Lesson Plan 3

I.               Rationale

The reason for teaching this lesson is to make sure students understand the vocabulary and difference between human and physical features on earth and where they can be located in real life examples. This lesson matches requirements for fourth grade geography under the subject area of social studies under Arizona’s College and Career Ready Standards.

II.             Overview

a.     Grade level: Fourth Grade

b.     Subject: Social Studies – Geography  

c.     Topic of Study: Human vs. Physical Features   

d.     Time Allotment: One hour  

e.     Standards: Arizona’s College and Career Ready Standards

·      PO 5. Describe chara cteristics of human and physical features: a. physical – (i.e., river, lake, mountain, range, coa st, sea, desert, gulf, bay, strait, plain, valley, volcanoes, isthmus, canyon, plateau, mesa, oasis, dunes) b. human – (i.e., equator, four hemispheres, city, state, c ountry, harbor, dams, territory, c ounty)

·      PO 6. Locate physical and human features u sing m a p s, illustratio ns, images, or globes: a. physical (i.e., river, lake, mountain range, coa st, sea, desert, gulf, bay, strait) b. human (i. e., equator four hemispheres, city, state, c ountry, roads, railroads)

·       PO 7. Locate physical and human features in Ari zona using maps, illustrations, or images: a. physical (e.g., Grand Canyon, Mogollon Rim, Colorado River, Gila River, Salt River) b. human (e. g., Phoenix, Yuma, Flagstaff, Tucson, Prescott, Hoover Dam, Roosevelt Dam)

f.      Objectives: TSWBAT identify the vocabulary and difference between physical and human features. They will productively create a portfolio of real life examples using their own images from Google Earth.

III.           Implementation

a.     Procedure:

·      The teacher will introduce the objective of the lesson.

·      The students will be emailed a premade document on Inspiration, which they will use on their individual iPads.

·      The teacher will guide discussion in what the students think human and physical features are, where the students will record their definition in their own words on their Inspiration document.

·      The students will then discuss examples for each human and physical features and the teacher will step in with examples when necessary.

·      The students will then go onto Google Earth on their iPads and locate 4 human features and 4 physical features. (The teacher will explain to the students that they can enter in a specific example or explore freely to find their examples).

·      The students will take screen shots of each of the examples they find.

·      The students will then go on to Pixie on the iPad to create a portfolio of the examples they found.

1.     The students will create a title page which includes the title of Human vs. Physical Features, their name, and the definition of each feature

2.     The students will create one page for each of their examples they found. Each page will include the title of what type of feature it is, their picture taken from Google Earth, and a description of where it is located and why it is that feature.

·      The teacher will ask students to share their examples to the class.

·      The teacher will ask the students if anyone found any physical or human features in Arizona (part of the standard) and explain that we have these features right here in AZ too.

b.     Technology Integration

·      The teacher will use their email to send the document on Inspiration to the students.  

·      The teacher will also use Google Earth and Pixie to show examples to students and direct instructions on what the students need to be doing.  

·      Students will use their own individual iPad.

·      The students will use their email to receive the document on inspiration.

·      The students will use Inspiration to record the definitions of human and physical features and examples of each.

·      The students will use Google Earth to search for real life examples of human and physical features.

·      The students will use Pixie to create their portfolio.

c.     Differentiated Integration

·      Cognitive Delay: Students with cognitive delays will be provided with a peer buddy to help them navigate the various technology components. They may also be provided with a list of examples they could search for so they don’t have to come up with their own examples and spend too much time searching for them.

·      Gifted: Students who are gifted will be challenged by being asked to provide one extra examples of each human and physical feature that is located in AZ.

·      ELL: Students who are English Language Learners will be given support by being given a list of real life examples of human and physical features to accommodate their possibly not knowing what these types of things are due to vocabulary.

IV.           Assessment

a.     Procedure

·      The assessment portion of this lesson will be the student’s ability to successfully create their portfolio including the correct titles and the correct reason why that specific picture is a physical or human feature.

·      They will also be assessed on organization of their document on Inspiration and how well organized their pages in their portfolio are.

b.     Instruments

·      iPad

·      Inspiration

·      Google Earth

·      Pixie

V.             Materials and Resources  

Blog Phase 2 Lesson Plan 2

1. Instructional Decisions/Teaching (InTask Standard # 9): Discuss the implementation process and describe
• What went well and what didn't go well during the implementation of your lesson?
• I feel like my lesson went very well this time. I planned out the time length perfectly and was able to cover all of the material smoothly. I was able to transition from the lesson portion to the assignment and assessment very easily.
• How well was the alignment to objectives and standards maintained?
• The alignment to the objectives was maintained very well. I was able to stay on task with the students and we hit each objective planned.
• Describe any modifications made during the implementation of the lesson
• During the lesson one modification I made was allowing the students to do their plot diagram on a movie instead of a book or story. I felt this would still be acceptable because they would still be learning the key elements in plot with a movie.
2. Mechanics:
• What technologies did I use (for the teacher and the learner)?
• Smart Board
• Google Slides
• Pixie
• How were the technologies used (by whom and in what manner)?
• As the teacher I used the Smart Board to display the power point on Google Slides. I pre planned the power point and used that during the lesson to fill in the student’s definition of each vocabulary term and to put the vocab terms in order on the actual plot diagram. I also had a slide to show the instructions for the assignment.
• The students used Pixie on their individual computers to create their own plot diagram.
• My lesson was within the correct time frame
• My lesson was within the correct time frame because I planned it accordingly and stuck to each time frame for the different parts of the lesson.
3. Assessment of Learning (InTask Standard # 6): Refer to Assessing Student Learning
• Include at least 2 digital artifacts that demonstrate what you or your students (peers) have created as a result of your lesson

