SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

Teacher(s) Name: Chantal Franzosa, Tedra Mason, Valeria Nieves, Savannah Taylor
Thematic Unit Theme/Title/Grade Level: Physical Features and Landmarks/ Our Trip Across America/ 3rd
Wiki space address: http://ucfgr3nephysicalfeaturesf14.weebly.com/
Daily Lesson Plan Day/Title: Day 3/ Exploring Vermont, Rhode Island and Connecticut
LearningGoals/Objectives LearningGoal:
Whatwillstudentsaccomplishbeable
todoattheendofthislesson?Besure
tosetsignificant(relatedto
SSS/CCSS),challengingand
appropriatelearninggoals!

NCSSThemes
CommonCoreState
Standards(CCSS)
NextGeneration
SunshineStateStandards
(NGSSS)Listeachstandard.
Cuttingandpastingfromthe
websiteisallowed.

StudentswilldescribethephysicalfeaturesandlandmarksoftheUnitedStates
focusingontheNortheasternRegion.

Studentswillidentifyanddescribethephysicalfeaturesandlandmarksutilizingmap
skillsandinformationaltextregardingtheUnitedStatesfocusingontheNortheastern
Region.
LearningObjectives:
1. Thestudentswillbeabletorecallthe5regionsoftheUnitedStates.
2. Thestudentswillbeabletodifferentiatebetweenlandmarksandphysical
features.
3. ThestudentswillbeabletolocatetheNortheastregiononthemap.
4. Thestudentswillbeabletonamethe8stateslocatedintheNortheastregion.
NCSStheme(s):
Theme3:People,Places,andEnvironments
CommonCoreStateStandard(s):
LAFS.3.W.4.10Writeroutinelyoverextendedtimeframes(timeforresearch,
reflection,andrevision)andshortertimeframes(asinglesittingoradayortwo)fora
rangeofdisciplinespecifictasks,purposes,andaudiences.
LAFS.3.W.3.7Conductshortresearchprojectsthatbuildknowledgeaboutatopic.

http://flstandards.org.

NextGenerationSunshineStateStandards:
SS.3.G.2.4DescribethephysicalfeaturesoftheUnitedStates,Canada,Mexico,and
theCaribbean.
SS.3.G.2.5IdentifynaturalandmanmadelandmarksintheUnitedStates,Canada,
MexicoandtheCaribbean.
SS.3.G.1.1Usethematicmaps,tables,charts,graphs,andphotostoanalyze
geographicinformation.
LA.3.6.1.1Thestudentwillreadinformationaltext(e.g.,graphs,charts,manuals)and
organizeinformationfordifferentpurposes,includingbutnotlimitedtobeing
informed,followingmultistepdirections,makingareport,conductinginterviews,
preparingtotakeatest,andperformingatask.

Assessment

UnitPreAssessment:

Howwillstudentlearningbe
assessed?Authentic/Alternative
assessments?
Doesyourassessmentalignwith
yourobjectives,standardsand
procedures?
Informalassessment(multiple
modes):participationrubrics,journal
entries,collaborative
planning/presentationnotes,etc.

ThestudentswillcompletethemapquizontheNortheastregiontoassesswhatthey
alreadyknow.

UnitPostAssessment:

ThestudentswillcompletethemapquizontheNortheastregion.

Ongoingdaily(progressmonitoring)Assessment:
Beforethelessonbegins,havethestudentsratethemselvesusingMarzanosscaleofhow
muchtheyknowaboutthestatesbeingdiscussedthatday.Attheendofeachday,studentswill
ratethemselvesagaintoseehowtheyfeelaftergoingthroughthestations.
UsingtheInteractiveWhiteBoard,thestudentswillstatewhattheyalreadyknowaboutthe

SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

Northeastregion,landmarks,physicalfeatures,etc.Next,theclasswilldiscusswhattheywant
tolearnabouttheNortheastregion.WewillcomebacktotheKWLchartattheendofeach
daytofillinthewhatwelearnedaboutsection.

Design for Instruction

Student Activities & Procedures

Whatbestpracticestrategieswillbe
implemented?
Howwillyoucommunicatestudent
expectations?
Whatproductswillbedevelopedand
createdbystudents?
ConsiderContextualFactors(learning
differences/learning
environment/learningstyles)thatmaybe
inplaceinyourfutureclassroom.
Exceptionalities
What accommodations or modifications do
you make for ESOL, Gifted/Talented
students, Learning/Reading disabilities
(SLD), etc.

