ED 345 Calvin College Lesson Planning Form

Teacher: Annelise VanDyken Date: 4/10/17 Subject/ Topic/ Theme: Social Studies - Midwest states

I. Objectives
What is the main focus of this lesson?
Students will get a better understanding of the kinds of landforms that are found in the Midwestern states.
How does this lesson tie in to a unit plan? (If applicable.)
This is the third lesson in a unit plan.
What are your objectives for this lesson? (As many as needed.) I ndicate connections to applicable national or state standards. If
an objective applies to only certain students write the name(s) of the student(s) to whom it applies.

Students will be able to:

Recognize the main landforms that are prevalent in the Midwestern states
Create a map that features different landforms from the Midwestern states

4 G1.0.4 Use geographic tools and technologies, stories, songs, and pictures to answer
geographic questions about the United States.
4 G1.0.1 Identify questions geographers ask in examining the United States (e.g., Where it is?
What is it like there? How is it connected to other places?).

II. Before you start

Prerequisite knowledge and skills.
Assessment
(formative and summative)
Students have already been introduced to some elements of the Midwestern states. Students
have also created study kits that will help them become more familiar with the states,
capitals, and abbreviations.
Formative: Teacher will ask the students questions about the Midwestern state locations, and
the teacher will also observe the students as they work on their maps.

Universal Design for Learning Networks/Domains (see UDL Guidelines)

RECOGNITION
Multiple Means of Representation
Options for Perception
Teacher reads the students a book and
shows the pictures. She shows additional
pictures as needed.
STRATEGIC
Multiple Means of Expression (Action)
Options for action/interaction
Students turn and talk with a partner in
response to some of the questions posed
by the teacher.
AFFECTIVE
Multiple Means of Engagement
Options for recruiting interest
Teacher begins by reading a book and
asking students other questions to
promote engagement.

Options for Language/Symbols
Teacher asks questions about the book,
reads the words and allows students to
view pictures. Teacher puts a visual of a
sample map on the board and has the
students use a template to write in the
important landmarks, etc.
Options for Expression
Students will create maps of the
Midwestern states using a sample
template. Students can respond to the
teachers comprehension questions
during the book reading.
Options for Sustaining Effort & Persistence
Teacher gives students specific criteria
they need to complete when working on
their maps.

Options for Executive Function Options for Self Regulation

Options for Comprehension
Students read along with the book and
answer comprehension questions posed by
the teacher.
Students can give reasoning for their
responses to the questions from the book
and take time to think through responses.
They are also deliberate in their
mapmaking.
Students are held accountable to the
checklist on their maps - they know what
they need to finish.

Materials-what materials (books,
handouts, etc) do you need for this
lesson and do you have them?
Book: If Youre Not from the Prairie
Sample page for the Midwest landforms
Midwest landforms worksheets
Classroom map of the United States
colored pencils & pencils
Pictures of different animals

Students start out in the middle of the classroom. Then, they return to their seats when they
Do you need to set up your begin working on their maps.
classroom in any special way for
this lesson? If so, describe it.

III. The Plan

Time The description of (script for) the lesson, wherein you describe teacher activities and student
Parts
activities
1 min 1) Teacher begins by having students join her in the middle. She will be reading a storybook about
the Midwestern prairies to begin. She introduces it by pointing out the Great Plains on the
pull-down map.
5 min a) Teacher reads the book If Youre Not from the Prairie
b) Teacher asks comprehension/thought questions along the way to promote
engagement with the students. Students can turn and talk with a partner for some of
10 the questions if there is not a large amount of student response.
min i) Why do you think the prairies have so much wind? Why might there not be
Motivation many trees/tall plants?
(Opening/ ii) Grass - show some different kinds of grass from the nature preserve (if
Introduction/ possible) What are some kinds of grasses that are used for food? (corn,
Engagement) wheat, barley, other grains, oats)
iii) Places with the most snow - Michigan, S. Dak, N. Dak, Minnesota (about 37-45
inches per year). What kinds of problems does snow cause?
iv) ND and Min have very low temperatures - why might this make sense based
on their location?
v) Red or brown skin -- why might this be the case? (chapped lips due to wind,
many people are outside for long periods of time, etc -- be careful about this
question)
5 min vi) Lets explore different animals that can be found in the Midwest -- does
anyone know these animals? (teacher shows pictures of mule deer,
grasshoppers, prairie dogs, etc - What do you know already about these
animals?) - teacher goes on to explain more about them and characteristics
vii) Teacher shows pictures of a water buffalo and bison -- teacher explains
difference between buffalo and bison, explaining how American buffalo are a
name for bison
c) After the teacher is done reading the book, she points out that the plains are a major
landform in the Midwestern states. What are some other major landforms, bodies of
water, etc that you know in the Midwest? Do you remember seeing some interesting
pictures from the exploration activity we did? Teacher goes over some of the
important landforms and features using a map:
i) The individual Great Lakes -- point out where they lie in relation to Michigan,
the rest of the Midwest
ii) What are some important rivers that flow through the Midwest? - Missouri,
Mississippi, Ohio. How might they be important? (transportation, enriching
the soil, etc).
iii) The Central Lowlands
iv) The Great Plains - Where do you think the prairie, also known as the Great
Plains, lies?
v) The Ozark Plateau
2) Teacher tells students that they will be making maps of the Midwestern region representing
important physical features.
20-25 Development 1) Teacher explains that the students will be making maps that reflect the different landforms,
min rivers, and other major features that are prevalent in the midwest. Teacher emphasizes that the
students will need to be neat and clear with their drawing and labeling. Teacher challenges
students to fill out the state names and capitals first without looking at a resource to test their
knowledge.
a) She passes out the maps for each of the students. Teacher shows a sample that she
made and explains that the students will be labeling landforms, rivers, and bodies of
water in the midwest. They can use the sample sheet as a guide.
b) Students can label the different features with pencils and then trace over them with
black marker
c) Students can then color in the states with coloring utensils.
d) (For future: Rather than using a sample sheet, students should be given access to
atlases, maps, etc. for drawing in important features of the Midwestern states.
Students can also use an elevation worksheet or physical feature map to help with
coloring)

When students have completed their landform maps, they can compare them with a partner and makes
sure that they have all of the necessary components labeled. They can then turn them in. If they finish
Closure early, they can:
Study their states and capitals
Pick a book from the Midwestern state cart and read through it

Your reflection on the lesson including ideas for improvement for next time: