Lesson Plan Template Template Name: Chandini Khemlani, Cassandra Chehab, Kristen Logel & Jennifer McFadden Lesson Title: Identifying different landforms and water bodies on a map and globe
Rationale for Instruction A rationale is an essential part of thoughtful planning of classroom instruction. instruction. This is a brief written statement statement of the purpose for for instruction and the connection of the purpose to instruction that has come before and and will follow.
Grade Level: Kindergarten Lesson Length: 1 hour
Why this lesson is a necessary element of the curriculum? [An example from Broward County Schools – Elementary students should should begin to understand understand that that as citizens of the United States, States, they have both rights (privacy, speech, religion, movement, assembly) and responsibilities (voting, obeying the law, and helping in the community). Students should be willing to exercise both their rights and responsibilities.] Our unit is called The World Around us. In this unit, we start the unit by teaching the students about seasonal weather changes, holidays happening in different cultures around the world, about maps and globes, and now about differentiating landforms. The standards used for this lesson plan indicate that students should be able to differentiate land and water features on simple maps and globes. This lesson is a necessary element, because it helps the children to understand the difference between landforms all over the world.
Do you cross cross the curriculum? curriculum? What other other content content fields (language (language arts, science, science, math, the arts, arts, physical CCSS (LAFS/MAFS)/Next education, technology) do you address in this lesson? Generation Sunshine State Standards List each standard that will be NCSS Themes: addressed during the lesson. The study of people, places, and environments enables us to understand the relationship between human Cutting and pasting from the populations populations and the physical physical world. website is allowed. You must have a minimum of 3 standards NGSSS: that represent multiple content SS.K.G.1.4 Differentiate land and water features on simple maps and globes. areas identified in this portion of the lesson plan. LAFS.K.SL.1.1 Participate in collaborative conversations conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. A.) Follow agreed-upon rules for These can be downloaded from discussions (e.g., listening to others and taking turns speaking about the topics and texts under the Florida Dept of Education discussion). B.) Continue a conversation through multiple exchanges. www.cpalms.org/homepage/ind LAFS.K.L.3.6: Use words and phrases acquired through conversations, reading and being read to, and ex.aspx.. ex.aspx responding responding to texts. Modified 1/16 – 1/16 – Van Van De Mark from document created by L. Spaulding
Lesson Plan Template Template LAFS.K.RI.1.1: With prompting and support, ask and answer questions about key details in a text. LAFS.K.RI.4.10: Actively engage in group reading activities with purpose and understanding. LAFS.K.SL.2.4: Describe familiar people, places, things, and events and, with prompting and support, provide additional additional detail. detail. Learning Objectives What will students know and be able to do do at the end of this this lesson? Be sure to set significant significant (related to CCSS/LAFS/MAFS, and NGSSS), challenging, challenging, measurable and appropriate learning goals!
Depending Depending on the topic, topic, grade level level and length of of time required for for lesson, 3-5 objectives objectives may be acceptable. Remember Remember – – a a learning objective is a statement in specific and measurable terms that describes what the learner will know or be able to do as a result of engaging in a learning activity as well as how that learning will be demonstrated. All learning objectives should begin with: Students will After exploring the raised form map and simple globe, watching the landform video, and completing the landform worksheet: I can answer the question , “What is your favorite land feature and why?” After this lesson, I can identify land and water features on a map and globe.
Student Activities & Procedures
Design for I nstructio nstruction n What best practice strategies will be implemented? How will you communicate student expectation? What products will be developed and created by students? Consider Contextual Factors (learning differences/learning environment) that may be in place in your your classroom.
This is the heart of the lesson plan. B e speci specififi c. D escri be lesson in in a step-by-step step-by-step,, number number ed sequence sequence,, including teacher and student activities. Be sure to include key questions for discussion, collaborative structures, etc. etc. (This section includes includes EVERYTHING and should be highly detailed!) detailed!)
1. Teacher will ask students students to gather around the carpet in a circle. She will ask the students: “Do you remember what you learned yesterday in the lesson about maps?” (Expect responses such as: “We learned about maps and globes.”) After teacher reminds students of the previous day’s lesson, she will tell students that today they will continue to study maps and globes, and they will be learning about the different landforms on a map and globe. Teacher will then ask students: “Do you know what the word landform means?” (Expect responses such as: “form of land”) She will explain to them that a landform is a feature of the earth. She will then ask students: “Do you know of any features of the earth?” (Expect responses such as: my house, water, mountains, etc.) Teacher will then tell students that they are going to be exploring a raised map, and a globe. 2. Teacher will place the raised map in the middle of the circle and allow the students to feel the different features of the map (three students at a time) to allow them get a feel of the different landforms such as mountains, water bodies, and land. She will then place a globe in the middle of the circle and allow the students to repeat the same procedure as the map.
