Nane

of Teacher Candidate: Cailin Freemyer

Central Focus: Geography

Date: Tuesday, 2/17/2015

st
Grade Level: 1

Lesson Title: What are the Continents?

Curriculum Areas Addressed:
-
Social Studies
-
Literacy

Time Required: 25 minutes
Instructional Groupings: - Whole Group

Standards: List the number and the text of the academic content standards and/or CCGPS for each standard that is addressed. If only a
portion of a standard is addressed, include only the part or parts that are relevant.

Social Studies:
-
SS1G3: The Student will locate major topographical features of the earths surface.
-
A) Locate all the continents: North America, South America, Africa, Europe, Asia, Antarctica, and Australia
Literature:
-
ELACC1RL1: Ask and answer questions about key details in a text.
-
ELACC1RL2: Identify the main topic and retell key details of a text.
-
ELACC1RL3: Describe the connection between to individuals, events, ideas, or pieces of information in a
text.
-
ELACC1SL1: Participate in collaborative conversations with diverse partners about grade 1 topics and texts
with peers and adults in small and larger groups.
-
ELACC1SL2: Ask and answer questions about key details in a text read aloud or information presented
orally or through other media.

Individual Education Plan Goals: N/A

Benchmarks for the Focus Students:
-
#1 Will be able to pay attention to the books read and provide input on details. Will complete the
Continent book.

As a result of this lesson/unit students will
Be Respectful citizens of our world.

Understand
Relevant Goal(s):
-
Students will understand what the major continents are on Earth.

Essential Question(s): (Essential questions should be used to guide instruction.)
-
What are the major geographical features that make up the Earths surface and how does this affect our
lives?

Know
Learning Objectives: (Objectives are stated in measurable/observable terms. They are aligned with the relevant goal(s), essential
question(s), and standards. These represent the knowledge that will be assessed.)
-
Students will know the 7 continents names and shapes.
-
Students will know key facts about continents.

Do
Learning Objectives: (Objectives are stated in measurable/observable terms. These should reflect the thinking skills, skills of the discipline.
These represent the skills that will be assessed.)

Students will analyze pictures of each continent to identify and label each continent.

-
Students will retell the names of all continents.


Support for Academic Language
Academic Language:
-North America - South America -Europe -Asia -Africa -Australia -Antarctica -Map -Globe
-Shape -Size -Identify -Label -Describe -Key Details -Analyze

Academic Language Demands:
-
Vocabulary, Language Functions, Syntax, & Discourse

Language Function:
-
Describe each continent, Analyze & Identify each continent

Syntax:
-
Continents Booklet

Discourse:
-
Write and Label the continents
-
Discussion

Assessment (Each learning objective must be assessed. Questions to consider: How will the KNOW, DO, and BE be evaluated?
How will students demonstrate their understanding or the lessons objectives? How will you provide feedback for the students? What type of
assessment will be used? Is the assessment formal or informal? What evidence will be collected to demonstrate students
understanding/mastery of the lessons objective? What constitutes success for the students?)

Know:
-
The continent booklet
-
Discussion - Checklist

Evaluation Criteria:
-
Students will name each continent.
-
Students will each identify at least one key detail or fact about a continent.

Differentiation for IEP and Focus Students:
-
N/A

DO:
-
The continent booklet

Evaluation Criteria:
-
Students will accurately analyze, identify, and label each continent.
-
Students will sing the continent song and use the motions.

Differentiation for IEP and Focus Students:
-
#1 and #2 will complete the booklet at the back table in a teacher directed group.

Steps in the Lesson (Include the attention getter or the hook for the lesson; the introduction; the lesson procedures including
strategies/planned supports for whole-class, small group, and individual instructions; and differentiated activities.)
Attention Getter or Hook:
-
Youtube Video: Seven continents interesting facts for kids


Introduction:

I will tell the students that we are going to be discussing the 7 continents on Earth and that we will be
able to recognize each continent by its shape and size.

Body or Procedures: (Use a bulleted or numbered format to communicate the procedures for the lesson. Describe the strategies which will
be used to support students learning. Knowledge of students cognitive, social, emotional, and physical development along with their cultural
backgrounds should be evidence.

Discuss key details and important facts about each continent that were discussed in the video. Students
will think, pair, and share. Each pair will be assigned a different continent.
Review the 7 continents by singing the continents song with motions.

-

Closure/Wrap up: (Describe how the content of the lesson will be summarized. There may be a review of the core concepts, relevant goals,
or essential questions.)

Create a Continent Book. Students will list each of the continents and then analyze and label each
continent based on the shape given.

Modifications/Differentiation to Support Student Learning
What will be differentiated? Content/Process/Product
-
Process

How will differentiation be accomplished?
-
Some students will work at the back table with the teacher to complete the Continent Book.

What strategies will be used to differentiate for focus student 1?
-
Will work at the back table to complete the Continent Book

What strategies will be used to differentiate for focus student 2?
-
Will work at the back table to complete the Continent Book

What strategies will be used to differentiate for focus student 3?
-
N/A

Instructional Support
Materials, Additional Resources, and Background Information: (List any websites, materials, and background information that
you will need or use as the teacher to engage the students.)
-
Continent Book (Found on Teachers Pay Teachers,
https://www.teacherspayteachers.com/Product/Continents-and-Oceans-Mini-Book-865215)
-
Promethean board

Clear Links to Learning Theories, Educational Research, and Principles of Development:
-
Dewey discusses learning through experience. By singing a song that involves motion students are actively
engaged in recalling the continents.
-
Vygotsky discusses the importance of using language to enhance learning.

Connections to Technology and/or the Arts:
-
Use a song to review the continents.

Description of Collaboration with Others: (These might include the inclusion teacher, media specialist, counselor, guest speaker,
grade level coordinator, community experts, families, etc.)

Host teacher and Lynsey Rowland

Name of Teacher Candidate: Cailin Freemyer

Central Focus: Geography

Date: 2/18/2015
Grade Level: 1st

Lesson Title: Where are the Continents?

Curriculum Areas Addressed:
-
Social Studies
-
Literacy

Time Required: 25 minutes
Instructional Groupings: Whole Group and Individual

Standards: List the number and the text of the academic content standards and/or CCGPS for each standard that is addressed. If only a
portion of a standard is addressed, include only the part or parts that are relevant.

Social Studies:
-
SS1G3: The Student will locate major topographical features of the earths surface.
-
A) Locate all the continents: North America, South America, Africa, Europe, Asia, Antarctica, and Australia
Literacy:
-
ELACC1RL2: Identify the main topic and retell key details of a text.
-
ELACC1SL1: Participate in collaborative conversations with diverse partners about grade 1 topics and texts
with peers and adults in small and larger groups.

Individual Education Plan Goals: N/A

Benchmarks for the Focus Students:
-
#1 will be able to retell a key detail

As a result of this lesson/unit students will
Be Respectful citizens of our world.

Understand
Relevant Goal(s):
-
Students will understand what the major continents are on Earth.

Essential Question(s): (Essential questions should be used to guide instruction.)
-
What are the major geographical features that make up the Earths surface and how does this affect our
lives?

Know
Learning Objectives: (Objectives are stated in measurable/observable terms. They are aligned with the relevant goal(s), essential
question(s), and standards. These represent the knowledge that will be assessed.)
-
Students will know the 7 continents names and shapes.
-
Students will know key facts about continents.
-
Students will know where on a map/globe each continent is.

Do
Learning Objectives: (Objectives are stated in measurable/observable terms. These should reflect the thinking skills, skills of the discipline.
These represent the skills that will be assessed.)

-
-

Students will analyze pictures of each continent to identify and label each continent.
Students will retell the names of all continents and explain key details.

Support for Academic Language

Academic Language: (What Academic Language will be taught or developed? Identify the key vocabulary and/or symbols specific to the
content area. These may be derived from the standards.)

-North America - South America -Europe -Asia -Africa -Australia -Antarctica -Map -Globe
-Shape -Size -Identify -Label -Describe -Key Details -Analyze

Academic Language Demands: (Identify one of the following ways that students will participate in learning tasks to demonstrate
disciplinary understanding: reading, writing, listening, or oral language.)

Vocabulary, Language Functions, Syntax, & Discourse

Language Function: (The language function is represented by the active verbs within the learning objectives. Common language functions
in the include identifying main ideas and details; analyzing and interpreting characters and plots; arguing a position or point of view;
predicting; evaluating or interpreting an authors purpose, message, and use of setting, mood, or tone; comparing ideas within and between
texts; and so on.

