Artifact #2: Geography Lesson Plan

Overview

I have chosen to include this artifact as it is showcasing my readiness to plan and instruct

a lesson in Geography. This lesson plan shows that I have acquired the skills it takes to plan an

effective lesson that will engage a variety of learners (Gardner, 2002). I have chosen to

incorporate manipulatives around the classroom such as a large map as a way of accommodating

the visual learners (Gardner, 2002). This lesson plan also shows that I am able to accommodate

my teaching for those students who may need accommodations. I feel that this artifact shows

evidence that I am prepared for a career in education. The planning stage of teaching is such an

important aspect, as well as knowing your students and their interests in order to incorporate this

into a lesson. I will now discuss which standards this artifact aligns with in accordance with both

NYS and Ontario curriculum expectations.

Connections to Standards

INTASC Standards

Standard #7: Planning for Instruction

The teacher plans instruction that supports every student in meeting rigorous learning

goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and

pedagogy, as well as knowledge of learners and the community context.

Standard #8: Instructional Strategies

The teacher understands and uses a variety of instructional strategies to encourage

learners to develop deep understanding of content areas and their connections, and to build skills

to apply knowledge in meaningful ways.

 CAEP Standards

Standard 1: Content and Pedagogical Knowledge

1.1 Candidates demonstrate an understanding of the 10 InTASC standards at the

appropriate progression level(s)1 in the following categories: the learner and learning; content;

instructional practice; and professional responsibility.

NYS Code of Ethics for Educators

Principle 2: Educators create, support, and maintain challenging learning

environments for all.

Educators apply their professional knowledge to promote student learning. They know

the curriculum and utilize a range of strategies and assessments to address differences. Educators

develop and implement programs based upon a strong understanding of human development and

learning theory. They support a challenging learning environment. They advocate for necessary

resources to teach to higher levels of learning. 

Ontario Teacher Ethical Standards

The Ontario Teacher Ethical Standards that align with this artifact are care and respect.

As a teacher it is important to both care for your students and their needs, but also to have respect

in the classroom. This is shown within the lesson I have provided as this artifact.

Ontario Ministry of Education Curriculum Expectations

ONTARIO: B3.2 identify continents, significant bodies of water, the equator, poles, and

hemispheres, using a globe, print, digital, or interactive maps, and/or a mapping program
 NYS Common Core Learning Standards

NYS: 3.1 Geographic regions have unifying characteristics and can be studied using a variety

of tools. 3.1a Earth is comprised of water and large land masses that can be divided into distinct

regions.

 Students will identify the continents and oceans, by using globes and maps.

 Students will locate the selected world communities in relation to oceans and continents.

CEC Standards (Special Needs/ Accommodations)

Maintaining challenging expectations for individuals with exceptionalities to develop the

highest possible learning outcomes and quality of live potential in ways that respect their dignity,

culture, language and background.

[Back to Table of Contents]

 Medaille College Department of Education
Lesson Plan

Teacher Candidate’s Name: Stephanie Sumsion Date: October 20,2019

Context for Learning (edTPA)

Where is the school where you are teaching located? City: __x_____ Suburb: _______ Town:_______ Rural: ______

Grade level: ____3____ Number of students in the class: __21______

Students with IEPs/504 Plans

Complete the charts below to summarize required or needed supports, accommodations, or modifications for your students that will affect your instruction in
this learning segment.
IEPs/504 Plans: Number of Supports, Accommodations, Modifications, Pertinent IEP
Classifications/Needs Students Goals
IEP Student 1 1. Preferred seating (swivel chair and cushion on carpet)
2. 2X to complete assignments and assessments
3. Fewer questions on assessments (modified)
4. TA Support in classroom

Students with Specific Language Needs

Language Needs Number of Supports, Accommodations, Modifications
Students

Students with Other Learning Needs

Other Learning Needs Numbers of Supports, Accommodations, Modifications
Students
Struggling Reader 6 1. Reread
2. Simplify Instructions
3. Front-Load Vocab
 Lesson __1____ of a ___3___ Day Learning Segment

Subject and Lesson Topic: Social Studies

Grade Level: 3 Lesson Duration: 90 min

Central Focus of the Learning Segment

The central focus is an understanding that you want your students to develop. It is a description of the important identifiable theme, essential question, or topic within the
curriculum that is the purpose of the instruction of the learning segment (Making Good Choices, 2016).

