Rochester College

Lesson Plan Template

Lesson Title
Michigan-Where am I?

Teacher Candidate Name

Adrienne Jackson

Date
10/8/15

Lesson Summary
In this lesson the students will be able to formulate clues based on the knowledge they know of their
community. They will then be given clues from another class in a different part of Michigan, this is through
a paid program. After the clues are posted they will be working together to form an investigation to find the
answer to Where in Michigan is this class. They will be researching their hypothesis using a varied of
safe sources. In the end we will telecommunicate the class to find the answer. The students will then be
able to ask question to the other class and answer theirs.
Subject Area

Social Studies- Geography

Grade Level
Third Grade
Higher Order Thinking Skills (Revised Blooms)/DOK
Blooms- The children will be remembering facts and information gone over in previous lessons. They will
show understanding when they apply this information to the question they will be creating. They will be
analyzing clues from another class somewhere in Michigan and evaluating those clues to find the answer.
They will be creating ideas on where this class is located and new clues to give the other schools in
Michigan.
DOK- The children will be receiving all four levels with this lesson. The will recall elements and locations
on a map. They will be organizing, representing, and interpreting data that is given in the form of clues.
They will support their hypothesis with details and examples. They will analyze and synthesize information
from a varied of sources to prove their hypothesis.
Approximate Time Needed for Lesson
45 minutes a class period for about two weeks.
Common Core Standards and/or State of Michigan GLCEs and/or HSCEs
G1 The World in Spatial Terms
Use geographic representations to acquire, process, and report information from a spatial perspective. 3
G1.0.1 Use cardinal directions (north, south, east, and west) to describe the relative location of significant
places in the immediate environment.
3 G1.0.2 Use thematic maps to identify and describe the physical and human characteristics of
Michigan.
G2 Places and Regions
Understand how regions are created from common physical and human characteristics.
3 G2.0.1 Use a variety of visual materials and data sources to describe ways in which Michigan can be
divided into regions.
3 G2.0.2 Describe different regions to which Michigan belongs (e.g., Great Lakes Region, Midwest).
Reading Standards for informational text
1-Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the
basis for the answer.
2-Determine the main idea of a text; recount the key details and explain how they support the main idea.
3-Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in
technical procedures in a text, using language that pertains to time, sequence, and cause/effect.
5- Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant
to a given topic efficiently.
6-Use information gained from illustrations (e.g., maps, photographs) and the words in a text to
demonstrate understanding of the text (e.g., where, when, why, and how key events occur).
9-Compare and contrast the most important points and key details presented in two texts on the same
topic
ISTE Standards1a- Apply existing knowledge to generate new ideas, products, or processes
2a-Interacts, collaborate, and publish with peers employing a variety of digital environments and media
2b- Communicate information and ideas effectively to multiple audiences using a variety of media and

formats
2c- Develop cultural understanding and global awareness by engaging with learners of other cultures
3a- Plan strategies to guide inquiry
3b- Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of
sources and media.
3c- Evaluate and select information sources and digital tools based on the appropriateness to specific
tasks
3d- Process data and report results
4a- Identify and define authentic problems and significant questions for investigation
4c- Collect and analyze data to identify solutions and/or make informed decisions
Student Objectives/Learning Outcomes
The students will be able to work together to devise clues that will go into the presentation about their
town. They will then use the clues given to them from the other class to form an investigation to try and
answers the question of where this class is in Michigan. The students will use the internet, text books,
maps, and any other approved sources to research the answer.
Curriculum-Framing Questions
Essential Question Where in Michigan?
Unit Questions

How do I use a map to find where I am?

How do I use the internet to find out where I am?
How do I write/read clues?

Content Questions

Why is it important to know cardinal directions?

Why do I need to know how to read a map?
Why is it good to use an appropriate source while researching?
Why do I need know how to give clues about where I live?

Assessment Summary
Assessment will be given informally it will be based on the effort the students put into their investigation. It
also will be based on participation and the clues they write.

