SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

Teacher(s) Name: _Erin Whitley

_______________________________________________________________________
Thematic Unit Theme/Title/Grade
Level:__3rd____________________________________________________
Wiki space address: ______________________________________________________________________
Daily Lesson Plan Day/Title: __Day 4, Florida, Georgia, Alabama
_____________________________________________________________
LearningGoals/Objectives LearningGoal:
Whatwillstudentsaccomplishbeable
todoattheendofthislesson?Besure
tosetsignificant(relatedto
SSS/CCSS),challengingand
appropriatelearninggoals!

NCSSThemes
CommonCoreState
Standards(CCSS)
NextGeneration
SunshineStateStandards
(NGSSS)Listeachstandard.
Cuttingandpastingfromthe
websiteisallowed.
http://flstandards.org.

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

Oneoverallgoalfortheweek!Thisshouldbethesameoneachlessonplan!Each
shouldbeginwith:
StudentswillbeabletoORStudentswillunderstand
Studentswillbeabletonameandidentifyall12statesintheSoutheastregionofthe
UnitedStates.

LearningObjectives:
Dependingonthetopic,4objectivesareample.Allshouldbeginwith:
1. ThestudentwillbeabletoidentifytheSoutheastregiononamapofthe
UnitedStates.
2. ThestudentwillbeabletolabelthestatesintheSoutheastregionofthe
UnitedStatesonamap.
3. Thestudentswillbeabletodescribephysicalfeaturesofthestatesinthe
SoutheastregionoftheUnitedStates.
4. Thestudentswillbeabletoconductashortresearchprojectthatbuilds
knowledgeabouttheSoutheastregionoftheUnitedStates.
5. Thestudentswillbeabletogatherinformationfromprovidedprintanddigital
sources,takebriefnotes,andsortevidencebystate.
NCSStheme(s):
NotetheNCSSTheme(s)applicabletoyourlessonplan/unitplan.
CommonCoreStateStandard(s):
Identifyatleastone(ifnotmore)applicableCCSS.
NextGenerationSunshineStateStandards:
Identifyaminimumof4NGSSS.
MatchyourobjectivesandCommonCoreStateStandards/NGSSS.
Consider,doyoucrossthecurriculum?Whatothercontentareasdoyou
addressinthislesson?ie.languagearts,science,technology,thearts,or
math?LookatyourgradelevelNGSSSforassistance.

UnitPreAssessment:
UnitPostAssessment:
Ongoingdaily(progressmonitoring)Assessment:
Turntoyourelbowbuddyandtellthemsomethingthatyouthoughtwasinterestingabout
yesterdaysstates!

SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

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.

Resources/Materials

Day 3
1) Take 5 minutes to review the states the students learned
about yesterday. Activate this knowledge by asking
questions about each state the capital, abbreviations,
any interesting facts.
2) Have students break up into their group, and then assign
each group to their first center. There will be at least one
center for each state, which will be Florida, Alabama, and
Georgia. At each center there will be resources such as
articles, books, and a picture a colorless state flag.
3) Students will glue the die cut of the state that they find
at the table onto their paper, and write the name of the
state at the top.
4) Their card stock must include the state name, state
abbreviation, and the date of statehood.
5) The student will color in the state flag and glue this into
their book. They will research what the flag looks like by
using the books in the center of the table and the iPad.
6) They also must have any interesting physical features
the state has listed and three fun facts they found
interesting about the state. Students will find the
interesting facts by using the books at their table and
also by using an iPad, which will be at each table. The
center will also include a QR code that when scanned will
take the students to a safe website that has interesting
facts and resources for that state.
Examples of fun facts could be:
State bird, nickname, how the state got its name,
state animal, motto, state nut etc.
Example of physical features could be:
How high above sea level (or low) the state is,
major lakes, mountains, oceans boarding the state,
major rivers, boarding states and so on.
-The teacher will be walking around to each station asking questions and
giving examples of what kind of fun facts the students could look up and
making sure the students are searching for the appropriate things/on task.
7) When the students have finished their pages for that state they should
turn to their elbow buddy and tell them their favorite state fact and check to
make sure they have the same capitol, abbreviation, and date of statehood.
8) When everyone at the table has finished the students will rotate tables,
get a new state and start the process over again.

Card stock
Duct tape
Glue sticks
Colored pencils/crayons
State die cuts
Scissors
iPads
Blank templates for each state per student
QR codes

SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

DiscussionNotes:Makecommentshererelatedtoideasforassessmentmeasures,parentinvolvement,fieldtrips,orextensionto
theunitplanideas.

IdentifythefiveregionsoftheUnitedStates.(SS.3.G.2.2)
LabelthestatesineachofthefiveregionsoftheUnitedStates.(SS.3.G.2.3)
DescribethephysicalfeaturesoftheUnitedStates,Canada,Mexico,andthe
Caribbean.(SS.3.G.2.4)
LAFS.3.W.3.7:Conductshortresearchprojectsthatbuildknowledgeaboutatopic.
ContentComplexityRating:Level4:ExtendedThinking&Complex
Reasoning|DateAdoptedorRevised:12/10
LAFS.3.W.3.8:Recallinformationfromexperiencesorgatherinformationfromprintand
digitalsources;takebriefnotesonsourcesandsortevidenceintoprovidedcategories.
ContentComplexityRating:Level3:StrategicThinking&Complex
Reasoning|DateAdoptedorRevised:12/10