Intern Name: Emilie Way, Mikayla Westra, Kaitlyn Dody

Lesson Title (Subject/Topic): 2nd Grade Geography

Grade: 2nd grade
Length of Lesson: 15 min.
Date Taught: March 15, 2022
LESSON PLAN TEMPLATE
In this lesson…
In this lesson, students will work together to complete a locating and labeling
map of the world. They will watch an instructional video on the standards of
Overview learning topics, and then practice said topics by completing a short coloring map
activity. To close, students will compete in an instructional game of kahoot
meant to evaluate their understanding of the topics learned for the lesson.
Geography
Standards of 2.6 The student will develop map skills by using globes and
Learning maps of the world and the United States to locate
a) the seven continents and the five oceans;
What are the names of the seven continents and how would you label them on a
world map?
Essential Questions
What are the names of the five oceans, and how would you label them on a
world map?
Students will be able to… locate and identify the seven continents and five
Objectives oceans on a map of the world.
I will be able to identify and tell the difference between the seven continents and
Learning Target the five oceans of the world, as it can be seen on a map.
What does a map of the world look like?
Necessary Prior What is the difference between a continent and an ocean?
Knowledge What are the directions (North, South, East, West)?
Puzzle maps of the world (5)
Ziplock baggies for puzzle pieces (5)
Materials Video
Coloring and labeling world map worksheets (16)
Instructional game (kahoot)
Puzzle map of the world: formation and general (5):
-Break into groups at tables
Introduction/Hook -Hand out puzzles
-Tell students to piece the continents and oceans together
Instructional Group work (puzzle)
Lecture (Lesson Plan Video Link)
Activities & Individual assessment (instructional coloring and labeling sheet)
Strategies Kahoot (Kahoot link)
Continent, Ocean, World Map, Globe, North, South, North America, South
Key Vocabulary or America, Europe, Africa, Australia, Antarctica, Asia, Pacific Ocean, Arctic
Concepts Ocean, Indian Ocean, Atlantic Ocean, and Southern Ocean
Adapted from the Teacher Cadet Curriculum, Property of CERRA—South Carolina © 2004, and/or the Virginia Teachers for Tomorrow Curriculum
John M. Merritt, English Teacher at Kellam High School (Virginia Beach City Public Schools)
 Instructional coloring and labeling assessment sheet
Assessments Instructional game: Kahoot
Instructional game of kahoot:
Closure Activity ^ Meant to assess and evaluate individual student understanding of the topics
discussed and practiced in prior class activities through a class competition.
Student 1 (student with eye impairments): sit closer to the board for kahoot and
video lecture/students may receive physical copies of everything on the board
with larger print.

Student 2 (student with Dyslexia): instructors will read questions and

instructions aloud during assessments/students will have the ability to ask a
Accommodations teacher for assistance reading anything or obtaining clarification.

Student 3 (student with a learning disability): will be put in a group with

students that will be able to help guide the student along during the puzzle
activity. Students with a learning disability will have the help of the teacher for
individual activities (kahoot and coloring).
2nd grade lesson plan
Actvities Instructions:
Resources Lesson Plan Video Link
Kahoot Link

Reflection on a Lesson Plan Taught

Virginia Teachers for Tomorrow
Intern Name: Emilie Way, Mikayla Westra, and Kaitlyn Dody
Lesson Title (Subject/Topic): 2nd Grade Geography: Learning To Identify Continents and Oceans On A World Map
Date of Lesson Taught: March 15, 2022
Cooperating Teacher & School: N/A
Grade: 2nd
Time of Day: N/A

1. What steps did you go through to create this lesson? With whom did you talk, discuss, or edit your lesson?
We worked extremely well as a group, and utilized resources like Mrs. Nardelli, the librarians, and each other
without any issues. We started off with a quick brainstorm for activities, and slowly cut down our ideas until we
had a structured format for the progression of our plan. Each person contributed at least one idea for each
activity, and we split up the work between the three of us to create a cohesive work balance.

