Running head: CLINICAL 1 PAGE 3 CLINICAL Clinical Field Experience B: Social Studies Pre-Assessment Grand Canyon University: ELM 550 Clinical Field Experience B: Social Studies Pre-Assessment Pre-Assessment Technique The pre-assessment technique that I have chosen to use for the lesson that the teacher is preparing is the yes/no pre-assessment. In this technique, students are given two index cards. One card has the word YES on it and the other has NO on it. I will ask students questions regarding knowledge on the topic. If the student knows the answer to the question, they will hold up the YES card. If they do not know the answer or are unsure of it, they will hold up the NO card. Pre-Assessment Questions 1.) Do you know what a good is? 2.) Do you know what a service is? 3.) Do you know what barter means? 4.) Do you have to have money to barter? 5.) Do you have to have money to get goods? 6.) Do you have to have money to get services? Reflection The students that were selected to take part in my pre-assessment were students that were on all different levels within the classroom. Some of the students were below grade level, at grade level, and above grade level. The teacher selected the students that I gave my pre-assessment to based on the fact that they were on different grade levels. She also felt that these particular students would not feel like they had been singled out, freeze up, or be scared about being in an independent group for a little bit. The pre-assessment provided data that helped determine learning gaps and the needs of the students because it allowed for me to see if students knew important vocabulary for the lesson. It also allowed for me to determine if it was certain types of students (such as at grade level or below grade level) did not know the vocabulary. It also allowed for me to determine if at level or above grade level students were able to expand on the lesson that would be taught to them later. The challenge that I faced when creating the pre-assessment was determining what format of a pre-assessment that I wanted to use. I wanted to use a type that all students could participate in, regardless of their levels and knowledge. I also had a hard time coming up with the pre-assessment questions to ask the students that would allow for me to determine the pre-knowledge of the students. I will use this type of pre-assessment for my future classes. I feel that all students felt comfortable participating because it was a simple yes or no format that all students could understand. Plus, the students did not have to feel bad about answering honestly as all students had different answers. Specifically, not all students would answer yes to a question or no to a question. Clinical Field Experience C: Social Studies Mini-Lesson Plan Part 1: Social Studies Mini-Lesson Plan Grade level: SS2G1 Locate and compare major topographical features of Georgia and describe how these features define Ge ...

1. Running head: CLINICAL
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PAGE
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CLINICAL
Clinical Field Experience B: Social Studies Pre-Assessment
Grand Canyon University: ELM 550
Clinical Field Experience B: Social Studies Pre-Assessment
Pre-Assessment Technique
The pre-assessment technique that I have chosen to use for the
lesson that the teacher is preparing is the yes/no pre-assessment.
In this technique, students are given two index cards. One card
has the word YES on it and the other has NO on it. I will ask
students questions regarding knowledge on the topic. If the
student knows the answer to the question, they will hold up the
YES card. If they do not know the answer or are unsure of it,
they will hold up the NO card.
Pre-Assessment Questions
1.) Do you know what a good is?
2.) Do you know what a service is?

2. 3.) Do you know what barter means?
4.) Do you have to have money to barter?
5.) Do you have to have money to get goods?
6.) Do you have to have money to get services?
Reflection
The students that were selected to take part in my pre-
assessment were students that were on all different levels within
the classroom. Some of the students were below grade level, at
grade level, and above grade level. The teacher selected the
students that I gave my pre-assessment to based on the fact that
they were on different grade levels. She also felt that these
particular students would not feel like they had been singled
out, freeze up, or be scared about being in an independent group
for a little bit. The pre-assessment provided data that helped
determine learning gaps and the needs of the students because it
allowed for me to see if students knew important vocabulary for
the lesson. It also allowed for me to determine if it was certain
types of students (such as at grade level or below grade level)
did not know the vocabulary. It also allowed for me to
determine if at level or above grade level students were able to
expand on the lesson that would be taught to them later. The
challenge that I faced when creating the pre-assessment was
determining what format of a pre-assessment that I wanted to
use. I wanted to use a type that all students could participate in,
regardless of their levels and knowledge. I also had a hard time
coming up with the pre-assessment questions to ask the students
that would allow for me to determine the pre-knowledge of the
students. I will use this type of pre-assessment for my future
classes. I feel that all students felt comfortable participating
because it was a simple yes or no format that all students could

