Lesson Plan for Social Studies5thGradeTitle: Bodies of Water Date: September 23, 2010Core Standards:5.3.3 Places and Regions: Name and locate states, regions, major cities and capitals, majorrivers, and mountain ranges in the United States.5.3.5 Physical Systems: Locate the continental divide and the major drainage basins in theUnited StatesMaterials/Resources:page 5 worksheet, quiz on www.quia.com, Indiana Social Studies: The United States Making aNew Nation by Houghton Mifflin Harcourt Publishers, Website:www.mrnussbaum.com/circumcode.htm, paper maps and illustrations of major landforms,crayons or coloring pencils, promethean boardObjectives:• After instruction, students will l will be able to locate the major bodies of water foundthrough the United States on a map of the United States as evidenced by studentscorrectly illustrating their maps.• After instruction, students will be able describe and name various bodies of water bothverbally and in written form.• After instruction, students will be able to identify the Continental Divide and place it’slocation on a map.Introduction/Motivation/Springboard:Procedures/Activities:1. Ask students to tell how to remember the five great lakes.2. Write the names on the board.3. Teach the mnemonic device HOMES4. Tell them they will learn more about different bodies of water this week.5. Have students read Pages 35-37.6. Discuss the information found on page 35-37.7. Ask students to describe the Great Lakes, rivers, and gulf.8. Discuss the Continental Divide. How is it important to the rivers and lakes.9. Make sure students know that rivers, streams, and creeks empty into the ocean not thereverse.10. Have them think about the height of the beginning of the river. Is it higher or lower than theocean that it eventually empties into?11. Today, students will learn about lakes and where they are located.12. Review the vocabulary.13. Use website: www.mrnussbaum.com/circumcede.htm to help students locate the bodies ofwater that they read about today. Play the interactive map game and ask students to showwhere the bodies of water and mountains are located on the map.14. Direct students to get their art supplies, so that they can work on their landform maps.15. First, students should use a blue marker, crayon, etc to outline the Mississippi River, OhioRiver, Great Lakes, and the Gulf of Mexico.16. Remind students to make a key showing the bodies of water on the map.
17. Students cut out the other landforms and glue them to their maps.18. Remind students to use the labels to show that they know which landforms they are placingon the map.19. Students can move on to other bodies of water and landforms after they outline the rivers.Closure Activity/Extensions/Homework: Today, you learned a way to remember the GreatLakes. Who can name one of the lakes? You have your landform maps to finish tomorrow. Wewill work on them during class time.Reflection:Students eagerly worked on their maps. They enjoyed coloring the landforms and cutting andpasting them to the paper map. I was surprised at the number of students who did not knowhow to create a map key because they had been working on this previously.Many had never heard of the mnemonic device (HOMES) that helps remember the five GreatLakes. After instruction, however, most were able to repeat the lakes in order of the mnemonicdevice.Overall, I believe the lesson accomplished the goal. Students were able to describe and locatethe Continental Divide, Great Lakes, Mississippi River, Ohio River, Gulf of Mexico, AppalachianMountains, Rocky Mountains, and Sierra Nevada Mountains.I was surprised that most knew that the river begins on higher ground and runs to the ocean. Iwas in a college geology class where some of the students had not come to the realization thatwater flows downhill and, therefore, flows from the higher ground to the ocean. They hadthought that the water came from the oceans inland.
Analysis of TeachingAfter instruction, I expected students to be able to name major rivers, lakes, and gulfs aswell as some of the major cities found in those areas. No differentiated expectations wereneeded for this lesson. It covers many different learning styles. This lesson is a continuation ofthe landforms lessons that the students have been working with. They created dioramas oflandforms previously and before that worked on maps which they illustrated with the location ofvarious landforms. In this lesson they continue this trend with the study of bodies of water.Instructional strategies used for this lesson were:• Questioning—Students were asked questions about what they already knewabout the Great Lakes.• Mnemonic devices—Students were taught the mnemonic device HOMES to helpthem remember the names of the five Great Lakes. Most had never heard thisone.• Direct instruction—Students read the selected text readings and discussed whatthey had read.• Analysis—Students analyzed the importance of the Continental Divide forproviding fresh water sources for the interior of the United States.• Project—Students continued to work on a map, illustrating where the differentbodies of water are located.Learning Activites:
• Students created a map that showed the major bodies of water such as the Gulfof Mexico, Mississippi River, and the Great Lakes.• Students also discussed the importance of the Continental Divide as a means ofproviding fresh water to the interior of the United States.Student success was based on the student demonstrating an understanding of wheremajor bodies of water were located. This was done by use of illustrating a blank map of theUnited States. There was no differentiation of instruction as all students were able to completethe project. Students were also required to include a key to their map.Monitoring was done by circulating around the room while students worked on theirmaps. Students that were off-task were redirected to the task. Encouragement and correctionwas given to individual students as needed.No implications of different points of view were needed for this assignment. Studentswere using the technical information they had gained from classroom discussion and reading toillustrate their map.Based on the performance of the students, I would not change this project in the future.The students engaged themselves in the project and were able to accurately complete themaps. They did show some confusion about the location of the Mississippi River, so perhapsbetter instruction on exactly where it is located would help in the future. Other than that detail,the project was successful with most students having no difficulty.