West Virginia State University

College of Professional Studies: Department of Education

LESSON PLAN FORMAT GUIDE (Updated 1/18)

Teacher Candidate _Christi Clendenin____ Date___March 21-26 __________________

School __Bridgeview _Elementary_______ Grade/Subject _3rd Grade/Geography_____
Lesson Topic _People and the Land _

INSTRUCTIONAL OBJECTIVES/ STUDENT OUTCOMES

1. Students will recognize, define and illustrate world geographic features.
2. Students will compare and contrast regions of the United States in regard to plant and
animal life, landforms, climate and human interactions with the environment.
3. Student will create an artwork with subjects that reflect present-day culture.

WV CCRs
SS.3.18 Recognize, define and illustrate world geographic features (e.g., peninsulas, islands,
mountains, canyons, plateaus, mesas, harbors, gulfs, rivers, deserts, forests, valleys and plains).
SS.3.19 Compare and contrast regions of the United States in regard to plant and animal life,
landforms, climate and human interactions with the environment.
VA.O.3.4.04 create artworks with subjects that reflect present-day culture.

NATIONAL STANDARDS
NSS-G.K-12.5 - Understand how physical systems affect human systems.
NSS-G.K-12.4 - Understand the characteristics, distribution, and migration of human populations on
Earth's surface.
Anchor Standard #11 - Relate artistic ideas and works with societal, cultural and historical context to
deepen understanding.

ASSESSMENT
 Day 1: Students will fill out a Venn diagram showing the differences and similarities of urban,
suburban, and rural scenes. (Objective 2)
 Day 2: Students will draw a rural, suburban, or urban community on drawing paper and add
details. (Objective 1, 3)
 Day 3: Students will add 3 details to their scenes that demonstrate characteristics that do not
belong in their scene and then trade with a classmate to identify and record the characteristics
that do not belong. (Objective 1, 3)

Diagnostic/Pre-Assessment
Days 1 -3: Teacher led discussion and question/answer session in group setting.

Formative Assessment
 Day 1: Students will give examples of different types of geography found in urban, suburban,
and rural settings.
 Day 2: Students will give examples of different types of geography found in urban, suburban,
and rural settings and tell why they might have contributed to the type of community that they
are part of.
  Day 3: Students will show their artwork from Day 2 to their peers and the peers will determine
what type of setting they are and tell why they came to that conclusion.

Summative Assessment
 Day 1: Students will complete a Venn diagram of the similarities and differences of urban,
suburban, and rural scenes.
 Day 2: Students will draw a picture of either an urban, suburban, or rural setting and label it.
 Day 3: Students will add 3 details to their drawing from Day 2 that do not belong and then trade
with a classmate that will then try to identify the details that do not belong, record them and tell
why they feel that they do not belong.

MANAGEMENT FRAMEWORK
Overall Day 1: 30 minutes
Timeframe: Anticipatory Set: 5 minutes
Introduction: 15 minutes
Activity: 5 minutes
Review: 5 minutes

Overall Day 2: 30 minutes

Timeframe: Anticipatory Set: 5 minutes
Introduction: 5 minutes
Activity: 15 minutes
Review: 5 minutes

Overall Day 3: 30 minutes

Timeframe: Anticipatory Set: 5 minutes
Introduction: 5 minutes
Activity: 15 minutes
Review: 5 minutes

DIFFERENTIATED INSTRUCTION/ ADAPTATIONS/ INTERVENTIONS

 I will be walking around the classroom monitoring the students as they are doing their projects.
If a student seems to be struggling, I will offer additional assistance.
 I will have posters hanging at the front of the class that shows examples of each.
 I will show videos that give visuals of what we are learning.
 Students will be able to work in groups.

PROCEDURES
1. ANTICIPATORY SET
 Day 1:
o Question: What is Geography?
 Example answers: Geography is a science that deals with Earth's
surface. People who study geography are called geographers.
Geographers are interested in Earth's physical features, such as
mountains, deserts, rivers, and oceans. They are also interested in the
ways that people affect and are affected by the natural world.
  Day 2:
o What did we learn about Geography yesterday?
 Answers will vary.
o How does Geography affect how we live?
 Answers will vary. See Day 1.
o How do people change geographic features to fit their needs?
 Answers will vary. See Day 1.

 Day 3:
o I will have a video playing of famous landforms from the beginning of this
lesson.
o I will pass out the artwork from Day 2.

