Grade: Fifth Grade Social Studies Strand: History Submitted By: Jessica Jones
EDEL 453: Teaching Elementary School Social Science Nevada State College Spring 2014 Instructor: Karen Powell Lesson Plan for Thursday Strand: History submitted by: Jessica Jones
Nevada State College EDEL 453 - Spring 2014 Karen Powell- Instructor page 2 B. Summary of the Lesson Plan: Students will explore join teams of four to five to explore why Spain, England, France, and the Netherlands were all competing for colonies and trade during the age of exploration to answer what motivated them to travel and settle in the New World. What conflicts arose as a result? As a team student will create a map with pins (actually marker marks) of places their country traveled to. Students will create a one page outline of what occurred during their countries exploration and any conflicts. This will serve as a starting page for their project on Fridays lesson.
C. Basic Information: Grade Level: 5 th grade Time to Complete this Lesson: Approximately 50 minutes Groupings: Whole class and cooperative learning groups D. Materials: Computer lab/Classroom computer (if available) Pens/Pencils Washable Markers/Washable Crayons Books (check out from library) o Around the World in a Hundred Years From Henry the Navigator to Magellan by Jean Fritz o The World Made New: When the Age of Exploration Happened and How it Changed the World by Marc Aronson, John W. Glenn o Navigating the Age of Exploration by Ted Widmer o England On The Eve of Exploration by Paul E. J Hammer E. Objectives: o NV State Social Studies Standards H2.5.1 Describe the competition among the English, French, Spanish, Dutch, and Indian nations for control of North America. o Student-Friendly Standards H2.5.1 I can research and explain what motivated European countries to explore and migrate to the New World. F. Vocabulary Exalted (of a person or their rank or status) placed at a high or powerful level; held in high regard. Vigilant - keeping careful watch for possible danger or difficulties. Lesson Plan for Thursday Strand: History submitted by: Jessica Jones
Nevada State College EDEL 453 - Spring 2014 Karen Powell- Instructor page 3 G. Procedure: 1. Introduction: During this time I will explain students that we will be breaking off into cooperative learning groups (different members than the lesson on Monday) and assigned a country. The students will then be required to make a map with marks of every country theirs traveled during the Age of Exploration, and an outline on what motivated them and what problems arose. 2. Instruction: Students will count off when the teacher points at them numbers 1-5. They will then meet in their groups. 3. Cooperative Learning Groups: The teacher will go around with a bucket and have the groups draw a name. The groups will be assigned country and use media and print to discover to research what motivated the exploration and what problems they encountered during their travels. They make a map and mark places of travel. They will make an outline on notebook paper that is one page long. This will carry over into their activity for Friday. 4. Review: Each group will turn in their map and outline. It will have all group members names on it. The teacher will go over it and make notes as necessary and make a copy for each member which will be presented to them on Friday. H. Assessment: What will you use to measure student understanding? Observation. I will walk around and observe the groups as they work with each other. I will note anything I feel needs to be addressed or modified. Group Map. The group map with the markings will be turned in at the end of the lesson and reviewed by the teacher. One page outline. The group outline will be turned in at the end of the lesson and reviewed by the teacher. Explain how you will know students understand the concepts from the lesson. Competition of the lesson plan activity which states reasons for exploration, problems that occurred, and competition with a neighboring European country. I. Closure: Closure for this lesson will be when students can answer the questions posed in the introduction and put them into writing on their outline. This will carry over into the lesson for Friday. J. Reflection: 1. Which part of the lesson do you think will be the easiest for you to teach? I think the introduction will be the easiest part for me to teach. I will pose important thought provoking questions that will help guide students in their research. 2. Which part will be most challenging for you to teach? Lesson Plan for Thursday Strand: History submitted by: Jessica Jones
Nevada State College EDEL 453 - Spring 2014 Karen Powell- Instructor page 4 I believe that the most challenging part to teach will be the transition at the end of the lesson because this lesson will carry on to Fridays. I have never taught a transitioning lesson before. 3. How will you follow up or extend this lesson? This lesson is part of a unit so it will carry over into Fridays lesson which will be creating an infographic of their assigned country. This will serve as the follow up. 4. What can you do for students who dont grasp the concepts? For students who didnt grasp the concepts, I would have them put together a list of questions they wanted clarification on. During the lesson on Friday, I would have them research these concepts for their infographic. 5. Which part of the lesson, if any, do you think might need to change? I would like to have a wider media and print to choose from. It is hard finding age appropriate books available in libraries in Las Vegas for this topic. I wish I had more reference for myself and the students. 6. When you were writing this lesson plan, what was the most difficult part? Finding books. Some of the books I had found for the first lesson on Monday worked great for the research portion of this lesson. I had to go out and find other book and that was a challenge. I wish there was a list somewhere online that just had history books categorized for this topic by each grade level.