Title of Unit: Red, White and You Title of Lesson: Social Studies Unit Test Submitted By: Garlick/Waite

A. Summary of the Lesson Plan: Students will present their group opinion on school uniforms after researching different sources. B. Target Population: Grade Level: 3rd Skill Level: All Levels Grouping: Small groups-presentations Individual-Social Studies journal Whole group-discussion

C. Materials: Social Studies journals Newspaper articles, internet sites, video clips, book clips, and pictures that represent both pros and cons on school uniforms. (If still needed) D. Objectives: NV State Social Studies Standards o o C15.3.2 Discuss why people form groups. C15.3.3 Introduce sources of information people use to form an opinion.

Student-Friendly Standards o I can discuss why and show how to form groups. I can learn about different information people use to form an opinion.

E. Procedure: 1. Students will finish working on the presentation as a group. 2. Students will present their groups opinion and discuss what information that their group researched and how it helped them to form their opinion on the subject. 3. Now that we have had each group present their opinion on the subject, we are going to do the grouping activity again using the new knowledge we have from the different sources. o Have the students that are for school uniforms stand in the front of the classroom again. If you are against school uniforms stand in the back of the classroom.

4. Ask the students if they changed their mind after hearing information from different sources?
Nevada State College EDEL 453 - Spring 2013 Karen Powell- Instructor page 1

Title of Unit: Red, White and You Title of Lesson: Social Studies Unit Test Submitted By: Garlick/Waite

5. Discuss as a class how the information helped form or change their groups opinion on the topic. Discuss which sources were most/least convincing, which were most/least useful, which were most/least informative? 6. Make different lists on the white board to help the students visualize the class discussion. 7. Students will get out their Social Studies journals. 8. I will have the students answer our opening questions that they wrote in their Social Studies journal yesterday. o o Why do people form groups? What are some different types of groups people form?

9. CLOSURE: Today each group presented their opinion on the pros and cons of wearing school uniforms from information using different sources. Next week we will start our Geography Social Studies Unit. F. Assessment: What will you use to measure student understanding? I will assess the students understanding of forming groups and information on forming opinions by having each group present what they have learned from their different information sources. Explain how you will know students understand the concepts from the lesson. The students presentations will let me know if they understand how people form groups and the different sources of information that help us form opinions. G. Reflection: 1. Which part of the lesson do you think will be the easiest for you to teach? This day will be a presentation day which should be enjoyable. This will be a lot of fun to see how the information helps the students to form opinions on this subject. . 2. Which part will be most challenging for you to teach? If the students are not ready to present their groups opinion, we may need to extend into another day. This may interfere with my lesson planning for the next unit.

3. How will you follow up or extend this lesson?

Nevada State College

EDEL 453 - Spring 2013

Karen Powell- Instructor

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Title of Unit: Red, White and You Title of Lesson: Social Studies Unit Test Submitted By: Garlick/Waite

If the students do not have enough time to research their information fully we may need to extend this lesson to another day. 4. What will you do for students who dont grasp the concepts? If the students do not grasp this concept I will need to meet with those students in a small group or individually and re-teach the concepts. I will also place students in heterogeneous groups to help students that need extra support. 5. Which part of the lesson, if any, do you think might need to change? I may need to give more time to this lesson. 6. When you were writing this lesson plan, what was the most difficult part? I felt it was hard to integrate both having the students understand why people form groups and introduce sources of information people use to form an opinion in the same lesson. Thank you for the great idea.

Nevada State College

EDEL 453 - Spring 2013

Karen Powell- Instructor

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