T&L 385-01

Social Studies Unit Plan

Geography

Emily Anderson Cover Letter:

Unit Description:
In this fourth grade unit, we will be learning about eight different geography
terms: bay, gulf, source, mouth, mountain range, peninsula, cape, and island. To begin,
students will learn about the terms through their textbook, and then go in more depth by
playing a game of Pictionary to test their knowledge of what the terms look like.
Students will conduct their own research on these terms and find out where they are
located throughout the world as well as their importance. Students will create a flipbook
to illustrate their comprehension of the terms and what they look like.
Unit Framework
Description

Standards

Content
Objectives

Lesson 1

Introduction to the 8 Geography 3.1.2

geography terms: bay,
gulf, source, mouth,
mountain range,
peninsula, cape, and
island.

SWBAT define the

8 geography terms.

Lesson 2
Emily

The purpose of this Visual Arts 1.1

lesson is for students ELP 4-5.8
to define and draw the Geography 3.1.2
geography terms. The
terms they will learn
are bay, gulf, source,
mouth, mountain
range, peninsula,
cape, and island. They
will be practicing this
through a game of
Pictionary.

SWBAT illustrate
the geography
terms through
drawing pictures.
SWBAT define the
8 geography terms.

Lesson 3
Jessica

Students will find

examples of the eight

geography terms

throughout Washington

and the rest of the

world. They will also

SWBAT identify the

geography terms
within Washington
and around the world.
Geography 3.1.2
SWBAT research the
location of the

Geography 3.1.2
Educational
Technology 1.3.2
Writing 4.7
ELP.4-5.8

research the
importance of the
geography and report
their findings to the
class.

different geography
terms. Geography
3.1.2, Educational
Technology 1.3.2,
and Writing 4.7.
SWBAT describe the
importance or the
geography masses in
relation to the world.
Geography 3.1.2.

Lesson 4
Katy

In this lesson, the

Visual Arts 1.1
ELP 4-5.8
students will
synthesize what they
have learned about the
geography terms by
putting them into a
flipbook that includes
each term, a definition,
and an illustration of
the term. In this lesson
they will be making the
rough draft of the
flipbook.

SWBAT illustrate
the geography
terms. Visual Arts
1.1.
SWBAT define the
geography terms
through writing.
ELP 4-5.8.

Lesson 5

This lesson will be the Visual Arts 1.1

second part to Lesson ELP 4-5.8
4. This is where the
students will make a
final draft of their
flipbook and make a
drawing of

SWBAT illustrate
the geography
terms. Visual Arts
1.1.
SWBAT define the
geography terms
through writing.
ELP 4-5.8.

Assessment Students will be

assessed through a
written test. To study
as class for the test,
we will play a form of
jeopardy. Then

Visual Arts 1.1

ELP 4-5.8
Geography
3.1.2
Educational
Technology

SWBAT combine unit

learning for test.

students will take a

written exam
composed of multiple
choice, matching, and
short answer.

1.3.2

Philosophy Statement:
It is our belief that students learn best when they are able to connect with the
world around them and relate their academics to real life material. Throughout this unit,
we aim to differentiate instruction to ensure that learning is catered to all of our students
and their varying needs. We this in mind, we feel that all of our students will benefit by
learning about the geography terms presented in this unit through research where they
can make personal and worldly connections.
Language Statement:
This unit plan focuses on learning about different geography terms, what they
mean, where they are found, and the importance of them. The purpose of learning
about these different geography terms is not to learn vocabulary words, but to learn
about the different geographical landscapes that makeup the world around us. Students
will learn academic language pertaining to geography and social studies. This academic
language will help them to further discuss and analyze the world around them. The
emphasis is not on the vocabulary words themselves, but rather having the knowledge
and ability to talk about the area they live in as well as the rest of the world. People
make sense of the world through language, because of that you will see that in these
lessons the teacher is very intentional in terminology because of the importance of
language.
Disciplinary/Interdisciplinary Content Analysis:
This geography unit is intentionally designed to connect across multiple content
areas. The main connections are with other social studies areas (such as history and
culture), literary content, technology, and art. Students will learn about eight different
geography terms (bay, gulf, source, mouth, mountain range, peninsula, cape, and
island) and how they pertain to the world around them. Students will enhance their
readings and writing skills through research and presentation of information. Students
will strengthen their capabilities in working with technology and communicating in front
of a group of people. By learning about the different geography terms, the students will
begin to connect with the world around them and apply the information and terminology

