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Teacher Candidate:
Alyssa Coughlin
Cooperating Teacher:
Group Size:
20
Subject or Topic:
Date:
Coop. Initials
Allotted Time
45 minutes
STANDARD:
Standard - 7.1.2.B Describe regions in geographic reference using physical features
Standard - 7.2.2.A Identify the physical characteristics of places.
2. Writing fluency
3. Critical thinking skills
4. Characteristics of the rainforest learned in previous lessons
B. Key Vocabulary
1. Environment- surrounding where living things live
2. Environmental differences- surrounding areas that change from place
to place
3. Characteristics- something that describes a person place or thing
4. Culturally diverse- knowing the difference places in the world and
how they differ from where one lives.
C. Big Idea
1. What is the difference between the rainforest and PA and why is that
important?
D. Content
1. Characteristics of the rainforest
2. Characteristics of PA
3. Why differences between regions are important
IV. Implementation
A. Introduction
1. The teacher will have the students come sit on the rug as a whole
group.
2. The teacher will explain that they will be read a story aloud.
3. The teacher will hold up the book and show the cover to the
students.
a. The Rainforest Grew All Around by Susan K. Mitchell
B. Development
1. The teacher will ask the students what they think they will learn after
reading the book based on the previous lessons they have had
regarding the rainforest.
2. The teacher will read through the book and point out different
rainforest characteristics, especially if there are some things in the
book that the students have already learned about in the unit.
3. After the book is finished, the teacher will close the book and put it
to the side, but still displayed where the students can see it.
4. The teacher will ask the students if they saw any differences in the
environment of the rainforest from where they live, here in
Pennsylvania.
5. The teacher will write the students answers in marker on a lined
piece of poster board hung up near the circle rug area.
6. After the students have given approximately 56 answers, the
teacher will then ask the students if they can think of, based on the
book, any differences between the rainforest environment and the
environment we live in.
25. The teacher will then ask if there are any questions.
26. Then the teacher will tell the students to pack up and take out a
pencil.
C. Closure
1. The teacher will hand out the The Rainforest Reflection worksheet
(see attached).
2. The teacher will tell the students to write a well thought out
paragraph (4-5 sentences) relaying what they have learned about the
rainforest and what they enjoyed most about the unit.
3. Once done, the students will hand in their reflections.
4. The teacher will tell them they will have a unit test that following
Tuesday and they should use their notes as a guide for them.
a. The teacher will hand back all notes that were collected
throughout the unit along with a study guide (see attached).
D. Accommodations/Differentiation
1. For Sam, a student with a learning disability, the teacher can modify
the reflection to be either less sentences or to bullet points.
2. For Sam, who also has difficulty seeing due to vision problems, the
teacher can have her sit closer to her while reading the book.
3. To differentiate instruction for struggling students, the teacher can
change the picture activity by grouping students based on ability.
The teacher can group those students who are struggling with those
students who excel in these types of activities so that the struggling
student can benefit.
E. Assessment/Evaluation Plan
1. Formative
a. The teacher will assess the students understanding of the
material through collection of both worksheets.
2. Summative
a. The following Tuesday of the next week, the students will be
given a unit exam covering all of the material in the unit. The
students will be given a study guide to complete by Monday
and the teacher will do a review game with the students to
prepare them for the next day.
V. Reflective Response
Remediation Plan
Are there things that you think would be beneficial to add to this lesson?
2.
3.
After this lesson is complete, do the students show a good understanding of the
material?