Grade Level: 5th grade
Standard (Subject): Social Studies
Topic: Spatial Thinking and Skills
Content Statement #:
4. Globes and other geographic tools can be used to gather, process and report information about
people, places and environments. Cartographers decide which information to include in maps.
5. Latitude and longitude can be used to make observations about location and generalizations about
climate.
To Do List:
 Find a picture of a completed terrarium
 Make the students unit dictionary
 Have the vocabulary pictures and words ready for the students in the moderate and intensive group.
 Gather the Atlas pages of North America, Ecuador, and Indiana
 Prepare region index cards
 Gather books for browsing
Steps to the Lesson: UDL(Instruction that the whole group receives)
“Hook”: I will show the students a picture of a completed terrarium.
Day 1:
1. I will introduce our unit on terrariums. I will show the students a picture of what a completed terrarium will look like.
2. I will tell the students that we will start by researching regions that our terrariums will be representing.
3. I will then give the students their pre-assessment (See below for accommodations)
4. Once the pre-assessment is complete I will introduce the vocabulary words. We will talk about each word and the picture that will be
used to support the text. After we discuss the words it will be put up on the terrarium word wall. Students will then enter the word in
their personal “unit dictionary.” (See below for accommodations). When we discuss the terms longitude and latitude we will listen to the
latitude and longitude rap song.
Day 2:
5. We will begin by reviewing the vocabulary words and listening to the latitude and longitude rap again.
6. I will display an atlas page of North America on the Elmo. We will focus on Toronto, Canada. I will model how to make observations and
generalizations about the region. We will also discuss how this information would influence where we chose to live.
7. We will then look at Phoenix, Arizona on the atlas. This time I will have the students help me make the observations.
8. If the students seem to understand the concept we will go on to the next part of the lesson. If they are still having difficulty I will do
another example.
Day 3:
9. We will review our vocabulary words and listen to the longitude and latitude rap again.
10. I will pass out and explain their unit log books.
11. I will randomly hand out cards with one of two places written on it. Some students will get Ecuador, South America and other students
will get Indiana, North America. Students will then have to use the Atlas to find their country or state and make generalizations and
observations. This will be recorded in their log book. (This will be my post-assessment. See below for accommodations).
Instructional Strategies:
I will first model what the students are to do several times before having them try it on their own. I will also explain the directions to all the
students verbally before they begin.
Prior Knowledge (Pre-Assessment):
For the pre-assessment the students will be answering questions about vocabulary words and also questions about a region’s certain
climate. They will also have to answer how this would affect where they choose to live. (See below for accommodations)
The items below can be
students specific or level
specific
Pre-Assessment
 Work sample-with  list, rubric or
notes
 Captioned photo(s)
 Observation w/notes
 Video tape – with documentation
 Audio tape – with documentation
Intensive Modification
Some Scaffolds
Least Accommodation
Students will have an enlarged
atlas page with Velcro on the
items they are to identify. They
will place the Velcro words from
the word bank onto the map. One
detractor will be used in the word
Students will have an atlas page
of the U.S. They will be allowed to
cut and paste the answer onto the
answer blank. Their word bank
will contain two detractors.
Students will have an atlas page
of the U.S. They will be required
to write their answer to the
questions on a line. They will be
given a word bank to choose from
and the word bank will include




Test/Quiz
 list
Rubric
Other
Differentiated Materials/
Technology
(List All)
bank.
Unit Dictionary: These students
will have a word and picture
combo that they will Velcro
beside the picture supported
definition.
Main Activity/Post Assessment:
Students will be able to use the
Elmo enlarge the reference atlas.
three detractors.
Unit Dictionary: These students
will have a baggie containing all
the words cut out. They will
match the word to the definition
and paste it beside the
definition. They will then draw a
picture for the word.
Unit Dictionary: These students
will write the word beside the
definition and draw a picture for
the word.
Students will have an atlas page
of just their region. The
worksheet will be written at a
lower readability level. Students
will circle the picture supported
answer they want. The last
question will be set up like a
multiple choice question.
Students will have an atlas page
of the entire continent they are
working with. The boarder of
their specific country or state
will be highlighted. They will
have need to write their answer
to the questions on the line.
They will be very short “yes” or
“no” type questions. The last
question will not be multiple
choice for these students.
Instructional Strategies/
Learning Styles
Post-Assessment
(Same options as above)
Students will have the
opportunity to put their atlas
under the ELMO to enlarge it.
They will choose answers to the
questions (picture supported)
from two picture supported
choices. The last question will be
set up like a multiple choice
question.
Verbal Linguistic
Math-Logical
Gardner’s Multiple Intelligences
Musical
Visual-Spatial
Latitude and Longitude
Rap
Interpersonal
Bodily-Kinesthetic
Intrapersonal
The picture supported
vocabulary words. Also
students in the mild and
moderate section will
draw pictures for their
vocabulary words.
Naturalist
Bloom’s Taxonomy
Knowledge/
Remembering
x
Comprehension/
Understanding
Application/
Applying
x
Analysis/
Analyzing
Synthesis/
Evaluating
Evaluation
Post Assessment:
Students will fill in the first page in their unit log book. The students will have to use an atlas page to mark on their own map the
generalizations and observations about the region and other important map related features: equator, longitude, latitude, climate, location,
etc. (See accommodations above)
Closure:
I will conclude the lesson by telling the students that tomorrow we are going to look into our country or state more deeply and learn
more about the regions.
Reflection:
1. How did you identify prior knowledge and what did it tell you?
2. Were you able to relate the lesson content to real life applications that were age appropriate?
3. What technology did you integrate into this lesson? How does the use of this technology support Universal Design for
Learning?
3. How do you know you are developing rapport with your students?
4. Describe how you selected teaching strategies that aligned with the individual learning styles of your students.
5. Were you able to keep the attention of your students (engagement, interest, variety, involvement)?
6. Describe your classroom management style. Was it effective during this lesson?
7. Are you meeting the learning styles/needs of your students?
8. What does your assessment data show from pre-to post assessment?
9. How are you identifying when you are losing kids and how are you bringing them back?
10. How did you intentionally universally design your lesson?
11. How did you give your students choices and a voice during instruction?
12.How did you transition to the next activity?
13. Evaluate your communication Skills…(eye contact, voice volume, movement, expressions, gestures, grammar, etc)
14. What intentional decisions did you make as the lesson progressed?
15. How did you show Enthusiasm/Warmth?
16. How did you address the different abilities in your class range? (create specific guidelines and support for students
with academic, social and/or emotional differences. (All ranges including the gifted)
17. How did you address diversity? (Consider two or more in every lesson…Ethnic, racial, gender social, religious
language, cultural physical, motivational factors, learning styles, multiple intelligences, interest, disabilities and you
may extend this list)
18. Talk about your use of class time.
10. Encourage and Demonstrate Creativity…