DIXIE STATE COLLEGE – DEPARTMENT OF EDUCATION
ELEMENTARY LESSON PLAN TEMPLATE
Sample Semester 2 Lesson Plan
Teacher Candidate: Mrs. Sample
Grade Level __4_ Title: Utah’s Physical Geography
CONTEXTUAL FACTORS (classroom factors)
Contextual Factors:
5 students who struggle with reading; 2 have IEPs (Matt, Kelli)
2 students with limited English proficiency (Jose, Mariana) WIDA level 2
2 students with behavior challenges (Kim, Nate)
Classroom Environment:
Classroom arranged in tables of 4 students each
Technology available
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 (from Unit Plan):
Standard 1: Students will understand the relationship between the physical geography in Utah and human life.
Objective 1: Classify major physical geographic attributes of Utah.
Content Walk-Away: I will create a physical map of Utah using a longitude and latitude grid system and label
the map with appropriate landforms and with symbols for natural resources.
Language Walk-Away: I will explain in writing how the physical geography of Utah affects where people live,
work, and enjoy recreation.
ASSESSMENT EVIDENCE (What evidence do I need to
show the students have learned the Walk-Away? )
Formative Evidence (checking for understanding throughout the
lesson): Questioning for understanding of grid system.
Checking progress on map making.
Questioning for understanding of vocabulary.
Modifications/Accomodations (ELL, IEP, GATE, etc.)
Specifically ask Jose and Mariana questions
about vocabulary: Tell me about the word
grid. What is meant by the word attribute?
Seat Kim and Nate strategically. Ask resource
aide to help Nate monitor his behavior and
attentiveness.
Content Walk-Away Evidence (Summative):
Accurate map creation with all required labels.
Partner Matt and Kelli with other students to
assist (if needed) them in labeling their maps.
Language Walk-Away Evidence (Summative):
Written summary of why geography effects where people live, work,
and enjoy recreation. Small group discussion of the relationship of
geography to where people live, work, and enjoy recreation.
Provide all students with a graphic organizer
and with a rubric to assist with their writing.
Provide extra support for Jose, Mariana, Matt,
and Kelli while writing their summaries.
Parent volunteer to help them in a small group
and/or individually.
ACTIVE LEARNING PLAN
Modifications/Accomodations (ELL, IEP, GATE,
etc.). Note: Provide a brief
description for each. Do not
simply list SIOP 4,5,12, etc.
Focus Lesson (“I do it”)
Teacher writes objective on whiteboard and says, “Today we will classify major
physical geographic attributes of Utah and examine their relationship to where
people live, work and enjoy recreation. You will be asked to discuss and write a
summary of what you have learned.” (SIOP 1 & 2)
Teacher asks, “Have any of you been out on a boat in the ocean where you could see
land? How did you know where you were? How did you know how to get back to
land? (SIOP 7) Before modern instruments sailors and navigators of the past created
ways of knowing where they were on the globe.
Teacher reads the picture book “Sea Clocks” to introduce a brief history of how the
latitude and longitude grid came to be (SIOP 4). Teacher shows globe and reviews
with students basic grid lines: equator, prime meridian, and tropics’ lines (SIOP 8).
Teacher reviews lines of latitudes and explains why they are sometimes called
parallels as well. Teacher reviews lines of longitude and explains that they meet at
both poles. Purposes of the grid system are discussed (SIOP 3 & 16).
SIOP 1 & 2 Content and language objs.
Place Kim and Nate where they will not
become distracted easily.
Challenge high level learners with
probing questions.
Check with Jose and Mariana for
understanding of vocabulary.
SIOP 7 Concepts explicitly linked
Ask Matt and Kelli questions to ensure
engagement.
SIOP 4 Supplementary materials
SIOP 8 Links made
SIOP 3 Content concepts
SIOP 16 Interaction
Teacher will ask questions regarding vocabulary, such as:
What are physical attributes? What is meant by classify? What will classifying
physical attributes on a map look like? What will you need to know and understand
in order to do this? How do you determine a relationship between geography and
humans?(SIOP 9 & 19)
Ask Matt to locate one of the lines on
the globe. Also ask Mariana to locate
and tell the class what the line indicates.
SIOP 9 Key vocabulary
SIOP 19 Clarify
Teacher then uses a wall map to locate all of the lines that were shown on the globe
(SIOP 4).
