ED 345 Calvin College Lesson Planning Form

Teacher:
Studies

Becca Mumby

Date: Monday November 16,2015

Subject/ Topic/ Social

I. Objectives
What is the main focus of this lesson?
The main focus is human and physical characteristics, special purpose maps, and topography.
How does this lesson tie in to a unit plan? (If applicable.)
This is the fifth lesson in Unit 2
What are your objectives for this lesson? (As many as needed.) Indicate connections to
applicable national or state standards. If an objective applies to only certain students write the
name(s) of the student(s) to whom it applies.
I can define human and physical characteristics, special purpose maps.
4 - G1.0.2 Use cardinal and intermediate directions to describe the relative location of significant places in
the United States.
4-. G1.0.3 Identify and describe the characteristics and purposes (e.g., measure distance, determine
relative location, classify a region) of a variety of geographic tools and technologies (e.g., globe, map,
satellite images).
4- G1.0.4 Use geographic tools and technologies, stories, songs, and pictures to answer geographic
questions about the United States.

II. Before you start

Prerequisite knowledge
and skills.

Students will have an learned hemispheres, continents, oceans, and

cardinal directions before this lesson.

Assessment
(formative and
summative)

Formative students will respond to an interactive notebook and highlight

physical and human characteristics key words in songs
Summative- students will be making landform dictionaries
Universal Design for Learning Networks/Domains (see UDL Guidelines)

RECOGNITION
Multiple Means of Representation
Options for Perception
Students will be involved in an
interactive notebook, creating
their own dictionary, and
highlighting key words in songs.
Options for Language/Symbols
Students will listen to a song that
has sayings and words they are
not familiar with. They will also
respond to the interactive
notebook and complete their own
landform dictionary.

STRATEGIC
Multiple Means of Expression
(Action)
Options for action/interaction
Students will be creating their
own personal booklet, they will
get to decorate it as they see fit.
They will also listen to songs and
highlight the key words.

AFFECTIVE
Multiple Means of
Engagement
Options for recruiting interest
Using an interactive notebook,
songs, and coloring students will
be able to connect to the lesson
in different ways.

Options for Expression

Students will get to create their
own dictionaries, highlight key
words, and fill in the blanks
during our notebook.

Options for Sustaining Effort &

Persistence
Students will listen through two
songs, two times through, an
interactive notebook and creating
their own dictionaries.

Options for Comprehension

The interactive notebook at the beginning
will check for students comprehension of
previous terms.

Materials-what materials
(books, handouts, etc) do
you need for this lesson
and do you have them?
Do you need to set up
your classroom in any
special way for this
lesson? If so, describe it.
III. The Plan
Tim
Parts
e
15
Motivatio
n
(Opening/
Introducti
on/
Engageme
nt)

Developm
ent
30

Options for Executive Function

Students will guide themselves
through the key words in the
songs.

Options for Self Regulation

Students will respond in their own
way to the interactive notebook
and create their own landform
dictionaries, each one will have
an example that they came up
with.

This land is your land & America the beautiful song lyrics
Interactive notebook pieces
Landform dictionaries

Students will move around the room through this lesson.

The description of (script for) the lesson, wherein you describe teacher
activities and student activities
I will start this lesson with a review later in this unit students will be
creating an interactive notebook, today we will do one together on the board
so they are more familiar with how it works
o I will put By Continent, By Hemisphere, By political boundaries,
In relation to the Equator, and In relation to the Prime Meridian up
on the whiteboard
o I will ask students, using cardinal directions; can you please tell me
where the United States in located using relative location to these
headings?
As students answer I will write them under the correct heading
after student indication

I will handout lyrics to This Land is your land and America the Beautiful
I will ask students to read over the lyrics

We will listen to the song

How would this song help a geographer? What would it tell them?
o The way the USA looks
o Landforms
I will introduce physical characteristics and re-emphasize human
characteristics
After we have finished the songs, I will divide students into groups of 4. They
will be given four maps to look at and a notecard.
On the notecard students will write why they think geographers look at the
maps that I handed them, what are they for? Why are they important to
geographers? What do these maps tell us about the United States?
After 10-15 minutes I will re-gather the students
We will look at the maps together
Students will share their answers for these maps
Lastly, we will look at the landforms map; I will ask What does this map
show?
As students give answers we will look at all the different landforms
I will ask students to tell me where I would find certain landforms valley,
mountain range, coastal plains, lakes, oceans, canyons, etc.
Students will show/tell me using cardinal directions.

Next I will handout the landforms dictionary front page for students to color,
and mountain rangeswe will talk about why it is important for geographers
to look at the characteristics of places and how they differ from other
continents.
Your reflection on the lesson including ideas for improvement for next time:
Students LOVED listening to songs for a reason. They were excited to listen to tell me the key words they
heard in the song. We listened to it a second time and students then told me the different human and
physical characteristics and how the two categories are different.
I decided not to handout the dictionary today, but after we look at all the different maps and landform
labels in the next lesson. I want to use the dictionary as a review for the students.
They also did very well with the interactive notebook, I allowed students to write their own answers on
the whiteboard under the correct label and then we used their sentences in comparison with a map to see
if they were true.
Closure