The students will be able to demonstrate knowledge of maps.

Knowing Your Learners

Using Prior Knowledge
What do you know about your students’ prior academic learning as it relates to the central focus? (edTPA Handbook, Task 1, Prompt 2a)

Students are familiar with the differences between a map and a globe
Students are familiar with the basic elements of a map (eg. Title, symbols in the legend, direction, scale and color)
Students are familiar with the ability to construct simple maps of places they have visited, using symbols and non-standard units)

How will you use this knowledge to inform your instruction? (edTPA Handbook, Task 1, Prompt 3a)

I will review and give examples of the basic elements of a map.

I will review the process to construct a simple map as well as how to label a map using symbols within a legend.

Using Student Assets

What do you know about your students’ personal, cultural, and/or community assets as they relate to the central focus? (edTPA Handbook, Task 1, Prompt 2b)
I chose this activity because the students have been interested in learning about different countries as well as where they are located on a map in comparison to where they
currently live. The students have also began discussing different countries and the similarities and difference between countries based on their geographical location. The
students are also from a variety of diverse countries and I feel this will be a great series of lessons to help to be able to identify continents as well as bodies of water on a
map.

How will you use this knowledge to inform your instruction? (edTPA Handbook, Task 1, Prompt 3a)

As a class we have previously discussed maps and the difference between a map and a globe. The students have also practiced labelling a map of their country and the
provinces/states. Therefore, this is an extension of the student’s country map as students will now learn how to label the continents and bodies of water of a map of the
world.

Curriculum Standards

ONTARIO: B3.2 identify continents, significant bodies of water, the equator, poles, and hemispheres, using a globe, print, digital, or interactive maps, and/or a mapping
program

NYS: 3.1 Geographic regions have unifying characteristics and can be studied using a variety of tools. 3.1a Earth is comprised of water and large land masses that can be
divided into distinct regions.
 Students will identify the continents and oceans, by using globes and maps.
 Students will locate the selected world communities in relation to oceans and continents.

Objectives Assessment Modifications to Assessments

Using Bloom’s Taxonomy, include statements that Using formal and/or informal assessment tools, how If applicable, explain how you will adapt
identify what students will be able to do by the end of the will you evaluate and document your students’ progress assessments to allow students with specific needs to
lesson and are aligned to the standards identified above. on each of the objectives? demonstrate their learning.
(edTPA Task 1, Prompt 5b)
The IEP student uses their cushion when sitting on
At the end of this lesson students will be able to state the Students will name the continents aloud as a class the carpet for the duration of the lesson. Other than
name of all 7 continents and the 4 oceans. when they will be at their desk to complete the
worksheet.

Continents and Oceans (Map of the World) worksheet to The IEP student will require support from a TA and
At the end of this lesson, students will be able to label the be collected at the end of the class (formal assessment) will have a modified worksheet
7 continents and the 4 oceans on a map of the world (labels given for continent names/word bank).
Informal assessment throughout by asking students to
name the continents and see which they can name.
 Academic Language Demands Instructional Supports
(edTPA Task 1, Prompt 4c) Strategies teachers provide to help learners understand, use, and practice the
concepts (edTPA Task 1, Prompt 4d)
Function Label I will support my students to be able to state all seven of the continents as well
Looking at your standards and objectives, State the four oceans and use the map as a manipulative to explain and show my
choose the one Bloom’s word that best students where these continents and oceans are located so that they will be able
describes the active learning essential for to label them on a map of the world.
students to develop understanding of
concepts within your lesson.
Vocabulary Continent Pre teach the vocabulary words and have written definitions for the IEP student
Key words and phrases students need to be Map to practice and keep.
able to understand and use Ocean
For the struggling readers, I will go over the vocabulary words and put on the
WORD WALL