Describe each continent, Analyze & Identify each continent

Syntax: (Identify the supports that will be provided for students to organize the information charts, graphs, diagrams. These must relate to
the Language Function.)

Blank World Map

Discourse: (Describe how the students will demonstrate/express their understanding of the Academic Language.)
-
Discussion
-
Label continents
Assessment (Each learning objective must be assessed. Questions to consider: How will the KNOW, DO, and BE be evaluated? How will
students demonstrate their understanding or the lessons objectives? How will you provide feedback for the students? What type of assessment
will be used? Is the assessment formal or informal? What evidence will be collected to demonstrate students understanding/mastery of the
lessons objective? What constitutes success for the students?)

Know: (Identify the assessment strategies to be used for the learning objectives listed in the Know section.)
-
World Map Worksheet
-
Sticky Note students will write key details about the continents on here.

Evaluation Criteria: (Indicate the qualities by which levels of performance can be differentiated and that anchor judgments about the
learners degree of success on an assessment.)
-
Students will have each continent labeled correctly.
-
Students will each identify at least one key detail or fact about a continent.
-
Discussion Checklist

Differentiation for IEP and Focus Students:
-
N/A

DO: (Identify the assessment strategies to be used for the learning objectives listed in the Do section.)
-
World Map Worksheet
-
Discussion Checklist
-
Sticky Note students will write key details about the continents on here.

Evaluation Criteria: (Indicate the qualities by which levels of performance can be differentiated and that anchor judgments about the
learners degree of success on an assessment.)

-
-

Students will accurately analyze, identify, and label each continent.

Students will each write at least one key detail or fact about a continent.

Differentiation for IEP and Focus Students:

-
#1 and #2 will tell me their key details versus writing them on a sticky note.
-
#3 will write one key detail for each continent.


Steps in the Lesson (Include the attention getter or the hook for the lesson; the introduction; the lesson procedures including

strategies/planned supports for whole-class, small group, and individual instructions; and differentiated activities.)

Attention Getter or Hook: (State how the attention of the students will be piqued at the start of the lesson.)
-
Review the Continent Song

Introduction: (State how the lesson will be introduced. This should communicate the purpose of the lesson, be directly related to the goals
and objectives of the lesson, tap into prior knowledge/experiences, and develop student interest.)

Tell students that yesterday we learned how to identify the continents by analyzing their shape and size
and that today we are going to learn how to identify the continents by analyzing where on a map/globe
they are located.

Body or Procedures: (Use a bulleted or numbered format to communicate the procedures for the lesson. Describe the strategies which will
be used to support students learning. Knowledge of students cognitive, social, emotional, and physical development along with their cultural
backgrounds should be evidence.

-
-
-
-

Students will write as many facts that they learned the previous day about the continents on a sticky note.
They will be given 3 minutes to complete this.
Read A Map on My Lap by Dr. Seuss
Show students a map that has each of the continents a different color. Students will drag the name of
each continent over the correct continent.
Play the continent game on the Promethean Board as a class. Students will take turns coming up to the
board to play. (www.sheppardsoftware.com/world_G0_Click.html)

Closure/Wrap up: (Describe how the content of the lesson will be summarized. There may be a review of the core concepts, relevant goals,
or essential questions.)

Students will individually cut out the names of each continent and paste them onto the correct continent
on the map by analyzing where on the map the continents are and their relation to the other continents.

Modifications/Differentiation to Support Student Learning
What will be differentiated? Content/Process/Product
-
Process

How will differentiation be accomplished?
-
Some students will tell me their key details versus writing them onto the sticky notes.
-
Some students will identify one key detail for each continent.
What strategies will be used to differentiate for focus student 1?
-
Will tell me their key detail that they recall instead of writing it.

What strategies will be used to differentiate for focus student 2?
-
Will tell me their key detail that they recall instead of writing it.

What strategies will be used to differentiate for focus student 3?
-
Will provide one key detail for each continent.

Instructional Support
Materials, Additional Resources, and Background Information: (List any websites, materials, and background information that
you will need or use as the teacher to engage the students.)
-
Continent Worksheet
-
Promethean Board
-
Scissors
-
Glue
-
Sticky Notes


Clear Links to Learning Theories, Educational Research, and Principles of Development:

According to Developmentally Appropriate Practice students this age need to practice providing key
details. Therefore, by asking individuals to recall key details from the previous day works on this skill.

Connections to Technology and/or the Arts:
- Use the Promethean Board to play a continent review game (www.sheppardsoftware.com/world_G0_Click.html)

Description of Collaboration with Others: (These might include the inclusion teacher, media specialist, counselor, guest speaker,
grade level coordinator, community experts, families, etc.)

Lynsey Rowland and Host teacher

Name of Teacher Candidate: Cailin Freemyer

Central Focus: Geography

Date: 2/19/2015
st
Grade Level: 1

Lesson Title: What are our Oceans?

Curriculum Areas Addressed:
-
Social Studies
-
Literacy Writing/ Speaking & Communication

Time Required: 25 Minutes
Instructional Groupings: Whole Group and Individual

Standards: List the number and the text of the academic content standards and/or CCGPS for each standard that is addressed. If only a
portion of a standard is addressed, include only the part or parts that are relevant.

Social Studies:
-
SS1G3: The Student will locate major topographical features of the earths surface.
-
B) Locate the major oceans: Artic, Atlantic, Pacific, and Indian.
Literacy:
-
ELACC1W2: Write informative/explanatory texts in which they name a topic, supply some facts about the
topic, and provide some sense of closure.
-
ELACC1SL1: Participate in collaborative conversations with diverse partners about grade 1 topics and texts
with peers and adults in small and larger groups.
-
ELACC1SL5: Add drawings or other visual displays to descriptions when appropriate to clarify ideas,
thoughts, and feelings.
Individual Education Plan Goals: N/A

Benchmarks for the Focus Students:
-
#1 and #2 Will be able to write complete sentences.

As a result of this lesson/unit students will
Be Respectful citizens of our world

Understand
Relevant Goal(s):
-
Students will understand what the major oceans are on Earth.

Essential Question(s): (Essential questions should be used to guide instruction.)
-
What are the major geographical features that make up the Earths surface and how does this affect our
lives?
Know
Learning Objectives: (Objectives are stated in measurable/observable terms. They are aligned with the relevant goal(s), essential
question(s), and standards. These represent the knowledge that will be assessed.)
-
Students will know the 4 major oceans names and locations.
-
Students will know how to write informative texts.
-
Students will know how to add drawings to support descriptions.
Do
Learning Objectives: (Objectives are stated in measurable/observable terms. These should reflect the thinking skills, skills of the discipline.
These represent the skills that will be assessed.)

-
-
-

Students will identify and describe the oceans.

Students will identify the oceans on a map.
Students will write an informative text and draw supporting pictures.

Support for Academic Language

Academic Language: (What Academic Language will be taught or developed? Identify the key vocabulary and/or symbols specific to the
content area. These may be derived from the standards.)

- Ocean - Artic - Atlantic - Pacific - Indian - Map - Size - Identify - Describe - Key Details - Discuss
- Write - Draw - Support
Academic Language Demands: (Identify one of the following ways that students will participate in learning tasks to demonstrate
disciplinary understanding: reading, writing, listening, or oral language.)

Vocabulary, Language Functions, Syntax, & Discourse

Language Function: (The language function is represented by the active verbs within the learning objectives. Common language functions
in the include identifying main ideas and details; analyzing and interpreting characters and plots; arguing a position or point of view;
predicting; evaluating or interpreting an authors purpose, message, and use of setting, mood, or tone; comparing ideas within and between
texts; and so on.

Describe each Ocean

Syntax: (Identify the supports that will be provided for students to organize the information charts, graphs, diagrams. These must relate to
the Language Function.)

Writing Template

Discourse: (Describe how the students will demonstrate/express their understanding of the Academic Language.)
-
Writing
-
Discussion

Assessment (Each learning objective must be assessed. Questions to consider: How will the KNOW, DO, and BE be evaluated? How will
students demonstrate their understanding or the lessons objectives? How will you provide feedback for the students? What type of assessment
will be used? Is the assessment formal or informal? What evidence will be collected to demonstrate students understanding/mastery of the
lessons objective? What constitutes success for the students?)