1. Watchvideo(EL/ESE)aboutmaplesugaringinVermont.Studentscansee
howmaplesugarismadeinVermont.
https://www.youtube.com/watch?v=IRaGyms7gcst=165
2. Mapouttravelplan:Havestudentstakeouttheirflipbooksandbeginlabeling
stateswearetravelingtotogether(EL/ESE)bylabelingtheflipbookpages
fromthemostnortheasternstatedown.(Vermont,RhodeIsland,and
Connecticut)Askstudentstoratethemselvesonhowmuchtheyknowabout
thephysicalfeaturesandlankmarksofVermont,RhodeIsland,and
Connecticut.
3. Asaclass,cutoutthethreestatesandpasteintoflipbook.(EL/ESE)
4. Remindstudentsaboutrotationproceduresthroughcenters(proceduresarethe
sameasdailyreadingandmathematicscenters)
5. Eachgroup(prechosengroups)willbedirectedtogotoaspecificstation
(EL/ESE)
6. Eachstationwillhaveonebasketwithitemsineachforstudentstoexplore
(EL/ESE)
7. Remindstudentstousetheprovidedchecklistateachstationtocomplete:
(EL/ESE)
o LabelnameofStateandabbreviation(EL/ESE)
o Labelcapitalofstatewithstarstickerandname(EL/ESE)
o Labelandmarkmajorlandmarks(EL/ESE)
o Labelandmarkphysicalfeatures(EL/ESE)
o Nameinterestingfacts
8. Thestudentswilltaketheirbags(luggage)withthemtoeachstation
710minutesperstationtoexplore
TeacherwillputtimeronInteractiveWhiteBoard(EL/ESE)
Eachstudentmustexploreallitemsinthebasketandwritenotesintheir
flipbook
o Eachbasketwillhave2iPads,3books,3artifacts/artifakes,and
capitalstickers.
9. Breakout:sendstudentstostationstoexploreStateBaskets
10. Studentswilltravelto3Statebasketstationswiththeirgroups(Therewillbe
6stationsinallinordertocreatesmallergroups.)(EL/ESE)
Day3Stations:Vermont,RhodeIsland,andConnecticut
11. Callclassbacktogetherattheirseats
12. Selfreflection/assessment:Askthestudentstoreflectontheirexperiencein
theStateBasketStationsandratethemselvesontheirunderstandingofthe
landmarksandphysicalfeaturesfromthestatesstudiedtoday.
13. OngoingAssessment:WewillpulluptheKWLontheInteractiveWhite
Boardfordiscussion.Addwhatthestudentslearnedthatdayfromstations
usingLEA(LanguageExperienceApproach)(EL/ESE)
14. Reflection:directstudentstoreflectontheirexplorationofeachState
Basketstationintheirtraveljournalthroughwritingordrawing

SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

(EL/ESE)
Theywillhave5minutestoreflectintheirTravelJournalsaboutwhatthey
foundinterestingtoday.

Homework:Completereflectionintraveljournalifstudentsdidnotfinishinclass.
ReviewstatescompletedinflipbookforquizonFriday.

Resources/Materials

Interactive White Board

YouTube https://www.youtube.com/watch?v=IRaGyms7gcs - t=165
Flip Books (pre-made)
Scissors/ Glue
Markers, crayons, and/or colored pencils
Pencils
KWL Chart on IWB
Large paper bags for each student
Travel Journals for each student
6 State Baskets
IPads with Google Maps, Stack the States App, and Geotouch App Installed
Connecticut (Hello USA) by Amy Gelman
Connecticut: The Constitution State by Emily Rose Oachs
Vermont: The Green Mountain State by Emily Schnobrich
Vermont by Jan M. Czech
Rhode Island: The Ocean State by Jay D. Winans
Rhode Island by Rick Petreycik
A placemat of the U.S.A. that shows major physical features
Picture cards of major landmarks in Vermont, Rhode Island and Connecticut
State flags for each state
A maple leaf
DiscussionNotes:ThisisthefirstweekofamultiweekunitofthephysicalfeaturesandlandmarksoftheUnitedStates,Canada,
MexicoandtheCaribbean.