2. How did the SOLs and Objectives help focus your instruction?
The SOL objectives helped us narrow down the material we needed to teach, and helped us form an outline for
our teaching video. Because we knew what points to include, we were able to exclude unnecessary information
and keep the focus of our teaching on what mattered to the objectives. Having this outline definitely helped
keep us on track for planning our video and creating our assignments.
Adapted from the Teacher Cadet Curriculum, Property of CERRA—South Carolina © 2004, and/or the Virginia Teachers for Tomorrow Curriculum
John M. Merritt, English Teacher at Kellam High School (Virginia Beach City Public Schools)
3. What parts of the instructional plan worked as you anticipated?
The kahoot, excluding unpredictable technology issues, went exactly as we planned! This was the one part of
our lesson that we finished quickly and had no trouble finalizing as a group.

4. What, if any, adjustments needed to be made once you began?

Timing was one of our biggest struggles for this lesson. We definitely could have used our time a little better!
While we initially wanted to do a whiteboard activity after the video, the timing and materials needed became a
little unrealistic for how much we had left to do; thus, we focused our efforts on the coloring worksheet instead
and had to cut the whiteboard game from the lesson. We also had initially planned to use 2 smaller objectives in
our video, but cut it down to just 1 of them after realizing we wouldn't have much time.

5. How well did you anticipate the materials needed?

We think we were very well prepared for all of our activities as it regards classroom materials. We asked other
teachers in the school for things like colored pencils and we were able to print off the perfect amount of
worksheets for the amount of students in the class before the lesson began. Nobody needed anything outside
of what we provided, and the activities went by smoothly.

6. How effective was the assessment you chose to use? (If no assessment was used, what will the future
assessment be and how will you gauge its effectiveness?)
Our final assessment, the kahoot, was very effective! With the ability to see how many students chose certain
answers, we were able to better determine how much work the students needed to fully master the topics we
discussed. Everyone had fun and we were able to evaluate where certain students might have gotten lost in our
teaching.

7. To what degree do you feel that this lesson was a success? What evidence do you have for the success of
the lesson? (Hint: Student learning is the key to a lesson’s success!)
We feel that most of the students, if not all, were able to successfully learn and understand our lesson. 99% of
the work we passed out was completed correctly and quickly, and our ending kahoot assessment ended with a
lot of participation and very few incorrect answers. The game showed us stats of how many students
understood, and we discovered that the large majority of them were able to understand what we taught.

8. How did the time spent preparing for your lesson contribute to its success?
The time we took to print worksheets and cut the puzzles, gather materials like colored pencils, plan the actual
video, film and edit the video, and compile everything into a successful lesson plan was pretty well reflected in
the way we taught the students. We were comfortable with our information and activities, and that's definitely
because of how much time we spent discussing our plan beforehand. Everyone worked well together, and we
were able to easily split up which parts to take over when teaching in the class.

9. If you could do this lesson again with the same students, would you do anything differently? If so, what?
Perhaps we could have been a little more assertive and prepared to handle the loud talking of students. We feel
that some students may not have really paid attention and done the work, and they caused the lesson to take a
little longer than we planned for. Overall, we just wish we had been able to control the students a bit better by
maybe moving certain people around the room or just in general being more in control.
Adapted from the Teacher Cadet Curriculum, Property of CERRA—South Carolina © 2004, and/or the Virginia Teachers for Tomorrow Curriculum
John M. Merritt, English Teacher at Kellam High School (Virginia Beach City Public Schools)
10. Any last comments/reflections about your lesson?
We were very happy with how our plan turned out! Everyone had fun, and we were glad to see how excited
some of our activities got the class. As for reflections, again, we only wish we could have gotten more control of
the students early on!

Adapted from the Teacher Cadet Curriculum, Property of CERRA—South Carolina © 2004, and/or the Virginia Teachers for Tomorrow Curriculum
John M. Merritt, English Teacher at Kellam High School (Virginia Beach City Public Schools)