Baker College Teacher Prep Lesson Plan Form

Carisa Kramer (Owosso)

Unit: Social Studies Lesson Title: Timeline the Mitten Grade/Period: 3rd

CCSS or State Standards:

3 H3.0.10 Create a timeline to

sequence early Michigan history
(American Indians, exploration,
settlement, statehood).

Resources and Materials:

http://www.hannahvilleschool.net/
wp-
content/uploads/2013/06/Gr3SSU
nit3.pdf
(can be attached)

Abstract: In this unit, students use primary and secondary sources of

information to explore the early history of Michigan. They begin by
examining the work of historians and the types of questions they
ask. Then, they apply historical thinking skills to a study of
American Indians in Michigan, exploration, and early settlement.

Objective:
What students will know and be able to do I can: Identify the history of early Michigan in the form of a
stated in student friendly language (use
Blooms and DOK levels for higher level timeline.
thinking objectives)

Essential Question(s): How has Michigan changed overtime in regards to exploration?

Over-arching questions of the lesson that will
indicate student understanding of
concepts/skills What is it you want the How has Michigan changed overtime in regards to settlement?
students to learn/know? Why?

How has Michigan changed overtime in regards to Native

Americans?

How has Michigan changed overtime in regards to statehood?

 Baker College Teacher Prep Lesson Plan Form
Inclusion Activity:
Describe an activity that will ensure that all
students and their voices are included at the
beginning of the lesson.
Sequence of Activities:
Provide an overview of the flow of the lesson.
Should also include estimates of
pacing/timing.
Instructional Strategies:
Research-based strategies to help students
think critically about the concept/skill
Fill out this chart as a class to begin the discussion Michigan history:
Use smart board. Keep up as reference during activity of timeline.
1. Inclusion Activity (see above) (10 minutes)
2. Teacher show example of timeline
3. In groups of two (based off of tiers): Research the sequence
of events that impacted early Michigan. (15 minutes)
- May use textbook
- Ipads
- Previous handouts
4. Each group gets long piece of paper with markers
5. Create timeline: (15 minutes)
- Must have at least two events from the following
categories American Indians, exploration, settlement,
statehood
- Must include pictures (either printed or drawn)
- Teacher should walk around and monitor.
6. Share timeline with class (3 minutes each totaling approx. 25
minutes)
7. Closure Activity (3 minutes)
- Students participate in 3-2-1:
- Students share 3 things they learned, 2 things they
have questions about, and 1 thing they want the teacher to
know (what they want the teacher to know is written on
notecards passed out by student helper of day)
Collaboration (peer-to-peer)
Scaffolding (with example of timeline)
 Baker College Teacher Prep Lesson Plan Form

Assessment: Formative:
List both formative and summative Monitoring
assessments that you will use to assess student
understanding. Formative assessments are
given during instruction (check for Summative:
understanding), summative are after
completion of instruction (how will you grade Timeline Sequence of Events
quiz, test, project, paper, presentation,
demonstration, etc.).

Differentiation: Students that have tested below grade level expectations should be
Describe who will need additional or different paired with students who are above grade level expectations (tiers)
support during this lesson, and how you will
support them. Differentiated instruction could
include testing accommodations, preferential
seating, segmented assignments, a copy of the
teachers notes, assignment notebook, peer
tutors, etc.

Summary, Integration and Students participate in 3-2-1:

Reflection:
List the way that you will bring students
together to integrate and reflect on their
learning from this lesson
- Students share 3 things they learned, 2 things they
have questions about, and 1 thing they want the teacher to
know (what they want the teacher to know is written on
notecards passed out by student helper of day)

Unit: Civics Lesson Title: Create the Branches Grade/Period: 3rd

CCSS or State Standards:

3 C3.0.3 Identify the three

branches of state government in
Michigan and the powers of each.

Resources and Materials:

http://www.hannahvilleschool.net/
wp-
content/uploads/2013/06/Gr3SSUn
it5.pdf

(can be attached)

Abstract In this unit, students use primary sources of information to

explore the three branches of state government in Michigan.
They begin by examining what the branches are. Then, they
 Baker College Teacher Prep Lesson Plan Form
Objective:
What students will know and be able to do
stated in student friendly language (use
Blooms and DOK levels for higher level
thinking objectives)
Essential Question(s):
Over-arching questions of the lesson that will
indicate student understanding of
concepts/skills What is it you want the
students to learn/know? Why?
Inclusion Activity:
Describe an activity that will ensure that all
students and their voices are included at the
beginning of the lesson.
Sequence of Activities:
Provide an overview of the flow of the lesson.
Should also include estimates of
pacing/timing.
examine each of its powers. Lastly, they will apply their
knowledge to create a display of the three branches of
government in Michigan.
I can: Identity the three branches of state government in
Michigan.
I can: Identity what the powers of the three branches of state
government in Michigan are.
I can: Compare and contrast the three branches of state
government in Michigan.
How do the three branches of state government in Michigan
compare and contrast?
What purpose do the branches of state government in Michigan
serve?
Why do the people in the state of Michigan need a government?
How is our state government organized?
Have students close their eyes and imagine if Michigan did not have
government. What would life be like? Who would be in charge?
Would it be safe to be outside? Would people have money? Would
there be churches and schools?
1. Inclusion Activity (Five minutes)
- Talk about their answers.
- Ask: Why do you think government in Michigan is
important?
2. Have students read chapter 6 with tiered groups (tiered based
off of previous testing to see if at/below/above grade level
expectations) (10 minutes)
- Identify the three branches and at least three functions of
that branch. Write on scrap paper as the teacher will type
them as they present to the class.
- Groups take turns presenting what information they
found (with page number so that classmates can follow
along).
- Teacher begins filling out chart in front of class labeled
Executive, House of Representatives, and Senate. Add
functions that students list of.
- Formally assess: Are students understanding? Leading
their own discussions? Do extra resources need to be
provided?
- Print this chart out to provide students with as resource
3. Class Discussion: Why are each of these important? Have
 Baker College Teacher Prep Lesson Plan Form
Instructional Strategies:
Research-based strategies to help students
think critically about the concept/skill
Assessment:
List both formative and summative
assessments that you will use to assess student
understanding. Formative assessments are
given during instruction (check for
understanding), summative are after
completion of instruction (how will you grade
quiz, test, project, paper, presentation,
demonstration, etc.).
you personally witnessed any of these function such as
meeting your local state representative? (5 minutes)
4. Collaborative Summative Assessment Project: Students (in
groups of four based off of tiers) must create a way to display
their knowledge and understanding of the three branches of
government in Michigan: (20 minutes)
- Can make poster (example below) (must present to class)
- Do a skit (must perform in front of class)
- Make a powerpoint (must present to class)
- Write a song/rap (must present to class)
- Anything else must be approved by teacher
5. Presentation of Collaborative Project (10 minutes)
Peer-to-peer support: Seen in collaborating during reading and
summarizing the chapter and summative assessment project.
Scaffolding: seen in showing student example of poster
Formative:
While students are presenting what they learned while reading
the chapter, pay attention to if they get it or not.
Summative:
Collaborative Group Project to display understanding of the
three function of government in Michigan.
 Baker College Teacher Prep Lesson Plan Form

Differentiation: Students that have tested below grade level expectations should be
Describe who will need additional or different paired with students who are above grade level expectations (tiers)
support during this lesson, and how you will
support them. Differentiated instruction could
include testing accommodations, preferential
seating, segmented assignments, a copy of the
teachers notes, assignment notebook, peer
tutors, etc.

