Lesson Plan Guide

Teacher Candidate: Daniel Banks Date: 9-16-14

Grade and Topic: 5
th
grade Social Studies Length of Lesson: 2-50 min. sessions
Mentor Teacher: Maria Phillips School: University of Memphis - IDT 7061

UNIT/CHAPTER OBJECTIVE/GENERALIZATION/BIG IDEA:
This lesson plan is part of a unit on map skills.

LESSON OBJECTIVE:
Student will collect data on climate rainfall for specific locations (behavior).
Collect information from maps and enter data to Data Collection Sheet (conditions).
Students must have at least 10 pieces of data for their chosen location (criterion).
Students will use the computers to complete data entry for excel spreadsheet, create a graphic
representation of their data, and write a summary paragraph of data with analysis and conclusion
(behavior session 2).
Students will use the Data Collection sheet to enter data into excel (conditions session 2).
Students will be given a rubric before completion (criterion session 2).
STANDARDS ADDRESSED:
SPI 0501.6.3. Locate information using available text features (e.g. maps charts, graphics).
ISTE 3 Research and information fluency. Find and evaluate information related to a current or
historical person or event using digital resources.

MATERIALS:
Physical Data Collection Sheet.
Students will use http://www.ncdc.noaa.gov to research info on rainfall.
Students will use computers to record data on an excel spreadsheet.
Students will use physical maps to research and collect data.
Notecards

BACKGROUND and RATIONALE:
Students will learn about climate in the United States.
Students will use text features of a map to collect data.
Students will review the term climate and will use the measurement of cubic inches.
Students will continue to learn map skills and text features to develop a deeper understanding of climate.
Student will use excel spreadsheets to record data in order to show trend for rainfall.
Differentiated activities will be used for research methods so that research skills are developed (students
can choose scope of assignment and amount of collected data.

PROCEDURES AND TIMELINE:
Introduction: Hook the students with real life examples of water shortages and blight. Use the state of
California as an example as they rely on rainfall and water storage for part of their water supply; but, the
drought has caused water shortages. These examples will have pictures and captions that should be
projected. Express the importance in detecting climate change to plan for the future. Skill will be framed
as an important tool that the class can use to plan for rainfall in the future. Lesson is building on
knowledge from previous lessons on map skills.
Procedures: First 50 Minute Session - Define climate for students and briefly describe data collection
for rainfall, including measurement of cubic inches that is used for rainfall (5 min.). Show map with
rainfall data to be interpreted. Show students how to read map and analyze rainfall data. Do this several
times to give an example of the research that students will do and then demonstrate recording the data on
the Data Collection Sheet. Ask students to assist with analyzing the data from the map. Question posed
would be: How do I find the rainfall for _______? (10-15 min. depending on re-teaching). C.F.U.
(check for understanding) will be an example question on rainfall that students record answers on a
notecard, which will be collected. The C.F.U will let me know which students may need extra practice
reading the data on the maps (5 min.). Show students the format for the excel document that they will
make after they record data for the entire assignment (5 min.). Pass out data collection sheets and let
students use physical maps and computers to collect rainfall data (each student will be collecting data for
different time periods). While half the class is using maps and computers to analyze text features, the
other half will be setting up the templates for their excel documents. This will include putting the
headings on the columns and rows and leaving the correct number of cells empty for the anticipated
amount of data (20 Min).
Second 50 Minute Session - Instructor will show students how to use data for graphic representation (1.
Select line from charts category 2. Set x and y values 3. Label x and y axis under the category of chart
layout 4. Add title to chart) and will interpret the data and construct conclusions about the data. An
example with data will be used for the example and the teacher will write the conclusions based on the
interpretations to construct a summary paragraph (20 min). Students will use computers to add data to
the cells in their excel spreadsheets (10 min). Students will spend the rest of the time making graphic
representations of their personal data and constructing a concluding paragraph (20 min.).
Many of the Excel sheets will complement each other as some students will have chosen to analyze the
same location, but for different years. In other cases, the excel spreadsheets can be grouped into regions;
the rainfall can be compared and contrasted for those regions.
Closure: To close the lesson, review the steps that we used to analyze the text features of the maps. Ask
students to answer the guiding questions on a notecard and submit their answers (What steps do we use
to find rainfall data on a map using the text features?).





ASSESSMENT EVIDENCE:
C.F.U. (check for understanding) will be an example question on rainfall that students record answers on
a notecard.
Summative assessments will be the completed Data Collection Sheet (session 1) and the excel
spreadsheet, graphic representation, and summary paragraph (session 2).


MODIFICATIONS:
Students who did not master the objective will work with the teacher, first as the teacher re-teaches. If
student is still struggling, then teacher will assist student with the beginning steps of the research
assignment. If student still has trouble, they will be paired to work with someone and assigned a group
role that allows them to
Students can be paired with a student who needs assistance. Students who finish early can find another
text feature that they believe will be related to the rainfall data. This will set them up for future activities
that use climate data.
I am aware that modifications will be made for students who did not master the objectives and for those
ready for enrichment. However, modifications are not covered in this course and are not part of this
particular lesson.