

that is already

folded and cut

out.

Some student’s

prepared flip

book will also

have pre-pasted

definitions, that

way they only

need to write the

topic word, and

examples.

Students copy

down the term

and examples,

and paste the

definitions and

pictures

accordingly.

As we are filling

out the

organizer, I am

giving explicit

directions so

students are

able to follow

along and

understand what

is to be

expected.

As students are

filling out their

flipbook, I will be

walking around

the room, giving

affirmations and

proximity.

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discussion/lecturette)

Landforms: a natural feature of the earth’s

surface

Plains: A large, wide area of flat land. Cover

more than 1/3 of the world’s land area.

Examples – Great Plains

Mountains: a natural evaluation of the Earth’s

surface, generally steep sides, and a height

greater than 1,000 feet. Examples – Swiss

Alps, Rocky Mountains, Mount Everest, Blue

Ridge Mountains

Peninsula: An area of land that is surrounded

by water on all sides but one. Examples:

Florida, Italy (Almost an island)

Island: Mass of land surrounded by water.

Example: Hawaii, Madagascar, Ellis Island

Plateau: An elevated/raised plain. Example:

Tibetan Plateau, Colorado Plateau

Transition

~1 minutes

Everyone now has their very own flipbook to

reference the different geographic features

that are in the world. We have plateaus,

islands, peninsulas, mountains, and plains.

These are all natural features of the earth’s

surfaces called landforms. We know what

they look like in real life and also how they are

represented on a map.

It is now time for us to apply our new

knowledge. We are going to create our own

maps using these landforms.

Event 2

Creating a

map

In a few moments, I am going to pass out a

sheet of paper to each of you. On this sheet,

you will design your own map. It can be of a

world, of a country, of a town, whatever that

Students will

use color

pencils and

paper to design

Students will

have their

flipbooks to

reference

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~20 minutes

you invented! It can be Popwallat Town – the

town made of lollypops; Or Dinasourtopia that

has the largest plains ever for the dinosaurs

to run around. Be as creative as possible! I

want to see originality and color! You can

design it however you want, but you need to

make sure that you incorporate at least three

of these landforms we have talked about.

You will have about fifteen minutes to work on

these, so please take your time and work

hard on it. Please raise your hands if you

have any questions. (I will answer all

questions).

You guys can now begin on your map. You

are allowed to talk softly to your neighbors;

however, if it gets too noisy we will have to be

silent.

a map. They

should

reference their

flipbook in

order to make

sure they are

incorporating at

least three

formations.

Students are

thinking about

how and why

landforms alter

the area

around them.

Students can

use as much

creativity as they

want. They get

to choose where

their map takes

place.

Transition

~3 minutes

As the members in your group finish their

maps, go ahead and tidy up your tables. Put

all the color pencils back into their containers.

As you finish, go ahead and share your map

with your neighbors.

In one minute, we are going to all be sitting at

our desks and ready for the next step. (I will

affirm students who have reached this step, “I

like the way that Courtney’s table is all clear

and she is sitting patiently for my next

instructions. Thank you Courtney.”)

Students put

the finishing

touches on

their maps

Students clean

up their area

Students can

mostly finish at

their own pace.

Students take

responsibility for

their workspace

and clean up

Event 3

Sharing and

discussing

maps

~6 minutes

We have enough time for us to share some of

our maps. Before anyone comes up to the

front, can someone raise their hand and

explain to me how we should behave as

someone is up front explaining their work

(Call on students and provide examples such

as eyes on them, sitting still, listening, positive

comments only).

Is there anyone who would like to come to

the front of the class and, in 60 seconds,

share their map that they just created? (I will

call on students to come up to explain their

map. I will ask them to identify the

geographic features they included in their

map). Does anyone have a question or

comment about so and so’s map?

Students are

listening and/or

sharing their

map

Students

asking positive

questions and

comments

Students are

thinking about

how putting a

different

geographical

feature in

different

locations

creates

different

outcomes.

Students have

the opportunity

to share their

work.

Students get a

sense of pride

and respect

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Conclusion:

~5 minutes

I am really impressed with the maps you

guys created. Some of you are truly talented

and created some works of art. Thank you for

working so hard.

Can someone raise their hand explain to me

the different geographic features we learned

today (call on a series of students) and an

example of it.