Summary, Integration and Students participate in 3-2-1:

Reflection:
List the way that you will bring students
together to integrate and reflect on their
learning from this lesson
- Students share 3 things they learned, 2 things they
have questions about, and 1 thing they want the teacher to
know (what they want the teacher to know is written on
notecards passed out by student helper of day)

This is a student example of the U.S. 3 branches of

government, but the students poster will be of
Michigans. This is jus
 Baker College Teacher Prep Lesson Plan Form

Unit: Economics Lesson Title: Show and Tell Grade/Period: 3rd

CCSS or State Standards:

3 E3.0.1 Identify products
produced in other countries and
consumed by people in Michigan.

Resources and Materials:

(can be attached)
http://www.eupschools.org/page/1
355

In this unit students explore the principles and concepts of

Abstract economics through the lens of Michigan today. Using fruit as an
example, students are introduced to how geography affects
specialization and interdependence. The concept of interdependence
exposes students to Michigans connection with the national and
global economies. Finally, students explore the role of government
with respect to goods, services, and incentives.

I can: Identify products that are produced outside of Michigan.

Objective:
What students will know and be able to do I can: Identify who consumes the products in Michigan that are
stated in student friendly language (use
Blooms and DOK levels for higher level produced outside of Michigan.
thinking objectives)
I can: Apply my knowledge of what products produced in other
countries are consumed by people in Michigan.

Essential Question(s):
Over-arching questions of the lesson that will
indicate student understanding of
concepts/skills What is it you want the
students to learn/know? Why?
How do scarcity and choice affect what is produced and consumed
in Michigan?
How is Michigan part of the national and global economies?
 Baker College Teacher Prep Lesson Plan Form
Inclusion Activity:
Describe an activity that will ensure that all
students and their voices are included at the
beginning of the lesson.
Sequence of Activities:
Provide an overview of the flow of the lesson.
Should also include estimates of
pacing/timing.
Teacher presents this picture on the overhead:
- Discusses what this means:
o Possible Answers: we only get a select kind of fruit in
Michigan, we cant provide without help, only some
things come from some places
1. Inclusion activity (5 minutes)
2. Discuss this graph over the projector (7 minutes)
- How do all of these relate?
- Why is each category important for Michigan?
- Refer to chapter 7: Focus on vocab terms
o Apply to real world
 Baker College Teacher Prep Lesson Plan Form

o Formative assessment: are they getting it?

3. Teacher brings out mystery bag full of foreign products such

as pineapple, peanuts, bananas, etc. (10 minutes)
- Discuss what is all used with these products
o To eat, to make things with, etc.
- Who uses and consumes these products?
- Connect back to graph from #2
- What does Michigan offer to other countries?
o Such as fish, apples, etc.
o What kind of trade is this?

4. Instruction for tomorrows class: (10 minutes)

- Bring a product that was made in another country.
- Prepare to present this product to the class about:
o Who consumes it?
o What does it do for Michigan?
o Luxury or need?
- Teacher should bring at least five products in case a student
cannot afford to bring something in (differentiation)

5. Closure activity (5 minutes)

Instructional Strategies: Peer-to-peer: seen in closure activity

Research-based strategies to help students Visuals: images through projector to lead discussion
think critically about the concept/skill
 Baker College Teacher Prep Lesson Plan Form

Assessment: Formative:
List both formative and summative Discussion of the graph.
assessments that you will use to assess student
understanding. Formative assessments are
given during instruction (check for Summative:
understanding), summative are after
completion of instruction (how will you grade (To come. Will be the presentation of the product.)
quiz, test, project, paper, presentation,
demonstration, etc.).

Differentiation: Providing resources for the children that cannot afford to bring an
Describe who will need additional or different example to class for their summative assessment presentation.
support during this lesson, and how you will
support them. Differentiated instruction could
include testing accommodations, preferential
seating, segmented assignments, a copy of the
teachers notes, assignment notebook, peer
tutors, etc.

Summary, Integration and Students participate in 3-2-1:

Reflection:
List the way that you will bring students
together to integrate and reflect on their
learning from this lesson
- Students share 3 things they learned, 2 things they
have questions about, and 1 thing they want the teacher to
know (what they want the teacher to know is written on
notecards passed out by student helper of day)

Unit: Geography Lesson Title: Meet Michigan Grade/Period: 3rd

CCSS or State Standards:

3 G1.0.2 Use thematic maps to
identify and describe the physical
and human characteristics of
Michigan.

Resources and Materials:

