Beruflich Dokumente
Kultur Dokumente
Teacher
Date
Grade ____4th___
Miss DeGroot
Friday, Sept. 30, 2016
I. Objectives
How does this lesson connect to the unit plan?
This is the fourth lesson of the unit. The unit is the geography of the United States. This lesson connects to
the unit because it helps students understand that the people interact with the geography of the United
States in different ways. The way we interact with the land affects our lives.
Learners will be able to:
Recall what human environmental interaction means
Identify which human interaction goes with each landform when working in a group
Standards: 4 G1.0.2 Use cardinal and intermediate directions to describe the relative location of
significant places in the United States.
4 G1.0.4 Use geographic tools and technologies, stories, songs, and pictures to answer geographic
questions about 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 image).
ART.D.I.4.1 Demonstrate basic locomotor skills through moving forward, backward, and sideway
Outline assessment
activities
Pre-assessment (for learning): How would humans interact in a place where there are a lot of mountains?
Formative (for learning): +
Sort human interactions into groups
What barriers
might this lesson
present?
Provide Multiple
Means of Action and
Expression
Provide Multiple
Means of
Engagement
Matching cards
Group sorting
Acting out interactions
Materials
Students will be in their desks for the first part of the lesson and around the
room in groups for the second part of the lesson.
Componen
ts
Time
5min
Motivation
(opening/
introduction/
engagement
)
2 or 3 students answer
Developme
nt
(the largest
component
or main
body of the
lesson)
Gather 5 or 6 examples
Students move to
appropriate section of the
classroom.
15min
15min
Closure
(conclusion,
culmination,
wrap-up)
Students regroup
interactions based on
landforms.
Your reflection about the lesson, including evidence(s) of student learning and engagement, as
well as ideas for improvement for next time. (Write this after teaching the lesson, if you had a chance
to teach it. If you did not teach this lesson, focus on the process of preparing the lesson.)
This lesson provided a lot of movement and activity for my students which was very helpful because it was
at the end of the day on Friday and the students were very ready for it to be the weekend. It was interesting
to see how groups initially sorted the human interactions. Many of them saw themes of movement vs. non
movement. Others saw it in terms of buildings vs. non-buildings. After I reminded the students about proper
etiquette for working in groups, they collaborated very well. If I taught this lesson again I would run through
group work rules before sending them off to sort. This would have prevented the noise level getting too loud
and people interrupting each other and talking over each other. I might even give them each a stone to
pass around so that whoever has the stone is the one who is talking. Acting out the landforms and
interactions was very entertaining for everyone. I assigned each group a landform and then asked them to
think about one or two human interactions that belong to that landform. Some used the interactions that
they had just sorted and other groups came up with their own interactions to act out. Students enjoyed
watching the group act and were entertained with guess which interaction/landform was being displayed.