Lesson
Plan Template and Reflection: Blog Phase I
Use
the following outline to create and reflect on your lesson plan. In your blog
you will create a post (Not a new blog) for each of the following items
(Overview, Implementation, Assessment, and Materials and resources). In each
post, you create a section of the lesson plan and reflect on the information
you are developing. The reflection questions and prompts are in blue following
the lesson content.
I.
RATIONALE:
I
am teaching this lesson because it meets the standards for the first grade social
studies unit.
II.
OVERVIEW
Grade
Level: First Grade
Subject(s):
Social Studies
Topic
of Study: Geography
Time
Allotment: 30 minutes
Standards:
Strand 4 Concept 1: The World in
Spatial Terms PO 2.Interpret political and physical maps
sing the following elements: a. alpha numeric grids b. title c. compass rose -
cardinal directions d. key (legend) e. symbols PO 3. Construct a map of a familiar place (e.g., school, home, neighborhood,
fictional place) that includes a title, compass rose, symbols and key (legend).
Objectives:
SWBAT understand and recognize elements of a political and physical map and use
what they know/learned to properly construct their own map of a familiar place.
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Reflection:
Assessing Prior Knowledge and Planning Instruction
- What do the
students need to know prior to the lesson? Recall from the last lesson
where we introduced maps. They know overall what a map looks like, and
the purpose of a map. They will also know how to use Pixie.
- How will prior
knowledge and experience be assessed? A pre-assessment quiz as well
as bringing out a map and discussing with students what they already
know about maps. Ask if they know about any of the elements that are on
a map. Have them draw the elements on a piece of paper to ensure
transference.
- How will you
use this information in the planning process? Once I know what the students
already know through their pre assessment, I can either re-teach what
they are unclear about, or continue with the lesson.
- Why should the
content of this lesson be taught at this grade level? It is important for students to
recognize maps and how they work. They can use maps as guides and tools
inside and outside the classroom.
- How do the
objectives that you have for the lesson align with the standards? The students will learn
elements of maps and create their own map, which is also stated in the
standards.
- When will the lesson be taught
in the course of the school year? Why? This lesson will be taught half
way through the school year. This way they have a larger vocabulary, and
are more familiar with geography and the places around them.
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III.
IMPLEMENTATION
Procedure:
-I
will begin the lesson by having students pull up the pre-assessment quiz in
Pixie and they will have 3 minutes to finish the quiz. I will read off each
question to them. We will then go over the answers and they can print out the
quiz to use as a reference throughout this lesson and for further use.
-The
class will gather on the mat around the smart board where I will pull up an
example of a map. I will start by asking students what they already know or
recognize on the map. Once I am aware of what they know, I will go over all of
the elements of the map. (3min)
-Students
will take out a white sheet of paper, pencils, and markers. They will use this
white sheet to create their own “key” that is portable and they can take with
them when working on their assignment or even take home with them to help them
understand other maps.
-Using
the map that is pulled up on the screen I will go over each of the elements of
a map (grids, title, compass rose, key, symbols) I will have the students
brainstorm examples of symbols to see if they understand. Ex: a fork and knife
would symbolize a place to eat on a map. (3 min)
-Pull
up an example of another map, and see if the students can recognize the
elements on their own. (3min)
-
Once I feel students have grasped the concept they will split into groups of
two or three. (1min)
-Brining
their sheet of paper with their own “key” to use as a reference they will open
up Pixie on the computer. As a group they will brainstorm what familiar place
they will create a map of (school, a neighbor hood, downtown) and think of
symbols they want to use for different areas (roads, buildings, rivers, stores
etc.) Making sure their familiar place maps has all of the elements including a
title. (12 min)
-As
a group they will come up to the front and present the map they created. During
the presentation they will discuss what place they chose and why? Explain their
key, the briefly go over the different areas of the map. (6 min) This part will
be their post-assessment, which I will use a checklist to see if they
understand and include all parts of a map.
Technology
Integration: I will use a projector/smart board to
display a map for the class for the discussion. I will use the Internet to pull
up multiple examples of maps so that students understand the different types.
The students will use Pixie to create their own map of a familiar place as well
as for their pre-assessment.
Differentiated
Instruction: Describe how you will differentiate
the instruction for each of the following:
- Cognitive delay- Depending on the students level, a
different technology tool could be used and another rubric will be
applied.