Google maps
 Baker College Teacher Prep Lesson Plan Form
http://www.eupschools.org/page/1
353
http://woodtv.com/weather/we
bcams/
http://mrsblacksstudentnews.weebl
y.com/uploads/3/8/7/8/3878318/ge
ography_unit_2_weeks_sept_2011
.pdf
(can be attached)
Abstract:
Objective:
What students will know and be able to do
stated in student friendly language (use
Blooms and DOK levels for higher level
thinking objectives)
Essential Question(s):
Over-arching questions of the lesson that will
indicate student understanding of
concepts/skills What is it you want the
students to learn/know? Why?
Inclusion Activity:
Describe an activity that will ensure that all
students and their voices are included at the
beginning of the lesson.
After reviewing physical and human characteristics from lesson 1,
students use a variety of maps to identify and describe significant
physical characteristics of Michigan including the Great Lakes,
major rivers, major lakes, sand dune areas, etc. Students briefly look
at how people interact with each of these physical characteristics
(e.g. lakes are used for recreation, the Great Lakes are used for
transportation). Significant human characteristics such as bridges,
lighthouses, highways, and cities are explored. The lesson ends with
a brief introduction to the concept of climate, connecting to science
topics of weather and seasons
I can: Identify physical and human characteristics of Michigan.
I can: Identify the difference between physical and human
characteristics of Michigan.
I can: Use a map to find cities, towns, roads, bridges, etc. and
different landforms of Michigan.
What are the differences between physical and human
characteristics?
Why do we use thematic maps?
Key Concepts: place, Great Lakes
Pull up Google maps and search for Mackinac Island, Detroit,
Lansing, and your school district. (10 minutes)
- Discuss what each of these places offer people in Michigan
- Possible answers: vacations, cars, government, home
- Natural or man made?
Use webcam to explore one of these characteristics. (Five minutes)
 Baker College Teacher Prep Lesson Plan Form

Sequence of Activities: 1. Inclusion activity (15 minutes)

Provide an overview of the flow of the lesson.
Should also include estimates of
pacing/timing. 2. 5 Themes of Geography Class Discussion (20 minutes)

Use a map to answer and discuss these questions:

- Location (Where is it?) and Place (What is it like?)

What is a state?
land: (including lakes and water; shape; political borders
with other states or countries)
people (the things they do)
government (rules of state)
Michigans Land
middle of Great Lakes
fresh water
divided into 2 regions- upper and lower peninsula)
peninsula (land with water on three sides)
name (comes Native American word for big lake or big
water)
Michigans neighbors
our big cities
climate
high and low places
natural resources
regions (Upper and Lower peninsula; Great Lakes region;
farming regions)

3. Tier groups of three based off of testing of above/at/below

expectations of grade level. (3 minutes)

4. Each group gets assigned a physical AND human

characteristic of Michigan. (3 minute)

5. Project: Give a tour of this physical part of Michigan with

the human characteristics. May use Google Maps, posters,
web cams, ect. In presentation, must present where their
physical part is in Michigan. Must explain the climate,
natural resources, region, the people, etc. Students have rest
of class period to begin research and make a plan (Last
fifteen minutes of class)

Instructional Strategies: Group work in tiers

Research-based strategies to help students
think critically about the concept/skill
 Baker College Teacher Prep Lesson Plan Form

Assessment: Formative:
List both formative and summative Class discussion. Are students understanding? Do they need
assessments that you will use to assess student
understanding. Formative assessments are further instruction?
given during instruction (check for
understanding), summative are after
completion of instruction (how will you grade Summative:
quiz, test, project, paper, presentation, (To come. Will be test another day.)
demonstration, etc.).

Differentiation: Tiers for the project based off of who is at/below/above grade level
Describe who will need additional or different expections.
support during this lesson, and how you will
support them. Differentiated instruction could
include testing accommodations, preferential
seating, segmented assignments, a copy of the
teachers notes, assignment notebook, peer
tutors, etc.

Summary, Integration and Students begin researching specific aspects about their physical and
Reflection: human characteristic of Michigan.
List the way that you will bring students
together to integrate and reflect on their
learning from this lesson