SIOP 4 Supplementary materials
Formative Assessment: Teacher questioning:
Why did navigators use the grid system in the past?
For what reasons do we use it today? How has technology changed our use of the
grid system? How do the lines of latitude relate to where people live? Why are lines
of latitude called parallels and lines of longitude are not? (SIOP 27, 28 & 29)
SIOP 27 Review vocabulary
SIOP 28 Review concepts
SIOP 29 Feedback
Stretch high level learners: Give
coordinates and ask them to locate
spots on world map.
Guided Instruction (“We do it”)
Together we find the location of Utah on a U.S. map and note the lat. /long.
numbers of each corner of the state. We will find and mark those four corners on an
already prepared grid. Students will be asked to help draw the state’s outline
between the state corners already marked on the grid (SIOP 6).
SIOP 6 Meaningful activities
Have Kim help draw outline.
Together we will compare our map to a physical wall map of Utah. Students will
evaluate our progress in creating a map.
Mountain ranges, rivers, lakes, and desert areas are discussed as a group and
students place are called on to place them on the group-constructed map (SIOP 6).
Discussion occurs as to how these landforms effect where people live (SIOP 16).
Formative Assessment: Students are asked to compare the group-constructed map
to the physical wall map of Utah. Questions are asked to assess understanding of
how geography affects where people live: How does living in the mountains affect
Utah residents? Where might they live? Where might they work? What might they
do for fun and enjoyment? How does living in a desert affect where we live? Where
we work? Where we recreate? (SIOP 7)
SIOP 6 Meaningful activities
SIOP 16 Interaction
Ask Nate and Mariana to clarify how
landforms effect where people live after
the class discussion.
SIOP 7 Concepts linked
Check with Matt and Kelli for
understanding by asking them specific
questions.
Collaborative/Cooperative (“You do it together”)
Students will be given text to read in small groups regarding Utah’s natural
resources and recreation areas (SIOP 5).
In response to their reading, table groups will use the Talking Chips cooperative
structure to discuss natural resources and the location of natural resources in Utah.
Table groups will also discuss recreation areas in Utah and how these relate to
natural resources (SIOP 17). A graphic organizer will be completed by each student
SIOP 5 Adaptation of content
Provide partner support for reading for
struggling readers.
SIOP 17 Grouping
during the discussion to be used when writing their summary (SIOP 4).
SIOP 4 Supplementary materials
Formative Assessment: Teacher circulates and listens to reading and to group
discussions. Teacher asks questions of various students to check for understanding
and gives feedback to various table groups (SIOP 29). Teacher checks for
engagement of all students in discussing and in filling in the graphic organizer.
SIOP 29 Feedback
Check graphic organizer of Matt, Kelli,
Jose, Mariana.
Independent (“You do it alone”)
Students will create their own map key for natural resources and recreation areas in
Utah and will label their own maps with these items. Students will evaluate their
own progress in creating a map by making comparisons to the one that was created
by the whole class (SIOP 8).
SIOP 8 Links past and new learning
Students will write a summary of how Utah’s physical geography affects where
people live, work, and enjoy recreation. They will proofread for meaning and for
errors (SIOP 19). Students will check their own writing using a standard writing
rubric used for all writing assignments.
SIOP 19 Clarify
Provide writing support by parent
volunteer for any who need it. Target
Jose, Mariana, Matt and Kelli.
Adjust rubric if necessary.
Formative/Summative Assessment: Teacher will circulate to assess progress and
give specific feedback on map creation and on written summaries (SIOP 29).
SIOP 29 Feedback
Summarization
Students will be asked to share their written summaries aloud with other members
of their table groups (SIOP 17).
SIOP 17 Grouping
Provide Jose and Mariana partner
support in reading and speaking.
Teacher will bring students together on the rug to review the vocabulary from the
lesson and discuss content concepts (SIOP 27 & 28).
SIOP 27 Vocab. review
SIOP 28 Concept review
Formative/Summative Assessment:
Teacher will circulate and monitor oral reading of summaries among table group
members giving specific feedback as needed. Written summaries will be collected
and assessed according to the previously mentioned rubric (SIOP 30).
SIOP 30 Assessment of learning
NOTES TO TEACHER
What do I need to remember to do? Continually check for engagement of all students. Ask a varied level of
questions to probe understanding.
Materials to have ready? Maps, Globes, Rulers, Markers, Rubric, Graphic organizer, Text materials
Approximate time needed for lesson? 45-60 minutes