Know: (Identify the assessment strategies to be used for the learning objectives listed in the Know section.)
-
Checklist during discussion
-
Students will write an informative text about the oceans.

Evaluation Criteria: (Indicate the qualities by which levels of performance can be differentiated and that anchor judgments about the
learners degree of success on an assessment.)
-
Students stay on topic during discussion.
-
Students should know at least 3 facts about an ocean to write about.

Differentiation for IEP and Focus Students:
-
#1 and #2 will be provided with prompts when coming up with facts.

DO: (Identify the assessment strategies to be used for the learning objectives listed in the Do section.)
-
Students will write an informative text about the oceans.

Evaluation Criteria: (Indicate the qualities by which levels of performance can be differentiated and that anchor judgments about the
learners degree of success on an assessment.)

Students should be able to describe and identify at least 3 facts about their ocean.

Differentiation for IEP and Focus Students:

-
N/A
Steps in the Lesson (Include the attention getter or the hook for the lesson; the introduction; the lesson procedures including
strategies/planned supports for whole-class, small group, and individual instructions; and differentiated activities.)
Attention Getter or Hook: (State how the attention of the students will be piqued at the start of the lesson.)
-
A picture of the beach. Ask the students if they have ever been to a beach.
Introduction: (State how the lesson will be introduced. This should communicate the purpose of the lesson, be directly related to the goals
and objectives of the lesson, tap into prior knowledge/experiences, and develop student interest.)

Tell students that today we will be learning about the different oceans on Earth.

Body or Procedures: (Use a bulleted or numbered format to communicate the procedures for the lesson. Describe the strategies which will
be used to support students learning. Knowledge of students cognitive, social, emotional, and physical development along with their cultural
backgrounds should be evidence.

Start with a discussion about oceans? (Connect their experiences)

What is the ocean?
What does the ocean look like?
How does the ocean sound?
What animals have you seen in the ocean or know that live in the ocean?
How many major oceans are there in the world?
Does anyone know the names of the four different oceans? -> Discuss the names of the oceans and use a
map to point out the locations of each major ocean. Also, give a few key details about each ocean.
Introduce the Song:
Row, Row, Row your boat
Gently through the oceans
Pacific, Atlantic, Indian Artic
Oceans are so deep!

Closure/Wrap up: (Describe how the content of the lesson will be summarized. There may be a review of the core concepts, relevant goals,
or essential questions.)

Students will write a few descriptive sentences about one of the four oceans. Be sure to include details
talked about during the discussion. Draw supporting pictures to represent their facts.

Modifications/Differentiation to Support Student Learning
What will be differentiated? Content/Process/Product
-
Process
How will differentiation be accomplished?
-
Some students will be provided prompts to help them recall key details.

What strategies will be used to differentiate for focus student 1?
-
Will be provided with prompts when coming up with facts.

What strategies will be used to differentiate for focus student 2?
-
Will be provided with prompts when coming up with facts.

What strategies will be used to differentiate for focus student 3? N/A
Instructional Support
Materials, Additional Resources, and Background Information: (List any websites, materials, and background information that
you will need or use as the teacher to engage the students.)
-
Writing Template
-
Promethean Board
-
Song Lyrics (big enough to display on the board)
-
Picture of the ocean
-
World Map
-
Google

Clear Links to Learning Theories, Educational Research, and Principles of Development:
-
Multiple Intelligences incorporating music, visual, interpersonal, and intrapersonal learning.

Connections to Technology and/or the Arts:
-
Promethean Board - Song
Description of Collaboration with Others: (These might include the inclusion teacher, media specialist, counselor, guest speaker,
grade level coordinator, community experts, families, etc.)

Lynsey Rowland

Name of Teacher Candidate: Cailin Freemyer

Central Focus: Geography

Date: 2/20/2015
Grade Level: 1st

Lesson Title: Where Are We?

Curriculum Areas Addressed:
-
Social Studies
-
Literacy -> Speaking & Communication

Time Required: 25 minutes
Instructional Groupings: Whole Group, Small Group,

and Individual
Standards: List the number and the text of the academic content standards and/or CCGPS for each standard that is addressed. If
only a portion of a standard is addressed, include only the part or parts that are relevant.

Social Studies:
-
SS1G3: The Student will locate major topographical features of the earths surface.
-
SS1G2: The Student will identify and locate his/her city, county, state, nation, and continent on a
simple map or globe.
Literacy:
-
ELACC1SL5: Add drawings or other visual displays to descriptions when appropriate to clarify ideas,
thoughts, and feelings.
-
ELACC1SL1: Participate in collaborative conversations with diverse partners about grade 1 topics
and texts with peers and adults in small and larger groups.

Individual Education Plan Goals: N/A

Benchmarks for the Focus Students:
-
#1 will stay focused on topic

As a result of this lesson/unit students will
Be Respectful citizens of our world

Understand
Relevant Goal(s):
-
Students will understand where we live on Earth.

Essential Question(s): (Essential questions should be used to guide instruction.)
-
What are the major geographical features that make up the Earths surface and how does this
affect our lives?

Know
Learning Objectives: (Objectives are stated in measurable/observable terms. They are aligned with the relevant goal(s), essential
question(s), and standards. These represent the knowledge that will be assessed.)
-
Students will know why we use a map
-
Students will know what a continent, country, state, county, and city is

Do
Learning Objectives: (Objectives are stated in measurable/observable terms. These should reflect the thinking skills, skills of the
discipline. These represent the skills that will be assessed.)

-
-

Students will explain the purpose of a map

Students will identify their continent, county, state, county, and city

Support for Academic Language

Academic Language: (What Academic Language will be taught or developed? Identify the key vocabulary and/or symbols specific
to the content area. These may be derived from the standards.)

- Map - Continent - Country - State - County - City -Apply - Explain - Identify

Academic Language Demands: (Identify one of the following ways that students will participate in learning tasks to
demonstrate disciplinary understanding: reading, writing, listening, or oral language.)

-
Vocabulary, Language Functions, Syntax, & Discourse

Language Function: (The language function is represented by the active verbs within the learning objectives. Common language
functions in the include identifying main ideas and details; analyzing and interpreting characters and plots; arguing a position or point
of view; predicting; evaluating or interpreting an authors purpose, message, and use of setting, mood, or tone; comparing ideas
within and between texts; and so on.

-
Explain the purpose of a map
-
Apply knowledge of continents, country, state, county, and city
-
Create a representation

Syntax: (Identify the supports that will be provided for students to organize the information charts, graphs, diagrams. These must
relate to the Language Function.)

-
-

Tupperware diagram
Continent to City Book

Discourse: (Describe how the students will demonstrate/express their understanding of the Academic Language.)
-
Draw
-
Discussion

Assessment (Each learning objective must be assessed. Questions to consider: How will the KNOW, DO, and BE be evaluated? How
will students demonstrate their understanding or the lessons objectives? How will you provide feedback for the students? What type of
assessment will be used? Is the assessment formal or informal? What evidence will be collected to demonstrate students
understanding/mastery of the lessons objective? What constitutes success for the students?)

Know: (Identify the assessment strategies to be used for the learning objectives listed in the Know section.)
-
Tupperware Representation
-
Checklist during discussion

Evaluation Criteria: (Indicate the qualities by which levels of performance can be differentiated and that anchor judgments about
the learners degree of success on an assessment.)
-
Students will correctly label (with continent, country, state, county, or city) each Tupperware
according to its size.

Differentiation for IEP and Focus Students:
-
N/A

DO: (Identify the assessment strategies to be used for the learning objectives listed in the Do section.)
-
Continent to City Book

Evaluation Criteria: (Indicate the qualities by which levels of performance can be differentiated and that anchor judgments about
the learners degree of success on an assessment.)

Students correctly label their pieces of paper correctly from their continent as the biggest sheet
and their city being the smallest sheet.

Differentiation for IEP and Focus Students:
-
N/A

Steps in the Lesson (Include the attention getter or the hook for the lesson; the introduction; the lesson procedures including
strategies/planned supports for whole-class, small group, and individual instructions; and differentiated activities.)
Attention Getter or Hook: (State how the attention of the students will be piqued at the start of the lesson.)
-
Tupperware Containers stacked as a pyramid

Introduction: (State how the lesson will be introduced. This should communicate the purpose of the lesson, be directly related to the
goals and objectives of the lesson, tap into prior knowledge/experiences, and develop student interest.)

Tell students that we have been studying all the places on Earth and that I wonder where on Earth
we live.

