Indiana Wesleyan University

Elementary Education Lesson Plan Template (DIRECT INSTRUCTION)

Social Studies--2007 ACEI Standards

Student: Alex Swink School: Riverview

IWU Supervisor: Dr. Soptelean Co-op Teacher: Mrs. Sweeney
Teaching Date: March 23, 2018 Grade Level: 1st

READINESS
I. Goal(s)/Objective(s)/Standard(s)
A. Goal– Students will identify the difference between physical and human features of the
classroom environment.

B. Objective(s) –
I. Students learn how to identify the difference between physical and human features of
an environment using, first, the PowerPoint anticipatory set, then graphic organizer, and
worksheet as a guide.
II. Students will be able to display their understanding of physical and human features by
completing a cut and paste worksheet.

C. Standard(s) –
NCSS: People, Places, and Environments

IAS: 1.3.4 Identify and describe physical features* and human features* of the local
community including home, school, and neighborhood
*physical features: geographic features that occur in nature, such as
land and water forms, natural vegetation and wildlife
*human features: features created by humans, such as buildings,
cities, roads, and farms
ISTE: 5b. Educators: Design authentic learning activities that align with content area
standards and use digital tools and resources to maximize active, deep
learning

II. Materials & Management:

A. Materials: PowerPoint Presentation, Post-It Easel sheet, worksheet, markers, glue, scissors, and
items in the classroom like fruit, a pencil, the class fish, and the pointer finger.
B. Time: (Rough outline) Anticipatory set = 7 minutes, Quick transition with a description of the
differences between physical and human features of an environment = 2-3 minutes, graphic
organizer of definition with examples = 6 minutes, Directions = 2 minutes, Work time = 5 minutes,
Closure= 3-5 minutes
C. Space: During the PowerPoint Presentation and creation of the graphic organizer, students are
expected to sit in their assigned carpet square. Once we have completed those, the students will
then transition to their seats, which is where they will stay the rest of the time.
D. Behavior: On top of following Mrs. Sweeney’s management style, I will add a couple of ideas to
make sure the students stay on task. When I want the students to listen or to quiet down, I will ask
them to become “statues”. Also, to motivate the students to complete the worksheet, I will give a
piece of candy or a small snack to the students that complete the assignment and turn it in to me.
E. Technology: I will use the overhead and smart board for the PowerPoint, and the doc cam to
show the students the activity they will do.
III. Anticipatory Set—

First, I will pull up the PowerPoint I created (screenshot of slides at the end of this Lesson Plan).
Then I will begin our class journey looking at different places, landmarks, etc. throughout Marion.
All right everyone; let’s go on a journey throughout Marion. On the screen you’re going to see some
pictures of places and things in Marion. When we look at each picture, I want you to think about
whether the things we talk about were made by someone or were naturally created. First off, let’s
head to Matter Park. Raise your hand if you’ve ever been to Matter Park. Allow students to raise
hands. Look at all the trees and plants. Do you think people made the trees and plants? Yes or no?
Allow students to quickly give answer. Next, let’s visit the Splash House. The Splash House has lots of
slides and a pool. Do you think that people made the slides or did they just appear one day? What
about the water? People can’t make water. Now we are going to look at one of the Garfield statues.
He looks just like a doctor! Did someone make him? The next place we’re going to visit may be a little
familiar… it’s our classroom. What do you see in our classroom? Allow students to answer, briefly,
and ask similar questions as above to get students to start thinking about the differences between
physical features and human features before giving the vocabulary. Let’s look at these next pictures.
Who is it a picture of? That’s right! Of you guys, Mrs. Sweeney, and I. Were we made by human hands
or machines? No, that’s right. Lastly, let’s pretend that we’re in the cafeteria here. You just got your
lunch and look there it is on the screen. What kinds of food do you seen on the lunch tray? Choose a
couple of students to answer. You may notice that our wonderful friends in the cafeteria can make a
cheeseburger like the one in the picture, but can they make an apple? No. Apples are made in nature.

IV. Purpose: Today we are going to learn about the difference between physical and human features in our
classroom.

PLAN FOR INSTRUCTION

V. Adaptation: (ACEI 3.2)

A. Remediation – In this classroom, there are a couple of students that should not sit next to each
other. I will make sure that David, Demetrius, and Kaci do not sit by each other as well as Ja’Vionn
and Kingston.
B. ELL – In order to make sure that some of the students in this class understand the vocabulary we
use and the activity we will be doing, I will clearly define and expand on what vocabulary words I
am using. Also, I will clearly describe the pictures and items for the activity we will do so that there
is minimal confusion.
C. Exceptional Needs- There are some students that will need some extra help with the worksheet
activity, so I will allow the students to partner up once they have finished the worksheet to either
compare answers or get additional help from their peers. Also, I will walk around to make sure
that the student understands the activity.