Continent: A large solid area of land

Map: A drawing of all or part of the Earth’s surface
Ocean: A huge body of salt water

Syntax Visual representation of a map I will provide the worksheet for students and guide them through the process as
Describe ways in which students will worksheet to label continents and to how it should be completed through modeling.
organize language (symbols, words, oceans.
phrases) to convey meaning.

Discourse Students will think/pair/share the names To support the students, I will have them work with a partner of their choosing
How members of a discipline talk, write, and of the continents and oceans. Discuss during the think/pair/share time. We will also talk about the continents and
participate in knowledge construction and what they know about the continents. oceans and where they are located on a map in order for them to label them
communicate their understanding of the correctly.
concepts
Instructional Process Accommodations and/or Modifications and/or
Supports

Anticipatory Set/Motivator

 I will engage the students by playing them the continents song and/or sing the song aloud (lyrics are on -Building and activating prior knowledge and
screen) https://www.youtube.com/watch?v=K6DSMZ8b3LE interests of the students.
 There will also be a map of the world that is new to the students attached to the wall to grab their attention.
 Tell the students that they will be learning about the 7 continents of the world and the 4 main oceans. -IEP student will use their cushion while sitting on
the carpet and also has a TA with them for support.

Instructional Procedures
1. Define ‘map’ with the class and add it to the ‘Word Wall’ -Preparing struggling students to start thinking
2. Define ‘continent’ with the class and add it to the ‘Word Wall’ about other aspects of a map and what separates the
3. Define ‘ocean’ with the class and add it to the ‘Word Wall’ continents (oceans) which we will learn about in the
4. Use the map on the wall of the classroom to show the students the location of the continent they live in next lesson.
(North America)
5. Use the map on the wall of the classroom to show the students the other 6 continents. Also point out their
direction (north of, south of etc.) when referencing where a continent is located. -IEP student uses their own cushion when on the
6. Then show the students the 4 oceans and their relation to the continents. carpet and also will receive a modified worksheet
7. As a class discuss the continents and the differences. Ask the students; (World Continents)
 Have they traveled to any other continent?
 What continent were they born in? -Frequent checks for understanding
 Do they have family in other continents?
 What do we know about these other continents? (languages they speak, the temperature,
etc.)
 8. Put the students into groups of 2 or 3 and give each student the ‘Map of the World’ worksheet.
9. The groups should work together to label the names of the 7 continents and 4 oceans on the worksheet.
10. The groups will come back to the carpet after 15 minutes. If they can’t remember where all the continents are
11. Questions? located and their names we will use the map as a
reference and go back to recall the location and
names of the continents.

Closure
-Frequent checks for understanding
Play the attached video for the students again as they are about to leave the class.
-IEP student only completes the in-class assignment
To close the lesson, I will ask students to hand in their worksheet. I will look it over briefly to make sure they have
labelled the continents and bodies of water correctly on the map.

As they are leaving the classroom, I will ask them to tell me one of the seven continents or bodies of water.

Assignment: ‘Fine the Continents and Oceans’ worksheet

List all materials and/or technology tools required for the lesson.
Key instructional materials must be attached. These materials might include such items as class handouts, assignments, slides, and interactive white-board images.

 Video: https://www.youtube.com/watch?v=K6DSMZ8b3LE
 Map on the wall
 Worksheet for in class with group (Map of the World) – Also have a folder activity for the IEP student
 Modified in class worksheet for IEP student (Identifying the Continents and Large Bodies of Water on our Globe)
 Take home assignment worksheet (Find the Continents and Oceans)