Body or Procedures: (Use a bulleted or numbered format to communicate the procedures for the lesson. Describe the strategies
which will be used to support students learning. Knowledge of students cognitive, social, emotional, and physical development along
with their cultural backgrounds should be evidence.

Ask students what the purpose of a map is. -> A map allows us to find where we live, where we are
at a certain time, and how to get to another place.
-
Have the students identify our continent, country, state, county, and city
-
Each table will create a representation that illustrates the idea of the continent as the biggest and
city as the smallest using Tupperware containers. They will work together to label each container.

Closure/Wrap up: (Describe how the content of the lesson will be summarized. There may be a review of the core concepts,
relevant goals, or essential questions.)

Have the students recreate this idea using different sheets of paper (big to small) to create a sort
of flipbook. Have all material pre-cut.
-
Allow students to draw pictures of places, animals, or other relative things to that place.

Modifications/Differentiation to Support Student Learning
What will be differentiated? Content/Process/Product: N/A

How will differentiation be accomplished? : N/A

What strategies will be used to differentiate for focus student 1? N/A

What strategies will be used to differentiate for focus student 2? N/A

What strategies will be used to differentiate for focus student 3? N/A
Instructional Support
Materials, Additional Resources, and Background Information: (List any websites, materials, and background
information that you will need or use as the teacher to engage the students.)
-
5 colors of construction paper pre-cut from biggest to smallest.
-
5 sizes of Tupperware
-
Crayons
-
Promethean Board (to write down their continent, country, state, county & city names on)

Clear Links to Learning Theories, Educational Research, and Principles of Development:
-
Entry Points: Experiential Learning and hands- on learning
-
Multiple Intelligences: Kinesthetic, Visual, Logical, & Interpersonal
Connections to Technology and/or the Arts:
-
Creating a book with relative drawings.
-
Promethean board
Description of Collaboration with Others: (These might include the inclusion teacher, media specialist, counselor, guest
speaker, grade level coordinator, community experts, families, etc.)

- Lynsey Rowland

Nane of Teacher Candidate: Cailin Freemyer

Central Focus: Geography

Date: 2-23-15
Grade Level: 1st

Lesson Title: Mountains and Valleys

Curriculum Areas Addressed:
-
Social Studies
-
Literacy
Time Required: 25 minutes
Instructional Groupings: Whole Group

Standards: List the number and the text of the academic content standards and/or CCGPS for each standard that is addressed. If only a
portion of a standard is addressed, include only the part or parts that are relevant.

Social Studies:
-
SS1G3: The Student will locate major topographical features of the earths surface.
-
C) Identify and describe landforms (mountains, deserts, valleys, plains, plateaus, and coasts).
Literacy:
-
- ELACC1SL5: Add drawings or other visual displays to descriptions when appropriate to clarify ideas,
thoughts, and feelings.
-
ELACC1SL1: Participate in collaborative conversations with diverse partners about grade 1 topics and texts
with peers and adults in small and larger groups.
-
ELACC1W5: With guidance and support from adults, focus on a topic, respond to suggestions from peers,
and add details to strengthen writing as needed.

Individual Education Plan Goals: N/A

Benchmarks for the Focus Students:
-
#1 - will stay on topic

As a result of this lesson/unit students will
Be Respectful citizens of our world

Understand
Relevant Goal(s):
-
Students will understand what the landforms around the world are.

Essential Question(s): (Essential questions should be used to guide instruction.)
-
How are landforms around the world different?

Know
Learning Objectives: (Objectives are stated in measurable/observable terms. They are aligned with the relevant goal(s), essential
question(s), and standards. These represent the knowledge that will be assessed.)
-
Students will know what a mountain is.
-
Students will know what a valley is.

Do
Learning Objectives: (Objectives are stated in measurable/observable terms. These should reflect the thinking skills, skills of the discipline.
These represent the skills that will be assessed.)

-
Students will identify and describe a mountain.
-
Students will identify and describe a valley.
Support for Academic Language
Academic Language: (What Academic Language will be taught or developed? Identify the key vocabulary and/or symbols specific to the
content area. These may be derived from the standards.)

- Landform - Mountain - Valley - Table of Contents - Define - Identify - Describe

Academic Language Demands: (Identify one of the following ways that students will participate in learning tasks to demonstrate
disciplinary understanding: reading, writing, listening, or oral language.)

Vocabulary, Language Functions, Syntax, & Discourse

Language Function: (The language function is represented by the active verbs within the learning objectives. Common language functions
in the include identifying main ideas and details; analyzing and interpreting characters and plots; arguing a position or point of view;
predicting; evaluating or interpreting an authors purpose, message, and use of setting, mood, or tone; comparing ideas within and between
texts; and so on.

Identify and describe landforms

Syntax: (Identify the supports that will be provided for students to organize the information charts, graphs, diagrams. These must relate to
the Language Function.)

Landform Booklet

Discourse: (Describe how the students will demonstrate/express their understanding of the Academic Language.)
-
Discussion
-
Write
-
Draw

Assessment (Each learning objective must be assessed. Questions to consider: How will the KNOW, DO, and BE be evaluated? How will
students demonstrate their understanding or the lessons objectives? How will you provide feedback for the students? What type of assessment
will be used? Is the assessment formal or informal? What evidence will be collected to demonstrate students understanding/mastery of the
lessons objective? What constitutes success for the students?)

Know: (Identify the assessment strategies to be used for the learning objectives listed in the Know section.)
-
Discussion

Evaluation Criteria: (Indicate the qualities by which levels of performance can be differentiated and that anchor judgments about the
learners degree of success on an assessment.)
-
Student is able to accurately identify what a mountain and valley are.

Differentiation for IEP and Focus Students:
-
N/A

DO: (Identify the assessment strategies to be used for the learning objectives listed in the Do section.)
-
Landform Booklet

Evaluation Criteria: (Indicate the qualities by which levels of performance can be differentiated and that anchor judgments about the
learners degree of success on an assessment.)

Students accurately draw and define each landform.

Differentiation for IEP and Focus Students:
-
N/A

Steps in the Lesson (Include the attention getter or the hook for the lesson; the introduction; the lesson procedures including
strategies/planned supports for whole-class, small group, and individual instructions; and differentiated activities.)
Attention Getter or Hook: (State how the attention of the students will be piqued at the start of the lesson.)
-
Brainpop Video of landforms


Introduction: (State how the lesson will be introduced. This should communicate the purpose of the lesson, be directly related to the goals
and objectives of the lesson, tap into prior knowledge/experiences, and develop student interest.)

Tell students that we are going to start learning about different landforms around the world. Today we
will talk about mountains and valleys. Ask students who has ever seen a mountain.

Body or Procedures: (Use a bulleted or numbered format to communicate the procedures for the lesson. Describe the strategies which will
be used to support students learning. Knowledge of students cognitive, social, emotional, and physical development along with their cultural
backgrounds should be evidence.

-
Complete Landform Flipchart for mountain and valley.
-
Introduce what a mountain is and watch a short video of mountains.
-
Look at the highest mountain in each continent.
-
Introduce what a valley is and give a few details about valleys. Talk about Death Valley.

Closure/Wrap up: (Describe how the content of the lesson will be summarized. There may be a review of the core concepts, relevant goals,
or essential questions.)

-
-

Students fill out the table of contents in the landform booklet.

Individually define and draw a mountain and valley.

Modifications/Differentiation to Support Student Learning
What will be differentiated? Content/Process/Product
-
Process

How will differentiation be accomplished?
-
Students will be given support and prompts during discussion

What strategies will be used to differentiate for focus student 1?
-
Will be given prompts during discussion

What strategies will be used to differentiate for focus student 2?
-
Will be given prompts during discussion

What strategies will be used to differentiate for focus student 3?
-
Will be expected to respond without extra prompts.

