Lesson Plan for Social Studies5thGradeTitle: Bodies of Water Date: September 20, 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:Indiana Social Studies: The United States Making a New Nation by Houghton Mifflin HarcourtPublishers, Website: www.mrnussbaum.com/circumcode.htm, paper maps that students havebeen working on, 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. Introduce vocabulary for this unit.2. Show map at http://www.worldatlas.com/webimage/countrys/namerica/usstates/usland.htmand ask students to locate the Great Lakes, Mississippi River, Ohio River, and Rio Grande.3. Use the interactive map to show the various landforms that will be presented this week.4. Read pages 30-32 of the text book and discuss with students the information containedwithin these pages.5. Play interactive game at http://www.mrnussbaum.com/world/wformid.htm with students.6. Give students a printed paper map of the United States with labels and pictures oflandforms from www.worksheets4theteacher.com.7. Have students locate the Great Lakes on the Map.8. Tell students that they are going to color and label this map with the major landforms thatthey study this week. Students will need crayons, coloring pencils, etc. glue and scissorsfor this activity.9. Students begin by lightly labeling the maps with the major landforms in pencil.10. Remind students to create a key to their map.11. Encourage students to use the maps in the back of their textbooks to help them locatebodies of water, mountains, and the continental divide.12. Give students 20 minutes to work on this activity.Closure Activity/Extensions/Homework: Have students discuss where they put each of thebodies of water on their maps and what symbols they used to create their maps. Tell studentsthat they will continue to work on the map activity tomorrow. Give them envelopes to store their
small pieces in for tomorrow’s activity.Reflection:Students seemed to enjoy this activity. They were eager to read the pages in the textbook.They also willingly participated in showing the various landforms on the interactive map online.The various activities helped students with different learning styles relate to the material beingtaught. The locating of landforms addressed those students who learn visually and logically,while the paper map activity allowed those students with creative and bodily kinesthetic learningstyles to participate.Students seemed overwhelmed in the beginning of the map making activity because the labeledpage that contained the landforms had landforms that they had not encountered. Landformssuch as the Mojave Desert and the Colorado River caused some confusion. I discovered if I puta copy of the activity sheet on the document camera and circled only the landforms that theyhad studied, they were able to cut out only those forms and do the activity. Most studentsstayed on task and worked throughout the entire activity.I realized that I have to be extremely specific in directions with the students. They easilybecome overwhelmed when given global instructions. They seem to have limited abilities tothink and analyze the information presented and then sort through the steps to accomplish thegoal. When they become overwhelmed, they complain that it’s too hard. They then stop tryingand begin talking and getting out of their seats.Analysis of Teaching
Students were to learn where various bodies of water are located in the United States.They were also supposed to learn where the Continental Divide is and what it’s purpose is.Also, the students had to learn new vocabulary for this chapter so that they would understandthe reading. No differentiation was needed for this assignment. Students in this class are ontarget for learning. Those students who have special needs are generally not in this roomduring this instructional time.Instructional strategies used:• Use of map for reference—students viewed map of the United States and identified thebodies of water located on the map.• Interactive game—students played an interactive game as a class. The game requiredthat students click on different areas to try to locate major bodies of water. They cameto the board to do this activity.• Create a project—students illustrate a map and label it for major landforms. This is anextension of a regions map they did earlier in this unit.Activities included:• Game-interactive internet game that helped students to determine their knowledge ofthe landforms.• Reading of instructional textbook—students read about the landforms in their schoolselected textbook.• Project—map—students create a landform map that showed various landforms suchas mountains, bodies of water, and deserts.
The criteria for student success included the ability to identify and locate variouslandforms on individual maps. Students were to create their own map and accuratelydisplay not only the landforms but also label those landforms. They also had to createa key to the map. The map must be neat and easy to read. Colors on the map must beappropriate to the landforms associated with them. For example, bodies of water shouldbe blue; deserts should be brown, etc. Students were told verbally how to create thismap. They have had past experience with this, so they are able to complete these typesof tasks with a minimum of instruction on the actual project.Students’ learning was monitored through observation, questioning, and theirillustrated maps. Students were encouraged verbally when they correctly identifiedlandforms. They were praised for doing their work quietly at their seats. Questions wereaddressed on a individual basis. Students who were off-task were redirected.Different points of view were not needed during this lesson period. Students wereresponsible for reading their text, viewing the online resources, and listening to theclassroom discussion about landforms then individually illustrating their maps.Based on their performance, students appeared to understand the assignment.They had little difficulty with the concept of creating a map. They did have somedifficulty with locating the Mississippi River. I will re-address this issue in the nextlesson.