Clinical Social Studies Lesson Plan Template

You need to use this lesson plan template for your social studies lesson.​ IMPORTANT:
You will need to make a copy of this template first!​ Here are the directions for doing so:
Click on the File tab. Select: Make a copy of this template as a Google Doc. ​Save your copy
with your first name and last name in the file​. ​Use this template to plan your social studies
lesson plan and reflection. Make sure to share your template and give Dr. Byker
(​ebyker@uncc.edu​) editing rights. ​Make sure that before you turn in the lesson plan you have
completed the Reflection part of the lesson plan template​.

Direct Instruction Social Studies Lesson Plan Template

Name: Central Focus/​Big Idea​ of the Lesson:
Abby Pate Locating land and water features
Grade Level/Subject:
Kindergarten

Essential Standard/Common Core Objective:

K.G.1.2 Use globes and maps to locate land and water features

Daily Lesson Objective: Students will be able to identify land and water features on a globe
after watching a video about globes and coloring in the different features on a globe in their
Map books.

21​st​ Century Skills: ​Highlight ​which of the Academic Language Demand

following skills are part of this lesson:
Language Function:
Collaboration
Communication Vocabulary:
Creativity Land features, Water Features, Globe
Critical Thinking Discourse:
Problem Solving Turn and talk
Syntax:
My Book of Map Skills and exit ticket

Prior Knowledge of students: ​What do the students already know (ask your mentor teacher
if you are unsure)?
The students should know what a map is and how to label a map with symbols such as
mountains, lakes, houses, trees, road, etc. The students should be able to create their own
map of their neighborhood and their daily surroundings. Students have seen a globe before
but they do not know what the name of it is.

Activity Description of Activities and Setting

Time
1. Focus & Review Remind the students of what they learned yesterday
in social studies about physical features on a map.
Ask the students, “what did we learn about in social
studies yesterday? Does anyone remember?”
Students will raise their hand and answer the
question. “Can you name any of the physical
features we talked about last class? Can you tell me
where that is or where to find it?” Then explain that
they are going to learn new features on a new kind of
map.

2. Kid-friendly I can . . . find water and land features by looking at

Objective Statement a globe and coloring them in.

3. Teacher Input The teacher will pull out a globe or put a picture of a
(​Include a line of 4 globe on the board. Ask the students: what do they
questions; 2 of the think that this is? What clues led them to their
4 questions answer?
should be deeper Tell the students that this is called a globe and it is a
level thinking map of the world. It shows two main features on this
questions) map, can anyone tell me what is shown on this map?
What colors are used to show the land and water
features? Why do you think they are these colors?
Explain to the students that the land is green and the
ocean is blue. Point out that we live in on a land
feature and identify the United States.

4. Guided Practice
https://nc.discoveryeducation.com/learn/player/ed15
0983-e27a-48ca-8d55-8ee985b5eeaf
Students are going to watch the video on discovery
education about maps and globes. Then we are
going to look at a map on the smartboard that is not
labeled or colored in. Students will have the
opportunity to come up to the smartboard and color
in the land and water features on the map.

5. Independent Students will go into their booklet called My Book of

Practice Map skills and turn to page 3. They will color the land
and water features on the globe in the correct
labeled colors and write down that it is a picture of a
globe.
6. Assessment Students will turn in their page from the booklet to the teacher to
Methods of all be assessed based on the correct colors being used for each
objectives/skills: feature on the map, identifying each feature on the globe, and
correctly naming the map as a globe. Also, pay attention to what
the students say during the group discussion.

7. Closure (make Students can turn and talk to a partner about what
this an activity they learned today and talk about what they think is
based closure like on a land and water feature. The students will write
an Exit Tickets) down on a piece of paper what is a globe and what
features are on a globe.

8. Assessment The student is able to identify 5 features on the map as either a

Results of all land or water feature: 4 or more correct is passing and 3 or less
objectives/skills: is needing to be reviewed or taught again
The student uses the correct colors for each feature: Pass or
Reteach
The student can label the map as a globe: Pass or Reteach

Targeted Students Student/Small Group Modifications/

Modifications/Accommodations: Accommodations:
If students struggle to see the board or
the globe, pictures of it can be printed Early Finishers:
for each student to look upon. They can write down what you can find on
Autism Spectrum: each feature such as mountains on land
Students can watch the video on their features and animals that are in the water
iPad with their earbuds and can color in features
the information.
Struggling Readers:
English Language Learners: They can work with a partner to complete the
The video has subtitles that go along assignment and can look back on the map
with it and you can change the that we colored in together as a group.
language to fit that student’s needs. It
also focuses on coloring.

Materials/Technology:
(Include any instructional materials (e.g., worksheets, assessments PowerPoint/SmartBoard slides, etc.) needed to implement the
lesson at the end of the lesson plan.)
Smartboard, Colored Pencils, My Book of Map skills book, Discovery Education Channel,
A Globe or a picture of a globe, an online outline of a globe
References:
Discovery Education Channel
https://nc.discoveryeducation.com/learn/player/ed150983-e27a-48ca-8d55-8ee985b5eeaf
Reflection on lesson:​ (Write several paragraphs about what you learned from this lesson.
What were the strengths? What were the weaknesses? What did you learn about teaching
and student learning? How would you teach this lesson differently in the future?

I had the students captivated with the lesson and they seemed interested in what we were
learning about for that day. They really enjoyed coming up to the smartboard to color in the
features on the map and watching the video beforehand. They also seemed to think that it
was cool that I brought in an actual globe for them to look at and base my lesson off of.

I should have passed around the globe for each of the students to observe and specifically
look at the features. Plus they could have had the opportunity to physically hold the globe. I
could have brought in many different types of globes so that the students could see all of
the different kinds of globes that can be found. The students also seemed to understand
the concept really well and I could have combined it with another lesson or standard so
that it was a little bit more challenging. Since they understood it so well, I could start
another lesson or lead to another standard that would take two days to fully go over.

I learned that sometimes your lesson does not go as planned and that is alright as long as
you prepare with back up plans. Also, students will not always provide the answers you
were planning or wanting to hear and you need to expect for there to be completely
random answers. If an answer is off topic, then you will have to find a way to lead the
students back to what you were discussing.