Bridgewater College Teacher Education Program Lesson Plan

Name: Brooke Carter

Subject/G Lesson Unit: Date or

rade Title: Lesson #:
Level: 1.2
On the #8
History & Move
Social
Science/1
st

Virginia SOL/National Standard:

c) life in Virginia today, including food, clothing, shelter,

transportation, and recreation.

Essential Knowledge:

-Communities in Virginia use various types of transportation to meet their needs.

Measurable Lesson Objective(s)/Learning Intention:

-Student will be able to interpret the difference between rural and urban
areas.

-Student will be able to show which types of transportation are more

common in rural areas.

-Student will be able to demonstrate which types of transportation are

more common in urban areas.

Student-Centered Success Criteria:

-I can distinguish the difference between rural and urban areas.

-I can indicate which types of transportation are more commonly seen and
used in rural areas.

-I can represent which types of transportation are more commonly seen

and used in urban areas.

Assessment (Formative and/or Summative):

-Student will be able to classify which types of transportation are more

commonly seen and used in either rural or urban areas by pointing to the
side of the room that is labeled rural or urban.
Materials/Technologies/Resources Needed:

-18 Pre-cut and labeled foldables

-Document Camera

-White board

-Dry erase markers

-Pencils

-Rural and urban sign

-Tape

Anticipatory Set (Hook & Agenda)

Teacher will: Stude Accommodations/Differentiation: Anticipat

nts ed Time:
1) Hold up a will: ADHD:
picture of a
Make sure this student is listening and 2 minutes
bus and ask 1) Say
not distracting others around them.
students a bus
what it is. Engage them in the discussion.
2) Hold up a Physical Disability (physical
2) Say
picture of a functioning/mobility):
a
tractor and tracto Give this student an opportunity to
ask students r speak if they cannot raise their hand.
what it is
(See copy
of these
two 3) Say
pictures at you
bottom of ride in
lesson plan them
#1). or
they
3) Ask take
students you
what these places
two things .
have in
common.
4) Explain
they can both
be used as
types of
transportatio
n.
5) Define
what
transportatio
n is and write
it on board.

