Lander University Teacher Education Lesson Plan Template

Rev. 2013

Teacher Candidate: Casey Howell

Lesson # _3_____

Subject/Grade: 2nd Grade social studies Date and Time of Lesson: 11/5/13 Learning Objective: Students will recognize and discuss landforms, geographic features, and natural resources that are present in our local community. Alignment with Standards: Foundation of Social Studies: Communities: 2-1.2 Recognize characteristics of the local region, including its geographic features and natural resources. CCSS.ELA-Literacy.SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. EEDA Standard 4: Students will demonstrate a positive attitude toward work and the ability to work together. SSCA Element: Students will be demonstrating appropriate behavior during partner discussion by being respectful of their partner.

Developmental Appropriateness or Cross-curricular connections: Students have some previous knowledge about landforms such as mountains, oceans, lakes, and rivers. These students are also familiar with read-aloud routines and have the skills it requires to work collaboratively with their partner. Assessment(s) of the Objectives: Lesson Objective(s) Assessment(s) of the Objective(s) Pre-Assessment: I will have students answer a series of 6 (4 multiple choice; 2 short answer) questions in their journals before beginning the unit. Social Studies Journal: Students will be answering questions from the text in their social studies journal. Informal Assessment: Students will discuss with partners during their pairshare. I will listen in on Use of Formative Assessment Pre-Assessment: I will compare the data collected from this assessment to the postassessment given at the end of the unit. Social Studies Journal: I will use this assessment to determine if I can move on or if I need to spend more time on todays topic.

Students will recognize and discuss landforms, geographic features, and natural resources that are present in our local community.

Lander University Teacher Education Lesson Plan Template

Rev. 2013

these conversations.

Accommodations: For slow-pace learners and ELL students, I will repeat and modify instructions, as needed. For students with ADD/ADHD, I will keep the activities interactive, interesting and brief so that they can stay focused. Materials: Chart paper, pre-tests, marker, social studies journals, pencils, Big Book (Our Earth) Procedures: Introduction: Good morning. Today, we will begin talking about our community. Before we begin our lesson, I am going to give you this short quiz to see what you already know. I do not expect you to know all of the answers, but I would like for you to try your very best. Please flip to a new page in your social studies journal. I will go through and read each question to the students and have them answer the questions in their social studies journal. This assessment should take no longer than 10 minutes. I will walk around the room to observe students while they are writing. Step 1: Very good. Now lets begin. I will need everyone at the carpet now. I will call the students by table to the carpet. Once everyone is seated and settled, we will begin. As I said before, today we will be talking about community. Can anyone guess what the word community means? I will take a few answers from students. I will then write the word COMMUNITY on the chart paper. I will write the following definitions: A group of people living in the same place or having a particular characteristic in common. A particular area or place considered together with its inhabitants.

Step 2: Okay, now that we have determined our definition of community, lets begin reading about it. I will begin on page 58-59. I will read these two pages to the students and we will discuss landforms and geographic features such as mountains, plains, valleys, islands, oceans, lakes, and rivers. I will have the students turn and pair-share with their reading bus partner. I will give each student a turn to tell their partner what landforms/geographic features we have in our local community. (I will monitor pair-share with a timer). Once students are finished discussing, I will bring their attention back to me. I will have volunteers share with the class the features that they have chosen. Step 3: Okay, now that we have learned more about geographic features and established which ones are in our local community, lets talk about natural resources. Does anyone know what I mean when I say natural resources? I will then refer back to our community chart and write NATURAL RESOURCES. Beside this term, I will write the following definition: Materials or substances such as minerals, forests, water, and fertile land that occur in nature and can be used for economic gain. We will then read page 76 in our big book. This page defines natural resources and discusses the different uses for natural resources. Step 4: Okay everyone, I would like for you to pick up your journal and turn to the next clean page. This should be right beside where we left off this morning. I will flip to page 79 in the big book and read the two questions provided by the book. Students will answer these questions in their journal:

Lander University Teacher Education Lesson Plan Template

Rev. 2013

1) What is a natural resource? 2) Name three things that can be used to make food, clothing, and homes that come from natural resources. Step 5: Now, we have time for one more pair-share. Window partner, please turn and tell your partner where you can find natural resources in our community. I will put 20 seconds on the timer. I will listen in on student discussion. Now, aisle partners, its your turn to answer the same question. I will also give these students 20 seconds on the timer. Step 6 (Dismiss back to seats): Good job today, guys! When I call your row, I would like for you to take your social studies journal to the guided reading table and make a neat stack for me and then head back to your seat. Activity Analysis: This lesson supports the objective that students will recognize and discuss landforms, geographic features, and natural resources that are present in our local community because the big book discusses this information and the students are given two opportunities to discuss natural resources and geographic features. Students are turning and talking to a partner two times throughout the lesson. This is appropriate for my ESOL students and the lower-performing students because they are given an opportunity to discuss the content with a person who may understand the concept more clearly than they do. This also gives them the chance to recap what they have heard so far. I model the strategy that I want them to practice and monitor for understanding throughout the reading and discussion. After the reading, the students will be answering questions that are appropriate for their grade level. This lesson is appropriate for this classroom because I am using a grade-appropriate text. Many students included that they love to read on their student interest surveys. This book has interesting pictures and a lot of useful information that should keep students engaged. The students also have a well-established purpose for listening while reading because they will be involved in several discussions about our community, geographic features, and resources. Their purpose for reading also includes their post-assessment which consist of answering questions from the text. There is no technology involved during this lesson. Because a majority of this lesson involves reading a book to the students and facilitating student-discussion, this lesson does not require any form of technology.

References: Foresman, S. People and Places: Our Earth. Upper Saddle River, New Jersey: Pearson Education. Definition for NATURAL RESOURCES and COMMUNITY: Google All ideas generated by Casey Howell.