Instructional Support
Materials, Additional Resources, and Background Information: (List any websites, materials, and background information that
you will need or use as the teacher to engage the students.)
-
Landform Booklet
-
Landform Flipchart
-
Promethean Board
-
Know background information about mountains and valleys and where in the world you can find them.
-
https://jr.brainpop.com/socialstudies/geography/landforms/
-
http://www.neok12.com/video/Mountains/zX4b7c65537f5b6269524102.htm
-
http://geology.com/records/continents-highest-mountains.shtml
-
https://www.google.com/maps/place/Death+Valley/@36.5872668,-
116.7706784,7z/data=!4m2!3m1!1s0x80c739a21e8fffb1:0x1c897383d723dd25

Clear Links to Learning Theories, Educational Research, and Principles of Development:
- Vygotsky language and discussion with others enhances learning.
Connections to Technology and/or the Arts:
-
Flipchart using the Promethean board.
-
Videos and pictures using the internet
-
Drawing the landforms
Description of Collaboration with Others: (These might include the inclusion teacher, media specialist, counselor, guest speaker,
grade level coordinator, community experts, families, etc.)

st

Host teacher and 1 grade planner for Social Studies

Nane of Teacher Candidate: Cailin Freemyer

Central Focus: Geography

Date: 2-24-15
Grade Level: 1st

Lesson Title: Deserts and Plateaus

Curriculum Areas Addressed:
-
Social Studies
-
Literacy

Time Required: 25 minutes
Instructional Groupings: Whole Group

Standards: List the number and the text of the academic content standards and/or CCGPS for each standard that is addressed. If only a
portion of a standard is addressed, include only the part or parts that are relevant.

Social Studies:
-
SS1G3: The Student will locate major topographical features of the earths surface.
-
C) Identify and describe landforms (mountains, deserts, valleys, plains, plateaus, and coasts).
Literacy:
-
- ELACC1SL5: Add drawings or other visual displays to descriptions when appropriate to clarify ideas,
thoughts, and feelings.
-
ELACC1SL1: Participate in collaborative conversations with diverse partners about grade 1 topics and texts
with peers and adults in small and larger groups.
-
ELACC1W5: With guidance and support from adults, focus on a topic, respond to suggestions from peers,
and add details to strengthen writing as needed.

Individual Education Plan Goals: N/A

Benchmarks for the Focus Students:
-
#1 - will stay on topic

As a result of this lesson/unit students will
Be Respectful citizens of our world


Understand
Relevant Goal(s):
-
Students will understand what the landforms around the world are.

Essential Question(s): (Essential questions should be used to guide instruction.)
-
How are landforms around the world different?

Know
Learning Objectives: (Objectives are stated in measurable/observable terms. They are aligned with the relevant goal(s), essential
question(s), and standards. These represent the knowledge that will be assessed.)
-
Students will know what a desert is.
-
Students will know what a plateau is.

Do
Learning Objectives: (Objectives are stated in measurable/observable terms. These should reflect the thinking skills, skills of the discipline.
These represent the skills that will be assessed.)

-
-

Students will identify and describe a desert.

Students will identify and describe a plateau

Support for Academic Language

Academic Language: (What Academic Language will be taught or developed? Identify the key vocabulary and/or symbols specific to the
content area. These may be derived from the standards.)

- Landform - Desert - Plateau - Table of Contents - Define - Identify - Describe

Academic Language Demands: (Identify one of the following ways that students will participate in learning tasks to demonstrate
disciplinary understanding: reading, writing, listening, or oral language.)

Vocabulary, Language Functions, Syntax, & Discourse

Language Function: (The language function is represented by the active verbs within the learning objectives. Common language functions
in the include identifying main ideas and details; analyzing and interpreting characters and plots; arguing a position or point of view;
predicting; evaluating or interpreting an authors purpose, message, and use of setting, mood, or tone; comparing ideas within and between
texts; and so on.

Identify and describe landforms

Syntax: (Identify the supports that will be provided for students to organize the information charts, graphs, diagrams. These must relate to
the Language Function.)

Landform Booklet

Discourse: (Describe how the students will demonstrate/express their understanding of the Academic Language.)
-
Discussion
-
Write
-
Draw

Assessment (Each learning objective must be assessed. Questions to consider: How will the KNOW, DO, and BE be evaluated? How will
students demonstrate their understanding or the lessons objectives? How will you provide feedback for the students? What type of assessment
will be used? Is the assessment formal or informal? What evidence will be collected to demonstrate students understanding/mastery of the
lessons objective? What constitutes success for the students?)

Know: (Identify the assessment strategies to be used for the learning objectives listed in the Know section.)
-
Discussion

Evaluation Criteria: (Indicate the qualities by which levels of performance can be differentiated and that anchor judgments about the
learners degree of success on an assessment.)
-
Student is able to accurately identify what a desert and plateau are.

Differentiation for IEP and Focus Students:
-
N/A

DO: (Identify the assessment strategies to be used for the learning objectives listed in the Do section.)
-
Landform Booklet

Evaluation Criteria: (Indicate the qualities by which levels of performance can be differentiated and that anchor judgments about the
learners degree of success on an assessment.)

Students accurately draw and define each landform.

Differentiation for IEP and Focus Students:

-
N/A

Steps in the Lesson (Include the attention getter or the hook for the lesson; the introduction; the lesson procedures including
strategies/planned supports for whole-class, small group, and individual instructions; and differentiated activities.)
Attention Getter or Hook: (State how the attention of the students will be piqued at the start of the lesson.)
-
Show students a picture of a camel.

Introduction: (State how the lesson will be introduced. This should communicate the purpose of the lesson, be directly related to the goals
and objectives of the lesson, tap into prior knowledge/experiences, and develop student interest.)

- Ask students if they know where camels live. Tell them today we will be talking about what a desert and plateau
is.

Body or Procedures: (Use a bulleted or numbered format to communicate the procedures for the lesson. Describe the strategies which will
be used to support students learning. Knowledge of students cognitive, social, emotional, and physical development along with their cultural
backgrounds should be evidence.

-
-
-
-

Complete Landform Flipchart for desert and plateau.

Introduce what a desert is and watch a short video of deserts.
Introduce what a plateau is and give a few details about plateaus.
Discuss where in the world some plateaus are.

Closure/Wrap up: (Describe how the content of the lesson will be summarized. There may be a review of the core concepts, relevant goals,
or essential questions.)

-
-

Students fill out the table of contents in the landform booklet.

Individually define and draw a desert and plateau.

Modifications/Differentiation to Support Student Learning

What will be differentiated? Content/Process/Product
-
Process

How will differentiation be accomplished?
-
Students will be given support and prompts during discussion

What strategies will be used to differentiate for focus student 1?
-
Will be given prompts during discussion

What strategies will be used to differentiate for focus student 2?
-
Will be given prompts during discussion

What strategies will be used to differentiate for focus student 3?
-
Will be expected to respond without extra prompts.

Instructional Support
Materials, Additional Resources, and Background Information: (List any websites, materials, and background information that
you will need or use as the teacher to engage the students.)
-
Landform Booklet
-
Landform Flipchart
-
Promethean Board

Clear Links to Learning Theories, Educational Research, and Principles of Development:
- Vygotsky language and discussion with others enhances learning.
Connections to Technology and/or the Arts:
-
Flipchart using the Promethean board.
-
Videos and pictures using the internet
-
Drawing the landforms
Description of Collaboration with Others: (These might include the inclusion teacher, media specialist, counselor, guest speaker,
grade level coordinator, community experts, families, etc.)

st

Host teacher and 1 grade planner for Social Studies

Name of Teacher Candidate: Cailin Freemyer

Central Focus: Geography

Date: 2-25-15
st
Grade Level: 1

Lesson Title: Plains and Coasts

Curriculum Areas Addressed:
-
Social Studies
-
Literacy

Time Required: 25 minutes
Instructional Groupings: Whole Group & Individual

Standards: List the number and the text of the academic content standards and/or CCGPS for each standard that is addressed. If only a
portion of a standard is addressed, include only the part or parts that are relevant.

Social Studies:
-
SS1G3: The Student will locate major topographical features of the earths surface.
-
C) Identify and describe landforms (mountains, deserts, valleys, plains, plateaus, and coasts).
Literacy:
-
- ELACC1SL5: Add drawings or other visual displays to descriptions when appropriate to clarify ideas,
thoughts, and feelings.
-
ELACC1SL1: Participate in collaborative conversations with diverse partners about grade 1 topics and texts
with peers and adults in small and larger groups.
-
ELACC1W5: With guidance and support from adults, focus on a topic, respond to suggestions from peers,
and add details to strengthen writing as needed.

Individual Education Plan Goals: N/A

Benchmarks for the Focus Students:
- #1 will stay on topic
As a result of this lesson/unit students will
Be Respectful citizens of our world

Understand
Relevant Goal(s):
-
Students will understand what the landforms around the world are.

Essential Question(s): (Essential questions should be used to guide instruction.)
-
How are landforms around the world different?

