ED 345 Calvin College Lesson Planning Form

Teacher:
Ms. Emily Jeninga
Region/Resources

Date: 10/4/16

Subject/ Topic/ Theme: Social Studies/Southeast

I. Objectives
What is the main focus of this lesson?
The main focus of this lesson is to introduce the students to the main resources of the Southeast Region.
How does this lesson tie in to a unit plan? (If applicable.)
This lesson ties into a unit plan through teaching students about the resources that the Southeast Region
Produces.
What are your objectives for this lesson? (As many as needed.) Indicate connections to
applicable national or state standards. If an objective applies to only certain students write the
name(s) of the student(s) to whom it applies.
Objectives:
SWBAT name at least three main resources from the Southeast region.
SWBAT describe how cotton and oranges are grown
SWBAT read an agriculture map and state what resources are grown where
SWBAT articulate at least 3 different uses for cotton
SWBAT explain why oranges and cotton cannot be grown well here in New Mexico.
National Standards

K-4 Benchmark II-E: Describe how geographic factors influence the location and distribution of
economic activities.

K-4 Benchmark II-B 1. Describe how climate, natural resources, and natural hazards affect activities
and settlement patterns.

II. Before you start

Prerequisite knowledge
and skills.
Assessment
(formative and
summative)

Where the Southeast Region is located.

Typical Weather to create environments for crops to grow.
Formative: whiteboards, student responses to questions, teacher
observations
Summative: student responses, exit tickets

Universal Design for Learning Networks/Domains (see UDL Guidelines)

RECOGNITION
Multiple Means of Representation
Options for Perception
Visual: words & maps, orally, auditory,
videos

STRATEGIC
Multiple Means of Expression
(Action)
Options for action/interaction
Whiteboards

Options for Language/Symbols

Options for Expression

Options for Comprehension

Real oranges and real cotton

Options for Executive Function

AFFECTIVE
Multiple Means of
Engagement
Options for recruiting interest
Highlighting the resource from the
state that they chose.
Tasting Oranges and feeling real
cotton
Options for Sustaining Effort &
Persistence
Options for Self Regulation
Editing their own answers from
the beginning of class

Materials-what materials
(books, handouts, etc) do
you need for this lesson
and do you have them?
Do you need to set up
your classroom in any
special way for this
lesson? If so, describe it.
III. The Plan
Tim
Parts
e
Motivatio
n
(Opening/
Introducti
on/
Engageme
nt)
Developm
ent

Half-sheets of paper
Textbooks
Whiteboards
Markers
Oranges
Cotton
Tables with partners at them

The description of (script for) the lesson, wherein you describe teacher
activities and student activities
Write the question: What makes the Southeast region excellent for farming? What
doesnt make the Southeast Region excellent for farming?
As students walk in instruct them to read the questions to themselves and then
write their response on a half sheet of paper. Tell them to hold on to their paper so
that they can revise and edit their responses by the end of class.

Have students get a textbook and open to page 180. Read through page 180
paragraph by paragraph.

Have students look over at the map on page 181. Have each table get a
whiteboard. Ask students these questions:
In which states are most of the Southeast regions peaches grown?
o After they have written the answer allow time for the students to
explain how they got their answer.
In which states are most of the regions peanuts grown?
What product do Louisiana and Florida have in common?
What is Kentuckys main product?
What is the only state to grow oranges?
As a class discuss why few agricultural products are produced in the Appalachian
mountains?
(My thirty minutes will end here so I will have students edit their original sheet and
give it to me.)
Tell students that today we get the opportunity to experience two of the products
from the Southeast region: cotton and oranges.
Ask students the following questions:
Oranges: Where do we hear oranges come from?
What goes into the orange we have in front of us?
Why cant we grow oranges here in NM?
Machine Picking:
https://www.youtube.com/watch?v=NyI6-jKIfoo
Hand picking:
https://www.youtube.com/watch?v=K1TjRSV1e_M
Hand out orange slices (these oranges are from Florida!)
Cotton:
What do you know about cotton? What do we use cotton for?
What is unique to the Southeast that allows these crops to grow?
https://www.youtube.com/watch?v=AAUQNMldp_Y
During Video: activate 5th graders background knowledge of Eli Whitney.
Post-Video: What did you learn?
How many different things is cotton used in?
Pass around cotton.
Exit Ticket:

Closure

What is the key reason these two crops are grown in the Southeast Region? Why not
here in NM? Or in the Northeast? What type of growing season do they need?
Color Coded sticky notes for each class: Yellow: Jonkman, Pink, Mac, Blue, Harvey

Your reflection on the lesson including ideas for improvement for next time:
The first part of this lesson went really well. The students picked up on reading the map very quickly and
were able to find it on the map in a very quick amount of time. I think that this also helped students
become more familiar with the states in the Southeast because they had to find the states on the map.
The second part of my lesson also went well in the manner that my students loved being able to try the
oranges and feel the real cotton. However, my technology failed me and I wasnt able to show the videos
to the class in the way that I would like. I wish that I would have come up with a back-up plan to teach
about each process. I did watch the videos at home before I taught them and was therefore able to share
what I remembered about each video, but I should have prepared more in that sense.