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Social studies lesson plan #3

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  • 1. Lesson Plan for Social Studies5thGradeTitle: Landforms of the United States Date: September 16, 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, glue, scissors, promethean board, students will need one shoebox for every2 students, various craft supplies for creating landforms, several books from the public libraryabout the landforms being studied ( I will provide).Objectives:• After instruction, students will l will be able to create their assigned landforms as ashoebox diorama. This will demonstrate that they understand the material they haveread about the landform.• After instruction, students will be able to identify regions of the United States in terms ofthe landforms found there.Introduction/Motivation/Springboard: Ask students to think about the things they have seenthis week that describe the different regions they have studied. Write some of those things onthe board.Procedures/Activities:1. Discuss any confusion students may still have about any landforms. Question them to makesure they understand the readings this week.2. Point out the maps in the Appendix of the book for reference.3. Tell students that they are going to create a shoe box diorama. Show a diorama sample.4. Allow them to decide if they want to work alone or with a partner.5. Show students the craft materials and instruct on any materials that require special handlingsuch as the paint, fun dough, etc.6. Allow students to get their art supplies one row at a time.7. Give students a few minutes to get with their partners if they choose to have one.8. Give each group of students a random note card with their landform.9. Instruct students to complete the Landform Worksheet before they begin their project.10. Check worksheets to make sure students understand what they need to do in order tocomplete the diorama.11. Allow students to work for about 25 minutes on the project. Encourage them to use theirtextbooks for any information they may need.12. Call students back to the main group, and have them clean up where they are working.13. They will need another day to work on this project.14. Tell them that they will be presenting their diorama to the class on Monday.15. Encourage any questions they may have about this project.16. Have students put away art supplies and put projects on back tables one group at a time.Closure Activity/Extensions/Homework: Ask students to discuss what they have learned sofar about creating the diorama. Remind them that they may need to find extra supplies at home.Reflection:
  • 2. I found that many of the students had no idea what to do even with a sample of the project andvarious library books and their textbook. I constantly encouraged them to look at the books thatI had provided from the public library, but they balked at looking through the books. Theywanted me to give them the answers rather than look them up and discover for themselves.Many of these students seem to have very little creativity. They want to have everything handedto them. They do not want to think on their own. For some, this project presented majordifficulties. Some complained that it was too hard, and they gave up before they even started.I find it disturbing that they so easily give up when they perceive that they have to pushthemselves a bit. I wonder how they will survive in life, marriage, a job, or in higher education ifthey are unwilling to be challenged and find a solution.I will continue to create lesson plans and activities that force them to extend themselves beyondtheir comfort level. They need to learn how to cope with things that are challenging.This lesson/project provides a way for students to display their knowledge, analyze the data,and interpret their understanding in a hands on way. Those students who learn throughinterpersonal situations are able to choose to work on a team, while those who learn bestthrough intrapersonal means have that opportunity also.Assessment will be based on creativity, neatness, inclusion of information by use of a title,labels, etc. Students will also be assessed on how they worked as a team for those who hadpartners. Also, students will be graded on their oral presentation in class. A rubric will be usedto determine the point scale.
  • 3. Making A Map : DioramaTeacher Name: Ms. AmbroseStudent Name: ________________________________________CATEGORY 4 3 2 1Content-AccuracyAt least 4accurate factsare displayed onthe project.Three accuratefacts aredisplayed on theproject2 accurate factsare displayed onthe project1 or feweraccurate factsare displayed onthe projectGrammar There are nogrammaticalmistakes on theproject.There is 1grammaticalmistake on theproject.There are 2grammaticalmistakes on theproject.There are morethan 3grammaticalmistakes on theproject.Attractiveness The project isexceptionallyattractive interms of design,layout, andneatness.The project isattractive interms of design,layout, andneatnessThe project isacceptablyattractive thoughit may be a bitmessy.The project isdistractinglymessy or verypoorly designed.It is notattractive.Title Title tells thepurpose/contentof the project, isclearlydistinguishableas the title (e.g.larger letters,underlined, etc),and is printed atthe top of theproject.Title tells thepurpose/contentof the projectand is printed atthe top of theproject.Title tells thepurpose/contentof the project,but is notlocated at thetop of theproject.Purpose/contentof the project isnot clear fromthe title.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%of thelabels/featurescan be readeasily.Cooperation Always workedwell together.Usually workedwell together.Sometimesworked welltogether.Did not work welltogether.presentation Spoke clearly.Student wasable to describeproject usingappropriatevocabulary.Spoke clearlysometimes andwas able todescribe projectsometimes.Spoke softly andwas unable todescribe project.did not presentor had no projectto present. 0Points.
  • 4. Landform WorksheetWhat is the name of your assigned landform?What elements would you find in this landform?Where is this landform located in the United States?What materials do you need to complete this diorama?Make a sketch on the back of this worksheet of your planned diorama. Do notstart on your project until you have gotten approval from Ms. Ambrose.
  • 5. Instructions for your diorama1. Get with your partner.2. Discuss what you know about the landform that you are assigned.3. Use one of the books provided on the back table for more information.4. Write down any important features.5. Complete the Landform Worksheet.6. Show Ms. Ambrose your worksheet and sketch.7. Gather the materials that you need.8. Work on your diorama.
  • 6. Analysis of TeachingStudents were expected to continue learning about landforms, however rather thanlearning globally about several landforms; they were to learn about a specific one. It was mygoal, that they get an in depth understanding of one landform and that they learn from eachother. No modifications were necessary for this lesson; however some students required moreattention than other students. Some were self-starters; others required prodding.Instructional strategies employed were:• Direct instruction—students were instructed as to what they were to create with theirshoeboxes. They were given instructions on how to use some of the materials and theywere expected to create a plan using a worksheet before they began the project.• Project based learning—students were given a project to work on. They were alsoassigned a specific topic.• Group activity—students worked with partners to design and implement their creation inthe form of a diorama. Those students who did not want to work as a team were giventhe opportunity to work alone.Learning activities included:• Completion of a worksheet that helped the students to think about what supplies theyneeded and what features they would need to create for their project.• Project—students created a diorama to help them understand and identify specificlandform features of a given area.Resources used:• Maps—maps were found in the back of the textbook
  • 7. • Internet—students viewed information that was found on the internet in the form ofpictures. This was provided by the teacher’s computer as the students have no accessto the internet in their classroom and there is no computer lab located in the school.• Various books from the public library—I provided twenty-five books from the EvansvillePublic Library for students to use in the classroom.• An assortment of craft materials such as play dough, beads, feathers, silk flowers,cotton, ribbon, construction paper, etc.Criteria for success was based on a rubric which students were shown. We discussed therequirements for receiving an A, B, C, D, and F based on the sections of the rubric. Studentswere also assessed on their ability to work together. Students rated themselves and theirpartner on this score. I also monitored the class to see which students were working togetherand which were off task.Students were encouraged to discuss with their partners what features they thoughtshould be included in the diorama. This helped them to define their own point of view and thatof their partner. This was done before students began creating the actual project through theuse of a pre-planning worksheet.Based on the performance of the students, I felt that most understood basic ideas aboutthe landforms, however many showed a lack of creativity. They were provided with a richassortment of craft materials. Most students randomly glued the materials to their dioramas. Inthe future, I would adjust this lesson by having students view several dioramas online and inperson. I would then have the discuss the different elements that made the dioramas interestingor boring. I think that much of the problem goes back to the lack of experiences in their livesgiven the socio-economic status and urban setting that most come from.

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