learned to a global aspect. Students will learn about how geography can determine how
people live, how trading happens, and so forth. This geography unit is designed for
students to research and make their own connections, with the teacher as a facilitator of
that exploration learning.
Citizenship as a verb in developmental context:
The focus of the unit and the classroom is learning how to be a good citizen and
what those actions pertain to by working with each other in groups. There is
opportunities to act as appropriate citizens to one and another in the classroom. During
the unit, students will be working individually, in partners, and in teams. This gives the
students multiple ways to learn and collaborate, as well as work in solitude. By working
with their peers, students will gain skills in the areas of communication and
collaboration. By being able to participate in different groups and settings, students are
learning how to be citizens. In our particular unit, the students will be learning more
about the world around them. The students must be educated about the world around
them for them to be a good, active citizen. They must understand the world and the
geography to be able to interact with the world around them.
Community connections:
In this unit, the students will be learning about their own state, where they live,
and the rest of the world around them. Learning about the landforms and geography
near where they live will help them to understand how the geography may affect how
they live and influence other areas as well. Learning about the geography in their own
area, the students may come to find that they have been to some of these sights without
even realizing it. This helps the students to make personal connections to their learning.
By learning about the rest of the worlds geography, the students will be able to reflect
about how where they live is different from other areas.

Lesson 1: Introduction to Geography terms.

In this lesson, students will begin to learn about the 8 geography terms: bay, gulf,
source, mouth, mountain range, peninsula, cape, and island.

Lesson 2: Geography Pictionary

a. Instructional Plan Purpose:

The purpose of this lesson is for students to write the definition and draw the
geography terms. The terms they will learn are bay, gulf, source, mouth,
mountain range, peninsula, cape, and island.

b. Alignment to State Learning Standards:

Geography 3.1.2: Understands the physical, political and cultural

characteristics of places, regions, and people in the Pacific Northwest
including the difference between cities, states, and countries
Reading Informational Text 4.4: Determine the meaning of general academic
and domain-specific words or phrases in a text relevant to a grade 4 topic or
subject area.
Visual Arts 1.1: Applies, analyzes, and creates the elements of visual arts
when producing a work of art.
English Language Proficiency 4-5.8: An ELL can determine the meaning of
words and phrases in oral presentations and literary and informational text.

c. Content Objectives:
SWBAT illustrate the geography terms through drawing pictures.
Language Objectives:
SWBAT write the geography terms in their own words.
d. Previous Learning Experiences:
Prior to this lesson, students were introduced to the geography terms. During this
lesson, they read a short article from the social studies textbook that described
the terms. At the bottom of the page, there were pictures of all the landforms so
the students could connect the text to a visual image. While the students were
reading, they used the good reading techniques. This is a note taking strategy
where students make comments on personal and world connection, questions,
and other ideas while reading.
e. Planning for Student Learning Needs (accommodations, student experiences,
prior learning and experiences):

Another thing that helped students learning needs is to relate this lesson with
a science lesson they did last year. (Academic connection) Last spring, the
students got to experiment with landforms, which I will refer back to during

this lesson. If a student has recently moved to the school I will ask for
volunteers to share a summary of what they learned during that science unit.
Looking at where the students live, I decided to incorporate specific landforms
that they live near. For instance, I will ask students if they have ever visited
Lake Sammamish because the school is very close to it. (Student
Connection) By doing this students will make personal connection which will
help their understanding of the topic.
Student 1: This student tested into ELL proficiency level 3. The student is able
to understand verbal communication and can read some key words, but they
have difficulty writing complete sentences. Instead of having the student write
complete sentences of the definition they will write key words of the term to
show their understanding. This also aligns with the ELP standards stated
above.
Student 2: This student has hearing ads, but still has difficulty hearing the
teacher and students. Her 504 accommodate her for preferential seating and
for the teacher to wear a microphone at all times. Also, I will assign her to
seat up front and under a speaker to insure she has the best ability to hear.
Student 3: This student has an IEP in writing. He has a tactical sensitivity
holding a pencil and can get anxious while writing. Since holding a pencil is
the stem of his anxiety, I will let the class have an option of writing or typing
their definition for the worksheet. I will put a template of the document on my
website so students have easy accesses. In addition, he will not be graded on
grammar or spelling as long as I can understand what he is saying.

f. Assessment Strategies (Informal and formal)

Content/Language
Assessment Strategies
Objectives

SWBAT illustrate the

fifteen geography
terms through
drawing pictures.

SWBAT write the

geography terms in
their own words.

K-12 students will

be able to:

1. Explain student

Formative: Students will be playing Pictionary in their table groups. The oldest
person will start by picking one of the vocab words from a hat. They will than d
a picture of the term without using words, numbers, or symbols. Once the class
has finished playing Pictionary, I will ask all the students to put their heads on
their desk and close their eyes. They will put their thumb up if they understand
meaning of the geography terms and to the side if they need additional help. I
track the students response with a checklist so I know who needs further
instruction.
Summative: Students will be given a worksheet to complete during the class
discussion. In the illustration box, students will need to draw a quick sketch of t
landform. After I collect the worksheet I will record their grades on a checklist
chart. This way I can identify the students that understand the information and
what students need more assistance.
Formative: After the students have identified the picture, in table groups they w
collaborate and create a definition of the vocabulary word. They will write the
definitions on piece of paper. Students will need to alternate who is the writer to
sure that everyone is participating. Once they have finished, they will turn in th
definitions. I will collect the groups responses and enter their grade on a check
chart. This way I know if the class is ready to move on or if certain groups need
additional assistance.
Summative: Students will be given a worksheet to complete during the class
discussion. Next to the vocab words, students will need to write in their own
words the definition for each word. We will have a brief discussion prior to help
the students create a definition. When the students have completed the
worksheet with their definitions and pictures they will turn it in. Each definitions
and picture will be worth one point making the total potential points 16.

Student-based
evidence to be
collected

I will call on individual

Description of how students will reflect on their

learning.

At the end of the lesson, we will have a class

learning targets
and what is
required to
meet them
(including why
they are
important to
learn).

students and ask them

what our learning goals
are and the purpose of
learning the material.

discussion to conclude social studies for the day.

During the talk I will call on individual students to
explain the learning goals. When the class has
identified the objectives I will follow up by asking
why this information is important to learn.

2. Monitor their
own learning
progress
toward the
learning targets
using the tools
provided
(checklists,
rubrics, etc.).

I will grade the

worksheets by using a
checklist.

3. Explain how to
access
resources and
additional
support when
needed (and
how/why those
resources will
help them).

Students can refer

back to the geography
curriculum textbook.

At the end of class, I will have the students turn in

their completed worksheet. I will read through
everyones worksheet and leave comments so they
can revise the definitions for the flipbook. If the
students do not need any editing they will receive
one point for each term. If they are on the right track
and only need a few improvements they will get half
a point. If they completely misunderstood the term I
will talk to the students individual and they will have
a chance to re-due the assignment.
The previous lesson, students read the textbook,
which introduced them to the geography terms and
what they look like. If they need a reference they
can use their textbook to help create definitions and
pictures for the worksheet. Each student will have
their own textbook so everyone has access.

g.Student voice

Student Voice
At the end of the lesson students will be given an exit slip. There will be three
different faces to show their progress towards the learning towards. The smile
face will show me they are very confident in their understanding, a content
face shows me they mostly understand, and a frowning face shows me they
need additional help. I will also include a comment section at the bottom of
the exit slip so they can share with me any comments or questions.

Grouping of Students for Instruction

Students will be working as a whole class and in table groups. The students
will be in their table groups for the game Pictionary and will be working as
class during the worksheet.

Section 2: Instruction and Engaging Students in Learning

1. Introduction:

During the summer who had the opportunity to go to a lakeor an island

or any of the other location of a geography term? (Personal connection)
Today, we are going to continue learning about the geography terms. It is
important for you to understand these vocabulary words because you will see
these landforms all the time outside of the classroom. Also, this lesson will
help you broaden your vocabulary so it will be easier to communicate with
other people. For example, if someone told you they went on vacation to the
Rocky Mountain Range you would have an idea of what it looks like. For
students that have not had the opportunity to travel I can also relate the
landforms to places located around them.

2. Learning Activities:
Describe what the teacher will do and say and students will do during the lesson.
Write it as a procedural set of steps. As a part of this process include:
1. Use lesson opener. (Shown above) Yesterday we read the definition
and saw pictures of the geography terms in our textbook, but today we
are going to build on our understanding and write our own definitions
and draw pictures. (Academic connection)
2. Since I know you love to play games while learning we are going to play
Pictionary! (Pedagogical connections)
3. First I will model the game so the students get a clear understanding of
the game.
4. There will be one artist with a white board in your group. They will chose
a vocab word out of a hat and based on their understanding of the word
they will draw a picture. However, the rule is you cannot use letters,
symbols, or numbers during the activity. (Students that are unable to
read the vocab words will receive a sheet with words and pictures next
to them. This way they are still able to learn the words without having to
read since that is not the objective of the lesson.) The rest of the group

needs to guess to identify the term. When the group guesses the picture,
as a whole they will collaborate and make a definition of the vocab word
in their own words. (In addition, I will have groups underline all the key
words within the definition so student 1 can practice his objective. By
having the whole class make this step they do not feel singled out.)
When they have decided on a definition the artist will pass the
whiteboard to the next person so everyone has the opportunity to draw.
They will continue these steps till they have drawn and written the
definition for all the words.
5. Student will get materials. (Whiteboard, dry erase pen, paper, pencil,
vocab words in hat)
6. Students will do activity.
7. Once the class has finished playing Pictionary, I will ask all the students
to put their heads on their desk and close their eyes. They will put their
thumb up if they know how to draw the geography terms and to the side
if they need additional help. I will track the students response with a
checklist so I know who needs further instruction.
8. Table captain will turn in their groups definitions.
9. Transition. Handout worksheet and have students return materials.
(Students that would like to use laptops to fill in the definitions for the
worksheet can grab a netbook before the class discussion begins.)
10. We will start with the first vocabulary words on the worksheet and have a
discussion. I will facilitate the discussion by asking questions to make
them think deeper about each word. For example, What is the
difference between a cape and a peninsula? This will help the students
understand the meaning of the word instead of memorizing.
11. In additional, I will ask the class if they have every been or seen the
geography term and if so what did they do there. For instance, I will ask
the class if they went to Lake Sammamish over summer because the
school is right next to it. I will provide time for students to share
experiences and stories about going there. (Personal connection)
12. Then I will give the students time to create their own definition based off
our discussion. (Student 1: previous to this activity I will let this student
know that they can write the key words of the definition instead of a
complete sentence.) They will write their definition in the box next to the
vocab word.
13. When they have their first definition they will create a small sketch to
show their understanding of what it looks like.
14. As a class we will move onto the next vocab word and repeat step 1013. We will continue this with the rest of the words.

o After Connections between students own lives, experiences, cultures,

interests and the content.
In the beginning of the lesson I will ask the students what personal
experience they have had with the geography terms, for instance, if they went
to a lake over the summer. Since the school I teach at is right next to Lake
Sammamish a lot of my students hobbies involve water sports. This will make
the topic more relatable and interesting to the students. (Student connection)
o Questions teacher candidate will ask during the lesson that drive
thinking and learning and engagement (5 or more questions)
1. What is the difference between a cape and a peninsula?
2. Where can you find sources?
3. How are gulfs different than bays?
4. Why do you think it is important to know different types of landforms?
5. Where can you locate the mouth of a river?
o Multiple means of access to the content for the K-12 students
o Students will be complete a worksheet to reinforce their learning in the
lesson.
o Multiple means of expression of learning by the K-12 students
o Students will express their learning visually, orally, and through writing.
Students will learn the material visually by sketching the landforms on
the worksheet and whiteboard during Pictionary. The students will also
learn through oral discussion during a class conversation when we fill
out the worksheet. Finally, the students will be writing the definitions in
their own words to reinforce their learning.
o How the teacher candidate will assess the learning of the students (from table
above)
o I will collect data on the worksheet through a checklist. If the student
does not need to edit their definition they will receive one point for the
term. If they are on the right track and only need a few improvements
they will get half a point. If they completely misunderstood the term I
will talk to the student individual and they will have a chance to re-due
the assignment. I will write each students score on a checklist.
3. Closure:

At the end of the lesson we will reflect on what we learned. I will ask the class the
following question.
As we continue to learn more about geography, why do you think these
words are important to learn?
Can you give an example of when you will use these words outside of the
classroom?
These landforms can be connected to our lives regularly because we see them all the
time. Knowing these words will also help us communicate and understand what other
people are saying.
4. Independent Practice:
I will ask the student to go home and ask their parent if they have ever seen any
of these geography terms. If so, do they have any stories about them? The
following day I will ask the class what their parents/ guardians said.
5. Instructional Materials, Resources, and Technology
Geography worksheet
Whiteboard
Dry erase pens
Paper
Pencil
Projector
Vocab set
Hat (Something to hold the vocab words)
Microphone
Speakers

Lesson 3: Geography Around the World

a. Instructional Plan Purpose:
The purpose of this lesson is for students to define and draw the appearances
of the geography terms. The terms they will learn are bay, gulf, source,
mouth, mountain range, peninsula, cape, and island.
b. Alignment to State Learning Standards:
a. Geography 3.1.2: Understands the physical, political and cultural
characteristics of places, regions, and people in the Pacific Northwest
including the difference between cities, states, and countries

b. Educational Technology 1.3.2: Locate and organize information from a

variety of sources and media.
c. Writing 4.7: Conduct short research projects that build knowledge through
investigation of different aspects of a topic.
d. ELP.4-5.8: An ELL can determine the meaning of words and phrases in
oral presentations and literary and informational text.
c. Content Objectives:
a. SWBAT identify the geography terms within Washington and around the
world. Geography 3.1.2
b. SWBAT research the location of the different geography terms. Geography
3.1.2, Educational Technology 1.3.2, and Writing 4.7.
c. SWBAT describe the importance or the geography masses in relation to
the world. Geography 3.1.2.
Language Objectives:
SWBAT define in writing the 8 different geography terms. ELP.4-5.8.
SWBAT define orally the 8 different geography terms. ELP.4-5.8.
d. Previous Learning Experiences:
a. Prior to this lesson, students will have already learned what the 8
geography terms (bay, gulf, source, mouth, mountain range, peninsula,
cape, and island) are and what they look like.
e. Planning for Student Learning Needs (accommodations, student experiences,
prior learning and experiences):
a. Accommodations: Students receiving ELL services will be allowed to write
just key words and do not have to write in full sentences. Students with
hearing disabilities will be placed near a speaker and the teacher will
stand by them as they give directions to the whole class. Students that
have low fine motor skills writing will be allowed to use a computer to type
their answers and definitions instead of hand writing them. Students who
are gifted will be given more terms to research, including: hot spot, delta,
and canyon. This will help challenge the gifted students in the classroom.
b. Specific Students
i. We have a students that is ELL proficiency 3. The student is able to
understand verbal communication most of the time and can read
some key words, but the student struggles to write in complete
sentences. Because of this the student will be allowed to write just
key words instead of full length definitions.

ii. We have a student with to accommodate her hearing impairment.

The teachers will wear microphones at all times so that she can be
heard and she will be placed at the front of the class for better
sound as well as under a speaker.
iii. We have a student with low fine motor skills. This student has an
IEP in writing. He has tactical sensitivity to holding a pencil and
commonly gets anxious. This is student will be allowed to type his
notes and responses for this lesson and activity.
f. Assessment Strategies (Informal and formal)
Content/Language Objectives
SWBAT identify the geography terms
within Washington and around the
world. Geography 3.1.2

Assessment Strategies
Formative: The pair of partners will be given a + or
depending on whether or not they are
researching and taking notes about the geography
within Washington and around the world. I will use
a checklist to do so.
Summative: The students will be given a + or if
they correctly identify different geography terms
with Washington and around the world within their
PowerPoint presentation.

SWBAT research the location of the

different geography terms. Geography
3.1.2, Educational Technology 1.3.2,
and Writing 4.7.

SWBAT describe the importance or the

geography masses in relation to the
world. Geography 3.1.2.

Formative: I will walk around with a sheet and

make note of the students are actively researching
about the different geography terms. I will help
those who are having troubles finding accurate
sites.
Summative: Students will turn in their handwritten,
or typed, notes that they took while researching the
geography terms. I will grade these based on
completion. This will help me to know the students
that were on task as well as who understands the
terms and who may need more help with
comprehension.
Formative: I will walk around with a sheet and
make note of the students are actively researching
about the different geography terms. I will ask the
students, in the partners, to verbally explain to me
one of the geography terms importance (that they

found while researching).

SWBAT define in writing the 8 different

geography terms. ELP.4-5.8.

SWBAT define orally the 8 different

geography terms. ELP.4-5.8.

Summative: During the presentation, I will be

looking and listening for a description of the
importance of the geography terms that they pair
researched. If they included in and accurately
described the importance, they will receive a . If
they included it but did not accurately describe the
importance, they will receive a +. If they did not
included the importance at all, they will receive a -.
Formative: The formative part of this assessment
will be done during lesson 1 and 2. This will be
seen through their textbook time and worksheet.
Summative: Students will type the definitions and
present them on their PowerPoint. I will grade for
completion and accuracy.
Formative: The formative part of this assessment
will be done during lesson 2. This will be seen
through their game of Pictionary where after the
person guesses the geography term, they must
define it.
Summative: Students will say aloud the definitions
during their presentation. I will grade for completion
and accuracy

g. Student Voice
Student-based evidence to be
K-12 students will be able to: collected (things produced by
students: journals, exit slips,
self-assessments, work
samples, projects, papers, etc.)
4. Explain student learning
Students will include in their
targets and what is
PowerPoints why it is important
required to meet them
to know geography terms and
(including why they are
how they can use the
important to learn).
information.