Lesson Timeline
Start of the Lesson
Where is Ms. Jackson
Then content review
Then our community clue making

Mid-Lesson Activities
Researching in groups their
investigation question they came
up with.

End of Lesson Activities

Telecommunication
Feedback

Prerequisite Skills
The children will need a firm understanding of their community and the county they live in. They will need
to have mastered G1 and G2 in social studies.
Instructional Procedures
Day one: Introduction- Hook- Where is Ms. Jackson in the community?
Read the students three clues have them discuss in groups where they think Ms. Jackson is. Have them
come together and share their ideas. Before giving them the answer review what is a community? Also
review key concept of maps and directions, and what the regions of Michigan are. This review will be
done with a class discussion and then a prezi presentation of the facts they are forgetting. After I will give
the students the answer to the riddle.
After this I will explain to them that they will be playing a game with other schools in Michigan, not ones in
their own community, like the one they did with me. I will explain that they will be engaging with each other
to explore the clues given to them by the other class. They will then help me make up clues for their
community.
Techniques and activitiesDay Two: Have the students independently come up with clues using their previous knowledge of

themselves and their community. Have them turn in the clues and review them together. Have them find
similar ones to their own and new ones they did not think of. The students will then help categories the
clues. They will also help to narrow down the clues to the ones we want to use in our presentation by
voting.
Day Three: Group the student, then introduce the clues. Have them in their groups come up with an
investigation question they feel they can research from the clues. I will walk around at this time making
sure the students are on task and coming up with researchable questions.
Day Four-five Give the groups time to research their investigation, give the students websites they that
are safe and reliable that they may use to find their answers. Have tablets ready for them to use for
internet research. I will also help them find other appropriate sources to use. I will walk around asking
questions and making sure they are on task. The children will be free to work anywhere in the classroom
as long as they are engaging each other and staying on task.
Day Six- I will have the groups check in with me. At this time I will see if they need more time or if they
have found their answer. If no more time is needed, I will have them share their investigation with the
class.
Day Seven- Teleconference with the other class. Find the answer to the clues and ask/answer questions
to/from the other children.
Day Eight- Review the information and get the childrens feedback.
Closure- 1. Design a hook that show the children what they will be doing and gain their attention. (Ex.
Where in the world is Carmen Sandiego?)
2. Review key information they will need to complete assignment with a class discussion and presentation
on key information they do not understand.
3. Have them come up with clues to give the other class.
4. Set up groups and give them time to discover an investigation question.
5. Have them research question/clues.
6. Share their investigations with the class.
7. Teleconference
8. Share their views on the project:

Accommodations for Differentiated Instruction

Bilingual: Have an interpreter there for bilingual students call local ISD or
see if a relative can interpret. Have cards made up in the language
explaining the clues and assignment (local ISD will do this)
Special Needs Student

Gifted/Talented Student

Special Needs: I will have the students work with a higher achieving
student for help.
I will let them come up with one clue for their community.
They can also work with teacher on project.
Have them work with a lower level student to help them out.
Have them walk around and help other groups with their investigations.
Have them research something of interest in community they think the
class is in then present that with their investigation.

Technology Hardware (Check off all equipment needed)

Camera
Laser Disk
Computer (s)
Printer
Digital Camera
Projection System
DVD Player
Scanner
Internet Connection
Television
Technology Software (Check off all software needed)

VCR
Video Camera
Video Conferencing Equipment
Interactive Responders
Other IP ISDN connection.

 Database/Spreadsheet
Desktop Publishing
E-mail Software
Encyclopedia on CD-ROM

Image Processing
Internet Web Browser
Multimedia

Web Page Development

Word Processing
Smart notebook software
Other Blocks on unsafe sites

Printed Materials
Supplies
Internet Resources
Other Resources

The other classes clues , and maps.

Tablets/ computers, textbooks, and maps.
https://projects.twice.cc/vcpd/viewprogram.php?pid=958