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Nicole Mancarella

EGP 335
Professor Bradley
November 13, 2018

Lesson Plan #1
Unit Plan – Geography Lesson – PA

Lesson Preparation

Learning Objectives
 Students will be able to identify and describe the physical characteristics of places and
regions in the state of Pennsylvania through the use of artistic expression (creating
 Students will be able to identify and locate places and regions in the state of
Pennsylvania that are defined by physical and human features through photo
identification and written expression of the historical meaning behind them.

 7.2.3.A: Identify the physical characteristics of places and regions.
 7.1.3.B: Identify and locate places and regions as defined by physical and human

Academic Language
 Borders – the edge or boundary of something, or the part near it.
 River – a large natural stream of water flowing in a channel to the sea, a lake, or another
such stream.
 Lake – a large body of water surrounded by land.
 Mountain – a large natural elevation of the earth's surface rising abruptly from the
surrounding level; a large steep hill.
 Sea Level – the level of the sea's surface, used in estimating the height of geographical
features such as hills and as a barometric standard.
 Physical feature – a natural feature on the Earth’s surface (such as: mountains and
 Human features – man-made features in the region.

Technology, Materials, Resources

 Cardboard
 Paint
 Cotton balls
 Wood sticks
 Clay
 Model magic
 Scrap paper
 Glue
 Tape

Instructional Delivery

Anticipatory Set
 I will engage learners by starting class with a Pennsylvania power point/video of a
combination of exciting features around the state.
 Students will be reminded of the previous days state and review the content learned.
 Students will research and take a virtual tour of PA through a series of web images and

Instructional Activities

This is a step-by-step outline of what you will do for the main portion of your lesson.
In this section you are demonstrating content, pedagogical and curricular knowledge. Anyone
should be able to follow this and execute the lesson as you imagine. You should include:
 Content information –
o Students will investigate the landforms and geographical features of PA.
 Border: An imaginary line that divides one place from another.
o Q: “What 6 states border PA?” (OH, DE, MD, NJ, WV, & NY)
 Plain: A large flat area.
 Plateau: A high, flat area of land that rises steeply above the land
that surrounds it.
 Hill: A naturally raised area of land.
 Mountain: A natural elevation of the Earth’s surface that rises
above the surrounding land in a limited area – forms a peak.
 Valley: A low patch of land between hills.
 Tributary: A small river that flows into a larger river.
o Q: “What are the six tributaries in PA?” (Lehigh, Schuylkill,
West Branch, Junianta, Allegheny, Monongahela)
 Landform: A shape that makes up the Earth’s surface.
o Q: “Which of PA’s landforms is called ‘the garden spot of
the world’?” (Peidmont)
 River System: All the streams and rivers that flow into a large
o Q: “What are three river systems in PA?” (Susquehanna,
Delaware, Ohio)

o Students will explore important physical and human features of PA.
 Sample questions –
o “Where is the highest and lowest point in comparison to one another in PA?”
o “How many rivers are there in PA?”
o “How many states border PA?”
o “Is PA rich in geographical variety?”
 Student groups – students will be put in pairs to complete activity. Students of different
levels of development will be paired together to work on communication and
understanding of the topic at hand.
 Resources you are using – websites listed above.
 Student challenges, possible misconceptions- some students may be challenged with the
vocabulary and understanding of different landforms and geographical regions.
 Additional notes that will help you think about instruction.
o Students will first begin the activity by investigating, online, the physical
characteristics of places and regions in PA to create and plan a model to
represent their understanding of the new material.
o Students will then move on to explore the physical and human features of the
state to also create a “snap shot book” of the places in PA with captions to label
the experience of the feature at hand.

 Students will come together as a group to play “PA Geography Pictionary” to review
their new knowledge of the state and work on representation through visual models to
connect understanding of the physical features of our state.

Meeting All Learners

 For students who struggle with fine motor skills – a peer will aid in the making of the
model landform and be a “buddy”/ partner for the activity.
 For students who are advanced in visual art making – these students will be able to
complete a model of a landform discussed in the lesson and create a short story or
written piece to attach to the landform.

 Accommodations will be met for students with a 504 plan / IEP through assistance in the
discovery of the geography of PA using the computer as well as in the creation of a
model landform from a teacher or peer in the classroom.
 Modifications for students with a 504 pan / IEP will be met by allowing the exploration of
one or two major geographical landforms in PA and be expected to create one major
landform out of art supplies.

Meeting Objectives

 Students will be assessed based on the geographical model created as well as the verbal
communication of understanding of the landform(s) and their purpose in our state.
 Students will also be expected to create a “snap shot book” of the physical and human
features of PA with a written caption to express their understanding of the importance
and experience of the feature.
Effort / Neatness 3 2 1
Use of materials
Ability to verbally
understanding and
written expression of
new content.