3. understand. Plus, the students did not have to feel bad about
answering honestly as all students had different answers.
Specifically, not all students would answer yes to a question or
no to a question.
Clinical Field Experience C: Social Studies Mini-Lesson Plan
Part 1: Social Studies Mini-Lesson Plan
Grade level: SS2G1 Locate and compare major topographical
features of Georgia and describe how these features define
Georgia’s surface
Social studies standard:
Arts standard: VA2C.1 Applies information from other
disciplines to enhance the understanding and production of
artworks.
VA2.CR.4 Understand and apply media, techniques, and
processes of two-dimensional art
Learning objective:
The students will understand the different topographical
features of Georgia and will describe how they define Georgia’s
physical features and where each geographical region is
located.Social studies standard:
Arts standard:
Grade level:
Learning objective:
1-2 learning objectives:
By studying these topics and activities, students will be able to
locate the geographic regions of Georgia and understand where
they live and their relationship to each region thus making their
own connections.

4. Instructional strategy:
Description of the learning activity that successfully integrates
social studies and the arts (100-150 words):
The teacher will open the lesson informing the students that
they will take a tour around the state of Georgia. I will display
various backgrounds on the interactive board to portray
important landforms, cities, buildings, plants and animals etc.
All the while dressing appropriate for the climate of that region
or area of that region. For example, I will display beaches of the
coastal plain and wear beach clothing, sunglasses, etc. I will
also add music, for the Blue Ridge I will play a son by Alan
Jackson called Blue Ridge Mountain. For the activity, the small
group of students will work to create a life size map of Georgia
that depicts the five regions. Each student will use large region
shapes (pre-cut by the teacher), the students will color each
region a different color and then place the pieces together so
that they fit like a puzzle. The color of choice will be colors
that make sense to them, for example Blue Ridge Mountain may
most likely be colored blue. The group will then use their
knowledge and teacher support to name each region and label on
the life size map. The group will also add features to describe
each region. More visual learners may use pictures such as
pictures of the city of Atlanta to place in the piedmont region.
The kinesthetic leaner is able to move and make his way around
the map while completing the activity. Learners are also able to
add notes and facts on sticky notes or directly on the region to
add to the map.
Formative assessment:
Students will complete an exit ticket consisting of three
questions.
1. In what region do most people live in?
2. What region is farthest south?

5. 3. What region has the highest point in ga?
Part 3: Reflection
While observing each student complete the activity I was able
to witness areas of strength as well as any areas of struggle.
Learners seemingly enjoyed the activity as well as expressing
that they did. Using the pre-assessment data was useful in
planning the lesson and activity being that I was able to find out
what students know and didn’t know. I really wanted students to
be able to see as much of Georgia as possible being that we
can’t physically be in each region. The tour around Georgia was
very fun for the whole class. The students in my small group
were really able to use visualizations when creating their maps.
One learner was not a very strong reader but he was great a
comprehension, he used a lot of pictures to represent features of
each region on his map. The activity took two days to complete.
The students used magazine cut outs, personal drawings, nature
and more to create the maps. Another learner used a lots of his
own information or information that help him remember each
region such as where his aunt lived and where he went to visit
the cabins in Georgia on a family trip. I was happy to see those
connection being made. I asked a lot of questions to one
particular student to get her to really talk and explain what she
was doing to help themselves to remember and be able to recall
information about the regions.
I will use the data to focus on what regions need to be taught
over in a later lesson, I understand learners learn differently, so
I tried to include a lot of visual and self-choice options for the
map so that students can make sense of the information and
process it so that can learn it in the best way for them. I also
included music for those auditory learners. I thought it was
really important to make the lesson hands on because learners
are so diverse. Integrating the arts was extremely engaging for
the students, making the activity more enjoyable. The students
were able to work with one another through collaborative

6. learning and discussions, which I believe is key in a successful
learning environment. Students could add as much as they
wanted or as little as needed to their maps. The lesson can be
used for short term planning for any misunderstandings that
students may have. Also can be used for long term planning for
pacing how long we may need to stay on the topic, what region
needs to be revisited in depth, when to introduce rivers. In my
future practice, I will definitely make purposeful observations
of how students learn best and make note of their learning styles
because if I can teach and connect in the way that they learn,
the students will be more successful.