Lesson Plan for Social Studies5thGradeTitle: Landforms of the United States Date: September 14, 2010Core Standards:5.3.3 P...
Reflection:Students were able to accurately find the longitude and latitudes on the maps. They enjoyedthe hands on activit...
Making A Map : Landforms and Bodies ofWaterTeacher Name: AmbroseStudent Name: ________________________________________CATE...
Analysis of Teaching After Each LessonMy expectations for the students were that they would be able to locate variouslandf...
• Creating and labeling a map of the United States.The criteria for student success were that students participate in the ...
in that particular unit, they will have a basis for understanding the point of view of thevarious tribes because of their ...
in that particular unit, they will have a basis for understanding the point of view of thevarious tribes because of their ...
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Social studies lesson plan #2

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  1. 1. Lesson Plan for Social Studies5thGradeTitle: Landforms of the United States Date: September 14, 2010Core Standards:5.3.3 Places and Regions: Name and locate states, regions, major cities and capitals, majorrivers, and mountain ranges in the United StatesMaterials/Resources Indiana Social Studies: The United States Making a New Nation byHoughton Mifflin Harcourt Publishers, paper maps that students have been working on, crayonsor coloring pencils, promethean board, compare contrast chart for each studentObjectives:• After instruction, students will l will be able to locate the landforms found through theUnited States on a map of the United States as evidenced by students correctlyillustrating their maps.• After instruction, students will be able describe various landforms both verbally and inwritten form.• After instruction, students will be able to identify differences between the variouslandforms studied to this point.Introduction/Motivation/Springboard: Begin with a game where students locate the longitudeof various landforms by using the laminated maps. Flash cards with state and capital are flashedbefore students. The first student to correctly identify the longitude and latitude and the landformfound in that area wins that round. Cards will be introduced showing landforms that studentshave already learned.Procedures/Activities:1. Remind students of the different regions they encountered yesterday in their reading.2. Discuss the headings on the pages that students will read.3. Students will take turns reading pages 25-29 in their social studies textbook.4. Review the vocabulary.5. Use website: www.mrnussbaum.com/circumcede.htm to help students locate the landformsthat they read about today.6. Have students come to the board and locate the Rocky Mountains and the AppalachianMountains.7. Show pictures of the different mountains. Ask students to discuss the differences andsimilarities of the two sets of mountains based on the pictures found on the internet.8. Play the song, This Land is Your Land by Woody Guthrie from www.youtube.com. Asstudents watch the video and hear the words, have them list some of the landforms theysaw or heard.9. Students complete the maps they have begun working on with the landforms learned today.10. Tell students that they will each need to bring in a shoe box tomorrow for a project.Closure Activity/Extensions/Homework: Have students discuss where they put each of thelandforms on their maps and what symbols they used to create their maps. If they were unableto complete maps in class, take them home and do them as homework. Maps will be scoredbase on a 10 point scale. Grading will be based on inclusion of: a map key, different colors fordifferent areas, correct labeling, and including the student’s name on the map.
  2. 2. Reflection:Students were able to accurately find the longitude and latitudes on the maps. They enjoyedthe hands on activity. This activity allowed those students who are visual-spatial, andkinesthetic to become involved. The music video addressed the needs of those students whoneed aural stimulation, and the discussions allowed those with interpersonal or oral learningstyles to participate.Students were still struggling with the idea of where the Appalachian Mountain Chain waslocated as opposed to the Rocky Mountains. When we discussed the types of wildlife found inthe Appalachian Mountains, students named animals such as elk and moose. They could notunderstand the idea of the Piedmonts being the rolling hills before the Appalachian Mountains.I showed picture of this area and then compared the rolling hills to those found in southernIndiana. However, these students have a limited knowledge of this area that they live in.Students spent most of the class period working on their maps. They had to be helpedindividually much of the time as they did not understand where the mountains, plains, coasts etcwere located. The idea of a coastal plain was confusing. I finally realized that I had to definethe word plain. Most had not encountered this word in the sense of a large flat area. Theywere thinking of it as a “plane” or as something just ordinary. This helped me to understandthat I need to make sure they understand the vocabulary before giving them activities to workon. Even though they are fifth graders, they still have a very limited knowledge of the Englishlanguage.