Know
Learning Objectives: (Objectives are stated in measurable/observable terms. They are aligned with the relevant goal(s), essential
question(s), and standards. These represent the knowledge that will be assessed.)
-
Students will know what a plain is.
-
Students will know what a coast is.

Do
Learning Objectives: (Objectives are stated in measurable/observable terms. These should reflect the thinking skills, skills of the discipline.
These represent the skills that will be assessed.)

-
-

Students will identify and describe a plain.

Students will identify and describe a coast.

Support for Academic Language

Academic Language: (What Academic Language will be taught or developed? Identify the key vocabulary and/or symbols specific to the
content area. These may be derived from the standards.)

- Landform - Plain - Coast - Table of Contents - Define - Identify - Describe

Academic Language Demands: (Identify one of the following ways that students will participate in learning tasks to demonstrate
disciplinary understanding: reading, writing, listening, or oral language.)

Vocabulary, Language Functions, Syntax, & Discourse

Language Function: (The language function is represented by the active verbs within the learning objectives. Common language functions
in the include identifying main ideas and details; analyzing and interpreting characters and plots; arguing a position or point of view;
predicting; evaluating or interpreting an authors purpose, message, and use of setting, mood, or tone; comparing ideas within and between
texts; and so on.

Identify and describe landforms

Syntax: (Identify the supports that will be provided for students to organize the information charts, graphs, diagrams. These must relate to
the Language Function.)

Landform Booklet

Discourse: (Describe how the students will demonstrate/express their understanding of the Academic Language.)
-
Discussion
-
Write
-
Draw

Assessment (Each learning objective must be assessed. Questions to consider: How will the KNOW, DO, and BE be evaluated? How will
students demonstrate their understanding or the lessons objectives? How will you provide feedback for the students? What type of assessment
will be used? Is the assessment formal or informal? What evidence will be collected to demonstrate students understanding/mastery of the
lessons objective? What constitutes success for the students?)

Know: (Identify the assessment strategies to be used for the learning objectives listed in the Know section.)
-
Discussion

Evaluation Criteria: (Indicate the qualities by which levels of performance can be differentiated and that anchor judgments about the
learners degree of success on an assessment.)
-
Student is able to accurately identify what a plain and coast are.

Differentiation for IEP and Focus Students:
-
#1 and #2 provide prompts during discussion.

DO: (Identify the assessment strategies to be used for the learning objectives listed in the Do section.)
-
Landform Booklet

Evaluation Criteria: (Indicate the qualities by which levels of performance can be differentiated and that anchor judgments about the
learners degree of success on an assessment.)

Students accurately draw and define each landform.

Differentiation for IEP and Focus Students:

-
N/A

Steps in the Lesson (Include the attention getter or the hook for the lesson; the introduction; the lesson procedures including
strategies/planned supports for whole-class, small group, and individual instructions; and differentiated activities.)
Attention Getter or Hook: (State how the attention of the students will be piqued at the start of the lesson.)
-
Show students a picture of a coast and a plain.

Introduction: (State how the lesson will be introduced. This should communicate the purpose of the lesson, be directly related to the goals
and objectives of the lesson, tap into prior knowledge/experiences, and develop student interest.)

- Ask students if they have ever been to a coast or plain before. Introduce that we will be talking about the
landforms plain and coast today.

Body or Procedures: (Use a bulleted or numbered format to communicate the procedures for the lesson. Describe the strategies which will
be used to support students learning. Knowledge of students cognitive, social, emotional, and physical development along with their cultural
backgrounds should be evidence.

-
-
-
-
-
-

Complete Landform Flipchart for plain and coast

Introduce what a plain is and discuss key details.
Look at some famous plains in the world.
Sort pictures of plains vs. deserts
Introduce what a coast is and discuss key details.
Look at some famous coast around the world.

Closure/Wrap up: (Describe how the content of the lesson will be summarized. There may be a review of the core concepts, relevant goals,
or essential questions.)

-
-

Students fill out the table of contents in the landform booklet.

Individually define and draw a plain and coast.

Modifications/Differentiation to Support Student Learning

What will be differentiated? Content/Process/Product
-
Process

How will differentiation be accomplished?
-
Students will be given support and prompts during discussion

What strategies will be used to differentiate for focus student 1?
-
Will be given prompts during discussion

What strategies will be used to differentiate for focus student 2?
-
Will be given prompts during discussion

What strategies will be used to differentiate for focus student 3?
-
Will be expected to respond without extra prompts.

Instructional Support
Materials, Additional Resources, and Background Information: (List any websites, materials, and background information that
you will need or use as the teacher to engage the students.)
-
Landform Booklet
-
Landform Flipchart
-
Promethean Board
-
http://www.fasttrackteaching.com/burns/Unit_2_Westward/U2_Great_Plains_Geography.html
-
http://www.huffingtonpost.com/minube/the-worlds-most-dramatic_b_3981648.html

Clear Links to Learning Theories, Educational Research, and Principles of Development:
- Vygotsky language and discussion with others enhances learning.
Connections to Technology and/or the Arts:
-
Flipchart using the Promethean board.
-
Videos and pictures using the internet
-
Drawing the landforms
Description of Collaboration with Others: (These might include the inclusion teacher, media specialist, counselor, guest speaker,
grade level coordinator, community experts, families, etc.)

st

Host teacher and 1 grade planner for Social Studies

Name of Teacher Candidate: Cailin Freemyer

Central Focus: Geography

Date: 2-26-2015
Grade Level: 1st

Lesson Title: Landform Flipbook

Curriculum Areas Addressed:
-
Social Studies
-
Literacy

Time Required: 25 minutes
Instructional Groupings: Whole Group & Individual

Standards: List the number and the text of the academic content standards and/or CCGPS for each standard that is addressed. If only a
portion of a standard is addressed, include only the part or parts that are relevant.

Social Studies:
-
SS1G3: The Student will locate major topographical features of the earths surface.
-
C) Identify and describe landforms (mountains, deserts, valleys, plains, plateaus, and coasts).
Literacy:
-
- ELACC1SL5: Add drawings or other visual displays to descriptions when appropriate to clarify ideas,
thoughts, and feelings.
-
ELACC1SL1: Participate in collaborative conversations with diverse partners about grade 1 topics and texts
with peers and adults in small and larger groups.
-
ELACC1W5: With guidance and support from adults, focus on a topic, respond to suggestions from peers,
and add details to strengthen writing as needed.

Individual Education Plan Goals: N/A

Benchmarks for the Focus Students:
-
#1 will stay focused

As a result of this lesson/unit students will
Be Respectful citizens of our world

Understand
Relevant Goal(s):
-
Students will understand what the landforms around the world are.

Essential Question(s): (Essential questions should be used to guide instruction.)
-
How are landforms around the world different?

Know
Learning Objectives: (Objectives are stated in measurable/observable terms. They are aligned with the relevant goal(s), essential
question(s), and standards. These represent the knowledge that will be assessed.)
-
Students will know what mountains, valleys, deserts, plateaus, plains, and coast are.
-
Students will know key details about each landform and how the landforms are different.

Do
Learning Objectives: (Objectives are stated in measurable/observable terms. These should reflect the thinking skills, skills of the discipline.
These represent the skills that will be assessed.)

-
-

Students will identify each landform.

Students will draw details about each landform.

Support for Academic Language

Academic Language: (What Academic Language will be taught or developed? Identify the key vocabulary and/or symbols specific to the
content area. These may be derived from the standards.)

- Landform - Plain - Coast - Mountain - Valley - Desert - Plateau

- Identify - Describe - Draw
Academic Language Demands: (Identify one of the following ways that students will participate in learning tasks to demonstrate
disciplinary understanding: reading, writing, listening, or oral language.)

Vocabulary, Language Functions, Syntax, & Discourse

Language Function: (The language function is represented by the active verbs within the learning objectives. Common language functions
in the include identifying main ideas and details; analyzing and interpreting characters and plots; arguing a position or point of view;
predicting; evaluating or interpreting an authors purpose, message, and use of setting, mood, or tone; comparing ideas within and between
texts; and so on.

-
-

Identify landforms by analyzing the shapes of each page

Compare landforms

Syntax: (Identify the supports that will be provided for students to organize the information charts, graphs, diagrams. These must relate to
the Language Function.)