Access /Review Prior Knowledge

Teacher will: Students will: Accommodations/Differenti Anticip
ation: ated
1) Ask 1) Students will say Time:
students how they got to ADHD:
what type of school today (car, 30
Make sure this student is
transportatio truck, bus, etc.) second
listening and not distracting
n got them to s
others around them.
school today.
Engage them in the
2) Listen to discussion.
responses.
Physical Disability
(physical
functioning/mobility):
Try to give this student an
opportunity to speak if they
cannot raise their hand.
Teaching Process & Modeling (Content is presented, accessed or built)
Guided Practice & Checking for Understanding
Independent Practice
There is no prescribed order to this section; you must tailor the order to the students and
the content. This should be the longest portion of your lesson plan.
Teacher will: Students will: Accommodations/Differenti Anticip
ation: ated
Time:
Teaching Process & Modeling
Teaching Teaching Process &
(Content is presented, Teaching
Process & Modeling (Content is
accessed, or built): Process
Modeling presented, accessed,
(Content is or built): &
ADHD:
presented, Modelin
accessed, or Make sure this student is g
built): staying on task and is filling (Content
out foldable. is
1) Explain to presente
students that 2) Turn to an elbow Call on student to get them d,
the types of partner and say involved in the discussion. accesse
transportatio d, or
rural. Make sure to make it clear
n used in built):
when things should be
peoples written and where on
everyday foldable. 15
lives depends minutes
on where 3) Turn to an elbow If this student is distracting
they live. partner and say others around them move
Explain urban. them to empty table in
people use room.
transportatio
Physical Disability
n to get from
(physical
one place to
functioning/mobility):
another.
If this student is unable to
2) Tell them
write have foldable already
there are two
filled out for them. (copy
big types of
of completed foldable at
areas people
the bottom of the lesson
live. Rural
6) Say which plan)
areas which
picture represents Give this student an
are what we
a rural area. Write opportunity to speak and
also
rural on the flap participate in the discussion
sometimes
next to the if they cannot raise their
call the
picture . hand.
countryside.
Where there
are farms, 7) Say which
less traffic picture represents
and its less a urban area. Write
noisy. Have urban on the other
them turn to flap next to the
an elbow picture.
partner and
say rural. 8) Students will
3) Tell them name types of
them the transportation seen
other main or used more often
type of area in rural areas. Will Guided Practice/Checking for
people live is write down types of Understanding
called urban transportation on
areas, which foldable and look
up at the board to ADHD:
are cities. Tell
them a city see the teachers Make sure this student is
close to them copy to help for traveling safely.
or give them spelling if needed.
Give clear directions about Guided
examples of
what it means to travel Practice/
cities like 9) Students will safely from one side of the Checkin
New York. name types of g for
room to another.
Have them transportation seen Underst
turn to an or used more often Give clear expectations for anding
elbow in urban areas. Will activity when giving
partner and write down types of directions.
10
say urban. transportation on minutes
4) Pass out foldable and look Physical Disability
up at the board to (physical
already cut see the teachers functioning/mobility):
foldable to copy to help for
If this student move from
students with spelling if needed.
one side of the room to the
pictures on
other identify rural or urban
the two front
they can point.
flaps (see
copy at If this student cannot point
bottom of or walk this student can
lesson plan turn head to choose the
#2). rural or urban side of the
room.
5) Teacher Guided
should fill Practice/Checking for
foldable with Understanding
students 1) Stand up and Independent Practice:
under the gather in the ADHD:
document center of the room
camera to on the rug. Make sure to give clear
help students directions about what is to
with spelling be done.
and to help Make sure to set clear
guide them. expectations about
6) Ask behavior during this
students activity.
about May need to have this
pictures on student stand next to the Indepen
the foldable teacher away from other dent
and ask them students. Practice:
which picture
represents a Physical Disability
rural area. (physical 10
4) Travel to the functioning/mobility): minute
Once this is side of the room
determined If this student cannot move s
where the
students transportation arms they can close their
write rural on called out by the eyes and turn their head to
that flap next teacher is used or the side of the room to
to the seen more while choose either rural or
picture. also imitating that urban.
7) Remind type of
students transportation.
what a rural 5) Explain why
area is. Then they traveled to
ask students the area they did.
to write
urban on the
other flap
and remind
students
what an
urban area is.
8) Flip up
rural flap on Independent
foldable. Ask Practice:
students
what types of 1) Stand in a
transportatio staggered line in
n that people the middle of the
use MORE room.
often in the
countryside
or rural
areas.
(School
busses,
tractors, cars,
trucks)
Explain each
of these
things as the
teacher and
students
write them
down under
5) Students will
the rural flap.
close and cover
9) Then, have their eyes, listen to
students flip the teacher call out
up the urban a type of
side of the transportation and
foldable. Ask point to the side of
students the room that has
what types of the area where the
transportatio type of
n people use transportation is
MORE in used or seen more.
cities.
(Busses,
6) Open their eyes
taxis, cars,
and listen to
railways)
teacher.
Explain each
of these
things as the
teacher and
students
write them
down.
10) For things
that can be
found
frequently in
both rural
and urban
areas explain
to students
that some
types of
transportatio
n are really
common (for
example cars
are used a lot
in both rural
and urban
areas).
(See copy
of
completed
foldable at
bottom of
lesson plan
#3)
Guided
Practice/Check
ing for
Understanding
1) Have
students
stand up and
gather in the
center of the
room on the
rug.
2) Point to
the two sides
of the room.
One side is
labeled rural
and one side
is labeled
urban. Read
them as you
point (see
copy of
these signs
at bottom
of lesson
plan #4).
3) Tell
students the
teacher is
going to
name a type
of
transportatio
n and that
they should
travel to the
side of of the
classroom
where that
type of
transportatio
n is used and
seen MORE
often. Tell
them that as
they travel
they should
act like the
type of
transportatio
n. For
example,
making the
noises that
the type of
transportatio
n makes,
driving the
type of
transportatio
n or moving
like it.
4) Call out
different
types of
transportatio
n to students
that was
written on
the foldable.

5) As
students go
to either the
rural or urban
side of the
room
depending on
the type of
transportatio
n called out
by the
teacher ask
students to
explain why
they went
where they
did. If there is
any
confusion the
teacher
should clarify.

