KUTZTOWN UNIVERSITY LESSON PLAN FORMAT

(adjustments toward relevant practice)

Teacher Candidate: Haley Klunk Date: 11/15/19

Cooperating Teacher: Mrs. Huber Coop. Initials: ________________
Group Size: 26 and 16 students Allotted Time: 1 hour and 3 minutes Grade Level: 5th Grade
Subject or Topic: Geography/Landforms and Bodies of Water in the US and Canada
Section: Block 3 and Block 5

STANDARDS:
Standard - 7.2.5.A
Describe the characteristics of places and regions.
Standard - 7.1.5.B
Describe and locate places and regions as defined by physical features

Learning Objectives
SWBAT describe and locate the characteristics of the physical features of the United States and Canada accurately
using the resource book and other materials.

Assessment
Formative
Teacher Observation will be used to assess the level of individual student mastery of describing and locating the
characteristics of the physical features of the United States and Canada.
Summative
A Reading Section Quiz will be used to assess the level of individual student mastery of describing and locating
the characteristics of the physical features of the United States and Canada.

Instructional Materials
 Chapter One, Section One: Land and Water Questions Packet
 Pencil
 Smart Board
 Reading Comprehension Worksheet (is on the front of the quiz)
 Quiz for Reading Comprehension (55)
 Laptops
 Video Listing Paper (55)
 Eight Major Physical Features of the US
o https://www.youtube.com/watch?v=K_wNWLZuTZQ

Content
 Rocky Mountains: the major mountain range in western North America
 Glacier: a huge, slow-moving mass of snow and ice
 Great Lakes: the world’s largest group of freshwater lakes
 Tributary: a river or stream that flows into a larger river
 Volcanoes: is an opening in Earth’s crust that allows molten rock from beneath the crust to reach the surface.

Implementation
Introduction
Have all the students open their agendas in Schoology to see what each station is doing for that day
In direction instruction: Have the students look back at the physical map from yesterday to identify
landforms that were discussed.

Development
Independent Station:
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  Have the students watch the 8 Physical Features video
 Use the sheet attached to allow them to write down all 8 of the features while following along
to the video
 Play coderz if time allows and they are finished with the video from today and the previous
day
Collaborative Station:
 Have the students work in partner pairs
 Get out the packet for reading comprehension and make sure they are completing it
 Have the students get out their Review paper from yesterday that has a quiz on the back
 Students will work through the quiz with their partner to quiz each other and help fill it out
Direct Station:
 Have the students get out their text book and turn to page 11
 Students will need to get out their Chapter One, Section One: Land and Water Questions
Packet and get out their reading comprehension worksheet
 Work with the students to gather what knowledge they have learned so far about the topic
 Go through the maps found in the book and have the students point out the landforms and
bodies of water they have found/learned about so far
 Discuss what the students still aren’t comprehending from the reading about the landforms
and bodies of water found in the US and Canada
 Allow the students to use their laptops to look up different physical features/landforms that
are found on the map to get a better visual
 Re-read the section with the students
 Work through the questions in the reading comprehension worksheet, allowing the students to
discuss the answers
 Closure: If time allows let the students hold a discussion with you on what they gained from
the other information (videos from previous class and this class) as well

Closure
*As a whole the closure will be different at each station, but the actual closure will be done in direct when
working with the students and is stated above in the direct instructions*

Differentiation
 Allow the students to work with a partner while going through the Chapter One, Section One packet to answer
reading comprehension questions
 Allow students to work independently to accomplish the video and video sheet
 Allow for direct instruction for students that need more aid

Accommodations
(Block 3) Student DF: Needs preferential seating close to the source of instruction, directions repeated and
clarified

Student DM: Needs preferential seating close to the source of instruction, should receive a signal/cue and
establishing eye contact before important information is presented, directions repeated/reworded

Student JE: provide with specific behavioral expectations for each instructional setting, preferential seating
close to the source of instruction

(Block 5) Student DG: Needs directions repeated/clarified, able to revise and edit her work at a different time

Student YR: Needs preferential seating close to the source of instruction, directions repeated

Student TM: Needs preferential seating close to the source of instruction, directions repeated

Student TR: Needs preferential seating close to the source of instruction, directions repeated
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 8 in Block 3 and 12 in Block 5 (IEP’s)

Reflection
Student success
The students all were successful when it came to the reading comprehension quiz that they did at the end of
the section and really seemed to get invested in wanting to know more about the topic. All of the resources and materials
used in the lesson aided the students learning and the upcoming project will continue that as well.

Teacher effectiveness
1. How can I implement more involvement from the students?
If I were to teach this lesson again I would use Google Earth and put it on the smart board when
working with the students in direct to let them see more of a visual of what the book is discussing.
This would allow for the students to get up and move, but also allowing them to be more apart of
the learning that is going on when in the station.
2. What projects or other assignments can come out of this lesson to further student’s knowledge?
Following this lesson Mrs. Huber allowed me to decide whether the students were going to make a
salt dough map of the US or if they were going to do another project. So I choose for the students
to do a salt dough map of the US and they are going to use blue licorice for the rivers found in the
US, chocolate chips for the mountain ranges, and green sprinkles/corn for the grass lands. This
project is happening during my last week of Prosem.

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