2. INTRODUCTION
 Day 1:
o Video: https://www.flocabulary.com/unit/urban-suburban-rural/
o Question: What would a community that is located very close to a river or ocean
that has lots of tall buildings and people be called?
 Answer: Urban
o Question: What would you call a community that had acres of land, farm animals
and a creek that ran through it?
 Answer: Rural
o Question: What type of community do most of you live in? This community has
houses and yards, but also has some stores?
 Answer: Suburban
o What are some landforms, structures, vehicles, animals, etc. that you might see
in an Urban setting? Suburban? Rural?
 Answers will vary.
o Can Geography affect what type of community people live in? Why?
 Example answers: Yes. Transportation, work, school, etc.
o How do landforms and bodies of water influence how people live?
 Example answers: distances and terrain to travel determine what types of
transportation, climate determines what type of transportation and housing
you have, surrounding geography determines what you do for fun, etc.
o How do people change geographic features to fit their needs?
 Man-made ponds, lakes, reservoirs, bulldozing mountains to make roads,
malls, airports, railways, etc.
o Why did/do people settle along rivers?
 Example answers: Water resource, the only way to carry materials was by
boat, etc.
 Day 2
o Watch video: https://www.youtube.com/watch?v=KWTDmg8OI_Y
o Using their dry erase boards, I will ask the following questions, have the
students write them on their dry erase boards and hold them up.
 What landform that you might find in an urban setting? Suburban? Rural?
 o I will tell the students that I am going to ask what type of community that they
might find different objects/people/landforms/etc and that I do not want them
to raise their hands or answer because I want them all to be thinking about the
answer. (I have predetermined who I will call on for these questions. The
students chosen are students who do not volunteer to answer questions and do
not participate in discussion as much as others.)
 Austin (Urban) – a family taking a trip to a space museum.
 Lindsey (Suburban) – A family playing at a local park.
 Jeniya (Rural) – Pigs ready for a competition at a county fair.
 Ayana (Rural) – A barn and silo in Kentucky.
 Eli (Suburban) – A shopping plaza like the Walmart shopping plaza in
Southridge.
 Mason (Urban) – A tall building like in New York City.
 Mariah (Urban) – A window washer on a sky scraper.
 Cash (Suburban) – A newpaper delivery person on a bicycle.
 Athena (Rural) – A farmer pitching hay.
 Zoey (Urban) – Ten taxi cabs.
 Kamori (Rural) – A tractor pulling hay.
 Class (Rural) – Cows
 Class (Suburban) – A puppy or kitten in a yard.
 Class (Urban) – Pigeons
o I will show the students different posters of depicting different scenarios/scenes
that can be seen and done in the different communities and hang them on the
wall for references to their activity.
 Day 3
o By groups, students will bring their artwork to the front of the class and hold
them up one by one. Classmates will decide what type of setting that they drew.
I will ask one student what type of setting they think it is and ask the rest of the
students to thumbs up if they agree and thumbs down if they disagree. We will
discuss any discrepancies and reveal the correct answer.
o Using their dry erase boards, I will ask the following questions. I will have the
students discuss each question with their shoulder partner, write their answer
on their dry erase board and hold them up.
 What landform would you probably not find in a suburban setting?
 What animal would you probably not find in an urban setting?
 What type of transportation would you probably not find in a rural setting?

3. BODY & TRANSITIONS

 Day 1
o I will make 4 columns on the board for Land, Transportation, Wildlife, and
Water.
o I will ask the students to name some land types.
 Example answers: mountains, valleys, hills, plateaus, plains, canyons.
o I will ask the students to name some transportation types.
 Example answers: boats, feet, bicycles, horses, carriages, cars, tractors,
buses, trains, subways, etc.
 o I will ask the students to name some types of water.
 Example answers: oceans, rivers, lakes, ponds, creeks, etc.
o I will ask the students what other things that they might see in the different
kinds of communities.
 Example answers: stores, animals, people, etc.
o Students will be given a Venn diagram that they will label each circle Urban,
Suburban and Rural.
o Students will fill in their Venn Diagrams using the examples on the board, adding
more if they can think of them and turn them in.
 Day 2
o I will give each student a piece of construction paper that is labeled either
Urban, Suburban or Rural on the back. The students will draw a picture to
represent the community they were given and will label the different landforms.
They will use their Venn diagram from Day 1 for ideas.
 Day 3
o Students will add three things that DO NOT BELONG in their setting and written
them on the back.
o Students will take out a piece of paper and put their name at the top.
o Students will trade their artwork with a classmate and put the name of
classmate that they traded with under their name on the piece of paper they
were asked to get out.
o Students will decide what three items are out of place and write them on the
piece of paper to turn in.
o Students will turn in their Venn Diagrams, Artwork and the piece of paper.

4. CLOSURE
 Day 1
o We will review what we learned today and I will advise the students that
tomorrow we will be drawing pictures of either Urban, Suburban or Rural
settings and to think about what they might draw theirs to look like.
 Day 2
o We will review what we learned today, I will answer any questions that the
students may have and I will tell the students to think about three things that
they can add to their pictures on Friday that do not belong in that type of
community.
 Day 3
o We will review what we learned over the past 3 days.

