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Lesson Plan #4

Grade: 2 Social Studies Strand: Geography


Submitted By: Tracy Sides

EDEL 453: Teaching Elementary School Social Science Nevada State College Spring 2014 Instructor: Karen Powell

Lesson Plan #4 - Geography


B. Summary of the Lesson Plan

submitted by: Tracy D. Sides

This is s social studies lesson designed for 2nd grade students to learn about how regions of the U.S. are defined and characterized. C. Basic Information: Grade Level: 2nd grade Time to Complete this Lesson: 50 minutes Groupings: XX D. Materials: Computer with Internet access One blank Xpeditions outline map of the United State for each student* Markers or colored pencils Rulers Writing materials

E. Objectives: o NV State Social Studies Standards 2.2 Students demonstrate map skills by describing the absolute and relative locations of people, places, and environments. Label from memory a simple map of the North American continent, including the countries, oceans, Great Lakes, major rivers, and mountain ranges. Identify the essential map elements: title, legend, directional indicator, scale, and date. I can describe locations of people, places, and environments. I can label a simple map of North America from memory.

Student-Friendly Standards

F. Vocabulary Arctic (n.) region at Earth's extreme north, encompassed by the Arctic Circle. Beach (n.) narrow strip of land that lies along a body of water. Border (n.) natural or artificial line separating two pieces of land. Climate (n.) all weather conditions for a given location over a period of time. Continent (n.) one of the seven main landmasses on Earth. Desert (n.) area of land that receives less than 25 centimeters (10 inches) of precipitation a year. Diverse (n.) varied or having many different types. Ecosystem (n.) community and interactions of living and nonliving things in an area. Environment (n.) conditions that surround and influence an organism or community. Forest (n.) ecosystem filled with trees and underbrush. Geyser (n.) natural hot spring that sometimes erupts with water or steam.
Nevada State College EDEL 453 - Spring 2014 Karen Powell- Instructor page 2

Lesson Plan #4 - Geography

submitted by: Tracy D. Sides

Grassland (n.) ecosystem with large, flat areas of grasses. Hinder (V.) to delay or hold back. Human geography (n.) study of the way human systems interact with their environment. Iconic (adj.) event or symbol representing a belief, nation, or community. Indigenous (adj.) native to or characteristic of a specific place. Island (n.) body of land surrounded by water. Isthmus (n.) narrow strip of land connecting two larger land masses. Lake (n.) body of water surrounded by land. Marsh (n.) wetland area usually covered by a shallow layer of seawater or freshwater. Mountain range (n.) series or chain of mountains that are close together. Physical geography (n.) study of the natural features and processes of the Earth. Plateau (n.) large region that is higher than the surrounding area and relatively flat. Prairie (n.) large grassland; usually associated with the Mississippi River Valley in the United States. Precipitation (n.) all forms in which water falls to Earth from the atmosphere. Province (n.) division of a country larger than a town or county. Region (n.) an area on the Earth with one or more common characteristics; basic units of geography. Resource (n.) available supply of materials, goods, or services; natural or human. Soil (n.) top layer of the Earth's surface where plants can grow. Topography (n.) study of the shape of the surface features of an area. Weather (n.) state of the atmosphere, including temperature, atmospheric pressure, wind, humidity, precipitation, and cloudiness. Wetland (n.) area of land covered by shallow water or saturated by water. G. Procedure: 1. The teacher will begin a discussion of physical features of students local region. What other regions exist in North America? 2. The teacher will share the video of North Americas physical features: http://www.teachertube.com/search_result.php?query=north+america+features&type=all& safe=high&searchtype=all&head_curriculum=0&head_content_area=0&head_subject=0&head_category=0& head_skill=0 3. As a class, the teacher will lead in discussion of information gleaned from the video: Review with the children creating landmarks, paths, and using the ruler. 4. Teacher will discuss preplanned resources around the room that will support research over each physical feature. 5. Teacher will assign one physical feature to each student group to one of North Americas physical features Students will name landmarks within the feature and distance from important features. Students will measure distance from one feature to another. Each student group will measure distances (teacher will either tell them what to measure or let them decide, according to grouping).
Nevada State College EDEL 453 - Spring 2014 Karen Powell- Instructor page 3

Lesson Plan #4 - Geography

submitted by: Tracy D. Sides

4. Student groups will report back to the class and share what they have learned. H. Assessment: What will you use to measure student understanding? Individual student essays as well as group reports will measure student understanding Explain how you will know students understand the concepts from the lesson. Students will fulfill each portion of the assigned rubric in order to ensure levels of understanding. I. Closure: Students will complete Tickets Out the Door with responses to the prompt: Name one thing you learned from three different presentations.

J. Reflection: 1. Which part of the lesson do you think will be the easiest for you to teach? The opening discussion will be the easiest to teach. I am always interested in students previous knowledge of a subject area. 2. Which part will be most challenging for you to teach? At this point in my experience level, listening to presentations will be the most difficult to teach. I have a particular level of expectations that may be well above the presentation skills of standard second grade students. I imagine I will try to step in and improve presentations on findings even if they are based on only a short class period of learning and development. 3. How will you follow up or extend this lesson? I will have students collect and look through travel brochures for destinations in their own region. They will report on the ways the brochures portray the region. Do students think this is a fair portrayal, or do the brochures present any inaccurate or idealistic information? Why do students think the creators of the brochures have portrayed the region in this way? 4. What can you do for students who dont grasp the concepts? Given group dynamics and individual participation, I may need to pull some students aside to offer specific motivation and/or direction for focus on certain physical features. 4. Which part of the lesson, if any, do you think might need to change? The time period may need to change, given the grade level. I like to imagine these students would be capable of digging in and completing a simple study of physical features but I believe actual research may take longer than the time allotted.
Nevada State College EDEL 453 - Spring 2014 Karen Powell- Instructor page 4

Lesson Plan #4 - Geography

submitted by: Tracy D. Sides

5. When you were writing this lesson plan, what was the most difficult part? Having taught 2nd grade, I feel ridiculous admitting it but simplifying the curriculum for a lower grade was difficult. Since teaching second grade in a public school, I have played a major role in teaching, not only private school second grade classes, but higher grades that may well be better suited for my want for interaction and student output. While I believe higher expectations are a positive in any grade, I wonder if second is slightly early in development for my skill level. 6. Explain the strategy from Integrating Language Arts & Social Studies that you included in this lesson plan. Students will compare and contrast maps of their own physical features with those of fellow learners. Map symbols will be limited. Additionally, Google Earth will be used to locate features to help students better conceptualize maps as flat drawing sof our three-dimensional Earth (Melber, & Hunter, 2013).

Reference: Melber, L.M, Hunter, A.A.. Integrating Language Arts and Social Studies: 25 Strategies for K-8 Inquiry-Based Learning (Kindle Locations 1806-1807). Kindle Edition.

Nevada State College

EDEL 453 - Spring 2014

Karen Powell- Instructor

page 5

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