DIXIE STATE UNIVERSITY DEPARTMENT OF EDUCATION ELEMENTARY 3rd SEMESTER LESSON PLAN TEMPLATE (1/25/13) Teacher Candidate ___Sandy

y Carlton__Grade Level _1st_ Title: Physical features CONTEXTUAL FACTORS (classroom factors)
Contextual Factors:

13Boys 11 Girls 24 students 1 ELL student (Student 10) (WIDA level 2) 1 Student that needs glasses (Student 11) 3 students in reading recovery (Students 16, 10, and 13) 3 Below students in reading 6 Approaching students in reading 9 On students in reading 6 Above students in reading
Classroom environment:

5 groups of tables with 4 or 5 students in each group. Student 11 needs to sit at the front of the class.
WALK-AWAY (As a result of this lesson, what do I want the students to know, understand, and be able to do?)
State Standard/Objective:

Standard 3 (Geography): Students will use geographic tools to demonstrate how symbols and models are used to represent features of the school, the neighborhood, and the real world. Objective 2 Recognize and use a map or globe B: Locate Physical features (i.e. continents, oceans, rivers, and lakes) and man made features (equator, North and South poles, countries) on a map and on a globe
Content Walk-Away: I will be able to explain the differences between physical features and man made features. SIOP 1-Content objectives Language Walk-Away: I will be able to explain the differences between physical features and man made features. SIOP 2-Language objectives Vocabulary:

Equator- an invisible line that cuts the earth in hemispheres. Hemisphere- is the world cut in half. North and South poles- the top and bottom of the world Continents- 7 of them on the globe Oceans- water that covers about 70% of the earth Rivers- water that flows through land
ASSESSMENT EVIDENCE (What evidence do I need to show the students have
learned the Walk-Away?) Formative Evidence (checking for understanding throughout the lesson): Will be able to tell the differences between physical features and man made features.

Modifications/Accomodations (ELL, IEP, GATE, etc.)

Content Walk-Away Evidence (Summative): Will be able to discover differences between physical features and man made features. Language Walk-Away Evidence (Summative): Will be able to tell me the difference between physical features and man made features.

Approx. Time 5 minutes

ACTIVE LEARNING PLAN

Activate/Building Background Knowledge Last week we talked about a lot of things. What are some of the things we talked about? What do we remember about maps and globes? We talked about cardinal directions. We talked about map key. We talked about compass rose. Today we are going to talk about our world some more. Have you ever been to the beach and as far as you can see all you see is water. What are some things you know about oceans? Have you ever heard the word ocean before? Have you ever been to the ocean? If you have never been to the ocean here is a picture of the ocean. This picture does not do the ocean justice. The ocean is huge. Do you think we can hold the ocean in our arms? What about our house. Do you think the whole ocean can fit in our house or our school? SIOP 7-Linked to background, SIOP 8-Linked to past learning, SIOP 9-Key vocabulary Formative assessment: Learning Goal Discuss what we had learned last week. Success Criteria Define what we learned. Assessment Strategy I will ask questions and scaffold answers.

Modification/accommodations: (ELL, IEP, GATE, etc.)

5 minutes

Have student sit next to the board so he can see. (Student 11)
Focus Lesson (I do it) We are going to read a book where the little girl could find her place in the world by looking at the globe. Will read the story Me on a Map. She said first she had to find her continent. And we talked a little about the continent we live on. When we look at the globe what is the color we see most. The world is made up of about 70 percent water. Most of it is in the oceans. We are also going to talk about this invisible line on the earth called the equator. Re read a few pages of our world. Talk about why it is important to know where we are on the globe. Show different picture of maps and the globe. Talk about what this invisible line does and shows. We will then talk about why man made these features like the equator up and why these lines are important to us. Will show a quick movie clip on the equator and how it cam to be. We will then talk about physical characteristics of our continent. We will show what rivers and lakes look like on a map or a globe. Will teach them about most rivers and lakes are fresh water, which dont have salt. Then we will talk about oceans and how they are salt water. SIOP 3-Content appropriate SIOP 23-Content objective supported, SIOP 24-Language objective supported, SIOP 25-Students engaged, 26-Pacing Formative Assessment: Learning Goal Determine where we live on the globe Modification/accommodations: Success Criteria Label correctly where we live. Assessment Strategy I will ask questions and scaffold answers.

