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ED 345 Calvin College Lesson Planning Form

Teacher: Annelise VanDyken Date: 4/13/17 Subject/Topic/Theme: Social Studies

I. Objectives
What is the main focus of this lesson?
Students will be exploring the Great Lakes by using iPads to explore their features.
How does this lesson tie in to a unit plan? (If applicable.)
This is the fourth lesson in a unit plan.
What are your objectives for this lesson? (As many as needed.) I ndicate connections to applicable national or state standards. If
an objective applies to only certain students write the name(s) of the student(s) to whom it applies.

Students will be able to:

Work with a partner to find out important facts about the Great Lakes
Identify different features of the Great Lakes including physical attributes, impact on society, and wildlife
Recognize that the Great Lakes are victim to pollution, brainstorming possible ways to prevent or reduce this effect

4 G1.0.1 Identify questions geographers ask in examining the United States (e.g.,Where it is? What
is it like there? How is it connected to other places?).
4 G1.0.4 Use geographic tools and technologies, stories, songs, and pictures to answer
geographic questions about the United States.
4 G5.0.1 Assess the positive and negative effects of human activities on the physical
environment of the United States.

II. Before you start

Prerequisite knowledge and skills. Students have studied the capitals/abbreviations/names of states, landforms, and a few
specific details about the states.
Assessment Formative: Teacher will have the students explore the functioning of the Great Lakes and will
(formative and summative) observe the students work, asking them questions as they are working on the webquest.

Universal Design for Learning Networks/Domains (see UDL Guidelines)

Multiple Means of Representation Multiple Means of Expression (Action) Multiple Means of Engagement
Options for Perception Options for action/interaction Options for recruiting interest
Teacher generates a list of things students Students complete a webquest and work Teacher starts by asking students what
know on the board. Students can see this with a partner in order to do so. they know about the Great Lakes. Teacher
and hear each others responses. Teacher explains that students will be using iPads
gives students a webquest to work through. for further exploration.

Options for Language/Symbols Options for Expression Options for Sustaining Effort & Persistence
Teacher verbalizes instructions and also Students can write down their own Students will work with a partner to keep
gives directions on a written handout. answers on their worksheets and express them held accountable to their task.
Students generate ideas about what they their ideas with their partner.
know about the Great Lakes.

Options for Comprehension Options for Executive Function Options for Self Regulation
Students can listen to each others ideas Students can describe how they found a Students are given set guidelines of what
about what they know of the Great Lakes, certain answer, and they can apply their they need to accomplish, and they are
students read through webpages and fill thinking to another situation or question given tasks to do when they are finished
out comprehension questions based on (i.e. What are things they can do to stop as well.
them. pollution?)
iPads (12), one for each partner group
Materials-what materials (books, QR codes
handouts, etc) do you need for this Webquest worksheets
lesson and do you have them? pencils

Students can work with partners at their desks. Some students may have to adjust their
Do you need to set up your seating so that they can work with each other well.
classroom in any special way for
this lesson? If so, describe it.

III. The Plan

Time The description of (script for) the lesson, wherein you describe teacher activities and student
7-10 Motivation 1) Ask students to generate a list of things that they know about the Great Lakes - why are they
min (Opening/ important? Where are they located? What do they do for us?
Introduction/ 2) Explain that the Great Lakes make Michigan unique, and they are very important features of the
Engagement) Midwestern States. Today, the students will be doing a webquest using iPads where they will
explore the Great Lakes.
a) Teacher passes out webquest pages. She says that there are a variety of different
questions the students will be answering about the Great Lakes.
b) Teacher says that the students will be working in partners for this activity. They will sit
at their desks and share iPads.
c) Teacher shows the students the websites they will be using and how to plug them into
their search engines. Teacher passes out QR codes to the students and demonstrates
how to scan the code so that it takes them to the website they need.
3) Students begin working on the webquests. Students remain at their desks at that time and work
with their partner. Teacher passes out the iPads to the students and then helps them plug them
in when finished.
20-30 Development 1) Teacher gives students the majority of the class time to work through the webquest. Teacher
min will hover between different student groups asking questions and monitoring their progress.
Teacher asks questions such as:
a) What did you learn about the Great Lakes?
b) What does this make you think of?
c) How does this affect the people who live in the Midwest?
d) Does this information match what you already know about the Great Lakes?
2) If students finish early, they can continue working on their Midwestern maps if they havent
finished, or they can join another partner group and compare the ir answers. This is a good
point for discussion between the students.
5-7 1) After the students have mostly finished working on the webquest, teacher gathers students
min back together. Teacher adds things to the board that the students LEARNED from this activity.
She asks students:
a) What was one thing you learned about the importance of the Great Lakes? Students
respond to her question (For future: Possibly have the students use sticky notes as a
response -- they can fill out something they learned on a sticky note and put it up on
the board).
b) What were some animals that live in and around the Great Lakes?
c) What are some threats to the Great Lakes? Why?
d) What can we do in order to help prevent pollution from harming the Great Lakes?
e) Teacher leads students to understanding major ideas about the Great Lakes (in
addition to several others):
i) It provides food, shelter for many animals in the lakes and surrounding the
lakes. It also richens the land it surrounds.
ii) It plays an important role as a freshwater resource
iii) It offers transportation and recreational activities (discuss meaning of
iv) Humans have polluted it by dumping trash into rivers that lead into it, and as
stewards of creation, we must take measures to prevent this from happening.
2) Teacher collects the students webquests. Students help pack away their iPads and file away
their pencils.
Your reflection on the lesson including ideas for improvement for next time: