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Lesson Planning Form for Accessible Instruction — Calvin College Education Program


Laura DeGroot
April 8, 2015

Subject/ Topic/ Theme

Plateaus/wrap up- Lesson Five

Grade Second

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

Learners will be able to:

List all 5 landforms that we have studied (mountains, plains, hills, valleys, and plateaus
Give the definition of a plateau
List types of plants and animals found on plateaus
Say type of weather that occurs on plateaus
Work as a group to make a landform model out of play dough
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 K–5 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 need to know what a mountain is
Students need to be able to read a write
Students need to be able to work responsibly with play dough
Pre-assessment (for learning):

Face feature activity
Review of Terminology
Outline assessment
(applicable to this lesson)

What barriers might this
lesson present?
What will it take –
emotionally, etc., for your
students to do this lesson?

Formative (for learning):

I will assess students as they make plateaus out of play dough
Formative (as learning):

Students will monitor their learning as they work together to label each landform
Summative (of learning):
Plateau worksheet
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
Landform models

Making landform

Provide options for language,
mathematical expressions, and
symbols- clarify & connect

Provide options for expression and
communication- increase medium
of expression

Provide Multiple Means of
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
Landform model

Provide options for sustaining
effort and persistence- optimize
challenge, collaboration, masteryoriented feedback

Group work


activate. 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. and modify strategies Provide options for self-regulationexpectations. apply & highlight Provide options for executive functions.Provide options for comprehension. plateaus are usually good for growing certain crops like beans and cotton. Which part of your face might represent a plateau?” I will confirm that the forehead or cheek might Students will add their own input represent a plateau I will give a definition of a plateau “A plateau is raised piece of land with a very flat top.Students will list them for me without my help mountain. I will review one last time what the words feature Students will tell me what they mean without my and landform mean help I will review the landforms we have learned so far. like a mountain. There are small pushes and cactuses. insects. hill. and gofers. etc) do you need for this lesson and are they ready to use? Play dough Worksheet Tooth picks Landform labels Slide show Students will be in their seats Students will be working in groups How will your classroom be set up for this lesson? III.” I will show pictures of animals “Can you guys help me list the five landforms that we’ve learned?” 1-19-13 Students will list landforms . birds. handouts. personal skills and strategies. monitor progress. But because it is really rocky. and valley I will show the students a picture of a plateau “Now feel your face. Include important higher order thinking questions and/or prompts. self-assessment & reflection Listing all 5 landforms I will correct each student’s worksheet and give it back to them so they can see what they got wrong.” “Because it is flat. The Plan Time 5min 10min Components Motivation (opening/ introduction/ engagement) Development (the largest component or main body of the lesson) Describe teacher activities AND student activities for each component of the lesson.coordinate short & long term goals. coyotes. there aren’t many trees. and other small plants.” I will show pictures of plants “Some animals that live there include snakes. plain.

I will Students will work on their worksheets tell the students that they may work with their partner if they want to. 5min 5min Students will work in their group to make their model. if you had a chance to teach it. wrap-up) 1-19-13 . now it’s time to label the models. When you’re making your landform try to add as much detail as you can. I’m going to give you a piece of paper that says your landform on it. which one would you like to label?” (have each group do some labeling) “Good job you guys! Now you know the 5 main landforms of the earth! Who can remind me which landform our school is on? Who can remind me which landform is in the middle of two mountains? Who can remind me which landform is flat and has lots of grass? Who can remind me which landform is tall and pointy? Who can remind me which landform is flat with a lot of rocks on it? I will choose students to answer my questions I will pass out the worksheet to the students. focus on the process of preparing the lesson. culmination.“Now you guys are going to work in your groups to make each type of land form. Students will use an iPad to take pictures of each other by their landforms “Awesome job! These look really good! Okay. I will collect the worksheets at the end of the ten minutes. If they have a question they must raise their hands and I will come to them. If you did not teach this lesson. We will also get a picture as a class with all of the landforms and kids together. Your reflection about the lesson. (Write this after teaching the lesson. Does anyone have any questions? Does everyone understand what they are supposed to do?” “You have 15 minutes to make your model” 15min I will have students use an iPad to take pictures of each other by their landforms. I will tell them that they only have 10 minutes to do this so they must focus to finish their worksheet. Group 1.) Closure (conclusion. Then we are going to put them all together and you guys will work together to label them. I will remind them to stay seated. I will print the pictures off and they will be hung in the classroom. I will also make a copy of the pictures for each student. as well as ideas for improvement for next time. But don’t say what it is aloud! You are going to make your landform with your group. including evidence(s) of student learning and engagement. but they must each 10min complete their own paper.