Description of how
students will reflect on
their learning.

Students will type or

handwrite a one
paragraph essay after
their presentation about
what they learned and
why it is important. This
will help them reflect on

5. Monitor their own learning

progress toward the
learning targets using the
tools provided (checklists,
rubrics, etc.).

6. Explain how to access

resources and additional
support when needed (and
how/why those resources
will help them).

At the end of each day, the

students will complete an exit
slip determining if they met the
learning targets for that day
and if they med their daily goal.
Their daily goals are; Day 1:
Begin researching and
collecting data on geography in
Washington and around the
world. Day 2: Finishing
researching and creating a
PowerPoint. Day 3: Presenting
their PowerPoint.
Students will, in their reflection,
write an additional 2-5
sentences about how
technology and computers
aided them in their process.

their learning and

determining how they will
use the information in the
future.
Students will answer the
questions on the exit slip
and reflect about what
targets they have met and
whether or not they are
meeting their daily goals.

The students will reflect

how the technology they
used helped them in their
process. The students will
also identify other
instances that they could
use this same support.

Grouping of Students for Instruction

Students will be grouped in pairs during their research and presentation.
Students will be allowed to pick their partners, however if students cannot make a good
choice on a person to work with, they will have arranged partners. Students will be
working in partners to have extra support, work on communication, and learn about
working collaboratively.
Section 2: Instruction and Engaging Students in Learning
1. Introduction:
a. I will introduce the lesson by saying: Today we will be continuing to work
on our 8 geography terms that we have been learning about. We will be
researching the different geography terms to find out where they can be
found in Washington and throughout the world! It is important to know
about geography because it affects more than you may think, including

where we live and how goods are transported. In partners, you will be
researching the terms, finding different real life examples/locations and
what their importance is. Then you will be presenting your findings to the
class in the form of a PowerPoint.
2. Learning Activities:

Day 1
I will introduce the lesson (as stated above) and connect it with their
prior academic knowledge by saying: Today we will be continuing to
learn about the 8 geography terms we have been learning about for
the last few days.
I will then ask the class:
o Can someone remind the class what the 8 geography terms we
have been studying are?
I would then write the students answer on the whiteboard
and check for accuracy. The class would give a thumbs
up or thumbs down if all the terms were included. I would
write all student answers on the white board so our
student with hearing impairment could read what her
peers had said.
o Why might I want you to find examples of the geography terms
throughout the world?
o Can anyone think how geography specifically affects them?
How?
o Do you think that every place in the world has the same
geography?
o Why is it important to know what these geography terms
mean?
I will keep referring back to these questions throughout the lesson as I
walk around an check on students.
I will then tell students that their goal for today (day 1) is to find a
partner, begin researching the 8 terms and finding examples of them
and why they are important.
I will say: I know that you like working collaboratively, so I have
decided to let you work in partners and you may choose your partner.
(Pedagogical Connection).
I will then say By the end of the hour and a half today, you will turn in a
paper of notes, typed or hand written, saying where you found the
terms in the world and their importance.

Students will then pick their partners and find a computer and begin
researching.
If they wish to listen to audio research files, students will be issued
individual headphones for listening.
I will check in with students while they are conducting their research
and help them and clarify as needed.
I will individually remind the students receiving ELL services that they
may write key words and are not required to write in full sentences.
At the end of the time, I will collect their notes (which I will give back
the next day) and have them complete and exit slip identifying where
they are at in their learning.
Day 2
I will begin by saying: Today you will be working on finishing your
research and creating a PowerPoint to share with the class. You should
have at least 8 slides for the 8 geography terms defining them, saying an
example of where they can be found, and how they are important or affect
people. Do not do more than 15 slides, or we will not have enough time
when it comes to share to get through all of your presentations. You will
have an hour and a half to complete this task. Please find the same
partner as you were with yesterday and find a computer. Once you are
seated, I will pass back your notes from yesterday. Once you receive your
notes, you may begin finishing your research and creating your
presentation. I know that many of you enjoy art, so if you wish to include
pictures and animations in your presentation (pertaining to the information)
you may (personal connections).
Students will work on their presentations and include the 8 terms, their
definitions, and where they can be found.
I will monitor the students and answer questions as needed.
Student who have a hard time typing may choose to have their partner
type while they read what they want their PowerPoint to say.
At the end of the time, the students will complete another exit slip
determining if they are meeting the learning targets and the daily goals.
Day 3
I will begin day 3 by saying: Today is the day we get to learn about what
each of you discovered! All of you have worked hard at researching the 8
geography terms and finding out about what they are and why they are
important. I am very excited to hear about what you all learned. I will be
drawing partner names out of jar to determine what order we will present
in.

