Final - Fall 2018

Lesson Plan Components VIRTUAL FIELD TRIP LESSON PLAN

PART A: PLANNING
Date Plan Written: Date Lesson will be Taught: _ Grade Level: # of Students for the Lesson

Targeted Content: Maps Integrated Content (if applicable):

State Content Standard and/or Common Core Standard(s):

This should be the content area, grade level and letter/number identification; the actual standard(s) should be written under this heading. Divide the standards into the following categories as
applicable:
Target Standard(s): TOPIC: SPATIAL THINKING AND SKILLS
Geography Strand: 4. Maps can be used to locate and identify places.
Practice Standard: Math &/or Science:
Supporting Standard(s):

Instructional Setting: Include all that apply:

(whole group, small group, individual, centers, workshop, lab, other)
Whole group

Lesson Focus: Clearly articulate the focus of the lesson in 1-2 sentences. For example: Students are learning about 3-dimensional objects and this lesson will focus on naming particular 3-
dimensional shapes and the number of vertices, edges, and faces/bases for each 3-dimensional shape studied (i.e., cube, rectangular prism, triangular prism)
Students are learning about maps. And this lesson will focus on using maps and creating directions from a map to find something on a
map.
Learning Objective/Target(s): The objective/target must include 3 parts: the context, the skill & the criteria. Objective(s) should be observable and measurable. It could start with the
context, “Using algebra tiles. . . or Comparing two maps,…”
Using a virtual field trip students will be able to identify objects on a map and give directions from a simple map. Students will be able to
follow directions on a map 2 out of 3 times.
Assessment Measures:
List assessments that will be used during and/or after the lesson. Provide the type(s) of assessment being used (formative and/or summative)
Formative Assessment(s): check points within virtual field trip
Summative Assessment(s): Can you use a map?
Note: You may or may not complete a summative assessment for the lesson, but you will need to include formative assessment measure(s).

Differentiation & UDL: Describe how you will differentiate content, process and/or product for specific students during this lesson. Be sure to include how you are meeting the various needs
of ALL learners. (Identify how the differentiation specifically connects to students who have IEP or 504 plans, as well as students with specific language needs, other learning needs, and advanced
students. You may also identify elements of UDL.)
_______# of Students on IEPs/504 Plans _______# of Students with Specific Language Needs (ELL & Speech/Communication Needs)
_______# of Students who are Advanced _______#of Students with other Learning Needs
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Materials: List all of the materials necessary for delivering instruction. Attach all handouts/book pages, etc.
 Smart board
 Projector
 Virtual Field trip
Prior Knowledge: Prerequisite knowledge, skill &/or data. Objectives and/or data from previous lesson, and previously learned concepts related to this lesson.

Some knowledge of maps from prior lessons will be needed.

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PART B: DELIVERY OF INSTRUCTION

INSTRUCTIONAL DELIVERY PLAN (step-by-step sequence)

Lesson Events: (number each action)
Engage/Anticipatory Set/Opening
Teacher’s Actions Students’ Actions Time Differentiation &/or UDL
1. Teacher will have students grab a seat near the 1. Students will grab a seat in front of the
projector students can choose to sit on the floor projector.
or pull a chair up to the projector 2. Students will listen to the teacher’s
2. Teacher will begin by introducing todays field instructions.
trip.
3. “Today we will be exploring the world around us!
We will be starting with a place not too far from
us! Get your explorer hats on and get ready to
explore new places! And places that are not too
far from our home!”
4. “Now who is ready to go exploring!?”
5. “alright let’s get on our way!
6. Teacher will pull up website on the projector.

