Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher
Date

Grade ____4th___

Miss DeGroot

Subject/ Topic/ Theme Geography of USA- Special Purpose Maps

Oct. 3, 2016

I. Objectives
How does this lesson connect to the unit plan?
This introduces special purpose (topographical) maps as a way to understand the differing climates,
elevations, and populations across the United States. Different maps of countries, continents, and states
around the world are used to help students navigate finding information on a map using its key.
Learners will be able to:
Identify the climate of a place or region using a topographical map
Identify the elevation of a place or region using a topographical map
Identify the population of a place or region using a topographical map
Create their own key for items collected on the scavenger hunt
Standards: 4 G1.0.5 Use maps to describe elevation, climate, and patterns of population density in the
United States.

II. Before you start

Identify prerequisite
knowledge and skills.

Students should know the landforms discussed in previous lessons and use
them to interpret the maps

Outline assessment
activities

Pre-assessment (for learning):

Reading a map with a partner, using a key
Formative (for learning):
Filling out questions/scavenger hunt key
Formative (as learning):
Observing as they work

What barriers
might this lesson
present?

Summative (of learning):

Worksheet
Provide Multiple
Means of
Representation

Provide Multiple
Means of Action and
Expression

Provide Multiple
Means of
Engagement

Provide options for

perception- making
information perceptible

Provide options for

physical action-

Provide options for

recruiting interestchoice, relevance,

Maps up on the board

Google Earth

increase options for

interaction
Scavenger hunt
stations

Provide options for

language, mathematical
expressions, and
symbols- clarify &
connect language

Provide options for

expression and
communicationincrease medium of
expression

Provide options for

sustaining effort and
persistence- optimize
challenge,
collaboration,
mastery-oriented
feedback
Can you complete
the scavenger hunt?

Provide options for

executive functionscoordinate short & long
term goals, monitor
progress, and modify
strategies

Provide options for

self-regulationexpectations,
personal skills and
strategies,
self-assessment &
reflection

Reading maps using a

key
Written answers
Provide options for
comprehensionactivate, apply &
highlight
Look at places we know
Practice with a partner
and individually
Review

value, authenticity,
minimize threats
Practice first with
places we know and
have been

Materials

Special purpose maps(9)

Scavenger hunt half sheets (20 per map)
Empty map key sheets (20)
Google earth
Projector

How will your classroom

be set up for this lesson?

In desks for 1st half

In hall for 2nd half

III. The Plan

Time

Com
pone
nts
Motiv
ation

2min

Describe teacher activities

AND
s
tudent activities
for each component of the lesson. Include important higher order thinking
questions and/or prompts.

Pull up Google Earth

Type in Keyenta, Arizona - ask the students to jot down on
a sticky note what they notice about the land.

Type in Denver, Colorado- ask them to jot down what they

notice on a sticky note- make sure to say how its different
from the last place we looked at.

2min

Students write what they

notice
Students write what they
notice

Next, type in Grand Rapids, MI- ask students to jot down

what they notice about GR and how it seems to be different
from Colorado and Arizona.

2min

1min

Think back to what it looked like when we were looking at

Arizona. What observations did you write down?
What do you think the climate is like in AZ?

1min

Now, think about Colorado. What did you observe about

colorado?
Do you think colorado or arizona has a higher elevation?
And lastly, what about MI?
Of the three places we looked at, which do you think has
the highest population?

1min

Students write what they

notice

2 or 3 students state
observations
2 or 3 students state
observations

2 or 3 students state
observations

Now you can see that by looking at a map you are able to
tell a lot of different things about different places.
I have a map for you to look at. Who can tell me what this
map is showing us?
How did you know that?
Now, if I asked you to tell me how many people live in MI,
how would you figure that out? Talk with a neighbor and
see if they have any ideas.

One student answers

and explains thinking

1min

Who can tell the class how they found the population of
MI?

Student answers

1min

This, class, is called a key (point to the key on the map). A

key is used to tell information on the map. If we didnt have
a key on this map, we wouldnt know which color meant
more people and which color meant less people.

3min

1min

Devel
opme
nt

Here is another example.

Who can tell me what this map is showing us?
And what does the key tell us?
Exactly! Sometimes we need to have a key on the map so
that we can gather information from it.

Students talk with a

neighbor

Student(s) answer

In order to practice this, we are going to do a map

scavenger hunt.
(This part of the lesson can be done right away or at
another time).
I have all the maps set outside in the hallway and a half
sheet of paper that asks a couple questions.

5min

Once the questions are answered I would like you to take

the object that goes with the map and put it in your
scavenger hunt bag. Then, fill out your scavenger hunt map
key. Ill be around if you have questions.
Take this worksheet (map key), a pencil, a clipboard, and
your scavenger hunt bag and meet me in the hallway.
Once students are in the hallway divide them up into
partners and assign them a station. Have them all start at
the same time. After about 5 minutes (or when they
seemed to be finished answering the questions for that
station) have them move to the next station.

Students work with their

partner

45min
Continue doing this for all 9 stations. Walk around and help
students who have questions or might need some extra
direction.

Clos
ure

Once students are finished, direct them back into the

classroom and to their seats.

10min
Lets talk about the different objects we collected during
our scavenger hunt.
Have students pull out one object at a time and discuss its
significance.

Students explain what

each object stands for

Remind students that maps can be used for all sorts of

things and this activity showed 9 different ways that maps
can be used to tell us different information.

Your reflection about the lesson, including evidence(s) of student learning and engagement, as
well as ideas for improvement for next time. (Write this after teaching the lesson, if you had a chance
to teach it. If you did not teach this lesson, focus on the process of preparing the lesson.)
This was a really enjoyable lesson. It was challenging for the students, but just manageable enough that
they stayed engaged the entire time. I saw them looking intently at the maps, pointing things out to each
other and using the map key to understand more information. They worked quite well with their partners.
One thing they struggled with was reading the questions carefully. Many of them missed simply yet key

instructions simply because they were working too quickly. If I taught this lesson again I would definitely
remind them to read carefully.
Each station had around 2-4 questions. If I reworked the lesson I would limit it to one question per station
and then have supplemental questions for students who finished early. This would eliminate the stress for
those who didnt get finished in the 5ish minutes, and it would also provide an extension for the groups who
worked quickly and efficiently. The lesson was really enjoyable and it allowed the students to be moving
and having fun while they were learning!