Students will then present their presentations on the projector to the class.
(During the presentations students will be making cultural connections
because the terms they are presenting will also have examples of them
around the world. Cultural connection).
Students presenting will wear a microphone so that everyone can hear.
I will watch the presentations and grade them as they present. I will listen
and look to see if they are accurately defining the terms, identifying proper
locations, and describing the importance.
Students receiving ELL services do not have to speak during the
presentation if they feel uncomfortable in their ability to articulate the
information. I will look more at their process of getting the information than
their ability to verbally say it.
While people are presenting, the other students will be listening quietly. At
the end of each presentation, every student will write one nice thing about
the presentation on a piece of paper and write the presenters names at
the bottom. At the end of the presentations, I will collect these and give
them to the presenters that the comments are about. This will help boost
students confidence and promote joy in learning.
The presentations may take 1 or 2 days depending on how long they are.
Active learning: Students will be active in their learning by researching
different geography terms and connecting them to real life examples of
why they are important.
Multiple means of access: Throughout the whole unit, students will be
learning the information a variety ways. The will have the opportunity to
read about it via the textbooks. They will be able to listen to the teacher
descriptions and the peer descriptions. They will be able to learn about it
through drawing in Pictionary. They will also be able to about the terms
through researching on their own and exploring.
Multiple means of expression: Students will be able to express
themselves, orally, in written form, through pictures, and through computer
work.

3. Closure:
a. I will bring the class to and end and pass out to the pairs of students the
comments from their peers for them to reflect on.
4. Independent Practice:
a. Students will write a 1 paragraph reflection about what they learned and
why it is important. Students will do this as a homework activity. They may
type it or handwrite it. For extra credit, the student may have their

parent/guardian sign their reflection in hopes that they shared with their
family what they learned. (If complicated family issues pertain, the student
may share their work with another teacher and have them sign it if they
wish to receive extra credit).
5. Instructional Materials, Resources, and Technology
a. PowerPoint
b. Class text
c. Internet resources
d. Projector
6. Acknowledgements:
Social Studies: Alive! Americas Past. Published by TCI.

Exit Slip
How do rank yourself on your understanding of todays learning target? (Please circle
one number. 10 being you feel awesome about it, 5 being you are getting there, and 1
being you definitely need to revisit content.). 1
2
3
4
5
6
7
8
9
10

Lesson
4: circle
Draftone).
of Flipbook
Did you meet todays daily goal?
(please
YES

NO

Section 1: Planning for Instruction and Assessment

a.

Instructional Plan Purpose:

The purpose of this lesson is for students to define and draw the appearances
of the geography terms. The terms they will learn are bay, gulf, source, mouth,
mountain range, peninsula, cape, and island.

b.
Alignment to State Learning Standards:
Common Core:
Visual Arts 1.1: Applies, analyzes, and creates the elements of visual arts when
producing a work of art.
Language Proficiency Standards:

ELP.4-5.8: An ELL can determine the meaning of words and phrases in oral
presentations and literary and informational text.

c.

Content Objectives:
o SWBAT illustrate the geography terms.
Language Objectives:
o SWBAT define the geography terms through writing.

d.

Previous Learning Experiences:

The students will have been introduced to the geography terms in
previous lessons within this unit and have practiced drawing and defining each
geography term.

e. Planning for Student Learning Needs (accommodations, student experiences,

prior learning and experiences):
The hypothetical class we are planning for is a combination of students that are
receiving special education or ELL services from each of our three advanced practicum
classes. For the students that are receiving ELL services, they will be able to write
definitions as key words instead of full sentences. Students who struggle with the fine
motor skills required for handwriting, they will be able to use a computer to type their
work, print it out, and paste it into their flipbooks. They also have the option of finding
pictures of the geography terms online and printing the pictures to use in place of their
illustrations. Students who are hearing impaired will be given preferential seating and
the teacher will use the in class speaker system to amplify their voice when addressing
the class.
f. Assessment Strategies
Content/Language
Objectives

Assessment Strategies

Content Objective:
SWBAT illustrate the
geography terms.

Formative: The teacher will formatively assess this

objective by walking around the room and checking
students understanding to ensure that their illustrations
correctly match the term that they are illustrating. This
information will be recorded on a check sheet.
Summative: This objective will be summatively assessed
when the students turn in their final flipbook in a later
lesson within this unit.