5. Assessment
 Day 1
o Students will turn in the Venn Diagram.
 Day 2
o Students will turn in the picture of the community that they drew.
 Day 3
o Students will turn in their artwork with the added content and a piece of paper
showing what they found out of place on their classmate’s artwork.
STRATEGIES
Group work
Individual work
Teacher led discussion
Student led activities
Partner discussion and responses
Question and answer session
Videos

MATERIALS
Computer
Internet
Smart TV/Board
Video websites
Venn Diagram
Pencils
Paper
Construction paper
Colored pencils/markers/crayons
Posters from lesson
Dry erase boards
Erasers
Markers

EXTENDED ACTIVITIES
If Student Finishes Early
 Day 1: Students will add more items to Venn diagram until everyone is finished.
 Day 2: Students will add more items to Artwork until everyone is finished.
 Day 3: Students can write a list of more items that could be added to their classmate’s picture
that do not belong.

If Lesson Finishes Early

 Day 1: We can discuss items that students placed on the Venn diagram.
 Day 2: We can look at famous landforms on the internet and discuss.
 Day 3: We can discuss some of the items that we found out of place on the artwork.

 If Technology Fails
 I will use the materials from the teacher manual, posters, etc to show the different landforms.
 Students can use their books and other books in the classroom to find landforms.
 Grading Rubric
Above Mastery 3 Below Did not
Rubric worth Mastery 5 Mastery 1 participate 0
x/20

Can compare and Can compare and

Can compare and
contrast regions contrast regions
contrast regions
plant, animal life, plant, animal life,
plant, animal life,
Venn landforms,
landforms,
landforms, Student did not
Diagram climate and
climate and
climate and participate.
interactions at interactions at a
interactions at a
above mastery below mastery
mastery level.
level. level.
Above Mastery 7 Below Did not
Mastery 10 Mastery 4 participate 0

Recognizes,
Recognizes, Recognizes,
defines, and
defines, and defines, and
illustrates
Picture – Part illustrates illustrates
geographic
Student did not
I geographic geographic
features at a
participate.
features at above features at a
below mastery
mastery level. mastery level.
level.
Above Mastery 3 Below Did not
Mastery 5 Mastery 1 participate 0

Created an art Created an art

Created an art
work with work with
work with
subjects that subjects that
subjects that
Picture – Part reflect urban,
reflect urban,
reflect urban, Student did not
II suburban, and
suburban, and
suburban, and participate.
rural cultures at rural cultures at
rural cultures at a
above mastery below mastery
mastery level.
level. level.
Christi Clendenin
Edu 426
Lesson 2 Reflection - People and the Land
March 21-26 , 2018

My objectives were clear, measurable and appropriate to the lesson. My objectives were aligned both to
the WV and National Standards and introduced to the students in a manner in which they understood. I
advised the students of the objectives prior to the lesson and asked them at the end if they felt like we
had achieved those objectives. My lesson plan was organized and contained an introduction/lesson set,
body/transition and closure with explanations of each. I discussed and executed the strategies in my
lesson that included student engagement and critical thinking opportunities. I still need to work on
constructing higher level thinking questions. I incorporated whole class learning, small group work and
individual learning experiences in this lesson that supported the objectives of the lesson. I incorporated
the use of technology. Since the bulk of this lesson research was done prior to the culminating activity,
the use of iPads and computers was just for added content and did not compromise the reliability of the
summative assessment.

Content knowledge is reflected and described by identification of prior knowledge of landforms and
communities by filling out a Venn diagram. Lesson activities reflected the current objectives of
demonstrating their understanding of the different types of communities and what is contained within..
The lesson was designed to motivate and engage all students and was fully explained to the students in
a way that they could understand. Although it was designed with all learners in mind, feel like my
approach worked well for struggling students by allowing me one on one time to reteach and guide.

I began the lesson with a diagnostic assessment and asked questions about the landforms and
communities. I had the students give me examples of structures, people, landforms, and transportation
that you might find in each community and log it on their Venn diagram. I challenged them to try to fill
in each piece of the diagram with at least two ideas.This gave me a good idea about what the students
knew about Urban, Suburban, and Rural communities. I formatively assessed the students during the
activity as I walked around to each group and observed how they were working as a team and
individually. I was able to see to assist students who still seemed to be struggling with the content. I
would walk with the student to the wall in the class that I had hung up the posters on each community
and encouraged them to look at those communities for ideas. I aligned the formal assessment to my
objectives which were aligned with the State and National standards.

Classroom time was identified and referenced with possible structural challenges identified. Individual
activities and strategies have estimated time of completion with possible structural challenges
identified. Possible extended activities were identified and described in accordance. Each activity was
meaningful, developmentally appropriate, differentiated and aligned to the objectives. I actively kept
track of time and was able to stay within my allotted timeframe. Technology was used, the lesson
provided for access to all students with a written plan for distribution. The technology usage was
developmentally appropriate and reflected the national ISTE expectations.

Assessment data was collected, analyzed and will be used for future instructional decision making. I
used the diagnostic and formative assessments to guide my lesson and to determine where my time
would be best spent during the lesson. This also gave me information on where I may need to focus
when building and executing future lessons. I used a teacher made rubric for the summative assessment
and in addition to assessing the current assignment, the assessment allowed me to identify which
students may not work well without being kept on task, which students may need more instruction, ,
etc. My objectives were clear, concise, measurable and closely aligned to the state and national
standards.