| Factors
of the Learning Environment |
Characteristics |
Effect
on Learning Environment |
Notes/Comments |
| Age/Academic
Range |
10-11
yrs old / 5th grade |
Developmentally
appropriateness |
|
| Sex
Distribution |
60%
(Boys) 40% (Girls) |
Constraint Higher number of boys demands more hands-on activities |
Use
an inflated globe (beach ball style) to engage and involve movement |
| Ethnic
Diversity |
95
% Hispanic 5% White |
Constraint Must be considered when choosing maps, use of world maps featuring Latin American countries might engage more effectively |
|
| Educational
Level |
Varies
from High Achievers (All A students) to Low Achievers (barely passing) |
Past
learning experiences must be built on in this lesson |
Review
skills taugh in previous grade level, try to build not rebuild |
| Disability
or Impairment |
LD,
Bilingual |
Constraint High number of special ed students will require modifications and the use of visuals and other enhancements |
Modifications
made for SE students can also benefit the rest of the class when
appropriate |
| Developmentally
Appropriate |
Build
from simple to the more complex. Grouping will make this
attainable |
||
| Related
Experience |
Foundational
skills in map reading |
If
students do not have the foundational skills, it may be necessary to
pre-assess |
*Iftasdf|
| Perception
of Role of Student |
Traditional
listener/information processor |
Students
will have to be prepared and trained for environment that involves
centers and groups |
Groups
need to be thought of as teams and need to remain intact through other
activities. This will create a sense of community within the group |
| Motivation
for Learning |
Participate
in group activities, understand maps, participate in class review game |
Constraint Students and groups will need reinforcement and monitoring from teacher to maintain on task |
Use
incentives and continue to remind students about the game that will
review all concepts |
| Attitude
Toward Subject |
Use
of visuals and hands-on interaction will improve student attitude. |
Students
who lack interest in this subject will have a negative effect on the
class environment |
Engage
resistent students will challenges or tasks that include them in the
lesson |
| Expectations
form Class |
Student
attitude will have an impact on the environment |
||
| Competitiveness |
Grouping
will reduce amount of competitiveness |
Teacher
monitoring is necessary to maintain good class discipline and reduce
destructive competiveness such as teasing. |
| Factor |
Characteristic |
Notes/Comments |
| Budget
Available |
Constraint Budget limitations limit the resources that can be used in this lesson |
This
lesson has no extra material or equipment needs. However budget
constraints limit even planning such extras |
| Materials
Required |
Resource Globes, student atlases, rulers, paper, classroom computers, pencil colors |
|
| Equipment
Available |
Constraint Video projector must be checked out from library, all other equipment in classroom |
Availablity
of equipment is limited and check out system is not very good |
| Time
for Design & Production |
Constraint Planning period is often used for other activies |
|
| Dept.
Tech Requirements |
None
exist at this time |
| Factor |
Characteristic |
Notes/Comments |
| Class
Size |
Constraint Classes at the 5th grade level have no limits |
Planning
before grouping very important |
| Class
Period Length |
Resource Teaming or self-contained teachers can structure to accomodate longer lessons |
|
| Location |
Constraint With large class space becomes an issue |
Dividing
space within the classroom can assist the lesson when using learing
centers |
| Seating
Arrangement |
Resource Prearranged grouping |
Students
need to be trained within the classroom management plan |
| Lighting |
Resource Addition of adjustable lighting enhances the lesson |
Use
of adjustable lamps aids in lighting issues |
| Temperature |
Resource |
|
| Noise |
Constraint Large class size becomes and issue |
|
| Equipment |
Constraint Limited availability |
|
| Technology
Support |
Resource Improved teacher training |
|
| Factor |
Characteristics |
Ideas/Comments |
| State
Requirements |
TAKS
relevance |
|
| Employer
Needs |
Life
Skills |
|
| Co-Worker
Needs |
Support |
|
| Student
Needs |
Instuction
and development |
| Main
Subject Matter: Map Reading Skills |
| Subtopic |
Student
Readiness |
Degree
of Difficulty |
Instructional
Strategies |
| Latitude/Longitude |
Students
have been exposed to concept and are equipped for lesson |
Concept
of degrees will be difficult for some students. |
Hands-on
with globes and atlas books |
| Coordinates |
New
concept that will require explanation |
High
degree of difficult in initial teach time. |
Use
activites where students are physically involved (play at "being"
points on the coordinate plane) |
| Map
Creation |
New
concept, requires students to think abstractly |
Some
difficulty, but instructor expecations will be low |
Use
internet access to research map makers and map making processes |