- Gifted- Gifted Learners will be given the option to
create a map of a larger area (a city of their choosing)
- ELL- I will scaffold vocabulary and emphasize imagery
along with the vocabulary. Since this is a map, they are able to use
pictures instead of words (a picture of a river instead of writing river)
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Reflection:
Designing Instruction (InTask Standards 7 and 8):
- Why are you
using the instructional methods you have described? I am using a variety of different
instructional methods. Including technology, written and visual
representations and group work.
- How do the
instructional methods align with what you know about best practices
(think about your methods classes)? I think my methods align with
best practices because I use many means of representation, I am adapting
my lesson for every learner and using differentiated instruction.
- How are you
engaging students in creative and higher order thinking? They get to use their
creativity by selecting a familiar place and using Pixie to bring create
their map of their place and use pictures and words how they choose.
Higher-order thinking will be used because they need to identify the
different elements of a map and incorporate them all into their own map.
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IV.
ASSESSMENT
Procedure:
Read Assessing Student Learning (Include a
description of how you will determine the students' success in meeting the
standards and objectives of the lesson (You must include what artifacts and
activities will be assessed as well as a description of the assessment
process))
-Pre-assessment:
The students will be given a short quiz and answer questions so that I can
assess what they already know or do not know about maps.
-Post-assessment:
Each group will present their map. Using a checklist I will see if they used
all the elements and used them correctly.
Instruments:
quiz and a checklist
-I
will use a non-graded quiz for my pre-assessment
-I
will use a checklist as my post-assessment.
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Reflection:
Planning Assessment (InTask Standard # 6):
- How does the
assessment align with the standards and objectives of this lesson? The assessment will measure what
they learned about a map, they will have to know the elements of a map
and how to create a key.
- How does the
assessment demonstrate that the students have been successful in
learning the content? I will use a checklist, and if the students are
successful they will have everything that is required.
- How does the
assessment demonstrate student engagement in higher order thinking? It engages them in higher order
thinking because it requires them to create a map of a familiar place
using key elements and also what they know to be true of their familiar
place.
- How does the
assessment demonstrate that individual student needs were met? Individual student needs were
met because I adapted my lesson to all student needs and they were able
to use technology as a tool during this lesson.
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IIV.
MATERIALS AND RESOURCES
In
this section include any examples you have created for the students, resources
(software, weblinks, books, crafting items, etc.) and other necessary items
-Pixie
-Computer
-White
Sheet of paper (1 per student)
-Pencils/Markers
-Projector/Smarboard
-Whiteboard
and markers
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Reflection:
How does your lesson meet each of the ISTE NETs Standards?
- How does your
lesson meet Standard 1: Facilitate and Inspire Student Learning and
Creativity ?
They get to be creative in creating their familiar place map on Pixie,
they get to use their imagination to create their map and include any
pictures, words and clip art they see fit.
- How does your
lesson meet Standard 2: Provide Digital-Age Learning Experiences and
Assessments?
Their post assessment was the map they created in Pixie which is accessed
through the computer, also their post assessment was an online quiz as
well.
- How does your
lesson meet Standard 3: Model Digital-Age Work & Learning? They use technological tools in
their learning to understand and build their own map.
- How does your lesson Meet all
four elements of Standard 4: Promote and Model Digital Citizenship and
Responsibility by: My lesson advocated safe
and ethical use because they are only using Pixie and not needing to
access the internet. It addresses the diverse needs of all learners
through equitable access because I am able to adapt the computer
settings (larger font, key board setting etc.) to help them with this
lesson. It uses cultural understanding because they need to be aware of
the place around them that they are creating. It also promotes digital
etiquette because they are presenting what they made to the class.
- advocating,
modeling, and teaching safe, legal, and ethical use of digital
information and technology, including respect for copyright,
intellectual property, and the appropriate documentation of sources.
- addressing
the diverse needs of all learners by using learner-centered strategies
providing equitable access to appropriate digital tools and resources.
- promoting
and modeling digital etiquette and responsible social interactions
related to the use of technology and information.
- developing
and modeling cultural understanding and global awareness
by engaging with colleagues and students of other cultures using
digital-age communication and collaboration tools.
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