Language Objective:

Formative: The teacher will formatively assess this

SWBAT define the

objective by walking around the room and checking
geography terms through students understanding to ensure that their definitions
writing.
correctly match the term that they are defining. This
information will be recorded on a check sheet.
Summative: This objective will be summatively assessed
when the students turn in their final flipbook in a later
lesson within this unit.
g. Student Voice
K-12 students will
be able to:

Student-based
evidence to be
collected (things
produced by students:
journals, exit slips, selfassessments, work
samples, projects,
papers, etc.)

Description of how students

will reflect on their learning.

1. Explain
student learning
targets and what is
required to meet
them (including
why they are
important to learn).

Exit Slip

Students will explain what they

need to do to meet the learning
target.

2. Monitor their
own learning
progress toward
the learning
targets using the
tools provided
(checklists, rubrics,
etc.).

Thumbs up/down

When asked, students will

show the teacher a thumbs up
if they feel they understand
how to complete the flipbook. If
they do not feel like they have
a firm understanding of how to
complete the book, they will
show the teacher a thumbs
down.

3. Explain how to
access resources
and additional
support when

Exit Slip

Students will explain how they

might find information that
could help them when making
their flipbook.

needed (and
how/why those
resources will help
them).
Grouping of Students for Instruction
Students will be working individually for this lesson.
Section 2: Instruction and Engaging Students in Learning
1. Introduction:
In social studies we have been talking a lot about different features of physical
geography. To get all of this information in one place we are going to be compiling all of
our terms into one booklet. I know that many of you learn best when information is
presented visually and you like art, so we are going to be making a flipbook. These
flipbooks will include each of the eight terms, their definitions, an illustration showing
what they look like, and a written example of where this term can be seen around the
world.
2. Learning Activities:
Step 1: First pass out examples of what the final flipbook will look like, pointing
out how each tab is labeled with one geography term and that each term has the
definition, an illustration, and a real-world example.
Step 2: Explain that since we want these to look nice, today we are going to be
making a rough draft to practice making the booklet and make the final draft
another day. Ask the students if they understand what will be expected of them;
giving a thumbs up, to the side, or down to show their understanding.
Step 3: Have students gather all of the materials.
Step 4: Begin by demonstrating how to fold the three sheets of paper to make the
flipbook and staple it together so that the pages will not come out.
Step 5: After the teacher has shown the class how to fold the paper to make the
book, let them try. When students have folded their books, they will come have
the teacher inspect them and staple their books if they are ready to go. If they
need to refold, let them know what to fix and have them try again, assisting as
needed. For the students who have difficulty with the fine motor skills required to
construct the booklet, the teacher will have a few extra booklets folded that these
students may use.
Step 6: Once students have finished folding and stapling their flipbooks they will
be ready to start writing and illustrating. Since this is a rough draft, the teacher
should encourage the students to do a rough sketch for their illustrations,
showing what the geography term looks like and indicating what color each part

should be. Students who need to may use a computer to type their written work
and locate pictures.
Step 7: While the students are working the teacher will be walking around the
classroom and consulting with students to ensure that their definitions and
illustrations are accurate.
Step 8: Final flipbook will be completed in a later lesson, however if students
finish their rough draft and feel ready to move forward they may begin it during
this lesson.
Step 9: At the end of the lesson students will turn in an exit slip on which they
reflect on what the learning targets are and how they could find more information
to help them in creating their flipbook.

3. Closure:
Ask students: Do you think that making a booklet like this could help you study for other
subjects? How? What else could you do to review information before a test or quiz?
While asking these questions the teacher would facilitate a discussion about useful
study techniques.
4. Independent Practice:
Students will use the rough draft flipbook that they made in this lesson to help them put
the information into their final book. They will be able to use these books to help them
study the information independently or with a partner/their parents.
5. Instructional Materials, Resources, and Technology
3 pieces of paper per student (lined paper works fine)
Stapler with staples
Pencil or pen
Coloring utensils
6. Acknowledgements:
Social Studies Alive! Americas Past Published by TCI

Lesson 5: Final Flipbook

In this lesson the students will complete the final copy of their flipbook.

Assessment
Students will be assessed through a written test. To study as class for the test,
we will play a form of jeopardy. Then students will take a written exam composed of
multiple choice, matching, and short answer. We wanted to assess this unit in the form
of a written exam because throughout the unit the assessments were done in a more
collaborative manner. For the final unit assessment we want to make sure that the

students are able to understand the content as individuals. Students who are unable to
handwrite the short answer questions will be able to verbally tell the teacher their
answer or they may type it.