Social Studies Lesson Plan

Lesson Plan D AILY L ESSON P LAN T EMPLATE P RELIMINARY I NFORMATION Candidate Name: Amber Brooks Grade Level: 3rd Candidate’s Endorsement: Elementary Education Central Focus: Map Skills Subject/Topic: Geography Learning Segment Theme: Geographic Understanding Where in the learning segment does this lesson occur? ☐ Beginning ☒ Middle ☐ End Lesson Structure or Grouping: ☒ Whole Class ☐ Small Group ☐ 1:1 Other (specify): Click or tap here to enter text. Student Assets (Knowledge of Students) Complete this section if you are in a practicum setting. If you are not in a practicum setting, please list N/A. Personal (Interests, family backgrounds, experiences, etc.) There are 20 students in this class, 11 boys and 9 girls. 15 students have Christian backgrounds and attend church regularly. 17 students have a 2 parents family structure, 2 students live with a single parent, and 1 student lives with foster parents. 13 of the students participate in extracurricular activities such as soccer, football, dance and gymnastics. Cultural (Traditions, dialects, worldview, literature, arts, etc.) There are 3 Hispanic students in the class (2 of them are raised in a house where only Spanish is spoken but speaks English at home, one of them only speaks Spanish). More than half the students share a Christian worldview. Community (Landmarks, community events, etc.) This town is in Southern Georgia, about 18 miles from the Florida state line. There are many small rural towns surrounding the area. There is a university and a trade school located in town. The town is home to an Air Force base which employs many of the parents. The capital it about 3 hours away and the coast is within 2 hours. Developmental (Cognitive, physical, social, and emotional) The students in this class catch on fairly quickly to lessons and work well together during activities. Students are developmentally on level for both emotionally and socially. C ONTENT S TANDARDS State Standards SS3G1 Locate major topographical features on a physical map of the United States. a. Locate major rivers of the United States of America: Mississippi, Ohio, Rio Grande, Colorado, Hudson, and St. Lawrence. b. Locate major mountain ranges of the United

States of America: Appalachian, Rocky. SS3G2 Locate and describe the equator, prime meridian, and lines of latitude and longitude on a globe. National Standards NSS-G.K-12.3 PHYSICAL SYSTEMS Understand the physical processes that shape the patterns of Earth's surface. InTASC Standards Domain 2: Standard #5: Application of Content. The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues. Domain 3: Standard #6: Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making Domain 4: Standard #9: Professional Learning and Ethical Practice. The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner. L EARNING O BJECTIVE ( S ) These must be behavioral and measurable. Statements of what students will know, understand, and be able to do at the end of the lesson (consider all three domains). Include condition, performance, and criterion. Given a map of the United States, students will identify and label the mountain ridges and the given rivers with a 5/7 accuracy. B EGINNING : L AUNCH /H OOK /A NTICIPATORY S ET How will you get the lesson started? What questions, texts, inquiry, modeling, and/or other techniques will you use to engage students? Greet the class and go over a refresh of what we learned prior about reading a map. I will engage the students by asking questions about the various things we can find on a map; the students will raise their hands to answer the questions. This will get the students to access their prior knowledge and prepare them to build upon the lesson from the day before. M IDDLE : I NSTRUCTIONAL S TRATEGIES TO F ACILITATE S TUDENT L EARNING For example: How will you engage students with ideas/texts to develop understanding? What questions will you ask? How will you promote question generation/discussion? What activities will you use to engage students in learning—for individuals, small groups, or the whole class? How will you incorporate technology? How will you address the academic language demands? Detail your plan.

(matches the objective) and present information gathered about the given mountain ridge and river. A CADEMIC L ANGUAGE D EMANDS Language Demand(s) Appalachian, Rocky Mountains, Reo Grande, Mississippi, Ohio River, Hudson, St. Lawrence Language Support(s) The teacher will verbally read and explain the instruction for each activity. Essential Vocabulary Mountain, ridge, river LU SOE S PECIFIC L ESSON R EQUIREMENTS Character Education Students will need to work together in small groups during research and presentation. They will be required to have kindness for each other, respect for other students during presentation. Their desks will need to be kept organized to avoid distractions. Materials - Smartboard -Chromebooks -group handout (20) -pencil -assessment (20) Technology Connection The Smartboard will be used to display the rankings from the quizlet game the students will complete on their Chromebooks. There will be a short video clip on Youtube that will be shown on the Smartboard https://youtu.be/p7Ut9EynFR0? si=ZkeW2ned_WaKEsWf C ONSIDER THE F OLLOWING Q UESTION FOR THE NEXT SECTION OF THIS F ORM : How will you support students to meet your goals? Describe EXPLICITLY what you will do! List planned supports (instructional strategies, learning tasks and materials, and other resources deliberately designed to facilitate student learning of the central focus). Planned Supports a) anchor chart with key terms b) Google slides with important information about mountain ridges and rivers c) Smartboard to show video S UPPORTS : D IFFERENTIATION /E XTENSION How will you provide successful access to the key concepts by all the students at their ability levels? Exceptionalities (special needs [IEPs/504 plans], gifted and For students with visual disabilities, I will provide handouts with larger print, They will also have

talented, accommodations, etc.) the opportunity to move closer to the Smartboard if needed. ELL For the student that speak Spanish, I will have a worksheet translated. He will be placed in the group with the other Spanish speaking students so they can help translate for him. Learning Styles/Student Engagement I will support auditory students by reading the instructions and example for them. Extension For the students that finish early, they will be able to log onto google classroom and watch other short videos I upload about Rocky Mountains and rivers. R EFERENCES : R ESOURCES Cite all sources used in the development of the lesson materials and resources, including URLs or other references. https://youtu.be/p7Ut9EynFR0?si=ZkeW2ned_WaKEsWf R EFERENCES : R ESEARCH TO S UPPORT I NSTRUCTIONAL D ESIGN Cite all research used to support instructional design, including URLs or other references. https://www.georgiastandards.org/Georgia-Standards/Pages/Social-Studies-K- 5.aspx https://www.educationworld.com/standards/national/soc_sci/geography/k_12.shtm l chrome- extension://efaidnbmnnnibpcajpcglclefindmkaj/https://ccsso.org/sites/default/files/ 2017-11/InTASC_Model_Core_Teaching_Standards_2011.pdf