Lesson Plan #2

Grade: 5th
Social Studies Strand: State and Regions
Submitted By: Janis Gomme-Cambell !
Sandra "ontgomery
EDEL 453: Teaching Elementary School Social Science
Nevada State College Spring 204
!n"tr#ctor: $aren %o&ell
Summary o# the Lesson Plan: Thi" "ocial "t#die" le""on plan i" de"igned 'or
5th grade "t#dent" to learn region" and the region they live in( Thi" le""on #"e"
the )o#ghton *i''lin Social St#die" te+t,oo- .State" and /egion". 0Core Le""on
21 p( 34 2 334( S5 have ta-en a 'ield trip to /ed /oc- Canyon National
Con"ervation 6rea at:
Scenic Loop Dr1 La" 7ega"1 N7 89: %hone: 03024 5525350
*anagement: ;nited State" <#rea# o' Land *anagement
B$ Basic %n#ormation:
Grade Le&el: 5th grade
'ime to Comlete this Lesson: 45 50 min#te"
Grouings: &hole gro#p reading and di"c#""ion"1 individ#al &or-
C$ "aterials:
)o#ghton *i''lin 5th grade Social St#die" ,oo-: p( 34 33
<#,,le map &ith regional animal" in the main ,#,,le
Con"tr#ction and lined paper
Colored pencil"
%ict#re" o' regional animal"1 plant" and people(
($ )b*ecti&es:
o +, State Social Studies Standards
G6.5.3 %rovide e+ample" o' cultural identity in
communities or regions 'rom di''erent per"pective"(
o -nglish Language .rts
5(5(4 %rod#ce clear and coherent &riting in &hich the
development and organi=ation are appropriate to ta"-1
p#rpo"e1 and a#dience( 0>rade2"peci'ic e+pectation" 'or
&riting type" are 5(5(23(4
5(5(9 Dra& evidence 'rom literary or in'ormational te+t" to
"#pport analy"i"1 re'lection1 and re"earch(
o Student-/riendly Standards
>:(5(3 ! can tell a,o#t the region that &e live in(
5(5(4 ! can &rite a "tory a,o#t the region and it" inha,itant"(
5(5(9 ! can dra& pict#re" to ill#"trate &hat ! &rote a,o#t(
-$ ,ocabulary
indigenous- originating in and characteri"tic o' a partic#lar region or co#ntry(
region- a large land area &hich ha" many "i=e" &ith characteri"tic" that
ma-e it recogni=a,le 'rom other land area"(
adatations- the a,ility to change in order to "#rvive in yo#r region or &here
yo# live(
nocturnal- animal" that roam and eat at night and "leep d#ring the day(
diurnal- animal" that roam and eat d#ring the day and "leep at night(
/$ Procedure:
0arm u .cti&ity: Italics are instructions for only the teacher.
Sho& pict#re" o' vario#" thing" 'rom ,#"ine""1 plant"1 animal"1 people
that live &ithin the region the "t#dent" live in( ?or e+ample: Ca"ino"1 po"t
o''ice1 la&yer"1 plant"1 animal"1 &ildli'e1 etc(
Di"c#"" ho& region" "pread o#t 'rom the La" 7ega" area and reach
thro#gh Nevada( Place up a picture of a map of Nevada.
Contin#e di"c#""ing that region" are even ,igger than Nevada and
"tretch thro#gho#t the co#ntry( Show a picture of the country.
