Tiffany Smith
ASSURE Model Instructional Plan
Physical Land Features
5th Grade
Social Studies
Lesson Length: 45 minutes
Analyze Learners
Total number of students: 20
Male: 12
Female: 8
Students with low learning skills: 3
ESL Student: 1
Hearing Impaired: 2
SPL IEP: 4
Visual/Spatial Learners: 10 students
Kinesthetic Learners: 6 students
Verbal/linguistic Learners: 2 students
Interpersonal Learners: 1 student
Logical/Mathematical Learners: 1 student
State Objectives
SOL WG.1The student will use satellite images (via Google Earth) to
a) obtain geographical information about the worlds countries, cities, and
environments;
b) apply the concepts of location, scale, map projection, or orientation;
c) develop and refine mental maps of world regions;
(Virginia Department of Education, 2008)
Select Media, Materials, and Methods
Media Computer lab with internet access to Google Earth
Smart Board/Projector
Projection Screen
Materials Physical Landscapes worksheet
Pencil
Computer
Methods Whole group tutorial of Google Earth
Individual work on places worksheet
Individual work on descriptions
Whole group discussion and summary
Utilize Media, Materials, and Methods
Media Computer labwill be used to deepen knowledge on the physical landscape of
the different parts of the world using Google Earth.
Smart Board/Projectorwill be used to display the content and walk students
through a tutorial of the assignment they will be completing using Google
Earth.
Projection Screenis used to project the material on the computer onto the
screen for teaching purposes.
Materials Physical Landscape worksheetstudents will use this sheet as a guide to
make their way around the world and explore the landscape.
Pencilstudents will write their responses to the landscapes they are exploring
and how they vary from where they are from.
Computerwill be used to access Google Earth.
Methods Whole Group Tutorial of Google Earthstudents will be taught on a tutorial of
Google Earth in the classroom before going to the computer lab. It will be
displayed on the Smart Board/ Projector.
Individual Work on Places Worksheetthe worksheet outlines where the
students are to go and visit around the world.
Individual Work on Descriptionswhile using Google Earth, students examine
the locations they are told to and write down what they see.
Whole Group Discussion and Summarycome back together as a group and
recap what students learned. Ask the students about how the landscape where
they are most familiar with differs from the locations viewed over Google Earth.
Require Learner Participation
Whole Group Tutorial of Google EarthDuring this time, the teacher calls for everyones attention and pulls up Google Earth
on the Smart Board/Projector. The teacher will point out the features of Google Earth
and then call on 3-4 students to name a place in the world they would like to visit via
Google Earth. The student will come up to the computer/board and write in any
location. This is helpful for students because they are engaged rather than the
teacher just displaying the tutorial.
Individual Work on Places WorksheetThe teacher will handout the worksheets and everyone will walk to the computer lab
and sign into the computers. Students will work individually with themselves and
complete the worksheet following the directions and any questions can be asked to
the teacher. Students are engaged because they are doing the physical work of
travelling around the world.
Individual Work on DescriptionsThe students will walk through the worksheet and at each location they visit, the
student will need to write down a description of the landscape and environment. This
is so the student remembers what each location was and what its distinguishing
landscape features were.
Whole Group Discussion and SummaryAfter all the students are finished with their assignments, they will come back together
as a class and discuss what was just researched. Each student will go around and tell
the class what one interesting thing was that they learned from locating places from
around the world. This method requires participation and increases students learning
by hearing from other classmates and their observations for the assignments.
Evaluate and Revise
Student PerformanceThe students will be evaluated on their participation in the activity and their
worksheet. The focus of the assignment is the concept of understanding the
landscapes from around the world and comparing them to what each student knows.
Understanding of landscapes is measured by their pictures and their final comment
about what they learned while doing the assignment.
Instructor PerformanceAt the tutorial of Google Earth, the instructor is open for questions about how to work
Google Earth and about the assignment. The teacher will also walk around in the
computer lab to check students work and see if they have any questions or if they get
stuck anywhere. As the students are turning in their worksheets in with the
descriptions on it, the teacher can check to make sure they participated in the activity.
Finally, the instructor facilitates discussion to wrap up the activity with what they
students learned.
Media Performance:
The media used increases the students navigational skills on a computer and
expands their knowledge on physical landscapes around the world. If the students
were able to navigate through Google Earth and complete the assignment, the media
incorporation was a success.
Bibliography
Virginia Department of Education. (2008, January). Standards of Learning (SOL) &
Testing. Retrieved December 2, 2016, from Virginia.gov:
http://www.doe.virginia.gov/testing/sol/standards_docs/history_socialscience/
