Kollen 1

Lesson Planning Form for Accessible Instruction Calvin College Education Program
Teacher Andrew Kollen
Date

11/4/14

Subject/ Topic/ Theme

World History

Grade _10th________

I. Objectives
How does this lesson connect to the unit plan?
This lesson plan is focusing on the geographical area of Europe and Central and Northern Asia.
Learners will be able to:

cognitiveR U Ap An E
C*

Locate cities, empires and bodies of water on a map

Explain what each of the four ecological zones are: Forests, grasslands, deserts, mountains

physical
development

socioemotiona
l

R, U, C
A, C,

Common Core standards (or GLCEs if not available in Common Core) addressed:
4.2. Standard: Interregional or Comparative Expectations
Analyze and compare important hemispheric interactions and cross-regional developments, including the growth and
consequences of an interregional system of communication, trade, and culture exchange during an era of increasing regional
power and religious expansion.
4.3. Standard: Regional Expectations
Analyze important regional developments and cultural changes, including the growth of states, towns, and trade in Africa
south of the Sahara, Europe, the Americas, and China.
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start

Identify prerequisite
knowledge and skills.

Students will know where some major cities and bodies of water are beforehand. They will still be able
to look up any place that they dont know on their laptops.
Pre-assessment (for learning): Warm up questions

Outline assessment
activities
(applicable to this lesson)

Formative (for learning): Placing the various places and geographical features onto a map
Formative (as learning):
Summative (of learning):
Provide Multiple Means of
Representation

9-15-14

Provide Multiple Means of Action

and Expression

Provide Multiple Means of

Engagement

Kollen 2
What barriers might this
lesson present?

Provide options for perceptionmaking information perceptible

What will it take

neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?

Provide options for physical actionincrease options for interaction

Provide options for recruiting

interest- choice, relevance, value,
authenticity, minimize threats

Students will work as groups to

help with the map activity. This will
increase interaction between
students.
Provide options for language,
mathematical expressions, and
symbols- clarify & connect
language

Provide options for expression and

communication- increase medium of
expression

Provide options for sustaining effort

and persistence- optimize challenge,
collaboration, mastery-oriented
feedback

Students will color in their maps in a

way that they want to. They can
color coat their cities or empires.
Provide options for comprehensionactivate, apply & highlight
Looking at the map with the
different ecological features and
understanding what resources are
going to be found in each area.

Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to use?

Provide options for executive

functions- coordinate short & long
term goals, monitor progress, and
modify strategies

Provide options for self-regulationexpectations, personal skills and

strategies, self-assessment &
reflection
Students will look at these various
places on this map and take how
much they knew beforehand and
decide how much they need to know
for the quiz.

Opening Questions Slide

Map A
Eurasia Map
Map Locations List
Eurasia Map Answers
[All on Google Drive, Link below]
Colored Pencils
Students will be in pods of four. This way they can do individual work and also do group work and
collaboration with each other.

How will your classroom

be set up for this lesson?

III. The Plan

Time

7 min

Components

Motivation
(opening/
introduction/
engagement)

Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
Ask the students the following questions written on
Opening Questions slide on Google Drive
1. What are ecological zones?
2. What is the environment like in Michigan?
3. Where is an environment that you want to live
in?

Students answer the questions listed to the left. They

will discuss each of these questions with their table
members.

After students are done talking with their groups,

lead a whole group discussion on these 3 questions.
Pick a different group for each one of these
questions.
5 min
9-15-14

Development

Pass out Map A. This map shows the four

Students take 4 colors pencils or high lighters and

Kollen 3
(the largest
component or
main body of
the lesson)

3 min

10
min

ecological zones. Instruct the students to color each

of these four zones a different color.

color coat the four ecological areas.

Teacher writes on board the headings of each of the

four ecological features: Forests, grasslands,
deserts, mountains

Teacher asks students any observations that they

after looking at their color coated map.

Students answer with any observations that they

have.

The teacher goes through each ecological zone. He

asks students what they think will be in each of the
4 areas. Teacher also explains the importance of
these areas in relation to trading, beliefs, or
resources.

Students write down these 4 ecological names. They

write down examples of what is found in each one
of these regions.

Teacher rights the answers and board and instructs

students to do the same.
Forests: Fur, Timber, wildlife
15
min

Grasslands: Also called Steppes, herds of

animas (Horses, sheep and cattle), essential
pastures for the animals
Deserts: Gobi is rocky and Taklamakan is
sandy. Deserts are not great places to trade.
Mountains: Water, also a barrier in trading
Teacher explains that its important to understand
these concepts because these humans had to
understand their topography to trade and collect
their own resources.

10
min

Closure
(conclusion,
culmination,
wrap-up)

Teacher hands out the Eurasia map and the sheet

that has all the places on it and explain to color in
the countries.

Students take this map and put all the places on it.
They also color in the countries.

Teacher says that students will have to memorize

this map for a map quiz tomorrow. They have to
know these 20 places. There will be a word bank on
the quiz.

Students understand that these place are on the quiz

and have the rest of the time to put these places on a
map.

Go over the places that students had to find on their

maps. This document is called Eurasia Map
Answers. Tell them that there will be a small quiz
the following day. There will be a word back and
they have to use each country or land form only
once on the quiz.

Students check their answers and make sure they

have the correct answers written down. They will be
able to study from these maps for the quiz
tomorrow.

Teacher reiterates what students need to know for

the quiz.
1. Fill in the blank the 20 empires, cities, and
bodies of water. Word Bank included.

9-15-14

Kollen 4
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.)
I taught a lesson very similarly to this one. Students at EGR had to locate many more places on the map, but for this lesson I
didnt want to overwhelm them with trying to memorize too many places on a map. I thought that this would be the perfect
time to have a quiz. It would be pure memorization for the students. I wanted to do this unit second because in class we would
be mentioning these cities, empires and bodies of water and students would be able to understand where we were talking
about. I also wanted students to work together on this which would increase collaboration and this would allow class time to
be used for them to work on it. When I went up in front of class and explained where the various places were on the map, I
wish that I knew a little bit more information about the cities, and empires. I hope that the areas that I chose for this lesson
reflect on the information that I know and can share with the class when we go over the answers. I think this lesson could
possibly use a little bit more than looking at maps. Maybe next time I can include a video or something else that will make the
lesson more engaging in an additional way. I enjoyed teaching part of this lesson and sharing with the students some basic
information about the various locations they had to locate.

9-15-14

Kollen 5

9-15-14

Kollen 6

9-15-14

Kollen 7

9-15-14