Student Teaching edTPA Lesson Plan Template

Name: Gracie Peterson Central Focus: Natural resources influence

economic development.
Subject: Social Studies 3rd grade

Essential Standard/Common Core Date submitted: Date taught: 3/14

Objective:
3.E.1.2 Explain how locations of regions
and natural resources influence
economic development (industries
developed around natural resources,
rivers and coastal towns).

Daily Lesson Objective: Students will explain how natural resources are important in
economic development creating a powerpoint with their table groups. Students are expected
to earn include at the minimum 4 slides of content to achieve mastery.

21st Century Skills Academic Language Demand

Critical Thinking and Problem Solving,
Communication and Collaboration
Language Function: Explain
Vocabulary: economy, natural resource.
Discourse: Turn and Talks
Syntax: Anchor Chart, Graphic Organizers,
Exit Ticket

Prior Knowledge: Students will need to know that goods are made with natural resources.
Students will need to know how to write a story with full sentences. Students will need to know
how to create a powerpoint. Students will need to know how to research information about
natural resources.

Activity Description of Activities and Setting

Time

1. Focus and Review To get students engaged check to see what they 5
remember about what they learned about an
economy and goods. Test student’s knowledge on
what they think goods are made from/of.
“What is an economy?”
“What are goods?”
“Does anyone know how goods are made?”
2. Statement of “Today we are going to learn about natural 3
Objective resources (shown on anchor chart) and how goods
for Student are made and what they are made from. We are
going to read a story together and then make a
chart about the natural resources. Then we will
read an article on your teacher’s website and you
will fill out guided notes. Finally, with your table
groups you will create a powerpoint with your table
groups and will be able to explain how natural
resources are important to economic
development.”

3. Teacher Input Read “Mrs. Wishy-Washy’s Farm” to the students 10

and together fill out a chart about all that is needed
to run an economy, goods, natural resources,
consumers. *Students did this the day prior to me
teaching my lesson*

4. Guided Practice *I was only able to teach students this part of the 20
lesson* Students will read the article posted on the
teachers website and will fill-out guided notes using
this article. Students will be able to practice fluency
while reading the article because they will whisper
read while the teacher reads to them. After each
paragraph the teacher will pause and ask students
“What did that paragraph explain?”
“Where is the answer in this paragraph?”
“What do we use these natural resources for?”
“Do we use natural resources every day?”

5. Independent Practice *Did not teach this but if in my classroom, I would 30

have students complete this part* Students will
work together will their table (groups of 4) and will
explain the importance of natural resources in
economic development.

6. Assessment Methods Students will show mastery by making a powerpoint with a title
of slide and at minimum 4 slides of content. Each slide is worth 1
all point. The students can earn up to 5 points total.
objectives/skills:
7. Closure Bring students back together and ask, 2
“What is the importance of natural resources?” Talk
to students about what they will be learning next.
“Next class, we are going to learn about natural
resources in other regions and compare and
contrast the regions we have learned about.

Exit ticket: Students will define natural resources

in their own words.

8. Assessment Results *Was not able to complete because I was not able to teach the
of assessment*
all Using the guided notes and the conversations that I had with the
objectives/skills: students about natural resources, the students were able to
understand and explain what natural resources are used for.

Targeted Students Student/Small Group

Modifications/Accommodations Modifications/Accommodations
English Language Learners: Have more
guided questions to help them understand Struggling readers: will be given websites that
the guided notes. Their articles will highlight they can go to, to find the information.
the section of where to find the answers.
Early readers: will have to add additional slide
Autism Spectrum: will be given a graphic to their powerpoint.
organizer about the article on the computer
and the student will be allowed to work from
the computer.

Materials/Technology: computer, access to article, guided notes worksheet, google slides,

social studies notebook, pencil, access to internet or other natural resource books.

Reflection on lesson:
This lesson is not how I would have wanted to teach it. I wish I was given more of
a choice about what I could teach and how I was able to engage the students.
With what I was able to teach the students, I think that it went pretty well because
the students were able to comprehend what we were reading. I believe having the
students whisper read was really effective to their comprehension of the article
because they were able to hear what the words were supposed to sound like while
reading. I learned that when teaching, one must make sure all students are on the
same page of understanding the content. It is important to not leave a student in
the dark and confused for the whole lesson. I learned that all students learn
differently. Some of the students, the guided notes were not as effective as a
different activity could have been. In the future, I would make sure that I have time
with the students to teach the whole lesson and work with the students more on
their understanding of the content. I will make sure I have an anchor chart when I
teach this lesson to my future students. I would also engage the students more
instead of just having them fill out worksheets. I could bring in natural resources so
that students could have a physical example of the lesson to better understand the
concept of natural resources.