DIXIE STATE UNIVERSITY DEPARTMENT OF EDUCATION

ELEMENTARY 3rd SEMESTER LESSON PLAN TEMPLATE

(1/25/13)
Teacher Candidate Leslie Payne Grade Level 1 Title Maps: Lesson 4
CONTEXTUAL FACTORS (classroom factors)
Contextual Factors:
There are 28 students in the class 13 boys and 15 girls.
ELL Students:
None
Students with IEP:
Sophia A.- ADHD (is medicated, as long as she has taken her medication she seems to focus and work efficiently!)
Behavior Concerns:
Sophia A.
Addyson
Brayden
Struggling Students:
Chloee
Cassidy
Tyson
Zyler
High Level Learners:
Sophia R.
Libby
Spencer
Jayden
Griffin
Classroom environment: The students are in rows in the shape of a backwards L with a row in the middle of the l shape.
There is a white board in the front of the classroom along with a projector, and world maps. The word wall is on the back
wall in the classroom. There are 5 kindles in the classroom that are used for guided reading. A kiva is located in the
northwest corner of the classroom.

WALK-AWAY (As a result of this lesson, what do I want the students to know, understand, and be able to do?)
State Standard/Objective: Objective 2: Recognize and use a map or a globe.
Content Walk-Away: I can identify physical features on a map
Language Walk-Away: I can describe physical features that are on maps.
Vocabulary:
Physical features

ASSESSMENT EVIDENCE (What evidence do I need to show the students have
learned the Walk-Away?)
Formative Evidence (checking for understanding throughout the lesson): Understand
what physical features are and identify them as we work whole class, with partners,
and individually.
Content Walk-Away Evidence (Summative): Worksheet on physical features.
Language Walk-Away Evidence (Summative): Describe, determine and write physical
features they see on a map with worksheet.

Modifications/Accomodations (ELL, IEP, GATE, etc.)

SL: Multiple visuals of maps and
physical features. Google Earth to
make connections to real life. A list of
features to choose from, and to help
with spelling.
HLL: Google Earth to make real life
connections and to see 3D mapping
abilities.
IEP: A list of features to choose from

and identify whether they are

physical features or not.

Approx. ACTIVE LEARNING PLAN
Time
Activate/Building Background Knowledge

Review previous lesson on compass rose, identify cardinal directions, and discuss landmarks.
Will all maps have the same landmarks or features? Why or why not?
What are some examples of man made features?
When I say physical what do you think of?
Lets talk about physical features on a map
Formative assessment:Ability to recall previous lessons, and discuss prior map knowledge.
Learning Goal
Review and activate previous
knowledge about maps and physical.

Success Criteria
Ability to share past examples, and
identify cardinal directions and
examples of man made landmarks.

Assessment Strategy
Class discussion.

Modification/accommodations: (ELL, IEP, GATE, etc.) SL: Review past experiences, HLL: Will all maps
have same landmarks, why or whynot? BC: Remind to raise hands if they want to share. IEP: Call on

Sophia and have her share.

Focus Lesson (I do it)
Physical features on maps are features on the earths surface.
Examples of physical features would be mountains, rivers, oceans, deserts etc.(write these examples on the
board for future spelling help)
Physical features are natural features on the earth. Not man made features. What does man made mean
again? What are some examples of man made features?
We can find physical features on maps, and are able to identify what they are because of the symbols that are
used.
Show a map over projector.
Identify the physical features on this map. (mountain ranges, oceans, lakes, deserts.)
Physical features are NOT roads, schools, or airports.
Formative Assessment:Following along and can recall what landmarks would be on maps.
Learning Goal
Success Criteria
Assessment Strategy
Understand what physical features on
a map are.

Able to identify physical features.

Students are looking at map, and

listening to me.

Modification/accommodations: SL: Show map (visual). HLL: Visual- map IEP: Visual- map BC: Reminder
to be listening like Lucy the listener.
Guided Instruction (We do it)
Share the second map on the projector. As a class identify physical features. Take turns.
Formative Assessment:Identify landmarks on map.
Learning Goal
Success Criteria
Identify physical features on map.

Can distinguish between physical and

man made features on a map.

Assessment Strategy
Share a physical feature they have
found on the map.