VI. Lesson Presentation:

A. INPUT: Direct instruction and checking for understanding –

Ask students to sit like statues as I transition from the anticipatory set to the instruction. All of the
places we talked about were either created by people or were created by nature, in nature.
Everything around us in our community was either made by humans or in nature. The things that are
created by people are called human features. That can include buildings or slides or desks. The things
that are created by nature, in nature are called physical features, which include rivers or trees. As I
 am describing them, I will put a simplified definition on the graphic organizer. Then have the
students “turn and teach” (CFU), meaning they will tell one another the definitions that we just
discussed. After they have finished teaching their carpet buddies, I will ask two students to tell me
the definitions (CFU). What were some human features from Marion that we talked about? What are
some other human features we can add to our list? Allow students to answer and input their answer.
What were some physical features or nature features from Marion that we talked about? What are
some other physical features we can add to our list? Allow students to answer and input their
answer. To make sure the students completely understand, I will ask them one more time what the
two features are.

Now I would like you all to return to your desk. As the students are sitting in their desk, I will
display the worksheet under the doc cam for the students to see. Can everyone see this paper?
Okay, good. On this paper, we are going to cut and glue pictures that show physical and human
features. On the left side it says “Physical Features” and on the right side it says “Human Features”.
You will look at the pictures on this sheet, cut them out, and decide if you believe it is a human feature
or a physical feature. I will then describe what each image is a picture of so that there is no
confusion among the students. I will pass out the papers and you may get started. Allow the
students to work. Once students are getting close to done I will say, Okay, I would like you to turn to
your neighbor and see if you both got the same answers. Help your friends out if they are confused
and tell them why you put your pictures where you did (CFU). Allow students to discuss for a minute
or two. Once students are finished discussing, I will ask them to turn in their papers to me and
return to their desks and begin the closing activity.

Input Modeling/Modeled Practice –

In order to ensure that the students will be able to master the cut and paste activity, I will model
what they are expected to do for the activity. I will cut out some of the pictures and glue them to
the correct side of the table on the worksheet. Also, students will be able to help one another
comprehend by helping one another put the pictures in the correct spot and discussing why they
put certain pictures in the spots that they did.

Checking Understanding –

As I include students in various activities, I will constantly check to make sure that the students
understand what I am teaching and the activities they are participating in. Throughout the lesson
input I will check for understanding, which can be seen above labeled with CFU. I will ask the
students to “turn and teach” as I walk around and listen to them teach one another about the
definitions of human and physical features. Also, I will call on students to give me the definitions of
both physical and human features. Additionally, I will have the students discuss their answers with
one another at the end of the worksheet activity. As they discuss with one another, I will walk
around and observe his or her answers, helping anyone that is confused. The closing activity will
also give me a good idea as to whether the students truly understood the difference or not.

B. OUTPUT: (ACEI 2.4 & ACEI 3.3)

Closure – Students will participate in an activity where I hold up an item or point to an item in the
classroom and they must identify whether it is a physical feature or a human feature. Once that is
finished, I will say, Now, as you walk around school today I want you to think about and point out
things to one another that are physical and human features. These features are important to our
community and they help us know more about our school.
PLAN FOR ASSESSMENT (ACEI 4.0)

Formative: Once the students have completed the worksheet activity, I will hold up or point to various
items found in the classroom (i.e. fruit, pencil, class fish, pointer finger, etc.) and ask students to tell me
whether the item is a physical feature or human feature of our classroom environment.

REFLECTION AND POST-LESSON ANALYSIS

1. How many students achieved the lesson objective(s)? For those who did not, why not?
2. What were my strengths and weaknesses?
3. How should I alter this lesson?
4. How would I pace it differently?
5. Were all students actively participating? If not, why not?
6. What adjustments did I make to reach varied learning styles and ability levels?
a. Bloom’s Taxonomy
b. Gardner’s Multiple Intelligences
7. Were the students able to tell the difference between physical and human features?
8. How many of the students correctly completed the activity? If some students did not correctly
complete the activity, what were some ideas that they missed?
Name: _____________________________________

What is a Physical Feature and what is a Human Feature?

Directions: Cut the pictures and glue them below the titles based on whether it is a physical or human
feature.

Physical Features Human Features