Lesson Plan 2

Rationale: The world in spatial terms

Overview:

Grade Level: 3^rd grade

Subject: Geography

Topic of Study: The compass rose

Time Allotment: 30 minuets

Standards: Interpret political and physical maps

Objective: With the use of the compass rose, students will be able to find locations on a map.

Implementation: Procedure:
1. Introduce the compass rose through a  song and then show a power point explaining the compass rose by giving the students the definition of a compass rose, showing them the cardinal directions of the compass rose, and showing them the intermediate directions on the compass rose.

2. Then have the students fill out a worksheet on the compass rose once the power point is done. This should take ten minuets.

3. Explain to the students how to play an online game on the material they just learned for about a minuet. Then have them play the game called Over the Edge for five minuets.

4. Explain what the students need to do on the assessment and then hand it out. Give them ten minuets to finish it.

5. During the last few minuets reflect with the class on what they learned and still need help on.

Technology Integration: I will use the SMART board to present the power point to the class as well as showing them how to play the online game called Over the Edge. The students will play the game on their own computers.

Differentiated instruction: Cognitive Delay: These students will have an easier map to fill out that won’t include intermediate directions. Their maps will only have the basic cardinal directions. Gifted: Have these students have all directions on their maps as well as having them create their own maps of their home towns explain how to get to their house from school. ELL: I will use ESL talk as well as pairing them up with another student that is bilingual.

Assessment: Give students a map of a circus and ask them to fill out the questions on the paper. The worksheet will ask the students to say which direction each item or ride is in.

Materials and Resources: 1. SMART board

                                                2. Computers

                                                3. Compass Rose worksheet
                                                4. Compass Rose Assessment worksheet
                                                5. Compass Rose power point

                                                6. Pencil

Reflection
Assessing Prior Knowledge and Planning Instruction

1.     Students need to know to find items on a map as well as have the knowledge to use a computer. They also need to know how to read.

2.     Before the lesson starts I will ask the class if they know how to find items on a map by looking at it as well as asking if they know how to use a computer.

3.     Based on the student’s prior knowledge of knowing how to read, write, use a computer, and finding items on a map, I will make sure to help those who have a smaller understanding than those who have the proper knowledge.

4.     This should be taught in the third grade because students need to be able to read, write, use the computer, and know how to look at a map. A student in a younger grade could struggle with doing these things.

5.     The standard is to interpret political and physical maps. I will teach the students how to do this with the use of a compass rose.

6.     At the beginning of the year because the students need to know how to navigate a map in order to construct their very own one later on in the year for another standard.

Designing Instruction

1.     The song will introduce the compass rose and the power point will go into more detail as to what it is giving the students a better grasp on how to use a compass rose. The game will help the students learn how to navigate which direction the item is in, and the assessment will show me if they understand everything.

2.     I believe that making certain tasks easier for a cognitive delay student would help them understand the concept without making it too difficult for them to comprehend the material. Making things a little more difficult for a student that is gifted will challenge them during the lesson, which will help them stay focused and won’t cause boredom. An ELL student will be able to learn the material will the help from another student that speaks both languages as well as my ESL talk.

3.     By having the students search for items on a map and figuring out which direction it is facing using both the cardinal and intermediate directions on the compass rose.

Planning Assessment

1.     By having the students find items and rides on the carnival map and figuring out their direction through the use of a compass rose.

2.     If the assessment shows the correct use of cardinal and intermediate directions then I will know that they understood the material.

3.     The students have to search for certain carnival items on a map and express the direction in which they are sitting which will cause them to think because an item’s direction could look as if it were in a cardinal direction when it is actually in an intermediate direction.

4.     By the students finishing the carnival map, I will know if they understand the lesson or not. If they show use of the correct directions then I will know that they understand the material. If they do not, I will know that I need to restate key points of the lesson and re-teach those students what they do not understand. Also I will know if they understand the lesson or not when I re-group at the end of class and ask what the students did and did not understand.

How does your lesson meet each of the ISTE NETS Standards?

1.     My lesson is creative by using the song about the compass rose as an opener, as well as having the students play the online game that is fun.

2.     By having the students play a game that is online to solidify their understanding of the compass rose, and playing the song that is online to introduce the topic.

3.     Through the use of the compass rose power point on the SMART board which explains what the standard is to the class as well as the online game that I will have the students play.

4.     1) By telling the class what other teacher created the power point and stress that it is always important to cite your sources. 2) By making the assignments either more difficult or easier based off of their abilities as well as making sure that any ELL student understand everything going on. 3) I will show the students how to access the Internet through the SMART board as well as showing them how to use it in general for its many different uses. 4) I will show my students how to cite a source when they use someone else’s work as well as explaining to them that plagiarism is bad and will get you into a great deal of trouble.

Phase 2

1.            Instructional Decisions/Teaching (InTask Standard # 9): Discuss the implementation process and describe

◦                     What went well and what didn't go well during the implementation of your lesson?
1. I was able to sufficiently teach the students about the compass rose and what goes into the compass rose, but I struggled with timing. I made timing but would have ended early if I didn’t have a back up game for the students to play. Next time I will run through the lesson before presenting it.
1. I gave an exit paper where the students had to write what they understood and what they didn’t. How do the comments from your classmates support this?
Assessment 

◦                     How well was the alignment to objectives and standards maintained?

◦                     1. The objectives align very well with the standards. The standard was to interpret political and physical maps through a compass rose. I taught them how to use a compass rose and how to find which direction something is in with the help of the compass rose.

◦                     Describe any modifications made during the implementation of the lesson

◦                     1. At first I didn’t plan to end the lesson in the extra game that I had found, but since I had extra time after the assessment I chose to include the game in the lesson plan.

2.            Mechanics:

◦                     What technologies did I use (for the teacher and the learner)?

◦                     1. I used the computer to show the students the power point and I had the students play two online games.

◦                     How were the technologies used (by whom and in what manner)?

◦                     1. I used the computer to show the power point and then I sent the link of the two games to the students email for them to play the games online.

◦                     My lesson was within the correct time frame

▪                                       It was short because…

▪                                       It was too long because…

▪                                       The lesson was within the correct time frame because...If it weren’t for the extra game I found, I would have been short on time, but since I had a backup plan I made time perfectly.

3.            Assessment of Learning (InTask Standard # 6): Refer to Assessing Student Learning

◦                     Include at least 2 digital artifacts that demonstrate what you or your students (peers) have created as a result of your lesson

◦                     Describe your students' level of success in achieving the standards and objectives for your lesson based on your assessment

◦                     1. After reviewing the assessment I gave to the students I saw that they understood the topic because they got the answers right.

◦                     Describe the level of success you had in teaching the lesson

◦                     1. I believe that I was successful in teaching the content, but should have taught how to go from point A to point B on a map.

▪                                       How do your individual reflections support this?

▪                                       1. One student said that they understood the standard but wished I would have gone over how to get from one point to another with the use of a compass rose. I agree with them.

Compass Rose Activity