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Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Laura DeGroot

Date April 4, 2015

Subject/ Topic/ Theme Landforms- Introduction /Mountians

Grade Second

I. Objectives
How does this lesson connect to the unit plan?
This lesson is the introduction which will give prerequisite knowledge for all of the following lessons in the unit. It will define specific terminology that will be used
throughout the unit.
cognitiveR U Ap An E C*

Learners will be able to:



Define what the word surface feature means, in terms of landforms

Work together in pairs
Describe a what a mountain looks like
Describe how mountains are formed
Tell how mountains affect weather
Know what causes mountains to change shape
Follow directions when performing activities
List some animals that live in the mountains


Common Core standards (or GLCEs if not available in Common Core) addressed:

E.SE.02.21 Describe the major landforms of the surface of the Earth (mountains, plains,
plateaus, valleys, hills).
Speaking and Listening Standards K5 1. Participate in collaborative conversations with diverse partners about grade
2 topics and texts with peers and adults in small and larger groups. a. Follow agreed-upon rules for discussions (e.g.,
gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts
under discussion). b. Build on others talk in conversations by linking their comments to the remarks of others. c. Ask
for clarification and further explanation as needed about the topics and texts under discussion.
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start

Identify prerequisite
knowledge and skills.

Students must know how to read and write

Pre-assessment (for learning):

Face Feature game. Students will compare features of their face with features of the earth
Formative (for learning):

Outline assessment
(applicable to this lesson)

What barriers might this

lesson present?
What will it take


I will be monitoring students understanding by asking a lot of questions during the demonstrations
and by having students make predictions and then seeing if their predictions were correct.
Formative (as learning):

Students will assess their own learning by seeing if their predictions were correct or not
Summative (of learning):
Students will fill out their Mountains worksheet. They will have to draw a picture of mountain and
answer three questions about what I taught in the lesson.
Provide Multiple Means of
Provide options for perceptionmaking information perceptible

Provide Multiple Means of

Action and Expression
Provide options for physical actionincrease options for interaction

Slide Show
Hands-on activity


Provide Multiple Means of

Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
Sheet and sand activity

Provide options for language,

mathematical expressions, and
symbols- clarify & connect

Slide Show

emotionally, etc., for your

students to do this lesson?

Provide options for

comprehension- activate, apply &
Questions I ask during the lesson
and final worksheet

Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to use?

How will your classroom

be set up for this lesson?

Provide options for expression and

communication- increase medium
of expression
Students have the opportunity to
answer questions aloud or in the
paper they have to do at the end of
the lesson

Provide options for sustaining

effort and persistence- optimize
challenge, collaboration, masteryoriented feedback
Hands-on activities/slideshow

Provide options for executive

functions- coordinate short & long
term goals, monitor progress, and
modify strategies

Provide options for self-regulationexpectations, personal skills and

strategies, self-assessment &

Students will be aware that the

questions on their worksheet might
appear on other worksheets later in
the unit and they are expected to
know the anwers

I will correct each students

worksheet and give it back to them
so they can see what they got

A white sheet
9x13 pan
Sand (or sugar or salt)
Spray Bottle
Slide show that shows plants and animals in the mountains
Sticker chart and stickers to keep track of teacher helpers
At the beginning of the lesson students will be in their seats
When directed, they will gather around the desk so that everyone can see
I will have got back to their seats during the slide show
They will remain in their seats for the rest of the lesson

III. The Plan






(the largest
component or
main body of
the lesson)

Describe teacher activities

student activities
for each component of the lesson. Include important higher order thinking questions and/or
Students will give ideas on what a surface
Ask students what they think a surface feature
feature might be.
After gathering some answers define it for them:
Surface features are landforms on the Earths
Do you remember any of the landforms that
were on the worksheet you guys filled out for
Students will feel their face and provide
ideas on why our noses represent mountains
*Write examples on the board*
Ask the students to feel their face with their
Which part of your face might represent a
Why does it represent a mountain? Does it stick
out more than the rest of your face? Is it pointy or

If you had to guess, how to you think mountains

are formed?
Collect answers from students
Who knows what an earthquake is?

Students will think about how mountains

are formed
Students will answer what an earthquake is




Collect answers from students

Explain to students that the earths surface moves
and when that happens it causes the earth to
shake. When the earth moves, sometimes the
surface is pushing together.
Ask students to gather around the group in the
middle. Remind them to stand respectfully so that

Two students will be called on to help with

the sheet demonstration

1 min

3 min







everyone can see. Remind them to raise their

hands if they want to speak or answer a question
Spread out the sheet flat
Ask for two (well-behaved) volunteers
Ask them to slowly push each end of the sheet
together. Tell the students watching to observe
what is happening to the sheet as it gets pushed
Repeat procedure again for students who couldnt
see clearly
Who can tell me what this represents?
Explain to the students that this is how mountains
are formed
Do you think mountains can change or will they
stay the same for forever?
Bring out the pile of sand.
Lets pretend that this pile of sand is a
What do you think will happen in we blow on
our mountain?

Students will be expected to say that this

represents mountains being formed

Collect some answers from students

Collect predictions
One student will gently blow on the pile of
Collect predictions

What do you think will happen if I gently pour

water on our mountain?
Pour water gently on the sand so that it changes
its form
Repeat procedure for students who couldnt see
well the first time.
Explain to the students that wind and water are
ways that the shape of mountains can be changed
Tell the students to return to their seats
Open the slide show and begin to talk about
weather, animals, and plants in the mountains
What happens way up high in the mountains?
Does the air get colder or warmer? Do you think
it would be harder to live up there or easier?
The plants that grow in the mountains can
survive with very little water and soil. They grow
in very rocky places where water is not easy to
find and there isnt very much soil. Because there
isnt a lot of soil, there isnt very much grass. It is
mostly rocks and small plants.
The animals that live there have really good
balance, like the mountain goat. There are also a
lot of birds in the mountains like Bald Eagles.
The mountains are a good place for the snow
leopard to live because its fur blends in with the
snow. They are also very quiet and quick which
helps them to get the food they need, even though
there isnt much for them to eat.
I will pass out the worksheet to the students

Students will work on their worksheets

I will tell students that they may work with their

table partner if they want to but they must each
complete their own worksheet. I will remind them
to stay seated. If they have a question they must
raise their hands and I will come help them.
I will tell them that they only have 10 minutes to
do this so they must focus to finish their
I will collect the worksheets at the end of the ten
Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)