Hortons Social Studies Lesson Plans Week of 09/6-9/16Tues and Thurs

Expected
Outcomes:

Learning Target

SS4H1 The Student will describe how early Native American cultures
developed in North America cultures developed in North America.
a. Locate where Native Americans settled with emphasis on the
Arctic (Inuit), Northwest (Kwakiutl), Plateau (Nez Perce),
Southwest (Hopi), Plains (Pawnee), and Southeast (Seminole).
b. Describe how Native Americans used their environment to
obtain food, clothing, and shelter.
SS4G1 The student will be able to locate important physical and
man-made features in the United States.
a. Locate major physical features of the United States; include
the Atlantic Coastal plain, the Great Plains, the Continental
Divide, the Great Basin, Death Valley, the Gulf of Mexico, the
St. Lawrence River, and the Great Lakes.
SS4G2 The student will describe how physical systems affect human
systems.
a. Explain why each of the Native American groups (SS4H1a)
occupied the areas they did, with emphasis on why some
developed permanent villages and others did not.

Direct
Explanation:

Content Standards,
Language
Objectives, and
How students will
be assessed?

Key Vocabulary; landform, climate, plateau, equator, physical map, political map,
environment, erosion, pollution, ecosystem
Tier 3; Culture, environment, geography, manmade feature, migration ,natural
resource, physical feature

What landforms are found in the western United States?

What landform lies along the Gulf Coast and the Atlantic Coast?

What is the largest mountain range in the eastern United States?

What are two ways in which the physical map is difference from a political
map of the United States?

What is a region? Describe two types of regions in the United States?

Why would the climate in the Appalachian Mountains be warmer than the
Rocky Mountains?

Modeling the
Lessons
Concepts

Teacher will model how to compare similarities and differences

Teacher will use maps to describe landforms and other physical features of the United
States
Teacher will explain how and why climate varies throughout the United States
Teacher will explain what regions are and describe different types of regions in the
United States
The teachers will think out loud so students can hear the required questions.
The students will be simply observing and listening.
The teacher will monitor students expressions and dispositions to evaluate students
understanding or confusion and adjust appropriately.

Guided Practice
with Feedback
After a whole group summary, students will work in pairs to associate
each vocabulary word. Students will choose three words and write
questions for their partner to answer.
Students will work in pairs to review map skills
Students will work in pairs to discuss skills and strategies to help them
understand and remember what they have read by organizing or,
classifying facts into groups.
Students will work in pairs to predict and Infer what they have read or
understood by organizing fact into groups or categories.

Independent
Practice

Teacher as
Facilitator

Students will complete a physical map and a political map. Showing all the features on
both maps; colors and pencils are needed.
Students will research the standard features of a map, landforms and other physical
features of the U.S. using a Social Studies textbook, reference materials, trade books,
or online resources.
TTW will walk around and take notes on students progress so that they know what
information to reteach or re-emphasize on how climate varies throughout the United
States during the next days lesson.
TTW evaluate students responses and provide them with a performance grade
In a follow-up task, students will work with a partner

Modification: DES and ESOL students may be able to use their notes for support
based on their learning needs. Modification will be made by DES and ESOL teachers.

Review/Assessm
ent of Standard
and Learning
Objectives

Students will respond to teacher make question as ticket out the door.

Complete worksheet from ESOL

TTW review learning standards with the students

(Modification: DES or EL students may use a sentence frame notes based on their learning
needs.)

Expected
Outcomes:

Direct
Explanation:
Content Standards,
Language
Objectives, and
How students will
be assessed?
Modeling the
Lessons
Concepts

Guided Practice
with Feedback

Independent
Practice

Teacher as
Facilitator

Review/Assessm
ent of Standard
and Learning
Objectives