Landform FlipBook

Discourse: (Describe how the students will demonstrate/express their understanding of the Academic Language.)
-
Draw
-
Write

Assessment (Each learning objective must be assessed. Questions to consider: How will the KNOW, DO, and BE be evaluated? How will
students demonstrate their understanding or the lessons objectives? How will you provide feedback for the students? What type of assessment
will be used? Is the assessment formal or informal? What evidence will be collected to demonstrate students understanding/mastery of the
lessons objective? What constitutes success for the students?)

Know: (Identify the assessment strategies to be used for the learning objectives listed in the Know section.)
-
Landform Flipbook

Evaluation Criteria: (Indicate the qualities by which levels of performance can be differentiated and that anchor judgments about the
learners degree of success on an assessment.)
-
Students labeled each of the 6 landform templates correctly.
-
Students provide drawings that show how the landforms differ.

Differentiation for IEP and Focus Students:
-
N/A

DO: (Identify the assessment strategies to be used for the learning objectives listed in the Do section.)
-
Landform Flipbook

Evaluation Criteria: (Indicate the qualities by which levels of performance can be differentiated and that anchor judgments about the
learners degree of success on an assessment.)

Students have each of the 6 landforms labeled correctly and have 2 key supporting drawings

Differentiation for IEP and Focus Students:
-
N/A

Steps in the Lesson (Include the attention getter or the hook for the lesson; the introduction; the lesson procedures including
strategies/planned supports for whole-class, small group, and individual instructions; and differentiated activities.)
Attention Getter or Hook: (State how the attention of the students will be piqued at the start of the lesson.)
-
The flipbook templates

Introduction: (State how the lesson will be introduced. This should communicate the purpose of the lesson, be directly related to the goals
and objectives of the lesson, tap into prior knowledge/experiences, and develop student interest.)

Review what the 6 landforms are that we have discussed.

Body or Procedures: (Use a bulleted or numbered format to communicate the procedures for the lesson. Describe the strategies which will
be used to support students learning. Knowledge of students cognitive, social, emotional, and physical development along with their cultural
backgrounds should be evidence.

Have students recall one or two key details about each landform.
Create the landform flipbook using the following template:
http://thefirstgradefairytales.blogspot.com/2013/05/landforms-freebie-save-for-next-year.html.
Teacher will cut out templates and pass one of each landform to every student. Students will color
pictures relating to the landform and glue/write titles to each page.
When students finish the teacher will staple the pages together.

Closure/Wrap up: (Describe how the content of the lesson will be summarized. There may be a review of the core concepts, relevant goals,
or essential questions.)

After everyone has finished, students can share their books with the class.

Modifications/Differentiation to Support Student Learning
What will be differentiated? Content/Process/Product - N/A

How will differentiation be accomplished? - N/A

What strategies will be used to differentiate for focus student 1? - N/A
What strategies will be used to differentiate for focus student 2? N/A

What strategies will be used to differentiate for focus student 3? - N/A
Instructional Support
Materials, Additional Resources, and Background Information: (List any websites, materials, and background information that
you will need or use as the teacher to engage the students.)
-
Flipbook template
-
Crayons/ Pencils
-
http://thefirstgradefairytales.blogspot.com/2013/05/landforms-freebie-save-for-next-
year.html.
Clear Links to Learning Theories, Educational Research, and Principles of Development:
-
Multiple Intelligences: Auditory, Visual, Logical

Connections to Technology and/or the Arts:
-
Drawing Pictures that relate to different landforms.

Description of Collaboration with Others: (These might include the inclusion teacher, media specialist, counselor, guest speaker,
grade level coordinator, community experts, families, etc.)

Host teacher

Name of Teacher Candidate: Cailin Freemyer

Central Focus: Geography

Date: 2-27-2015
Grade Level: 1st

Lesson Title: Landforms

Curriculum Areas Addressed:
-
Social Studies
-
Literacy

Time Required: 25 minutes
Instructional Groupings: Small Group

Standards: List the number and the text of the academic content standards and/or CCGPS for each standard that is addressed. If only a
portion of a standard is addressed, include only the part or parts that are relevant.

Social Studies:
-
SS1G3: The Student will locate major topographical features of the earths surface.
-
C) Identify and describe landforms (mountains, deserts, valleys, plains, plateaus, and coasts).
Literacy:
-
ELACC1SL1: Participate in collaborative conversations with diverse partners about grade 1 topics and texts
with peers and adults in small and larger groups.
-
ELACC1W5: With guidance and support from adults, focus on a topic, respond to suggestions from peers,
and add details to strengthen writing as needed.
-
ELACC1RL2: Ask and answer questions about key details in a text.

Individual Education Plan Goals: N/A

Benchmarks for the Focus Students:
-
#1 will stay focused
-
#3 will be able to independently move through the small groups

As a result of this lesson/unit students will
Be Respectful citizens of our world

Understand
Relevant Goal(s):
-
Students will understand what the landforms around the world are.

Essential Question(s): (Essential questions should be used to guide instruction.)
-
How are landforms around the world different?

Know
Learning Objectives: (Objectives are stated in measurable/observable terms. They are aligned with the relevant goal(s), essential
question(s), and standards. These represent the knowledge that will be assessed.)
-
Students will know what mountains, valleys, deserts, plateaus, plains, and coast are.
-
Students will know key details about each landform and how the landforms are different.

Do
Learning Objectives: (Objectives are stated in measurable/observable terms. These should reflect the thinking skills, skills of the discipline.
These represent the skills that will be assessed.)

-
-
-

Students will identify each landform.

Students will read and write details about each landform.
Students will define each landform.

Support for Academic Language

Academic Language: (What Academic Language will be taught or developed? Identify the key vocabulary and/or symbols specific to the
content area. These may be derived from the standards.)

- Landform - Plain - Coast - Mountain - Valley - Desert - Plateau

- Identify - Describe - Write - Analyze - Read
Academic Language Demands: (Identify one of the following ways that students will participate in learning tasks to demonstrate
disciplinary understanding: reading, writing, listening, or oral language.)

Vocabulary, Language Functions, & Discourse

Language Function: (The language function is represented by the active verbs within the learning objectives. Common language functions
in the include identifying main ideas and details; analyzing and interpreting characters and plots; arguing a position or point of view;
predicting; evaluating or interpreting an authors purpose, message, and use of setting, mood, or tone; comparing ideas within and between
texts; and so on.

-
-

Identify landforms by analyzing the pictures given.

Compare landforms

Syntax: (Identify the supports that will be provided for students to organize the information charts, graphs, diagrams. These must relate to
the Language Function.)

- N/A
Discourse: (Describe how the students will demonstrate/express their understanding of the Academic Language.)
-
Write
-
Matching

Assessment (Each learning objective must be assessed. Questions to consider: How will the KNOW, DO, and BE be evaluated? How will
students demonstrate their understanding or the lessons objectives? How will you provide feedback for the students? What type of assessment
will be used? Is the assessment formal or informal? What evidence will be collected to demonstrate students understanding/mastery of the
lessons objective? What constitutes success for the students?)

Know: (Identify the assessment strategies to be used for the learning objectives listed in the Know section.)
-
Matching Worksheet
-
Picture Sort
-
Writing activity

Evaluation Criteria: (Indicate the qualities by which levels of performance can be differentiated and that anchor judgments about the
learners degree of success on an assessment.)
-
Students will accurately match each landform name to pictures that identify the landform.
-
Students will accurately write 1 landforms definition.
-
Students will be able to write down one or two new interesting facts that they read about.

Differentiation for IEP and Focus Students:
-
N/A

DO: (Identify the assessment strategies to be used for the learning objectives listed in the Do section.)
-
Matching Worksheet
-
Picture Sort
-
Writing activity

Evaluation Criteria: (Indicate the qualities by which levels of performance can be differentiated and that anchor judgments about the
learners degree of success on an assessment.)

-
-
-

Students will accurately match each landform name to pictures that identify the landform.
Students will accurately write 1 landforms definition.
Students will write down two new interesting facts that they read about.

Differentiation for IEP and Focus Students:
-
N/A

Steps in the Lesson (Include the attention getter or the hook for the lesson; the introduction; the lesson procedures including
strategies/planned supports for whole-class, small group, and individual instructions; and differentiated activities.)
Attention Getter or Hook: (State how the attention of the students will be piqued at the start of the lesson.)
-
Centers set up


Introduction: (State how the lesson will be introduced. This should communicate the purpose of the lesson, be directly related to the goals
and objectives of the lesson, tap into prior knowledge/experiences, and develop student interest.)

