USF Elementary Education Lesson Plan Template (S 2014)

Wallace____________
Grade Level Being
Subject/Content: Social
Taught: 5th
Studies

Name: ________Kory
Group
Size:
Whole
group

Date of Lesson: 9/29/2015

Lesson Content
What Standards (national
or state) relate to this
lesson?
(You should include ALL
applicable standards. Rarely
do teachers use just one:
theyd never get through
them all.)
Objectives- What are you
teaching?
(Student-centered: What will
students know and be able to
do after this lesson? Include
the ABCDs of objectives:
action, behavior, condition,
and degree of mastery, i.e.,
"C: Given a sentence written
in the past or present tense,
A: the student B: will be able
to re-write the sentence in
future tense D: with no errors
in tense or tense contradiction
(i.e., I will see her
yesterday.)."
Note: Degree of mastery does
not need to be a percentage.)
Evaluation Plan- How will
you know students have
mastered your objectives?

SS.5.G.1.3: Identify major United States physical features on a map of North America.

Students will be able to identify and label the different physical features of the United
States on a map.

Formative: Geography Challenge: Students will take a clue and label it on their maps of
North America.
Summative: At the end of the unit, the students will take a test to see what they have

USF Elementary Education Lesson Plan Template (S 2014)

Wallace____________
Grade Level Being
Subject/Content: Social
Taught: 5th
Studies

Address the following:

What formative evidence
will you use to document
student learning during
this lesson?
What summative evidence
will you collect, either
during this lesson or in
upcoming lessons?

learned.

Step-by-Step Plan
(What exactly do you plan to
do in teaching this lesson? Be
thorough. Act as if you needed
a substitute to carry out the
lesson for you.)

Time
10:30a
m10:55a
m

Where applicable, be sure to

address the following:
How will materials be
distributed?
How will students
transition between
activities?
What will you as the
teacher do?
What will the students do?
What student data will be

Lesson
Who is
responsible
(Teacher or
Students)?
Students:
Social
Studies
book and
pencil
Teacher:
blank map
of North
America
and clues
for the

Name: ________Kory
Group
Size:
Whole
group

Date of Lesson: 9/29/2015

Implementation
Each content area may require a different step-by-step format.
Use whichever plan is appropriate for the content taught in this
lesson. For example, in science, you would detail the 5 Es here
(Engage/Encountering the Idea; Exploring the Idea;
Explanation/Organizing the Idea; Extend/Applying the Idea;
Evaluation).
1. I will get the students attention by putting my hand in the
air.
2. I will tell the students to pull out their social studies book,
History Alive! Americas Past and turn to page 17
(Section 1.5 Physical Features of the United Sates)
3. I will explain to the students what we are doing today.
Today we will be talking about the physical
features of the United States? Can anyone tell me
what the books means by physical features?
4. I will call on students to read aloud each paragraph
(maybe more than one of the paragraph is short)

USF Elementary Education Lesson Plan Template (S 2014)

Wallace____________
Grade Level Being
Subject/Content: Social
Taught: 5th
Studies

collected during each

phase?
What are other adults in
the room doing? How are
they supporting students
learning?
What model of co-teaching
are you using?

challenge

Name: ________Kory
Group
Size:
Whole
group

Date of Lesson: 9/29/2015

5. As the students read aloud, I will stop and ask questions

such as What is the other name for a Buffalo?
6. After the section has been read aloud. I will pass out the
maps for the Geography Challenge (This is an activity the
students have done before so no further instruction is
needed)
7. The student will begin the Geography Challenge (Students
walk up to the board and pull out the 1 st clue, then with a
partner they must go back to their desk and figure out the
clue, they will mark the clue on their maps.)
8. Once they have labeled the clue, they must bring the map
to the teacher.
9. The teacher then tells them if they are correct and to
move on to the next clue or if they need to go back and fix
it.
10.
Students will stop this activity 5 minutes before
lunch. They can take home the remaining clues and finish
it for homework or finish the remaining clues for bell work
the next day.
11.
Students will then be asked to line up for lunch.

Meeting your students

needs as people and as
learners

If applicable, how does this lesson connect to the interests and cultural
backgrounds of your students?

Differentiationbased on
the needs of your students
how will you take
individual and group

During the Geography Challenge the students will be able to work with partners to help
figure out the clues. Mr. Thornton will also be available for help if the students need it.
Students will also be able to use their Social Studies book during the Geography
Challenge.

USF Elementary Education Lesson Plan Template (S 2014)

Wallace____________
Grade Level Being
Subject/Content: Social
Taught: 5th
Studies

Name: ________Kory
Group
Size:
Whole
group

Date of Lesson: 9/29/2015

learning differences into

account.
Relevant Psychological
Theories and research
taken in consideration
when planning this lesson

Before having the students read this section aloud, I read it to myself to formalize myself
with the section in the book and know what questions to ask the students while they
were reading.