• Describe your students' level of success in achieving the standards and objectives for your lesson based on your assessment
• The students were very successful in achieving the standards and objectives and were able to create their own plot diagrams with all the correct parts necessary.
• Describe the level of success you had in teaching the lesson
• How do your individual reflections support this?
1. I personally think the lesson went great. The students were engaged and were successful in their creation of their own plot diagrams
• How do the comments from your classmates support this?
1. Overall based on the comments from my classmates they liked the lesson a lot. They thought that I was well prepared and liked how I explained how this lesson would lead into the student’s next lesson.
2. One thing they thought I could improve on was maybe explaining to the students how to use Pixie. My intentions for the lesson implied that the student’s already had experience using Pixie but I will be sure to clarify that in the future.
1. What did you learn from designing and teaching this lesson and how will you use this in the creation of future lessons/learning activities.
• Something that I learned from this lesson is that it is very important to make sure you are always prepared. My lesson went so well and ran so smoothly but that is because I had everything planned out and ready to jump right into the lesson with no complications. I think this is important for all lessons and activities.

Lesson Plan 2 Reflection

Reflection: Assessing Prior Knowledge and Planning Instruction

• What do the students need to know prior to the lesson?
• Prior to the lesson students need to know a basic over view of plot. They should also know how to use Pixie.
• How will prior knowledge and experience be assessed?
• Prior knowledge will be assessed when the students are asked to give definitions of the vocabulary of plot at the beginning of the lesson.
• How will you use this information in the planning process?
• The information of their prior knowledge will be used in the planning process to determine how much independence the students have while going through the vocabulary terms and creating their own plot chart.

• Why should the content of this lesson be taught at this grade level?
• The content of this lesson should be taught at this grade level because it is a basic overview of plot and will lead into middle school language arts requirements.
• How do the objectives that you have for the lesson align with the standards?
• The objectives of the lesson align with the standards by addressing the students need to be able to know how a story’s plot unfolds and how to connect the characters reaction to the plot of the story.
• When will the lesson be taught in the course of the school year? Why?
• The lesson will be taught toward the beginning of the school year because it leads into several other lessons including book projects and theme.

- Reflection: Designing Instruction (InTask Standards 7 and 8):

• Why are you using the instructional methods you have described?
• I am using the instructional methods I have described because it gives the students the chance to engage in a discussion with the entire class and answer questions about the content and also use their own creativity to connect to the lesson.
• How do the instructional methods align with what you know about best practices (think about your methods classes)?
• The methods used in the lesson keep students engaged in the assignment and assessment and interested because it makes connections to something they like and get to choose. The students are not just sitting and getting lectured but are actively participating in discussions.
• How are you engaging students in creative and higher order thinking?
• The students engage in creative and higher order thinking because they must use their previous knowledge about plot to apply it to their own book or story while deciding how to organize their plot diagram on Pixie.

- Reflection: Planning Assessment (InTask Standard 6):

• How does the assessment align with the standards and objectives of this lesson?
• The assessment measures the students ability to successfully create their own plot diagram and answer the reflection questions that align with the standards for plot at the 6^th grade level.
• How does the assessment demonstrate that the students have been successful in learning the content?
• The assessment shows that the students were successful in learning the content by showing a clear plot diagram with the correct information for each of the 5 parts and by successfully answering the reflection questions at the end of the assignment.
• How does the assessment demonstrate student engagement in higher order thinking?
• The students must apply something of their own interest to the vocabulary words covered in class demanding them to engage in higher order thinking by coming up with ideas on their own.
• How does the assessment demonstrate that individual student needs were met?
• The assessment can reach each students individual needs as they can ask the teacher for help and collaborate with their peers.

- Reflection: How does your lesson meet each of the ISTE NETs Standards?

1. How does your lesson meet Standard 1: Facilitate and Inspire Student Learning and Creativity ?

§  The students get the chance to express their personality and creativity by having the chance to design and create their own plot diagram in any way they would like on Pixie.

1. How does your lesson meet Standard 2: Provide Digital-Age Learning Experiences and Assessments?

§  The students get the chance to work on computer software that can be useful for other activities in their future. Their entire assessment was on Pixie allowing them to have digital-age assessments.

2. How does your lesson meet Standard 3: Model Digital-Age Work & Learning?

§  The students get to learn using technology that they will have the opportunity to apply to not only school activities but other things in their life as well.

3. How does your lesson Meet all four elements of Standard 4: Promote and Model Digital Citizenship and Responsibility by:

                                               i.     advocating, modeling, and teaching safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources.

1.     The teacher explains to the student how to properly handle the technology they are using and the technology is not shared in any way that can danger the students.

                                             ii.     addressing the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources.

1.     The assignment and assessment are done in the classroom where every student has access to the technology being used. The students do not have to worry about finding a way to use the technology outside of the classroom.

                                            iii.     promoting and modeling digital etiquette and responsible social interactions related to the use of technology and information.

1.     The students have specific guidelines they must follow allowing for no space to include inappropriate material that could be considered a bad form of digital etiquette.

                                            iv.     developing and modeling cultural understanding and global awarenessby engaging with colleagues and students of other cultures using digital-age communication and collaboration tools.

1.     The students get the chance to choose their own book or story that could potentially introduce cultural understanding and global awareness while analyzing the plot.