Lesson Planning Form for Accessible Instruction Calvin College Education Program
Teacher
Date
Grade ____4th___
Miss DeGroot
Friday, Sept. 30, 2016
Subject/ Topic/ Theme Geography Lesson #4- human interaction
I. Objectives
How does this lesson connect to the unit plan?
This is the fourth lesson of the unit. The unit is the geography of the United States. This lesson connects to
the unit because it helps students understand that the people interact with the geography of the United
States in different ways. The way we interact with the land affects our lives.
Learners will be able to:
Recall what human environmental interaction means
Identify which human interaction goes with each landform when working in a group
Standards: 4 G1.0.2 Use cardinal and intermediate directions to describe the relative location of
significant places in the United States.
4 G1.0.4 Use geographic tools and technologies, stories, songs, and pictures to answer geographic
questions about the United States.
4 G1.0.3 Identify and describe the characteristics and purposes (e.g., measure distance, determine
relative location, classify a region) of a variety of geographic tools and technologies (e.g., globe, map,
satellite image).
ART.D.I.4.1 Demonstrate basic locomotor skills through moving forward, backward, and sideway
II. Before you start
Identify prerequisite
knowledge and skills.
Students should know what human environmental interaction means
Students should recall the landforms- mountain, valley, canyon, river, island,
and plain.
Outline assessment
activities
Pre-assessment (for learning): How would humans interact in a place where there are a lot of mountains?
Formative (for learning): +
Sort human interactions into groups
Formative (as learning): +
observation
Summative (of learning): +
Acting out different H.E. interactions/landforms
What barriers
might this lesson
present?
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- increase
options for interaction
Matching cards
Group sorting
Acting out interactions
Provide options for
recruiting interestchoice, relevance,
value, authenticity,
minimize threats
Provide options for
language, mathematical
expressions, and symbolsclarify & connect language
Provide options for
expression and
communication- increase
medium of expression
Provide options for
sustaining effort
and persistenceoptimize
challenge,
collaboration,
mastery-oriented
feedback
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
Writing and drawing
Provide options for
comprehension- activate,
apply & highlight
Remind each other what
H.E. interaction is
Sorting interactions with
appropriate landforms
Act them out
Materials
5 envelopes with interactions
5 envelopes with landforms
How will your
classroom be
set up for this
lesson?
Students will be in their desks for the first part of the lesson and around the
room in groups for the second part of the lesson.
III. The Plan
Componen
ts
Time
Describe teacher activities
AND
s
tudent activities
for each component of the lesson. Include important higher order thinking
questions and/or prompts.
5min
Motivation
(opening/
introduction/
engagement
)
Write the words Human Environment Interaction
on the board.
Do these words look familiar?
Who remembers when we talked about these
words and what them mean?
2 or 3 students answer
After several student share, clarify what human
environment interaction is by saying HEI is the
way people relate to the world around them
Can you think of some examples of how you
interact with the environment around you?
Developme
nt
(the largest
component
or main
body of the
lesson)
I have divided you into groups.
Take this envelope and try to sort the human
interactions into categories. Im not going to tell
you what the categories are- I want you to think
about it. How would you put these into groups?
What makes the most sense to you?
Allow students 5ish minutes to put them into
categories.
Ask students to share how they grouped the
interactions- make sure each group shares.
Gather 5 or 6 examples
Students move to
appropriate section of the
classroom.
Students work with their
group to sort interactions
into categories. Each group
shares how they sorted
them.
15min
15min
Closure
(conclusion,
culmination,
wrap-up)
After each group has shared- give each group the
coordinating landforms- ask them to re-group the
interactions based on the given landforms.
Give them 5 minutes to do this
Students regroup
interactions based on
landforms.
Again, ask students to share how they grouped
them. Write the 6 landforms on the board and add
the H.I.s as students say them.
Groups share which
interactions went with each
landform
Assign each group a landform (mountain, valley,
river, plain, island)
Tell them to draw in the human interactions that
they came up with.
After each group has created their
landform/human interaction, ask them to place it
on the map in the front of the room.
Students work in their
groups in order to act out
human interactions that
belong with a specific
landform.
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 lesson provided a lot of movement and activity for my students which was very helpful because it was
at the end of the day on Friday and the students were very ready for it to be the weekend. It was interesting
to see how groups initially sorted the human interactions. Many of them saw themes of movement vs. non
movement. Others saw it in terms of buildings vs. non-buildings. After I reminded the students about proper
etiquette for working in groups, they collaborated very well. If I taught this lesson again I would run through
group work rules before sending them off to sort. This would have prevented the noise level getting too loud
and people interrupting each other and talking over each other. I might even give them each a stone to
pass around so that whoever has the stone is the one who is talking. Acting out the landforms and
interactions was very entertaining for everyone. I assigned each group a landform and then asked them to
think about one or two human interactions that belong to that landform. Some used the interactions that
they had just sorted and other groups came up with their own interactions to act out. Students enjoyed
watching the group act and were entertained with guess which interaction/landform was being displayed.
