Name: Diaz Date:4.

20
Elements of a Good Lesson Plan Physical Systems
URL link to the lesson plan reviewed is:
http://www.beaconlearningcenter.com/lessons/lesson.asp?ID=2609

Title:Climate and Topography, What Is the Connection?

Author: Scott Neumann
Overview what the lesson is about:
There is no overview provided but it provides a lot of information for students
to understand how topography effects climate and vice versa.
(Background information needed by the teacher to learn about the topic) :
There is no background provided but it is suggested to review these topics
:climate, topography, windward and leeward side windpatterns of mountain
ranges, High and Low pressure belts of latitude
Grade Level:
There is no grade level suggested but seems appropriate for 3-6 grade
Amount of Time needed to teach:
There is no time suggested but I suspect it should take one class period
Materials Needed (Are the materials needed by the teacher listed? Are the materials needed by the
students listed?

Provided by teacher:
Classroom set of Neumanns World continent maps (see Associated File)-Classroom
set of the Explanation of Topographic Features handout (see Associated File)-
Classroom set of Questions Activity sheet related to the map of topographic
features (see Associated File)-
Provided by students
Pencil or pen

(Key Terms list of vocabulary that the student needs to learn or will learn as
a result of doing this lesson) (Is there a list of vocabulary that students are to learn? Know?)
None Provided
Standards and Skills addressed (Are a specific set of standards, such as the National Geography
Standards or others identified? Area specific skills identified, like map skills?
None are suggested, but I believe it addresses Standard 7. The physical processes that
shape the patterns of Earth's surface.
Objectives: By the end of this lesson, students should be able to . . . (How many
objectives are there for this lesson? What are the key Blooms objectives?)

Procedures (Are specific instructions for teaching the lesson given? Are they numbered? Divided into
opening, developing, concluding? Written to the teacher what the teach should do and say?)

There are 13 numbed instructions not divided into any categories written for the
teacher with very broad general ideas on where to lead the conversation on what to
do and say but no specific quotes.
Opening the Lesson: steps 1-5 Engage students in a discussion on
what they understand about the relationship between climate and
topography, focus on the way elevation, latitude, mountains and bodies of
water effect climate.
Developing the Lesson steps 6-12 Have students use Neumanns world
continent map with a variety of topographic features to answer questions on
activity sheet, walk around provide feedback and help as needed.
Concluding the Lesson- step 13 bring in the conversation, discuss what
was learned check answers.
Assessment (Summative) how you know that the student has achieved the
objective(s) (Is the specific assessment provided? Are ideas provided for Formative Assessment given?)
Suggested assessment is pretty summative, author suggest to look for correct and
detailed answers on the worksheet
If Rubric used to assess it should be provided. (Are guidelines for how to grade
or a rubric provided.)

No rubric used
(Extensions modifications for different ability groups and/or grades) (Are
there ideas of how to modify the lesson for students of different abilities, ESL, different grade levels? Are additional
ideas for teaching the lesson provided?)

None are provided

Works Cited resources used by author to create the lesson, if not original
(Does the author of the lesson cite sources he/she used to create the plan? Are other websites provided for
additional information?)

No works cited
Handouts ready to reproduce (Are all worksheets needed provided?)

Handouts are provided and ready to reproduce

Answer Keys (Are responses to questions provided? Are answer keys for worksheets, quizzes, etc.
provided?)
Answer key is provided and displays simple convergent answers to worksheet
(Technology Component) (Is there use of technology in the lesson? By whom teacher, student, for
research to create a product, as a resource?)

No technology component is provided.

YOUR EVALUATION OF THIS LESSON PLAN: (Evaluate the quality of the lesson idea/lesson plan. Remember
that evaluation involves using criteria on which to base your comments. Indicate how the lesson is connected to the National
Geography Standards. Include modification you might make to teach the lesson or to make it a stronger lesson.)
This lesson plan is a very good lesson plan to introduce students to standard
Standard 7. The physical processes that shape the patterns of Earth's surface. It
provides good information for students to then use in other more in depth lessons.
This lesson plan focuses on blooms first knowledge and doesn't really challenge
students to use higher learning orders. Students only look for information and repeat
it, if the teacher is successful in engaging in deep discussion then evaluation may
occur but there is no way to evaluate this. The questions on the work sheet have only
one correct answer.
Overall this lesson plan does provide a good amount of information about the physical
processes that shake the patterns of Earths surface and the interconnectivity that
exists between all of these systems. And begins to create a foundation on which
students can begin to gain interest and formulate their own questions to form deeper
connections and understanding. as an introductory or begging lesson this works great
but there needs to be more than this.
To deepen the lesson I would assign students a random topographical characteristics
on an imaginary planet Earth II and ask them to name their imaginary location and
speculate about what climate would result from these features and what kind of
animals and plant forms could thrive in their made up location.