Lesson Plan Form - LBS 400

Revised 08/05/14

Candidate:

Subject:

Grade level(s):

Date:

Kevin Camarilllo
Social Studies
3rd
Standard:
3.1.1. Identify geographical features in their local region (e.g., deserts, mountains, valleys, hills, coastal
areas.)
I. DESCRIPTION OF CONTENT & CONTENT TYPE (Fact, Procedure, Concept, or Principle):
The students will be learning now to name and identify four regions of California.
II. LEARNING OUTCOME (Objective):
Given A power-point on the four regions of California, students will be able to remember and identify the
four regions of California by describing and naming the four regions.
DOK/Cognitive Rigor Level: 1 recall and reproduce
Language Demands This lesson requires students to name the four regions of California
III. CURRICULUM CONNECTION (
Before the lesson, students learned about the different Regions of the world. After this lesson, student will
learn about Californias lakes and rivers.
IV. INSTRUCTION
A. ENGAGEMENT (Motivational Activity):
The students will have four different jars filled with different things. One jar will have sand
representing coastal region, another will have grass representing the valley region, the other one will
have rocks representing the mountain region and lastly, one will have dry dirt representing the dessert
region.
Student friendly objective: By the end of our lesson you should be able to name and describe the four
different regions of California by remembering the names of the regions and describing them
Purpose: students will see how climate and changes in environment impact the lifes of people who
inhabit it.
B. INSTRUCTIONAL SEQUENCE (Teaching Methodology With Student Activities):
Step #1: regions in California mountain, valley, desert, and coastal region.
a. T input these are the four regions in California, we have mountain, valley, desert, and coastal region.
a. T model Point at the four region to visually show the students.
b. Student response: choral response, Now all together I want you to repeat after me.
Step #2: give the definition of a region
a. T input I gave the students the definition of a region
a. T model I show the students the definition in the slide

b. Student response: Choral response

Step #3: facts about the desert region
a. T input to start off I am gong to show you how a desert region looks like follow by some facts
about the desert. Such as location,name of a desert, weather, and plant life.
a. T model I point at the picture of the desert and describe what is in the picture and then move on to
some basic facts of the desert.
b. Student response: think pair share
Step #4: facts about the mountain region
a. T input Now that we have learned about the desert we are going to move to our next region which
is the mountain region which is a lot different then the desert. Such as location, description, weather,
and plant life.
a. T model I will point at the picture of the mountains and describe what is in the picture as well as
personal experience (trip to big bear) and then move on to some basic facts of the mountain.
b. Student response: active participation ( pick a student to share a story of theirs.
Step #5: facts about the valley region
a. T input, The next region we will be discussing s the valley region. This region is a little different
then the mountains but also the same. Why do you think is similar?
a. T model I will be pointing at the slide and asking student questions about the picture and they think
is so green. Then give them information. There are several features that make this region different
because land formation, and plant life.
b. Student response: choral response
Step #6: facts about the coast region
a. T input The last region we are going to go over is the coastal region which for some of us maybe
more familiar. The coastal region is very different then the region of the regions because of the ocean.
a. T model I will point at the power and describe the coast and pick students in the class id they have
been to the coast. And have discussion about it.
b. Student response: oral response
Step #7: the students will work on independent guided study .
a. T input the students will receive the bank pieces if paper and write what they remember.
a. T model I will hand out the papers to each students and give them paper an have them fold it into
four squares and write down everything the remember.
b. Student response: active participation
C. APPLICATION ACTIVITY (Practice and/or Reflection):
Students will fold their paper into four squares (I will guide them) they will draw four different regions that
describe it.
D. MATERIALS & RESOURCES:
power-point, computer, blank paper, color pencils, pencils, candy four jars

V. ASSESSMENT STRATEGIES (Methods For Obtaining Evidence Of Learning):

Formative: Think pair share, oral respond, and group work
Summative: at the end of the lesson, students must name one of the four regions in order to receive candy.
VI. ACCOMMODATIONS and/or MODIFICATIONS FOR INDIVIDUAL LEARNERS (Content,
Instruction, Practice):
Have cut out pictures of the four regions with typed name and the student have to match them.
(Accommodation) Have a example ready to show children how to do it correctly (challenge) have the
children name what kind of animals or how life would be one those regions (Modification)
VII. HOMEWORK (if appropriate):
N/A