Lesson Plan #2Grade: 5thSocial Studies Strand: State and RegionsSubmitted By: Janis Gomme-Campbell &

Sandra Montgomery

EDEL 453: Teaching Elementary School Social ScienceNevada State College – Spring 2014Instructor: Karen Powell

Summary of the Lesson Plan: This social studies lesson plan is designed for 5th grade students to learn regions and the region they live in. This lesson uses the Houghton Mifflin Social Studies textbook

"States and Regions" (Core Lesson

2, p. 314 - 317). SW have taken a field trip to Red Rock Canyon

National Conservation

Area at: Scenic Loop

Dr, Las Vegas, NV 89161

Phone: (702) 515- 5350

Management: United States Bureau of Land Management

B. Basic Information: Grade Level: 5th grade Time to Complete this Lesson: 45 – 50 minutes Groupings: whole group reading and discussions, individual work

C. Materials: Houghton Mifflin 5th grade Social Studies book: p. 314 – 317Bubble map with regional animals in the main bubbleConstruction and lined paperColored pencilsPictures of regional animals, plants and people.

D. Objectives:

o NV State Social Studies Standards G6.5.3 Provide examples of cultural identity in

communities or regions from different perspectives.

o English Language Arts

W.5.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are W.5.1-3.)

W.5.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

o Student-Friendly Standards G6.5.3 I can tell about the region that we live in. W.5.4 I can write a story about the region and its

inhabitants. W.5.9 I can draw pictures to illustrate what I wrote

about.

E. Vocabulary indigenous- originating in and characteristic of a particular region

or country. region- a large land area which has many sizes with characteristics

that make it recognizable from other land areas. adaptations- the ability to change in order to survive in your

region or where you live. nocturnal- animals that roam and eat at night and sleep during

the day. diurnal- animals that roam and eat during the day and sleep at

night.

F. Procedure:

Warm up Activity: Italics are instructions for only the teacher. Show pictures of various things from business, plants, animals,

people that live within the region the students live in. For example: Casinos, post office, lawyers, plants, animals, wildlife, etc.

Discuss how regions spread out from the Las Vegas area and reach through Nevada. Place up a picture of a map of Nevada.

Continue discussing that regions are even bigger than Nevada and stretch throughout the country. Show a picture of the country.

Lesson Activity1. As a class, SW coral read about regions, specifically Nevada.

(Houghton Mifflin Social Studies, p. 314 – 317.

2. TW direct student attention to regional maps of America and Nevada. Class discussion on regions.

3. SW have taken notes and record information during field trip to be used as a resource and reference for (assessment) journal.

4. SW create bubble map to be used as a tool to write assessment journal (see attachment).

4. Discuss as a class key points in the unit read. TW discuss each region and how they are different and unique.5. Introduce vocabulary words (indigenous, region, adaptations, nocturnal, diurnal).6. SW individually create their journals of regional Nevada. Journals will include written and illustrative accounts of people and animals in that area.

G. Assessment: What will you use to measure student understanding?

The students writing journal and illustrations will determine the understanding of regions.

Explain how you will know students understand the concepts from the lesson. By completing the writing journal students will be telling a nonfiction story about the animals in the region of where they live. They will be able to describe what goes on in the region they live in.

H. Closure: SW be able to share their assessment journals with the class.

I. Reflection: 1. Which part of the lesson do you think will be the easiest for you to teach?

Sandra: The easiest for me would be the visual and the hands on where the students can grasp what the reading is about. Janis: I think the easiest thing for me to teach is when I have a visual, in this case, maps, to show students indicate what is indigenous to a region.

2. Which part will be most challenging for you to teach? Sandra: Making sure that the students know what all is included in the region. From animals, plants, human life and what they do, (Vegas area is widely known for the gamboling) and making sure it ties in to everything.Janis: Those students who may have difficulty grasping the concept of how regions can actually make a difference in people's lives.

3. How will you follow up or extend this lesson?Sandra: I would extend it by adding on to what is considered part of the region for example: Plant life, gamboling, types of business. Then extend it out to include the state of Nevada and keep spreading it out until it covers the country.

Janis: I might have small groups discuss how living in different regions affects the way a person might live; example: if I lived in the north-east during winter, would I need a sled or snowmobile if I couldn't drive the car? Would I need to stock up food in case my home was covered in a snowdrift? If the electricity went out, what would I need in reserve? Each small group would get a different region of the country.

4. What can you do for students who don’t grasp the concepts?

Sandra: I would pull down a map and show them a small area and discuss that that area is a region and how all the area can be considered a region throughout the country and even the world.

Janis: I would hope that after going on the field trip, seeing the maps (visual) and completing the journal, every child would grasp this regional concept. Beyond that, I may try to locate more age-appropriate books to show them.

5. Which part of the lesson, if any, do you think might need to change?

Sandra: I don’t see anything that I would change in this lesson. After seeing Janis’ response, I do have to say that I agree with her reflection. The writing aspect of the activity could take a couple of days to complete.

Janis: There may not be enough time to cover all that is in this lesson plan. I might span it over 2 - 3 days.

6. When you were writing this lesson plan, what was the most difficult part?

Sandra: The only thing that I found difficult was not being able to meet up in person and outlining what we wanted for the lesson. But communicating over the phone and email ended up worked out great. I enjoyed working with Janis, she worked hard and listened to ideas as well as stating ideas of her own. It wasn’t a one woman show with this lesson; it was a two woman show.

Janis: Although Sandra was a willing and positive partner, and I would be honored to work with her again, it is easier for me to work alone on a lesson plan. I am not as technologically inclined as I would like to be, so it is difficult to elaborate back and forth.

J. Cross CurricularThis lesson is cross curricular with language art.