URL: wheredowelive.weebly.com
Body of Lesson
Teacher’s Actions Students’ Actions Time Differentiation &/or UDL
Virtual Field Trip: 1. Students will listen and participate in the 60min
1. Teacher will begin on the home page of the virtual field trip. Students will answer the Classroom work whole group work.
website. Teacher will begin by asking students questions that the teacher answers.
where is Ohio on this map? 2. Students will follow along and stay seated
2. What is significant about Ohio to us in this unless asked by the teacher.
classroom? (Answer: Its where we all live!)
3. “Alright can I have someone tap on Ohio?”
4. This will take us to the Ohio page.
5. “What is our Capital of Ohio?”
6. “Can someone click on the capital?”
7. This will take you to the Columbus, Ohio page.
8. “Today we explore Columbus, Ohio! our capital
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city! We will Start by going to the Columbus
Statehouse.”
9. Click on Ohio statehouse and this will take you to
the Statehouse page.
10. Ask the students if anyone has ever been to the
Statehouse or know what the Statehouse is for?
11. Read to the students what is written on the page.
12. “Now let’s explore what is inside this government
building”
13. Click on the Rotunda.
14. Explain to the students what the rotunda is. Ask
the students “Have you ever seen anything like
this? if so where?”
15. Go back to the Statehouse page and click on the
map room link.
16. Show the students what the map room is and
read to the students what the map room is.
17. Ask the students “Does anyone know what
county we live in?”
18. Once students come to the answer. Show
students the map of Ohio Can anyone find our
county on the map?
19. Now go back to the state house page and click on
the senate chamber.
20. Explain to the students what the senate chamber
is used for and who works there.
21. Read from the page.
22. Go back to the statehouse page and click on the
house chamber.
23. Explain to the students what the house chamber
is and who works there, read off the page and
ask for questions.
24. Go back to the statehouse page and click on the
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Governor’s office.
25. Read to the students off the page and talk about
the Governors job.
26. Go back to the state house page and click on the
museum education page.
27. Go through this page with students and talk
about what is in the museum at the state house.
Explain each gallery and go through the pictures
below.
28. Next go back to the statehouse page and click on
the cupola page.
29. Explain to the students what this is. Ask the
students “have you seen anything like this? What
does it remind you of?”
30. Next tell the students “Alright! Next we are
making another stop in Columbus to the
Columbus Museum of Art. Located in Downtown
Columbus Close to the Statehouse.”
31. Next go to the statehouse and art museum map
page.
32. Ask one of the students to come up and point out
the statehouse on the map. Then have another
student point of the art museum on the map.
33. Next ask the students how could we get from the
Statehouse to the Art museum?
34. Have a student come up and point out a route to
the art museum.
35. Ask the students thumbs up if they agree and
thumbs down if you disagree. (If anyone
disagrees have the student come up and show
the alternative route)
36. If everyone agrees ask the students if there are
any alternative routes.
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37. Next Go to the Columbus Art Museum page.
38. Explain to the students what the art museum is
and what its purpose is.
39. Next go to the JPMorgan Chase Center for
Creativity.
40. Explain to the students what the center for
creativity is for and that you can find the wonder
room and big ideas gallery is.
41. Click on the wonder room link and head to that
page.
42. Talk about the wonder room and what is in the
wonder room.
43. Once finished discussing the wonder room. Go
back to the Center for creativity page and go to
the Big Idea Gallery.
44. Explain to the students what the big ideas gallery
is and what is inside.
45. Once finished with this section go to the
Columbus zoo Page.
46. Explain students where the Columbus zoo is. Ask
the students if anyone has ever been to the zoo.
47. Show the students the map. Ask students what
kinds of animals they see on the map.
48. Explain to the students that we will be going
through the different animals you might see at
the Columbus zoo.
49. Start by clicking on the Animals from Australia
50. Explain all the animals and fun facts on the page.
51. Go back to the zoo page and click on the next set
of animals; Animals from Asia.
52. Explain all the animals and fun facts on the page.
53. Go back to the zoo page and click on the next set
of animals; animals from the Congo.
54. Go back to the zoo page and then go to the next
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set of animals; Animals from Shores and
aquarium.
55. Explain all the animals and fun facts on the page.
56. Go back to the zoo page and click on the next set
of animals; Animals from North America.
57. Explain all the animals and fun facts on the page.
58. Go back to the zoo page and click on the next set
of animals; Animals from Africa.
59. Explain all the animals and fun facts on the page.
60. When you finish going through all the animals
announce to the class that you have one more
stop on our journey and it’s called COSI.
61. Go back to the Columbus page and click on the
COSI page.
62. Explain to students what COSI is and what types
of science you may encounter at the museum.
63. Show students the maps of COSI levels and go
through the questions below each map.
64. Next click on the dinosaur gallery and begin
exploring the gallery
65. Talk about the map and ask students what they
think they will find in the Dinosaur gallery.
66. Show students the gallery of dinosaur’s bones
and let them ask questions.
67. Go back to the COSI page and click on the next
exhibit “unseen oceans”
68. Explore the page and ask students questions
about what they already know about the ocean.
Show the students the pictures of the exhibit.
69. Next go to the planetarium page and talk to the
students about the planetarium. What it is and
explain the pictures.
70. Next go to the gadgets page and talk about what
the gadgets lab is for and what is in the gadgets
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lab.

Explain/Discussion
Teacher’s Actions Students’ Actions Time Differentiation &/or UDL
1. Finally go to the map tab and open the map of 3 1.
locations (The zoo if farther out of Columbus and
too far out use for direction purposes)
2. Ask the students some questions using the map
have students come up and help you. By creating
the paths.
3. Ask the students these questions:

Where is COSI?
Where is the Statehouse?
How do we get from COSI to the
Statehouse?
Where is the Columbus Museum of Art?
How do we get from COSI to the
Columbus Museum of Art?
4.

Closing/Summary & Check for Understanding [At the end of the lesson, engage in a closure (wrap-up) to help students connect what they have learned to the real world and/or to expand
on what they learned.]
Teacher’s Actions Students’ Actions Time Differentiation &/or UDL
1. For part of the student’s Summative assessment. 1. For part of the students summative assessment 10min
Students will be given a map of Columbus and Students will be given a map of Columbus and
have to follow directions to get from one place to have to follow directions to get from one place
the next. to the next.

Homework/Assignment

Lesson Reflection (To be completed after the lesson is taught and the reflection must have supporting evidence/data.)
1. Reflect on specifics in your instructional procedures. (This is to be written in first person. Note what worked, what didn’t work; be sure to reflect not report.)

2. State connections to research and theory for both instructional practices and student learning.
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3a. Record and analyze data from formative assessments.

3b. Analyze and reflect on summative assessment if appropriate.

4. Based on 1 & 3, what will you do for your next lesson?