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Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Laura DeGroot


Date
April 8, 2015
___Second_____________

Subject/ Topic/ Theme

Hills- Lesson Three

Grade

I. Objectives
How does this lesson connect to the unit plan?
This lesson will teach about hills which is one of the 5 landforms that the students have to know
cognitiveR U Ap An E C*

Learners will be able to:

physical
development

socioemotional

R
U

List the landforms weve learned so far- mountains, plains, hills


Give a definition of a hill
List the types of plants and animals found in/on hills
Say the type of weather that occurs in the hills
Work together effectively in groups
Work together in pairs

R
R
x
x

Common Core standards (or GLCEs if not available in Common Core) addressed:

E.SE.02.21 Describe the major landforms of the surface of the Earth (mountains, plains,
plateaus, valleys, hills).
Speaking and Listening Standards K5 1. Participate in collaborative conversations with diverse partners about grade
2 topics and texts with peers and adults in small and larger groups. a. Follow agreed-upon rules for discussions (e.g.,
gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts
under discussion). b. Build on others talk in conversations by linking their comments to the remarks of others. c. Ask
for clarification and further explanation as needed about the topics and texts under discussion.
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start


Identify prerequisite
knowledge and skills.

Students will need to know what a mountain is and how they change shape with water and wind
They will need to be able to read and write
Pre-assessment (for learning):

Face Feature activity


Review of terminology
Outline assessment
activities
(applicable to this lesson)

What barriers might this


lesson present?
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?

Formative (for learning):

I will assess students as share their ideas on weather, plants, and animals
Formative (as learning):

Students will assess their own learning and knowledge as their groups work together to fill out their
worksheet on either weather, plants, or animals.
Summative (of learning):
Hills worksheet
Provide Multiple Means of
Representation
Provide options for perceptionmaking information perceptible

Provide Multiple Means of


Action and Expression
Provide options for physical actionincrease options for interaction

Slide show
Group worksheet

Students working in groupsinteracting with each other

Provide options for language,


mathematical expressions, and
symbols- clarify & connect
language

Provide options for expression and


communication- increase medium
of expression

Poster in front of classroom

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Student who werent writing will


share answers aloud

Provide Multiple Means of


Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
Students can share answers on
paper or aloud
Provide options for sustaining
effort and persistence- optimize
challenge, collaboration, masteryoriented feedback
Group work

Provide options for


comprehension- activate, apply &
highlight

Provide options for executive


functions- coordinate short & long
term goals, monitor progress, and
modify strategies

Provide options for self-regulationexpectations, personal skills and


strategies, self-assessment &
reflection

Students will understand that


this information might appear
on other worksheets and they
are expected to know the
information

I will correct each students


worksheet and give it back to them
so they can see what they got
wrong.

End of lesson worksheet

Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to use?

Poster
Hills worksheet
Slideshow

Students will be in their seats working with their groups


How will your classroom
be set up for this lesson?
III. The Plan
Time

10min

5min

Components
Motivation
(opening/
introduction/
engagement)

Development
(the largest
component or
main body of
the lesson)

Describe teacher activities


AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
I will review what the words feature and landform
Students will tell me what the words mean
mean
I will review the landforms we have learned so far- Students will tell me what two landforms we have
mountain and plain
learned so far
I will show the students a picture of a mountain
next to a picture of a hill
How are these two pictures different?
Students will tell me how they are different
Now feel your face. Which part of your face
might represent a hill. We said our nose was
mountain, so what is a hill? Our lips? Our eye
Students will add their own input
brows?
I will give the definition of a hill- a hill is a raised
area of land that is more rounded than a mountain,
and not as tall.
Why do you think mountains are rounded, not
Students will come up with ideas on why
pointy? What causes them to be rounded?
mountains are round.
If students dont answer, prompt them by saying,
We learned that mountains can change shape. Do
you remember how they change shape? Might
these same things cause hills to be round?
Can you guys think of any places where there are
hills?

3min

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Have students give ideas


Students will be able to go table by table to look
out the window.

Did you know that our school is on a hill? If you


look out our window you can see that the land goes
way down. We live on top of a hill!
Since you guys go to school on a hill, Im going
to have you guys be the teachers. You are going to
help me come up with what the weather is like,
what plants grow here, and what animals live
here.

5min

Students will come up with answers and fill out


their sheets

I will assign each group a task- weather, plants, or


animals. They will work as a group to come up
with information on each. They will pick one
person in the group to be the writer- the others will
be brainstormers. I will give them each a sheet to
keep track of their information on.
10min

You guys have 10 minutes to come up with as


many ideas as you can. Think about the types of
weather we fill out in our books, and the types of
animals and plants you see outside. If you need
more room to write you may use the back of your
paper. If you dont know how to spell something,
try your best to sound it out. Its okay if it isnt
spelled correctly.

10min

I will have a big poster up front that I will be


writing on. Students will share their ideas on
weather, plants, and animals. I will correct them if
theyre wrong and elaborate on their answers to
enhance their learning.

10min

Closure
(conclusion,
culmination,
wrap-up)

I will pass out the worksheet to the students.


I will tell the students that they may work with
their table partner if they want to, but they must
each complete their own paper. I will remind them
to stay seated. If they have a question they must
raise their hands and I will come help them. I will
tell them that they only have 10 minutes to do this
so they must focus to finish their worksheet. I will
collect the worksheets at the end of the ten
minutes.

Students will work on their worksheets

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.)

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