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Teacher Candidate: Victoria A.

McDonald Subject/Grade: SC History/3rd

Lesson#: 5 Date: 9-13-13

Learning Objective: Students will be able to identify the location of major SC river systems. Alignment with Standards: South Carolina Studies Standard 3-1: The student will demonstrate an understanding of places and regions in South Carolina and the role of human systems in the state. South Carolina Studies 3-1 Indicator 2: Describe the location and characteristics of significant features of South Carolina, including landforms; river systems such as the Pee Dee River Basin, the Santee River Basin, the Edisto River Basin, and the Savannah River Basin; major cities; and climate regions. EEDA: Teacher candidate will implement learning strategies that promote cooperation. Taxonomy Level: Understand/Conceptual Knowledge2/B Developmental Appropriateness: Previously, students have learned to recognize natural features of their physical environment (K-1.4). Students have learned to identify natural resources (1-1.3) and compare how land and natural resources are used throughout the world (1-1.4). Students have learned to recognize geographic features and natural resources of the local region (2-1.2) as well as how individuals use the land to make a living (2-1.4). -South Carolina Academic Standards 3rd Grade; Social Studies Assessment of the Objectives: Lesson Objective Assessment of Objective Pre: locating rivers on a map (not by Students will be able to identify the location of major SC river systems. name); checklist (formative) During: Observation and Essential Questions How do you know whats a body of water on a map? How do bodies of water differ? Use of Formative Assessment To see if students have an understanding of what water looks like on a map.

teacher notes of group work (formative) Post: SC River Systems Quiz (summative) Accommodations: Based on the contextual factors of my group of students, during this lesson the directions may have to be modified and repeated. A proper model of the state of South Carolina will be necessary to create a visual for all students following the pre-assessment. Verbal cues, comparisons, and some simple translations may be needed for the English learners. Extra wait time will be provided when completing the SC map quiz. Materials: SMARTBoard Pencils South Carolina Map of cities Social Studies book pg 14 Crayons/markers/ colored pencils Big white construction paper Multicolored construction paper Various crafts Glue Procedures: 1) Bring students to the carpet 2) Discuss what a body of water looks like on a map 3) Ask students if they know what large body of water borders our state. 4) Show a map of SC with the major river systems and have students come up to locate the different bodies of water a. When student locate a rive state the name of it and explain its location in reference to major SC cities and significant physical features (ex. The Savannah River forms the western border fo the state with Georgia) 5) After all major river systems are located explain that a river system is comprised of a number of smaller rivers that join one main river. a. It is also essential for students to know that all major lakes in SC are man-made, formed by the damming of the rivers. 6) Explain the activity for the lesson a. Tell students that they will work with a partner today to make a replica of our state.

b. Along with your partner you will use crayons, construction paper, scissors and glue to create SC and show representation for all major river systems. c. Explain to students that they must also label all major cities in the state along with the capital. 7) Allow students to work with their talk partner for this assignment and have them use their area of the room for their work. 8) Dismiss all students and have them go to their area in the room. Groups will be called individually to collect their personal supplies and to collect supplies provide by the teacher. a. *The big white construction paper should already have a large draw shape of South Carolina. 9) Explain to students that they will not have long to complete this assignment and they will be encouraged to use their time wisely. 10) When the allotted time is complete bring all groups to a stopping point and begin the clean up. 11)After the clean up students will turn in their work and we will discuss the river systems once more vaguely before taking a short quiz to see what they learned. References: South Carolina Social Studies State Standards Activity Analysis: The lesson objectives allowed students to use a map and get engaged in learning about the state they live in. Students were able to learn new essential information. For example, many students did not know what a compass rose was or the cardinal directions North, South, East, and West. Technology was used in this lesson to show students pictures from the various major river systems within the state of South Carolina. Considering the contextual factors of my classroom it is vital that these students learn about South Carolina and its characteristics.

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