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Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Laura DeGroot


Date

April 8, 2015

Subject/ Topic/ Theme

Valleys- Lesson Four

Grade ____Second_____

I. Objectives
How does this lesson connect to the unit plan?
This lesson will teach on Valleys which is one of the 5 landforms that the students need to know
cognitiveR U Ap An E C*

Learners will be able to:

physical
development

socioemotional

R
U
R
R
U
U

List the landforms weve learned so far (mountains, plains, hills, valleys)
Give a definition of a valley
Know where Valleys are located (between two mountains or hills)
List types of plants and animals found in valleys
Say type of weather that occurs in valleys
Describe how rivers are formed in valleys
Work efficiently with a partner

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 will need to know what mountains and hills are


They will need to be able to read and write
Pre-assessment (for learning):

Face feature activity


Review of terminology
Outline assessment
activities
(applicable to this lesson)

What barriers might this


lesson present?
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?

Formative (for learning):

I will assess students as they help me with the demonstration and by their predictions/observations
Formative (as learning):

Students will assess themselves by seeing if their predictions were correct or not
Summative (of learning):
Valley worksheet
Provide Multiple Means of
Representation
Provide options for perceptionmaking information perceptible

Provide Multiple Means of


Action and Expression
Provide options for physical actionincrease options for interaction

Slideshow

Partner work on the worksheet

Provide Multiple Means of


Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
Mountain rain model

Provide options for language,


mathematical expressions, and
symbols- clarify & connect
language

Provide options for expression and


communication- increase medium
of expression

Provide options for sustaining


effort and persistence- optimize
challenge, collaboration, masteryoriented feedback

Prediction/observation worksheet
Mountain rain model

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Partner work

Provide options for


comprehension- activate, apply &
highlight

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 &
reflection

Listing the landforms weve


learned so far

I will correct each students


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

End of lesson worksheet

Students will understand that


this information might appear
on other worksheets and they
are expected to know the
information
Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to use?

Mountain/valley model
Spray bottle
Worksheet

Students will be seated for most of the time.


During the demonstration they will be gathered around the table
How will your classroom
be set up for this lesson?

III. The Plan


Time

10min

Components
Motivation
(opening/
introduction/
engagement)

Describe teacher activities


AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
I will review what the words feature and landform
Students will tell me what the words mean
mean
I will review the landforms we have learned so far- Students will tell me what three landforms we have
mountain, plain, hill
learned so far
I will show the picture of a two mountains and ask
students if they know where the valley is. I will
confirm or correct their answers
Now feel your face. Which part of your face
might represent a valley?
Students will add their own input
Since students might not realize that they have to
open their mouths to find the valley I will give
them a little extra help and time
I will give the definition of a valley A valley is an
area over very low land between two mountains or
two hills.

5min

2min

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Development
(the largest
component or
main body of
the lesson)

For this lesson you guys are going to be scientists.


Part of a scientists job is to predict what will
happen to things.
On your sheet of paper I want you to predict what
will happen if it rains on the mountains and in the
valley. Where do you think the rain will go?
(I ask a volunteer to use a spray bottle to make it
rain on my model.. the water will collect in the
valley to form a river)

Students will be given time to write down


predictions

Now you guys have to say if your prediction was


correct or incorrect. If it was incorrect, tell me what
actually happened. Tell me what you observed. Did
the water flow up the mountain or down? Did it
from a river or sink into the ground?
I will give students time to write

5min

Good job! This is what scientists do. They make


predictions. After their predictions they do an
experiment. Then they have to decide if their
prediction was correct. What ways were our
predictions correct or incorrect?

2min

When we sprayed the mountain we saw that the


water went down the mountain and formed a river
in the valley. Most of the time there is a river in the
valley that is formed from water coming off the
mountain.
What do you think will happen if it rains a lot at
one time?
Yes, a flood! People who live in valleys have to
be very careful and build their houses in a certain
way so that the floods dont hurt their houses.

5min

2min

There is a lot of water and sunlight in valleys. So,


what kinds of plants and animals do you think live
in valleys?

2min

I will make a list on the board of plants and


animals. I will elaborate on more types of plants
and animals and why they live in these conditions

Students will be given time to write down


observations

Students will add their own input

One student will answer- hopefully saying a flood


will happen

Collect answers from students

I will pass out the worksheet to the students. I will


Students will work on their worksheets.
tell the students that they may work with their
partner if they want to, but they must each
10 min
complete their own paper. 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 worksheet. I will
collect the worksheets at the end of the ten
minutes.
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.)
Closure
(conclusion,
culmination,
wrap-up)

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