  3. 3. Making A Map : Landforms and Bodies ofWaterTeacher Name: AmbroseStudent Name: ________________________________________CATEGORY 4 Excellent 3 Good 2 Ok 1 Needs workMapLegend/KeyLegend is easy-to-find andcontains acomplete set ofsymbols,including acompass rose.Legendcontains acomplete set ofsymbols,including acompass rose.Legendcontains analmostcomplete set ofsymbols,including acompass rose.Legend is absentor lacks severalsymbols.Labels &Features -Neatness90-100% of thelabels/featurescan be readeasily.89-80% of thelabels/featurescan be readeasily.79-70% of thelabels/featurescan be readeasily.Less than 70% ofthe labels/featurescan be read easily.Color Choices Student alwaysuses colorappropriate forfeatures (e.g.blue for water;black for labels,etc.) on map.Student usuallyuses colorappropriate forfeatures (e.g.blue for water;black for labels,etc.).Studentsometimesuses colorappropriate forfeatures (e.g.blue for water;black for labels,etc.).Student does notuse colorappropriately.understandingof Landformsand Bodies ofWaterDemonstrates agoodknowledge ofwhere thevariouslandforms arelocated.Demonstratessomeknowledge ofwhere differentlandforms arelocated.Demonstratesone or two ofthe landforms.Demonstrates acomplete lack ofknowedge oflandforms andbodies of water.Includes nameon mapIncludes nameon map.no name on map.Zero points
  4. 4. Analysis of Teaching After Each LessonMy expectations for the students were that they would be able to locate variouslandforms on a map of the United States, describe the landforms, and be able to discussdifferences between landforms such as the Rocky Mountains and the Appalachians. Studentswere asked to identify the landforms on a map that was projected on the board. They wereencouraged to move from their seat to the board to do this. This helped to prevent minds fromwandering. Also, students were given the opportunity to read the passages.Instructional Strategies used were:• Discussion—Students were encouraged to discuss the headings for the readingselection. This helped them to form questions to keep in mind while reading.• Direct instruction—as students read the selected passages, direct instruction wasprovided for difficult passages, vocabulary, or concepts that they were notfamiliar with.• Use of music—students listened to and watched a Youtube video of This Land isYour Land and afterward discussed the various landforms they both saw andheard about in the song. This also led to a side discussion about freedom andwar because of the images of American soldiers in battle.Activities used were:• Using the headings to create questions for reading.• Reading-students read about landforms from their textbook.• Listening for the mention of landforms in the song from Youtube.
  5. 5. • Creating and labeling a map of the United States.The criteria for student success were that students participate in the classroomdiscussion, read out loud or follow along, and create a map with a key for the landformproject. This was communicated by reminding students to pay attention during readingand by teacher involvement during the map making activity.I monitored students learning by observing how they answered questions posedabout where landforms were located, listening to their interpretations of the song, and bydirect communication with them while they worked on their maps during class time. Icommunicated to students how I wanted them to learn by encouraging them to answerquestions, ask questions, and read out loud. During the map making project, Iencouraged them to stay on task by observing which students were off task andredirecting them back to the project.I promoted the understanding of implications of different points of view byincorporating a song by Woody Guthrie. This song speaks of America from the point ofview of the people living during the depression era and right after it. After watching thevideo, the students also engaged in a spontaneous discussion of American soldiers atwar. During this discussion the students were able to compare and contrast the Americaof Woody Guthrie’s time and ours and why it is that our soldiers fight to keep thisbeautiful country free. Students were also encouraged to look at pictures of the RockyMountains and the Appalachians and compare and contrast the two. During which time,they were able to discuss briefly the different flora and fauna found there. Thisdiscussion will lead to the discussion of the Native Americans in those areas and whyand how they built their lodging, made clothing, and provided food. When students arrive
  6. 6. in that particular unit, they will have a basis for understanding the point of view of thevarious tribes because of their understanding of the landforms they have discovered.Based on the performance of the students for this lesson, I will not need to adjust it inthe future. Students were on task and engaged in the project. They participated in thereading and they enjoyed the music video. They demonstrated learning by discussingthe video and the differences found in the different landforms across America.
  7. 7. in that particular unit, they will have a basis for understanding the point of view of thevarious tribes because of their understanding of the landforms they have discovered.Based on the performance of the students for this lesson, I will not need to adjust it inthe future. Students were on task and engaged in the project. They participated in thereading and they enjoyed the music video. They demonstrated learning by discussingthe video and the differences found in the different landforms across America.

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