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Lesson Plan Template Template 3. After all the students have explored the map and globe, the teacher will ask the students to turn to face the projector (or smart board) to watch a video about the different types of landforms. The teacher will then show the video titled “Landforms of the Earth”. https://www.youtube.com/watch?v=mw9YIFoDzww&t=16s . 4. After the video is shown, the teacher will send the children back to their seats and tell them to sit quietly while she hands out the worksheets they are going to do next. The teacher will give each child a worksheet worksheet titled “Land and Water”, Water” , and a sandwich bag with the pre-cut names of different landforms and water for them to stick in the correct places on the worksheet. (See Appendix I) 5. Once each child has a worksheet and sandwich bag, the teacher will show their own copy of the worksheet on the doc-camera and model the steps showing the students where to stick each of the landform names to their corresponding picture places on the worksheet. The students will first be asked to write their names, and the date on the top of the worksheet, and the teacher will model this as she writes her own name, and the date at the top of the worksheet on the doc-camera. 6. Next, teacher will ask students to locate the ocean. The teacher will show students what the word looks like. The teacher can ask students to point where the ocean is on their worksheet and then paste the corresponding word. The teacher will repeat the same step with each geographical feature until each student has completed the worksheet. (If there is time, students may color in their worksheets by coloring the water blue and the land features green.) 7. After worksheets are completed and glued in students’ notebooks, teacher will begin a discussion about the video they watched and their worksheet activity. Teacher will ask students guided questions, while having individual students come up to the map and globe to point to the areas she is talking about. Some examples of questions are: What was your favorite land feature? (Expect results such as; mountains, valleys, etc.) Have you seen any of these before? (expect students to talk about where they have seen them) Does land or water cover more area on Earth? (lead them to say water) Can you point out these land features on a map or globe? (have students come up one at a time and point them out while saying what they are) Is it different finding these land features on a globe rather than a map? Can you find these features on both the map and the globe?
8. Once the classroom discussion about the video is completed, the teacher will ask students to turn to the person next to them and discuss their favorite land or water feature. Then, each student will be given Modified 1/16 – 1/16 – Van Van De Mark from document created by L. Spaulding
Lesson Plan Template Template a piece of paper to write what their favorite landform is, and why. The students may also accompany a picture to further further explain what what their favorite favorite landform may may look like. like. The teacher can can give sentence sentence frames such as: My favorite landform is __________, because __________.
Daily Lesson Plan Assessment: Assessment How will student learning be assessed? Students will be assessed in the following ways: Authentic/Alternative Observations of the students’ responses to the guided questions during the discussions, as well as their assessments? participation levels during the labelling and and coloring of their worksheet worksheet will be monitored monitored throughout throughout Does your assessment align the lesson. with your objectives, Students will also be assessed through their responses to the post-test. The teacher will bring up the standards and procedures? KWL chart that was started at the beginning of the unit (in the ‘Seasons’ lesson plan) on the projector, Informal assessment (multiple and the students will help her to complete the L column by answering the following guided questions in modes): participation rubrics, relation to the unit as a whole: journal entries, entries, collaborative “What did you learn about the world?” planning/presentation planning/presentation notes notes “What did you learn about the seasons?” “How many seasons are there?” “Name the four seasons.” “What holidays did you learn about?” “What did you learn about Holi?” “What did you learn about Carnival/Mardi Gras?” “What did you learn about the Obon festival?”
“What did you learn about Thanksgiving ?” “What did you learn about maps and globes?” “What do you use a map for?” “What did you learn about the cardinal points?” “How many cardinal points are there?” “What are they?” “What did you learn about landforms?” “What is a landform?” Modified 1/16 – 1/16 – Van Van De Mark from document created by L. Spaulding
Lesson Plan Template Template “How many bodies of water are there?”
“Name the different bodies of water?”
***Materials that will be used for assessment and examples of tasks and projects must be included with the lesson plan. Resources/Materials
ALL resources including but but not limited to; internet internet sites, professional professional resources resources - books, books, journals (titles and authors), children’s c hildren’s literature, etc. should be noted here. Citations should be in APA format. Books/Digital Resources:
[Makemegenius]. (2013, September 25). Landforms 25). Landforms of the the earth - with kids kids kindergarten kindergarten pre-schooler pre-schooler kids. kids. [Video File]. Retrieved from https://www.youtube.com/watch?v=mw9YIFoDzww&t=71s . Materials: Raised map Simple globe YouTube video Crayons Markers Colored pencils Glue Landforms worksheet Pre-cut corresponding landform names Sandwich bags KWL chart
Exceptionalities What accommodations or modifications do you make for ESOL, Gifted/Talented Gifted/Talented students, Learning/Reading disabilities, etc.
ESOL: SLIDE (Show, Look, Investigate, Investigate, Demonstrate, Experience) Experience) & TREAD (Tell, Read, Explain, Ask/Answer, Ask/Answer, Discuss) Gesture when leading a discussion. Show – Show – Pictures Pictures of what is being discussed or explained Show - YouTube video explaining landforms Demonstrate (model) – (model) – how how to do the worksheet. Explain – Explain – Explain Explain the instructions to the students about the worksheet. Ask/Answer – Ask/Answer – Use Use simplified, levelled questions in order to get desired responses from students. Beginner level – level – yes/no yes/no questions, intermediate level – level – restricted restricted tense questions, advanced advanced level
These accommodations and/or modifications should be listed
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within the procedures section of the lesson plan as well as in this section of the document.
Lesson Plan Template Template – complex complex tense and mood questions Increase wait time in between responses responses
Students with Learning Differences: Show – Show – Pictures Pictures of what is being discussed or explained. Show - YouTube video explaining landforms Demonstrate (model) – (model) – how how to do the worksheet. Explain – Explain – Explain Explain the instructions to the students about the worksheet. Increase wait time in between responses responses
Gifted/Talented: Provide more opportunities for them to learn: Have them write the labels for the names of the landforms instead of cutting and pasting the labels. The teacher can also challenge gifted students by allowing them to create their own sentence structures. Students will be asked to pay attention to the landforms and bodies of water between school and their homes by looking out the car or bus window. Students will take note or draw pictures of what different landforms and bodies of water they see and be prepared to discuss it in class or share their pictures the following morning.
Lesson Extensions
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Lesson Plan Template Template Appendices Appendix I
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