Tell students that we were going to be reviewing the landforms by doing a few different activities today in
small groups.

Body or Procedures: (Use a bulleted or numbered format to communicate the procedures for the lesson. Describe the strategies which will
be used to support students learning. Knowledge of students cognitive, social, emotional, and physical development along with their cultural
backgrounds should be evidence.

-
-
-
-
-
-

Explain each center and what students will do there.

Split class into 3 equal groups.
Each group go to 3 centers:
Center #1: Students read landform books and write down 2+ interesting facts they learned, define 1, and
draw a picture
Center #2: Picture Sort match the names of the landform to pictures of the landforms. Completed on
the Promethean board.
Center #3: Landform Matching cut and paste pictures of each landform into the box with the correct
corresponding landform name.

Closure/Wrap up: (Describe how the content of the lesson will be summarized. There may be a review of the core concepts, relevant goals,
or essential questions.)

After everyone has finished students can share their landform interesting facts and drawings.

Modifications/Differentiation to Support Student Learning
What will be differentiated? Content/Process/Product
-
Process
-
Product

How will differentiation be accomplished?
The process will be differentiated because:
-
Group 1 will complete all 3 centers while being self- directed in their activities.
-
Group 2 & 3 will complete the centers with a teacher guiding their group.
-

What strategies will be used to differentiate for focus student 1?
-
Will be in group 2. He will already have the pictures for the matching worksheet cut out for him.

What strategies will be used to differentiate for focus student 2? N/A
-
Will be in group 3. Will be given reading support during the reading center.

What strategies will be used to differentiate for focus student 3?
-
Will be in group 1 and will be expected to self-direct herself through the centers.

Instructional Support
Materials, Additional Resources, and Background Information: (List any websites, materials, and background information that
you will need or use as the teacher to engage the students.)
-
Sorting Pictures Flipchart
-
Landform matching worksheet.
-
Landform book series by Sheila Anderson: Coasts / Plateaus / Mountains / Valleys / Plains
-
Teachers Pay Teachers
-
https://sites.google.com/a/pvlearners.net/mercury-mine-1st-grade-happenings/core-knowledge---
science/geography
-

Clear Links to Learning Theories, Educational Research, and Principles of Development:
-
Multiple Intelligences: Visual, Logical, Interpersonal, Intrapersonal

Connections to Technology and/or the Arts:
-
Drawing pictures
-
Interacting with the Promethean board
Description of Collaboration with Others: (These might include the inclusion teacher, media specialist, counselor, guest speaker,
grade level coordinator, community experts, families, etc.)

Host teacher, Lynsey Rowland

Name of Teacher Candidate: Cailin Freemyer

Central Focus: Geography

Date: 3-2-15
Grade Level: 1st

Lesson Title: Landforms

Curriculum Areas Addressed:
-
Social Studies
-
Literacy
Time Required: 20 minutes
Instructional Groupings: Individual

Standards: List the number and the text of the academic content standards and/or CCGPS for each standard that is addressed. If only a
portion of a standard is addressed, include only the part or parts that are relevant.

Social Studies:
-
SS1G3: The Student will locate major topographical features of the earths surface.
-
C) Identify and describe landforms (mountains, deserts, valleys, plains, plateaus, and coasts).
Literacy:
-
ELACC1L6: Use words and phrases acquired through conversations, reading and being read to, and
responding to texts, including using frequently occurring conjunctions to signal simple relationships.

Individual Education Plan Goals: N/A

Benchmarks for the Focus Students:
-
#2 will be able to read the definitions given

As a result of this lesson/unit students will
Be Respectful citizens of our world

Understand
Relevant Goal(s):
-
Students will understand what the landforms around the world are.

Essential Question(s): (Essential questions should be used to guide instruction.)
-
How are landforms around the world different?

Know
Learning Objectives: (Objectives are stated in measurable/observable terms. They are aligned with the relevant goal(s), essential
question(s), and standards. These represent the knowledge that will be assessed.)
-
Students will know what landforms, valleys, deserts, plateaus, plains, and coasts are.

Do
Learning Objectives: (Objectives are stated in measurable/observable terms. These should reflect the thinking skills, skills of the discipline.
These represent the skills that will be assessed.)

-
Students will identify and match the landforms to the correct definition.

Support for Academic Language
Academic Language: (What Academic Language will be taught or developed? Identify the key vocabulary and/or symbols specific to the
content area. These may be derived from the standards.)

- Landform - Plain - Coast - Mountain - Valley - Desert - Plateau

- Identify - Write - Read
Academic Language Demands: (Identify one of the following ways that students will participate in learning tasks to demonstrate
disciplinary understanding: reading, writing, listening, or oral language.)

-
Vocabulary, Language Functions, & Discourse
Language Function: (The language function is represented by the active verbs within the learning objectives. Common language functions

in the include identifying main ideas and details; analyzing and interpreting characters and plots; arguing a position or point of view;
predicting; evaluating or interpreting an authors purpose, message, and use of setting, mood, or tone; comparing ideas within and between
texts; and so on.

Identify the landforms.

Syntax: (Identify the supports that will be provided for students to organize the information charts, graphs, diagrams. These must relate to
the Language Function.)

Crossword Puzzle

Discourse: (Describe how the students will demonstrate/express their understanding of the Academic Language.)
-
Read definitions, match them to the correct vocabulary term, and write the terms.

Assessment (Each learning objective must be assessed. Questions to consider: How will the KNOW, DO, and BE be evaluated? How will
students demonstrate their understanding or the lessons objectives? How will you provide feedback for the students? What type of assessment
will be used? Is the assessment formal or informal? What evidence will be collected to demonstrate students understanding/mastery of the
lessons objective? What constitutes success for the students?)

Know: (Identify the assessment strategies to be used for the learning objectives listed in the Know section.)
-
Crossword Puzzle

Evaluation Criteria: (Indicate the qualities by which levels of performance can be differentiated and that anchor judgments about the
learners degree of success on an assessment.)
-
Students accurately know the vocabulary terms definitions.

Differentiation for IEP and Focus Students:
N/A
DO: (Identify the assessment strategies to be used for the learning objectives listed in the Do section.)
-
Crossword Puzzle

Evaluation Criteria: (Indicate the qualities by which levels of performance can be differentiated and that anchor judgments about the
learners degree of success on an assessment.)

Students accurately identify and write the correct vocabulary terms in the correct places.

Differentiation for IEP and Focus Students:
N/A
Steps in the Lesson (Include the attention getter or the hook for the lesson; the introduction; the lesson procedures including
strategies/planned supports for whole-class, small group, and individual instructions; and differentiated activities.)
Attention Getter or Hook: (State how the attention of the students will be piqued at the start of the lesson.)
-
Who can tell me what the landforms we discussed last week are?

Introduction: (State how the lesson will be introduced. This should communicate the purpose of the lesson, be directly related to the goals
and objectives of the lesson, tap into prior knowledge/experiences, and develop student interest.)

Tell students that today they get to complete a puzzle to help them recognize each landform according to
its definition.
Body or Procedures: (Use a bulleted or numbered format to communicate the procedures for the lesson. Describe the strategies which will
be used to support students learning. Knowledge of students cognitive, social, emotional, and physical development along with their cultural
backgrounds should be evidence.

-
Teacher passes out the crossword puzzles.
-
Students individually complete the puzzles.
Closure/Wrap up: (Describe how the content of the lesson will be summarized. There may be a review of the core concepts, relevant goals,
or essential questions.)

Students will share what the definition of each vocabulary term is.

Modifications/Differentiation to Support Student Learning

What will be differentiated? Content/Process/Product
-
Process

How will differentiation be accomplished?
-
Provide reading support to students who struggle with reading.

What strategies will be used to differentiate for focus student 1?
-
N/A

What strategies will be used to differentiate for focus student 2?
-
Provide reading support if needed.

What strategies will be used to differentiate for focus student 3?
-
N/A

Instructional Support
Materials, Additional Resources, and Background Information: (List any websites, materials, and background information that
you will need or use as the teacher to engage the students.)
-
Crossword Puzzles
-
Pencils
Clear Links to Learning Theories, Educational Research, and Principles of Development:
-
Howard Gardner: Multiple Intelligence Logical

Connections to Technology and/or the Arts:
-
N/A

Description of Collaboration with Others: (These might include the inclusion teacher, media specialist, counselor, guest speaker,
grade level coordinator, community experts, families, etc.)

Teacher who plans social studies and host teacher