This is a photo of the main activity that will be used in this lesson.

Unit Plan: Traveling West: Then and Now

Lesson Plan for Friday Grade: 5th Social Studies Strand: History

Submitted By: Nicole Sheehan

EDEL 453: Teaching Elementary School Social Science Nevada State College Spring 2014 Instructor: Karen Powell

Lesson Plan for Friday

Strand: History

submitted by: Nicole Sheehan

B. Summary of the Lesson Plan: This lesson will wrap up the unit on Traveling West compression between then and now. We will do a short quiz, quiz, trade review game on this weeks concepts. Students will be given a journal prompt acting as a quiz for this unit. C. Basic Information: Grade Level: 5th grade Time to Complete this Lesson: 50 Minutes Groupings: whole group, partners(quiz, quiz, trade) individual

D. Materials: Quiz, Quiz, Trade index cards (will be individual not on spiral)

Piece of Paper E. Objectives: o NV State Social Studies Standards o H3.5.1 Compare and/or contrast the daily lives of children throughout the United States, both past and present. G5.5.6 Derive geographic information from photographs, maps, graphs, books, and technological resources.
H3.5.4 Explain how technologies in U.S. history changed the way people lived.

Student-Friendly Standards I can get geographic information from photographs, maps, and technological resources. I can compare and/or contrast the lives of children in the Unites States from the past and in the present.
EDEL 453 - Spring 2014 Karen Powell- Instructor page 2

Nevada State College

Lesson Plan for Friday

Strand: History

submitted by: Nicole Sheehan

I can explain how technologies have changed the way people lived.

F. Vocabulary G. Procedure: 1. First we will hand out our quiz quiz trade activity. Students will be familiar and know what to do I will post (picture from the cover sheet as reminder). 2. Play quiz quiz trade activity. 3. Review any questions before their formal assessment. 4. Students will be given writing prompt covering this weeks unit, it must be handed in by the end of the period. H. Assessment: What will you use to measure student understanding? The formal assessment (writing) Explain how you will know students understand the concepts from the lesson.
Nevada State College EDEL 453 - Spring 2014 Karen Powell- Instructor page 3

Wants- things that are desired but not a necessity. Need- required for survival or well being. Compare - looking at things to see how they are similar or different. Contrast - to compare (two people or things) to show how they are different. Butter - made by churning cream and used for cooking and spreading on food. Churn- to stir or beat milk or cream vigorously to make butter. Wagon Trail- a line of moving covered wagons moving together across country. A forty-niner- a person who went to look for gold in California in 1849. Gold rush- the quick movement of people to California and other states looking for gold. Boomtown- a town offering many opportunities to make money and filled with people new people. Gold rush- a time when people traveled quickly to where gold has been found
because they hope to find more gold

Donner party -group of American pioneers who were on a journey to California beginning 1846. Travel- make a journey, typically of some length or abroad

Lesson Plan for Friday

Strand: History

submitted by: Nicole Sheehan

I will be able to see if they understood in using the writing as my guide. I. Closure: Students will hand in writing assessment and pack up for the weekend.

J. Reflection: 1. Which part of the lesson do you think will be the easiest for you to teach? Quiz Qiuz Trade is always a great review tool that the students will love to learn/do again. 2. Which part will be most challenging for you to teach? I feel students may have trouble in the formal assessment if I havent given a great writing background, but in mu class I hope to be strong with writing in every subject so this assessment type will be a usual ting for them. 3. How will you follow up or extend this lesson? This is the end of the unit. 4. What can you do for students who dont grasp the concepts? I will make sure to offer extra time after classes or during study time to work with those students if I see they did not understand in their formal writing assessment. 5. Which part of the lesson, if any, do you think might need to change? I feel this is a fair wrap up activity for students that will be easy to follow for any unit plan (with adjusting content). But of course there is always room to improve. 6. When you were writing this lesson plan, what was the most difficult part? Being able to make sure I added everything from the week. It looks as if there is a ton to cover in standards but I just wanted to include them all since all of those bases will be covered in the formal assessment as well as activity.

Nevada State College

EDEL 453 - Spring 2014

Karen Powell- Instructor

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