Jessica Conti

Emily Cooney
New Hampshire
EGP 335-81
1.0 Lesson Plan Details: Title, Day 6, Authors, Grade: 4
45-60 minutes
Vocab: timeline, century, decade, icebox, efficient
Skills: Researching, navigating websites, mapping
Concepts: understanding milk delivery process and changes over time
1.1 Integration of Learning Outcomes/Objectives
Students will be able to accurately pinpoint the state capital, large cities,
mountain ranges, and rivers on a blank outlined map of the state of New
Hampshire.
Students will be able to use information through research to answer questions
about the milk delivery process and changes over time.
1.2 Standards PA Civics, History, Economics, Geography & NCSS Themes
with subthemes
PA standards:
o 6.2.4.A: Explain how a product moves from production to
consumption.
o 6.3.4.A:
o Explain how government responds to social needs by providing public
goods and services.
o 6.1.4.B: Recognize the difference between basic needs and wants.
Explain the role of producers in making goods and providing
services.
o 7.2.4.A: Identify the physical characteristics of places and regions.

NCSS standards:
o Time, Continuity, and Change
NCSS.1.2.c: Ask learners to identify and describe significant
historical periods and patterns of change within and across
cultures, such as the development of ancient cultures and
civilizations, the rise of nation-states, and social, economic, and
political revolutions.
NCSS.1.2.f: Enable learners to apply ideas, theories, and
modes of historical inquiry to analyze historical and
contemporary developments, and to inform and evaluate
actions concerning public policy issues
o People, Places, and Environment
NCSS.1.3.b: Have learners create, interpret, use, and
distinguish various representations of Earth, such as maps,
globes and photographs, and use appropriate geographic tools
such as atlases, data bases, systems, charts, graphs, and
maps to generate, manipulate, and interpret information

NCSS.1.3.d: Help learners to locate, distinguish, and describe

the relationships among varying regional and global patterns of
geographic phenomena such as landforms, climate, and
natural resources.
Production, Distribution, and Consumption
NCSS.1.7.e: Guide learner analysis of the role of specialization
and exchange in economic processes
NCSS.1.7.h: Challenge learners to apply economic concepts
and reasoning when evaluating historical and contemporary
social developments and issues
Science, Technology, and Society
NCSS.1.8.a: enable learners to identify, describe, and examine
both current and historical examples of the interaction and
interdependence of science, technology, and society in a
variety of cultural settings.

1.3 Anticipatory Set

Brief review from yesterday: Vermont (location, capital, geography, history,
etc.)
Introduce New Hampshire: location (east of the state we studied yesterday,
Vermont)
Blank state outline with a bank at the bottom of rivers, mountain ranges, the
state capital, and other big cities, etc. to place on the state in the appropriate
places (fill in throughout discussion).
1.4 Procedures
1. Teach the basic information about that state, including location on a map, the
states capital and its location, other large cities and their locations, and
significant rivers and mountain ranges and their locations.
2. Students will be adding these important landforms and cities on their state
map as they are discussed.
3. Go over vocabulary terms for todays lesson and provide examples for each.
4. Discuss New Hampshires different environments and climates
5. Discuss where we get milk from today and ask how do you think people got
milk 150 years ago.
6. Bring up the idea that they didn't have refrigerators and they didn't go to the
store buy their milk.
7. The students will complete the scavenger hunt to learn more about how the
people in New Hampshire got their milk in the past.
1.5 Differentiation
Students with disabilities: partner with advanced students
Advanced students: bonus question(s)
1.6 Closure
After the presentations, each student will be asked to name one thing they
learned from todays lesson on the state of New Hampshire.
Briefly introduce tomorrows state (Massachusetts).

1.7 Formative/Summative Assessment of Students

Formative: Observe students mapping to make sure students are labeling the
correct areas. Observe students while they are completing the scavenger
hunt.
Summative: The teacher will collect the scavenger hunt answers.
1.8 Materials/Equipment
computers
scavenger hunt questions
writing utensil
1.9 Technology
Computers for students to complete the scavenger hunt
2.1 Reflection on Planning
The planning process was a lot easier when working with a partner for this
lesson. We collaborated ideas and put them together to create the lesson topic focus
and the activity. It came together a lot quicker than the first lesson plan, especially
because we wrote our first ones already and could use it as a guide to write the
second. We also had a better understanding of how to go about writing a Social
Studies lesson on a particular state based on our experience with writing the first
one. We also used the grades we got back from our first lesson to help us make
adjustments and improvements to this lesson.

Content notes
- Supermarkets have only been part of every day life in New Hampshire since the
1950's
- New Hampshire was made up of small farms and dairy needs we're supplied by
the families own farms
- In the 1860's more people lived in cities than on farms so people would sell milk to
their neighbors and nearby villages
- Dairy farmers had to modernize to deliver without spoiling
- They took ice out of ponds in the winter to store year round to keep milk fresh
- most homes didn't have refrigeration until the 1950's
- changes in technology were made to improve efficiency of products
- Dairy farmers went to school
- refrigerated trucks made it possible to transport milk long distances
- made attractive packaging and advertising to increase consumption
- in the 1950's producers wig couldn't afford the new milk tanks (instead of cans)
were forced out
- In the 1950's highways were improved making milk transportation easier
- 1960's milk delivery became a thing of the past
- 1940's electricity became more available increasing the number of people who
owned a refrigerator
- 1910 the dairy industry fell and the production of butter declined
http://www.nhhistory.org/edu/support/slides/dairynh.ppt
http://www.nhdairypromo.org/nh-dairy-industry-timeline/

Geography:
-Regions within Northeast: New England and Mid-Atlantic
-New England (northern part of Northeast) includes Connecticut,
Massachusetts, Maine, Rhode Island, New Hampshire, and Vermont.
-Shipping and fishing have long been important industries in New England because
all except one state borders the ocean. (chapter 5)
-New England colonies: New Hampshire, Massachusetts, Rhode Island, and
Connecticut.
-time line: shows events that took place over a period of time. It can be as short as
one day or longer than a decade. Earliest date is always shown on the left while the
lastest date is always shown on the right.
-decade: a period of 10 years.
-century: a period of 100 years.

Scavenger Hunt Questions:

1. When did supermarkets become part of everyday life?
A: 1950s
2.
_________ was harvested from ponds in winter and __________________ in
refrigerating milk during delivery.
A: ice; stored for year-round use
3.

What did most homes lack before the 1950s?

A: electrical refrigeration

4.

What did agencies and businesses work to improve the standards of?
A: quality and cleanliness

5.

What made it possible for milk to be delivered long distance?

A: refrigerated trucks

6.

What helped increase dairy consumption?

A: attractive advertising and packaging

7.
lost?

Despite all the changes, what are the two direct connections that were never
A: the cow and the kitchen