Why is it important that these features are

included in a map? (Call on a series of

students. If they only partially answer, I will

ask them to expand their thinking).

o Ex. You want to be able to see if there

is a mountain on your trail so you know

how intense it is

What do you think would happen if maps

didn’t include these features? (Call on a

series of students)

Students are

engaging and

participating in

open

discussion

Listening to

their

classmates.

Explaining their

thinking

Students are

thinking about

how maps may

look if they do

not have land

features

represented.

Students are

thinking about

what Earth and

life would be

like without

these

geographical

features.

Everyone is

provided the

opportunity to

speak

If students are

not participating,

I can call on that

student to share

their thoughts.

Landforms Definition Example Picture

Plain A large, wide area of flat land. Cover more than 1/3 of the world’s land area.

Great Plain

Mountains A natural evaluation

of the Earth’s surface, generally steep sides, and a height greater than 1,000 feet.

Swiss Alps, Rocky Mountains, Mount Everest, Blue Ridge Mountains

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Peninsula An area of land that

is surrounded by water on all sides but one (Almost an island)

Florida, Italy

Island Mass of land

surrounded by water Hawaii, Madagascar, Ellis Island

Plateau Flat, elevated

landform that rises sharply above the surrounding area

Tibetan Plateau, Colorado Plateau

H. DIFFERENTIATION

The goal of instituting instruction is to meet students at their zone of proximal development. You want to insure

you are pushing and challenging students the perfect amount while providing the proper support. It is almost like a

goldilocks method. If students are being challenged too much, they will shut down and not want to engage due to

frustration. If they are not challenged enough, they will be bored and will not want to engage due to not seeing the

relevancy.

This lesson is differentiated in its process and product due to the students’ interests and readiness. Students

are to complete a map using the recent knowledge that they gained on geographic features. Students are able to

create their map in their own invented world. They can choose to run with whatever interests them the most.

Whether one student designs their map to be Lego Land or Fairy World they are still able to apply their knowledge

of geographic features. This differentiation makes the instruction and curriculum equally engaging.

Additionally, the make-up of my classroom has about eight to ten students with some form of an IEP and/or

behavioral intervention plan. I am not privy to the specifics of each student’s plan, but do know that the class does

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have an aid that assists with these students. Students have shown the ability to function in the classroom but some

extra explanation is needed. As students work, they will be able to discuss, communicate, and help one another

with what they are working on in order to demonstrate their thinking. If a student is unable to physically share with

the whole class their map, they can share it with the person they are sitting next to while they are making it.

Furthermore, though students are encouraged to take their time with their maps, some students will finisher quicker

than others. Idle students who have completed their map will be asked to incorporate another geographic feature.

It would be suggested such as, “I really like how you incorporated a plain, mountain, and plateau into your map. I

am curious to see if you could also incorporate an island or a peninsula too. What would that look like on your

map?” This type of language would be seen as more of a challenge than being told what to do. With this

differentiating all students are able to become fully engaged in the lesson and they all have access to the general

education curriculum.

I. RATIONALE

The rationale behind this lesson is that it allows students to have an understanding of geographic

features. They will be able to use and look at maps, diagrams, and/or photographs and be capable of

recognizing the key features. This knowledge is only a section of the big umbrella of social studies. This

lesson contributes to students’ development as citizens and to their lives beyond school as it permits

them to start thinking of their surroundings. These students live in a valley surrounded by mountains.

They already know how their life is impacted by these particular features. However, this lesson will aid

them in a new perspective of what their life may be like if they did not have those mountain borders.

They may begin picturing what their life would be like if instead they lived on the Great Plains or on a

Hawaii Island and how their functions in life would be different.

Additionally, students may begin to develop thinking that they are able to navigate through those

mountains with modern technology (cars, four-wheelers, state mandated roads, etc.). Long ago, those

were not viable options for the people who were living in the same area. This lesson of developing an

understanding of geographic features promotes to social transformation and understanding. These

features impact human activity on Earth. The students’ surroundings have this distinctive feature that

gives meaning and character that no other location does. If the Appalachian Mountains actually cut down

Illinois, and the Great Plains expanded through Virginia, these students’ lives would be altered. They

may begin to cultivate the thinking that their current lifestyle is grounded and operated for certain

reasons. This lesson is a gateway to this thinking. Having an understanding of the geography features

and functions leads to an individual becoming geographically aware and understanding that these

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features modify Earth’s surface and provides essential background for all human activity on Earth.

J. WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU DO ABOUT IT? a. Social studies is not taught in the fifth grade at Bessie Weller. This lesson is going to take place

during typical reading instruction time. This is a SPED integrated classroom, and typically during reading time these students are taken out to the resource room. However, for this lesson the entire class will be present. The students are going to be in a new environment, something they are not used to. Most of these students are able to function in the classroom on their own, but due to the abrupt change, they may need supplementary attention or undesirable behavior may occur. There is a class aid that will be in the classroom to assist these students. However, because I am not privy to the details of the IEPs and the behavioral lesson plan, if any major behavioral issues arise or things get out of hand, I the aid and my CT will be responsible for handling their behavior. Because I am currently not informed to the entirety of their IEPs or their behavioral intervention plans, this approach will have the most successful output if the CT or aid handles the situation as it will allow the rest of the class to continue on.

b. From what I have witnessed, the class does not have many opportunities for an open discussion. At the end of the lesson when I am setting up the discussion, the students may not know how to respond. Or they may honestly not know how to answer the questions. If this happens, I will pose certain scenarios to answer my own questions and encourage the students to share their thoughts on the manner

c. Also from what I have witnessed, students have not had many opportunities to be completely creative to create their own masterpiece. Students may not know how to get started or what to add. If this occurs for more than half the class, I will pause where we are, have students buddy up with their table mates, and spend 2 minutes discussing what they could create. This discussion may aid with the generating of ideas. If this occurs with less than half the class, I, my CT, or the aid, can assist by allowing the students the opportunity to talk out their ideas, or add a suggestion for input.

d. Monday afternoons can sometimes be slow moving with the students. It is the last period of the day and can be sluggish. The students have a song that is supposed to aid them in becoming alert and energized. It I see that the students are lethargic, I will pause what we are doing and instruct them that we are going to do the song. The Song has hand motions and goes, “I’m awake, alert, alive and enthusiastic. I’m awake, alert, alive and enthusiastic. I’m awake, alert, alive; alive, alert, awake, I’m awake, alert, alive, and enthusiastic. The Song then repeats three times with each round getting quicker. Students are very familiar with this song so no further instruction for it is required.

e. Conversely, this lesson will take place two days before their Thanksgiving break. Excitement may be running high and may result with students buzzing and getting easily off track. If this happens, again, I will stop the class and instruct them in the song.

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PLAINS

Mountains

PENINSULA

ISLAND

PLATEAU

A large, wide area of flat land. Covers more than

1/3 of the world’s land area

Landform with steep, sloping sides and sharp

or rounded ridges. Rises at least 1,000 feet

An area of land that is surrounded by water on all

sides but one

Flat, elevated landform that rises sharply above

the surrounding area

Mass of land surrounded by water

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Works Cited

Evers, J. (Ed.). (2010, November 7). Island. Retrieved November 16, 2015, from

http://education.nationalgeographic.org/encyclopedia/island/

Mountains, Mountain Range Information, Facts, News, Photos -- National Geographic. (2015). Retrieved

November 16, 2015, from http://science.nationalgeographic.com/science/earth/surface-of-the-

earth/mountains-article/

Rutledge, K., McDaniel, M., Boudreau, D., Ramroop, T., Teng, S., Sprout, E., . . . Hunt, J. (2010, May 28).

Peninsula. Retrieved November 16, 2015, from

http://education.nationalgeographic.org/encyclopedia/peninsula/

Rutledge, K., McDaniel, M., Boudreau, D., Ramroop, T., Teng, S., Sprout, E., . . . Hunt, J. (2010, May 28).

Plain. Retrieved November 16, 2015, from

http://education.nationalgeographic.org/encyclopedia/plain/

Rutledge, K., McDaniel, M., Boudreau, D., Ramroop, T., Teng, S., Sprout, E., . . . Hunt, J. (2010, November

16). Plateau. Retrieved December 3, 2015, from

http://education.nationalgeographic.org/encyclopedia/plateau/

Tharp, R., & Gallimore, R. (1988). Rousing minds to life: Teaching, learning, and schooling in social

context. Cambridge: Cambridge University Press.

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Student Work

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Student Work

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Student Work