Modification/accommodations: SL: Visual-map HLL: Visual- map IEP: Visual- map BC: We dont shout out
the answer, we raise our hands.
Collaborative/Cooperative (You do it together)
Students look at maps with their tote partner, and together identify physical features.
They should identify 6 different physical features on the map and see if they can identify any man made
features on the map.
Formative Assessment:Students are writing down and identifying landmarks on the map.
Learning Goal
Success Criteria
Assessment Strategy

Identify physical features on a map.

Identify 6 physical features on a map.

Determine which features are
physical and which are man made.

Point to the physical features and

identify them with a partner.

Modification/accommodations: SL: Each student has a map that has spellings on it, they are actively
engaged working with hands on materials and working with other learners who can help them if needed.
IEP: Working with others, shes also able to socialize while learning. HLL: Working with others, identifying
physical and man made features. BC:(if needed) Reminder for behavior students this is not time to play
with your classmates, quietly working together with whisper voices.
Independent (You do it alone)
Students have a map worksheet, they identify whether the landmark is a physical feature, or a man made
feature.
When students are complete move on to technology activity.
Show GOOGLE EARTH on projector. Type in student addresses, and have the class identify physical and man
made features they notice on the map as we zoom in and out and move around to see students houses.
Summative Assessment: Worksheet of man made and physical features.
Modification/accommodations:SL and IEP:if you arent sure how to spell the landmarks, you can turn to
the page or look at our list and check for spelling. HLL: Google Earth activity. BC: When you are finished
you dont start talking, you can start drawing physical features.
Closure/Review of walk-aways, vocabulary, and essential questions
(Note: Closure includes student interactions, reflection, and/or demonstrations.)
What are examples of physical features? Whats the difference between physical features and man made
features?

SIOP Indicators (Add SIOP number and description within the lesson plan)
Preparation: 1-Content objectives, 2-Language objectives, 3-Content appropriate, 4-Supplementary materials, 5-Adaptation
of content, 6-Meaningful activities
Building Background: 7-Linked to background, 8-Linked to past learning, 9-Key vocabulary
Comprehensive Input: 10-Appropriate speech, 11-Clear explanation, 12-Variety of techniques
Interaction: 16-Opportunity for interaction, 17-Grouping supports objectives, 18-Wait time, 19-Opportunity for L1 students
Practice/Application: 20-Hands-on materials, 21-Activities to apply content/language knowledge, 22-Language skills:
reading, writing, listening, speaking
Lesson Delivery: 23-Content objective supported, 24-Language objective supported, 25-Students engaged, 26-Pacing
Review/Assessment: 27-Review vocabulary, 28-Review concepts, 29-Feedback, 30-Assessment

TEACHING NOTES
What do I need to remember to do? What materials do I need to have ready? What is the approximate time needed for
this lesson?
Maps need to be pulled up on computer so you can share them with the class, also need to have maps printed ready for
students to use. Worksheet should be printed. Have google earth, and students addresses ready to go.

REFLECTION AFTER LESSON

How can I use the assessment data to reflect on & evaluate the outcomes of teaching and learning? How can I transfer
what I learned from teaching this lesson to future teaching? What was effective and not effective? What goals can I set
to improve my practice and student learning?
The assessment shows that 97% of the class is able to successfully identify physical and man made features. The practice
they are receiving identifying certain landmarks and features is proving to be extremely helpful in creating concrete
understanding of different landmarks. These lessons seem to be very simple but just focusing on one concept at a time and
slowly building on it is proving to be quite an effective way to teach these mapping lessons, as well as future lessons. The
Google Earth was such an attention grabber to the students, I may want to start using that at the beginning of the lesson
just to grab their attention. It really is neat, and the students loved it! It was a very effective way for students to identify
those real life landmarks as well. My few students who were unable to identify some physical features from man made
features need a little bit more instruction time, so I can make sure to provide a few more examples and more explicit
explantations for those strugglers. A goal I would like to set is to get 100% of the students passing their assessments,
which means I need to prepare for more instruction time, and explicit lessons with concrete examples for all of my
students.

MAPS USED IN LESSON

Map 1

Map for partner work

Worksheet:
Name________________________________________________
Write P for Physical or M for Man Made.

6. ________ Desert

1. ________ Ocean

2. ________ Mountains

7. ________ School

3. ________ Island









4. ________ Park






5. ________ Grocery Store

8. ________ Roads









9. ________ Rivers










10. ________ Reservoir