Lesson .cti&ity
( 6" a cla""1 S5 coral read a,o#t region"1 "peci'ically Nevada( 0)o#ghton
*i''lin Social St#die"1 p( 34 33(
2( T5 direct "t#dent attention to regional map" o' 6merica and Nevada( Cla""
di"c#""ion on region"(
3( S5 have ta-en notes and record in#ormation d#ring 'ield trip to ,e #"ed a"
a re"o#rce and re'erence 'or 0a""e""ment4 @o#rnal(
4( S0 create ,#,,le map to ,e #"ed a" a tool to &rite a""e""ment @o#rnal 0"ee
attachment4(
4( (iscuss a" a cla"" -ey point" in the #nit read( T5 di"c#"" each region
and ho& they are di''erent and #niA#e(
5( %ntroduce &ocabulary 1ords 0indigeno#"1 region1 adaptation"1
noct#rnal1 di#rnal4(
:$ S0 indi&idually create their @o#rnal" o' regional Nevada( Bo#rnal" &ill
incl#de &ritten and ill#"trative acco#nt" o' people and animal" in that
area(
G$ .ssessment:
0hat 1ill you use to measure student understanding2
The "t#dent" &riting @o#rnal and ill#"tration" &ill determine the #nder"tanding
o' region"(
-3lain ho1 you 1ill 4no1 students understand the concets #rom the
lesson$
<y completing the &riting @o#rnal "t#dent" &ill ,e telling a non'iction "tory
a,o#t the animal" in the region o' &here they live( They &ill ,e a,le to
de"cri,e &hat goe" on in the region they live in(
C$ Closure:
S5 ,e a,le to "hare their a""e""ment @o#rnal" &ith the cla""(
($ Re#lection:
( 0hich art o# the lesson do you thin4 1ill be the easiest #or you to
teach2
Sandra: The ea"ie"t 'or me &o#ld ,e the vi"#al and the hand" on &here the "t#dent"
can gra"p &hat the reading i" a,o#t(
Bani": ! thin- the ea"ie"t thing 'or me to teach i" &hen ! have a vi"#al1 in thi" ca"e1 map"1
to "ho& "t#dent" indicate &hat i" indigeno#" to a region(
2$ 0hich art 1ill be most challenging #or you to teach2
Sandra: *a-ing "#re that the "t#dent" -no& &hat all i" incl#ded in the region( ?rom
animal"1 plant"1 h#man li'e and &hat they do1 07ega" area i" &idely -no&n 'or the
gam,oling4 and ma-ing "#re it tie" in to everything(
Bani": Tho"e "t#dent" &ho may have di''ic#lty gra"ping the concept o' ho& region" can
act#ally ma-e a di''erence in peopleC" live"(
5$ 6o1 1ill you #ollo1 u or e3tend this lesson2
Sandra: ! &o#ld e+tend it ,y adding on to &hat i" con"idered part o' the region 'or
e+ample: %lant li'e1 gam,oling1 type" o' ,#"ine""( Then e+tend it o#t to incl#de the
"tate o' Nevada and -eep "preading it o#t #ntil it cover" the co#ntry(
Bani": ! might have "mall gro#p" di"c#"" ho& living in di''erent region" a''ect" the &ay a
per"on might liveD e+ample: i' ! lived in the north2ea"t d#ring &inter1 &o#ld ! need a "led
or "no&mo,ile i' ! co#ldnCt drive the carE 5o#ld ! need to "toc- #p 'ood in ca"e my home
&a" covered in a "no&dri'tE !' the electricity &ent o#t1 &hat &o#ld ! need in re"erveE
Each "mall gro#p &o#ld get a di''erent region o' the co#ntry(
7$ 0hat can you do #or students 1ho don8t gras the concets2
Sandra: ! &o#ld p#ll do&n a map and "ho& them a "mall area and di"c#"" that that
area i" a region and ho& all the area can ,e con"idered a region thro#gho#t the co#ntry
and even the &orld(
Bani": ! &o#ld hope that a'ter going on the 'ield trip1 "eeing the map" 0vi"#al4 and
completing the @o#rnal1 every child &o#ld gra"p thi" regional concept( <eyond that1 ! may
try to locate more age2appropriate ,oo-" to "ho& them(
5$ 0hich art o# the lesson9 i# any9 do you thin4 might need to change2
Sandra: ! donFt "ee anything that ! &o#ld change in thi" le""on( 6'ter "eeing Bani"F
re"pon"e1 ! do have to "ay that ! agree &ith her re'lection( The &riting a"pect o' the
activity co#ld ta-e a co#ple o' day" to complete(
Bani": There may not ,e eno#gh time to cover all that i" in thi" le""on plan( ! might "pan
it over 2 2 3 day"(
:$ 0hen you 1ere 1riting this lesson lan9 1hat 1as the most di##icult
art2
Sandra: The only thing that ! 'o#nd di''ic#lt &a" not ,eing a,le to meet #p in per"on and
o#tlining &hat &e &anted 'or the le""on( <#t comm#nicating over the phone and email
ended #p &or-ed o#t great( ! en@oyed &or-ing &ith Bani"1 "he &or-ed hard and li"tened
to idea" a" &ell a" "tating idea" o' her o&n( !t &a"nFt a one &oman "ho& &ith thi"
le""onD it &a" a t&o &oman "ho&(
Bani": 6ltho#gh Sandra &a" a &illing and po"itive partner1 and ! &o#ld ,e honored to
&or- &ith her again1 it i" ea"ier 'or me to &or- alone on a le""on plan( ! am not a"
technologically inclined a" ! &o#ld li-e to ,e1 "o it i" di''ic#lt to ela,orate ,ac- and 'orth(
J$ Cross Curricular
Thi" le""on i" cro"" c#rric#lar &ith lang#age art(