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Teacher Candidate: Samantha Ray

Date: April 26, 2015

Grade and Topic: Grade 3, Social Studies

Length of Lesson: 1 hour

Mentor Teacher: Cornelius

School: University of Memphis IDT 3600


This lesson plan is part of a unit plan on the Americas.
Given a map of South America, the learner will use the Internet to research the location
of specific features (Amazon River, the Andes Mountains, Straits of Magellan, Lake
Titicaca, and the Galapagos Islands) and label them on the map with 100% accuracy.
Given the map of South America with the required features labeled, the learner will
choose one of the labeled features and create a 5-slide PowerPoint on it, which will be
graded on a 10-point rubric scale.
South America
TN Social Studies 3.34: Identify major physical features of the continent (G):
o Rivers- Amazon
o Mountains- Andes
o Bodies of Water- Straits of Magellan, Lake Titicaca
o Landforms- Galapagos Islands
ISTE Standard 3. Research and Information Fluency: Students apply digital tools to
gather, evaluate, and use information.
c. Evaluate and select information sources and digital tools based on the
appropriateness to specific tasks.
ISTE Standard 1. Creativity and Innovation: Students demonstrate creative thinking,
construct knowledge, and develop innovative products and processes using technology.
a. Create original works as a means of personal or group expression.
o www.google.com
o Microsoft PowerPoint
Print out of a map of South America

Highlighters/Colored Pencils
Paper and pencil, if the student prefers although not required


What are the key concepts for the lesson?
Academic Language is not addressed in IDT 3600.
This lesson is a continuation of TN Social Studies Standards on each country, this one specific
to South America.
To build on this lesson, students will begin learning how the features they are learning in this
lesson aid in supply, demand, imports and exports for this country.
I am aware that the lesson will be differentiated for students who did not master the objectives
and for those ready for enrichment. However. Modifications are not covered in this course and
are not apart of this particular lesson.


To introduce this lesson, I will review on my map, the countries of South America.
Teacher Procedures Part 1:
1. After we review the countries on my map, I will pass out the small print out of
the countries to each of the students. I will then explain to my students their
first assignment.
2. I will instruct students that they will have ten minutes to use the Internet to find
the locations of the Amazon River, Andes Mountains, Straits of Magellan, Lake
Titicaca, and the Galapagos Islands. They will need to label them on the map
using their highlighters. I will tell them to bring them to me once they are finish
to be checked.
3. I will then facilitate the students by walking around and answering questions
they may have.
Student Procedures Part 1:
1. Students will log onto the computer and go to the Internet. They research the
locations of the specific features.
2. They will then bring them to me to be checked, and then return to their seats.
Teacher Procedure Part 2:
1. I will inform students time is up and I need to check their maps. After all the
maps have been checked, I will go over the locations on my map for the
students to correct if they need.
2. I will then inform the students that their next assignment will be to create a
PowerPoint on one of the features they found of their choice. They will have
about 30 minutes to complete the assignment.
3. I will tell them that their presentation must have five slides.
a. Slide One: Title (the feature, their name, and date)
b. Slide Two: Picture (picture(s) of their feature)
c. Slide Three: Location (Where is the feature located?)

d. Slide Four: Fun Facts (5-10 facts the students find interesting about their
chosen feature)
e. Slide Five: Web-Address (copy and pasted links to their websites used in
the creation of the PowerPoint)
4. After explaining the presentation, I will tell students that when finished, they
need to print out their presentation and turn it in.
5. To facilitate, I will walk around and assist students.
Student Procedures Part 2:
1. Students will then go back to their computers and begin researching and
creating the PowerPoint.
2. Students will also make sure to include all of their requirements and ask
questions freely as they may have them.
3. Once finished, they will print out the presentation and turn it in.
To close the lesson, I will ask students that would like to, to explain/read their
This is the rubric for their PowerPoint.

I am aware that modifications will be made for the students who did not master the
objectives and for those ready for enrichment. However, modifications are not covered in
this course and are not part of this particular lesson.

STUDENT POWERPOINT EXAMPLE: (I created this and this is what the student will turn
in to me.)