Independent
Practice:
1) Have
students
stand in a
staggered
line in the
middle of the
room.
2) Tell the
students they
are going to
do something
very similar
to what they
just did
before only
this time they
will stay
standing
where they
are and they
will not travel
from one side
of the room
to the other.
3) Tell them
the teacher is
going to call
out a type of
transportatio
n and they
need to point
to the side of
the room that
has the area
where the
type of
transportatio
n called out
is used or
seen MORE.
4) Before the
teacher calls
out a type of
transportatio
n she should
tell students
to point to
the rural side
of the room
and then to
the urban
side of the
room EVERY
time because
students will
close their
eyes right
before the
teacher calls
out a type of
transportatio
n.
5) The
teacher will
tell students
to close their
eyes and
cover them
with one
hand, then
will call out
some type of
transportatio
n that was
written on
foldable
earlier.

6) Tell
students to
open their
eyes. Explain
why the type
of
transportatio
n would be
used or seen
MORE in rural
or urban
areas.
Teacher
should do
this each
time before
having
students
point to the
rural and
urban side of
the room,
having
students
close their
eyes and
saying a new
type of
transportatio
n.

Closure

Teacher Students will: Accommodations/Differentiat Anticipat

will: ion: ed Time:
1) Raise their
1) Ask hands and ADHD: 1 minute
students to describe the
describe difference Engage this student into the
the between a discussion.
difference rural and urban
between a area. Move them if they are
rural and distracting those around
urban area. them.

Physical Disability
(physical
functioning/mobility):
Give this student an
opportunity to participate in
the discussion if they cannot
raise their hand.

Declarative Summary Statement: Remember a rural area is the countryside

where cars, trucks and tractors are seen and used more often; while urban
areas are the cities where busses, taxis and railways are seen and used
more often.

Activity If Extra Time Remains or Technology Fails

Teacher will: Students will: Accommodations/Differentiat Anticipat

ion: ed Time:
Extra Time: Extra Time:
Extra Time: Extra
1) Do activity 1) Listen to Time:
that was teacher call out a ADHD:
done during type of 5
Make sure this student is
guided transportation minutes
traveling safely.
practice and travel to the
where side of the room Give clear directions about
students that has the area what it means to travel Technol
moved to the where the safely from one side of the ogy
rural or urban transportation is room to another. Fails:
side of the seen or used Give clear expectations for 15
room. more often, while activity when giving minutes
imitating that directions.
type of
transportation.
Technology Physical Disability
Fails: Technology (physical
Fails: functioning/mobility):
1) Draw
foldable on 1) Look up to If this student move from
white board white board to one side of the room to the
to fill it out help with other identify rural or urban
along with spelling on they can point.
students as student copy of If this student cannot point
types of foldable. or walk this student can turn
transportatio head to choose the rural or
n are named. urban side of the room.
 Technology Fails:
ADHD:
Make sure this student is
staying on task and is filling
out foldable.
Call on student to get them
involved in the discussion.
Make sure to make it clear
when things should be
written and where on
foldable.
If this student is distracting
others around them move
them to empty table in
room.
Physical Disability
(physical
functioning/mobility):
If this student is unable to
write have foldable already
filled out for them. (copy of
completed foldable at the
bottom of the lesson
plan)
Give this student an
opportunity to speak and
participate in the discussion
if they cannot raise their
hand.

Note: Attach or provide hyperlink to all handouts, external documents,

resources, etc throughout the lesson plan in appropriate sections.

Forethought: What could go wrong with this lesson plan - if this happens -

what will you do?

This lesson could go over the allotted time because the teaching
process could end up taking longer than fifteen minutes. If I notice I was short
on time after the teaching process was complete I would shorten the guided
practice to have time for the independent practice. Students could easily get
off task during both the guided practice and independent practice. If certain
students continued to stay off task and not follow directions even after they
were reminded I would have them stand next to me and point for both parts
of the lesson plan.

#1 Pictures teacher will hold up for attention grabber:

#2 Foldable that will be handed to students:

#3 Completed foldable:
#4 Signs that will be hung up in the classroom: