Beruflich Dokumente
Kultur Dokumente
First Name
Jennerra
Last Name
Maemori
UH Email
Maemori9@hawaii.edu
Date
December 3, 2015
Semester
Fall
Year
2015
Grade Level/
S.S. Strand
Grade 1 Geography
Lesson Plan #
Teaching in
LP #1 _X__ LP#2___ field?
Title
Community characteristics
45 min
Lesson Duration
Yes __X__ No ____
Content Standard(s)
Both the S.S. Hawaii Content & Performance Standard (HCPS III), the Topic, AND the
specific Benchmark under that Topic that align with the central focus as well as a Common
Core State Standard (CCSS) in ELA or Math that can be met during the lesson
HCPS III Standard 7: Geography
Topic: Human and Physical Characteristics in Spatial Terms
SS.1.7.1 -Construct and use simple maps to represent physical (natural) and human characteristics of a
community.
SL.1.1
Participate in collaborative conversations with diverse partners about grade 1 topics and texts with
peers and adults in small and larger groups.
- This standard is embedded into the discussion portion where students will be challenged to
question their understanding of community and also to pair and share their ideas with others.
Assessments
The procedures to gather evidence of students learning of lesson objective(s) including
formative (informal) assessments applied throughout the lesson and a summative
assessment (formal) of what students learned by the end of the lesson (include any
assessment tools)
Formative Assessment:
Structured observation
Gallery walk
Think-Pair-Square
Summative Assessment:
Criteria
Identifies 3 human characteristics
Identifies 3 physical characteristics
Yes
Not yet
Academic Language
Oral and written language that the students need to learn and use to participate and engage
in the content
Community
Characteristic: something used to describe or identify a person place or thing
Human characteristic: man made features
Physical characteristic: Natural features in the environment
What if the human planted a tree? What does that make it, human or physical?
We should take care of our environment (enduring understanding)
- Discuss the connection of what they learned today to what they see in their community and how if
affects them.
Differentiation
Adaptations to instructional strategies, the learning environment, content, and/or assessments
to meet the needs of students who require further support (e.g., ELL/MLL, struggling,
accelerated, 504/IEP, etc.)
504/IEPs: Have the teacher exemplar displayed in the front of the class to refer to. Manipulate the
random selection to have this student(s) placed with a higher-level student where their learning
experience will benefit from their teamwork. They can also refer to the t-chart with the pictorial card
examples.
Struggling learners: Prompting guidance to help them get started on the activity. They will have peers
within the group to help them along the way.
Accelerated learners: Challenge them to come up with their own symbols that represent characteristics
that we didnt go over yet. What else is in our community that is either human or natural? They will
have the opportunity to share their knowledge with their peers so that everyone can learn from them.