Lesson Plan 3 Social Studies: Grade 5 Essential Question: What are the water features important to the early

history of the United States? How did the water features important to the early history of the United States contribute to the communication and survival of individuals in other areas? NCSS Theme: Time, Continuity, and Change VA Standard of learning: USI.2 (c): The student will use maps, globes, photographs, pictures, or tables to locate and identify the water features important to the early history of the United States: Great Lakes, Mississippi River, Missouri River, Ohio River, Columbia River, Colorado River, Rio Grande, St. Lawrence River, Atlantic Ocean, Pacific Ocean, and Gulf of Mexico. Essential Understanding: Societys survival depends on having an understanding of the different geographic regions and water systems around them. Objectives Students will be able to locate the water features important to the early history of the United States. Students will be able to identify the water features important to the early history of the United States. Materials Teacher Materials Enlarged United States map Student Worksheet 11 maps of water features. Signs for stations Colored Pencils PowerPoint- Water Features KWL chart Whiteboard Elmo Student Materials Enlarged United States Map Student Worksheet Colored Pencils Pencil Notebook paper Social Studies notebooks 11 maps of water features

Introduction (10 minutes) 1. Tell students that in their last lesson they discovered the eight different geographic regions of North America. 2. Inform students that today they will be focusing on the early water features of the United States. 3. Have the students create their own KWL chart in their Social Studies notebook about water features of the United States. (4 minutes) 4. Ask students to share what they know already and what they want to know. 5. Display a KWL chart on the Whiteboard and type in students responses to the Know column and the Want to know column. Procedures (15 minutes) 1. Hand out worksheet to students with a blank pre-made DEAN chart. 2. Inform the students that they are to take notes about the different water features. 3. Discuss PPT slides 2-5 with students. a. Before sharing the definition and attributes with the students have them turn and talk to a partner to discuss their thoughts. b. Call on students to share out their responses before moving to the slide with the definition. 4. Show and review PPT slide 6. (Combines information from PPT slides 2-5) Procedures Cont. (30 minutes) 1. Hand out an enlarged blank United States map to the students. a. On the back of the first worksheet the students will be provided with a graphic organizer to help them organize their thoughts as they travel to each station. 2. Inform the students that they and a partner(s) will be traveling around the classroom to explore the locations of the different oceans, rivers, lakes, and gulfs in the United States. 3. Show students PPT 7 that explains how the students are to rotate through each of the 11 stations as well as what they are to do at the stations. 4. Walk around the classroom and show the students what and where each station is. Using your body model the direction and the manner in which the students are to travel to their next station. a. A label will be displayed above each station. 5. Using the Elmo display the blank United States map given to students and model how they are to color and label in a specific water feature. 6. Group students close to how the arrangements are in the classroom. 6 groups of three and 5 groups of two will be created. a. Show students PPT slide 8 which shows a number and its corresponding station. b. Give each group a number. This number corresponds to the number of the station they are to start with.

7. Inform the students that they will be given 2 minutes at each station. After the last station the students are to return to their seats. 8. As the students are working walk around and take anecdotal notes and observe the students behaviors. Pay special attention to how the students are communicating, sharing information, and staying on task. Procedures Cont. (10 minutes) 1. Ask students to turn and talk to a neighbor and discuss observations of water features. a. What do they notice about the lakes, gulfs, oceans, and rivers? b. Ask students what they think these lakes, gulfs, oceans, and rivers were used for. 2. Have students share their findings with the entire class. 3. Show students completed US water features map. 4. Inform the students that they are to write a letter addressed to a friend describing how they think trade, transportation, exploration, and settlement were influenced by these water features. (5 minutes) Summary (5 minutes) 1. Collect the letters. 2. Inform the students that tomorrow they will be discussing how trade, transportation, exploration, and settlement were influenced by these early water features of the United States. 3. Hand each student a sticky note and give them the opportunity to write down any comments, questions, or concerns they still have at the end of the lesson. 4. Collect the sticky notes.

Assessment Observation & anecdotal notes- As students are working in groups gathering their information, presenting their findings, and being active listeners the teacher will use the anecdotal notes notebook to record observations made with students. The teacher will record the students interactions with others, communication strategies used, material presented both in the group and towards the entire class, and questions asked. These notes will provide the teacher with a means for organizing student information as well as allow the teacher to make informed decisions regarding future lessons. The observations recorded can be used towards a students effort grade as well as allow the teacher to determine areas in which students are struggling or excelling. KWL chart- A KWL chart is used in the beginning of the lesson to inform the teacher of what the students already know and what they are interested in learning more about. The information written on the KWL chart will help to drive instruction for the lesson. Students are also able to see what content they did not know at first but were able to gain as a result of their active participation in the lesson.

Group work- The students are required to work with a partner in order to complete their water features map. Students are able to strengthen their social, academic, and cognitive skills while working in these groups. While in these groups the teacher is walking around taking notes about observations seen. The interaction amongst the groups will allow the teacher to see how students are interacting with each other, the effectiveness of group work for this lesson, and provide the teacher with information about what additional support needs to be given. Water features map- The information drawn/written on the students worksheets will be assessed for their content. The worksheets are used to show the students participation in the lesson as well as what content has been taken from the lesson. The teacher can use these worksheets to show students growth throughout the unit. Letter to a friend- At the end of the lesson the students are asked to write a letter to a friend describing how they think the trade, transportation, exploration, and settlement were influences by the water features learned. The written letters will provide the teacher with information about how to drive further instruction as well as what students are understanding or need more assistance with.

Differentiation Students will have the opportunity to work with a partner to assist them in developing ideas and make them more comfortable with the material being taught. Visuals of the content will be provided to assist all students including ELL, lower level, and students with disabilities to better understand the material from the lesson. These visuals will be used on the student worksheets as well as within the PowerPoint slides and video shown. Students will have exposure to visual, bodily-kinesthetic, musical, interpersonal, intrapersonal, and linguistic learning styles. The teacher will walk around to provide assistance for students. A DEAN chart will be filled in partially for students with special needs so that they may focus on the content of the lesson rather than on writing their notes.

Extension If students finish early at their station, they may talk with their partner about what resources they think would be found around the water feature they are observing. Students may also discuss similarities and differences between the water features they have already identified.