Will have our low readers (Students 16, 10, and 13) listen to the story rather than read it. 15 minutes
Guided Instruction (We do it) We will play a continent game. Where they have to match the continent to the name of the continent. We will read some more of the book I will have them fill out their books about what continent and what state they live in together as a class. SIOP 10-Appropriate speech, SIOP 11-Clear explanation, SIOP 12-Variety of techniques SIOP 16-Opportunity for interaction, SIOP 17-Grouping supports objectives, SIOP 18-Wait time, SIOP 19-Opportunity for L1 students SIOP 20-Hands-on materials, SIOP 21-Activities to apply content/language knowledge, SIOP 22-Language skills: reading, writing, listening, speaking Formative Assessment: Learning Goal Success Criteria Assessment Strategy

Determine what continent and state we live on.

Label correctly where we live.

Look at their books for cues.

Modification/accommodations: Have a game for (Student 11) at his seat.

5 minutes

Collaborative/Cooperative (You do it together) Will read the next, few pages and have the students talk with their knee to knee partner about what are what features to look for when we are looking for our continent. SIOP 4-Supplementary materials SIOP 5-Adaptation of content SIOP 6-Meaningful activities Formative Assessment: Learning Goal Success Criteria Assessment Strategy Determine what continent and Label correctly where we live. Listen to their conversations. state we live on. Modification/accommodations: Have some of my high students team with some of the low students.

8 minutes

Independent (You do it alone) Finish the rest of their book and have them write in their book where they live. Write their ticket out sentence. Ticket out question in what features can we look for when we are looking for our continent. Summative Assessment: Look at their books to see if the understand the differences between the continents and oceans. Then students will write a ticket out on how they know the differences between physical features and man made features Modification/accommodations: Have (Students 16, 10, and 13) tell me their sentences and I will help them write it.

5 minutes

Closure/Review of walk-aways, vocabulary, and essential questions (Note: Closure includes student interactions, reflection, and/or demonstrations.) Can we use one of our vocabulary words in a sentence? What is the difference between the physical features and man made features? What are some ways we can find where we are? Where do we have to look first. SIOP 27-Review vocabulary, SIOP 28-Review concepts, SIOP 29-Feedback, SIOP 30-Assessment

SIOP Indicators (Add SIOP number and description within the lesson plan) Preparation: 1-Content objectives, 2-Language objectives, 3-Content appropriate, 4-Supplementary materials, 5-Adaptation of content, 6-Meaningful activities Building Background: 7-Linked to background, 8-Linked to past learning, 9-Key vocabulary Comprehensive Input: 10-Appropriate speech, 11-Clear explanation, 12-Variety of techniques Interaction: 16-Opportunity for interaction, 17-Grouping supports objectives, 18-Wait time, 19-Opportunity for L1 students Practice/Application: 20-Hands-on materials, 21-Activities to apply content/language knowledge, 22-Language skills: reading, writing, listening, speaking Lesson Delivery: 23-Content objective supported, 24-Language objective supported, 25-Students engaged, 26-Pacing Review/Assessment: 27-Review vocabulary, 28-Review concepts, 29-Feedback, 30-Assessment

TEACHING NOTES
What do I need to remember to do? What materials do I need to have ready? What is the approximate time needed for this lesson? The book Me on a Map The video of the equator Maps and globes. Pictures of the ocean Ticket out papers printed off.

REFLECTION AFTER LESSON

How can I use the assessment data to reflect on & evaluate the outcomes of teaching and learning? I can use the data from the pre-test to see what My focus for this lesson needs to be. I found that they didn't know what a continent was. I focused on the physical features and briefly touched on the man-made features. I was kind of confuse why the north and the south pole were man made features. I explained it to the students because man discovered which way was north and which way was south. Although these places have physical features the reason we call them that is because a compass is a man made device to find true north. True north is not at the north pole. That is where I stopped and said even I didnt know the answer but I would do some research and figure it out and discuss it again in a few weeks. How can I transfer what I learned from teaching this lesson to future teaching? I learned that I always need to know more information on the subject that I am teaching. My first grade students had some difficult questions. You could tell they were really thinking. I told them that I don't know everything but I would do some research and get back to them. What was effective and not effective? Most effective was having a discussion about how things were determined to be a physical feature and a man-made feature. I could tell their brains wear running. I had them think about it some more tonight, and write down one question they had. Ineffective was the lack of hands on manipulatives. I saw this cool earth table in the science lab at the college. If I teach this lesson again I will bring it and have a demonstration of rivers running that would be a good way to show students the difference. What goals can I set to improve my practice and student learning? Two goals that I have set after this lesson are keeping to my schedule we had like 5 minutes more at the end of the lesson that I was rushing for a filler. The other goal I had set was to use more real non fiction books instead of fictional books.