Lesson Plan Guide

Teacher Candidate:

Daniel Beebe

Grade and Topic: 2nd grade Social Studies

Date: December 1, 2014

Length of Lesson: 55 minutes

Mentor Teacher: Professor Fair Josey

School: University of Memphis IDT 3600
UNIT/CHAPTER OBJECTIVE/GENERALIZATION/BIG IDEA:
This lesson plan is a portion of a unit plan on major bodies of water around the world.
LESSON OBJECTIVE:
Given a digital version of a worksheet with ten questions about rivers, lakes, oceans and waterfalls, the
student will research the answers on the Internet and respond with 90% accuracy.
Given graphic organizing software, the student will create a concept map of a body of water chosen by
the teacher. This map must include at least five (5) facts about their body of water.

The student will present his/her concept map in an organized, exuberant, and prepared manner, highlighting all of
their findings to the class.
This lessons goal is for the students to obtain fundamental knowledge of major bodies of water through Internet
research. They will answer questions on a worksheet, prepare a structured concept map to organize their thinking,
and present their findings to their classmates in an effort to compare and contrast their discoveries.

STANDARDS ADDRESSED:
TN Social Studies - 2.18 Compare physical features of the earth, including islands, lakes, mountains, oceans,
peninsulas, plains, plateaus, rivers, and valleys.
ISTE Standards:

3. Research and information fluency: Students apply digital tools to gather, evaluate, and use
information.
b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of
sources and media
c. Evaluate and select information sources and digital tools based on the appropriateness tospecific tasks
d. Process data and report results

6. Technology operations and concepts: Students demonstrate a sound understanding of technology

concepts, systems, and operations.
a. Understand and use technology systems
b. Select and use applications effectively and productively

MATERIALS:
1. Computers
2. Projector for displaying concept maps

3. Kidspiration 3
4. Internet access to the following links for research:
a. Different kinds of water introduction/review:
http://www.socialstudiesforkids.com/articles/geography/bodiesofwater.htm
b. Lakes, rivers, and oceans information:
http://easyscienceforkids.com/tag/bodies-of-water/
c. Ocean facts:
http://www.sciencekids.co.nz/sciencefacts/earth/oceans.html
d. Five oceans overview:
http://www.kids-world-travel-guide.com/ocean-facts-for-kids.html
e. More info on oceans:
http://www.ducksters.com/geography/oceans.php
f. Lake facts:
http://www.sciencekids.co.nz/sciencefacts/earth/lakes.html
g. Worlds biggest lakes:
http://www.ducksters.com/geography/lakes.php
h. Great lakes site:
http://www.kidskonnect.com/subjectindex/28-places/geography/415-great-lakes.html
i. Rivers facts:
http://www.sciencekids.co.nz/sciencefacts/earth/rivers.html
j. Mississippi River facts:
http://www.sciencekids.co.nz/sciencefacts/earth/mississippiriver.html
k. Nile River facts:
http://www.sciencekids.co.nz/sciencefacts/earth/nileriver.html
l. Amazon River Facts:
http://www.sciencekids.co.nz/sciencefacts/earth/amazonriver.html
m. Longest rivers in world:
http://www.ducksters.com/geography/worldrivers.php
n. Waterfall facts:
http://www.sciencekids.co.nz/sciencefacts/earth/waterfalls.html
o. Niagara Falls facts:
http://www.sciencekids.co.nz/sciencefacts/earth/niagarafalls.html
p. Angel Falls facts:
http://primaryfacts.com/1322/angel-falls-facts-about-the-highest-waterfall-in-the-world/
q. Victoria Falls facts:
http://www.softschools.com/facts/wonders_of_the_world/victoria_falls_facts/415/
http://primaryfacts.com/1329/victoria-falls-facts-about-the-largest-waterfall-in-the-world/

Technology Integration
Students will use the Internet links above to answer the ten questions on the worksheet (included near
the end of this lesson plan). Then, the teacher will assign each student a body of water and they will
create a concept map using Kidspiration 3 from the information they have gathered from the Internet.
Finally, they will present their concept maps to the class on a projector screen.
BACKGROUND and RATIONALE:
Students will gain knowledge about major bodies of water around the world. They will do this in three
steps: 1) researching on the internet to fill out a worksheet, 3) creating a concept map through more indepth research, and 3) presenting their work to their peers.
Academic Language is not addressed in IDT 3600.
This lesson is a continuation of TN social studies standard 2.1.
In upcoming lessons, we will emphasize the locations of these bodies of water, specifically how one
body of water connects or relates to another body.

I am aware that the lesson will be differentiated for students who did not master the objectives and for
those ready for enrichment. However, modifications are not covered in this course and are not part of
this particular lesson.
PROCEDURES AND TIMELINE:
Introduction (5 min.): Start by introducing four forms of water: lakes, oceans, rivers, and waterfalls. Expound
on their definitions and characteristics, most importantly, what differentiates one from another (link b from
above is an excellent source for this). Then, assess students prior knowledge by asking general questions. (For
example, How many oceans are there? Can you name any?) Next, offer the students a road map of what will
be done in class. First, we will fill out a worksheet using Internet links. Second, using the internet links again,
we will create a concept map about a body of water with at least five facts included. Third, each student will
present their concept map to the class. After detailing the class agenda, the lesson is ready to begin.
Procedures:
Prior to the Computer (5 min.):
Teacher procedures:
1. Show students how to access links.
2. Make sure each student understands how to navigate through the Internet without getting lost or confused.
3. Hand out worksheets.
4. Explain how to find answers. Research one question as an example.
5. Make sure no one has any questions.
Student procedures:
1. Listen intently.
2. Take out pencils.
3. Raise hand and ask questions if any arise.
At the Computer (25 min.):
Worksheet:
Teacher procedures:
1. Walk around room and help students navigate the links, offering guidance and suggestions.
2. Periodically remind the whole class what their goal is and how to achieve it. This is especially crucial if the
class seems overwhelmed.
3. Ensure that students are not copying others papers.

Student procedures:
1. Use links to find the answers of the ten questions on the worksheet.
2. Ask teacher for any assistance needed.
3. When finished, notify the teacher.
Concept Map:
Teacher Procedures
1. Once each student has completed their worksheet, collect them.
2. Its time for the concept map now!
3. Show students how to open Kidspiration 3 and perform simple graphic organizer tasks (adding and
moving bubbles and arrows, connecting concepts, etc.) Invite creativity!
4. Split students into four groups (lakes, rivers, oceans, and waterfalls). Make sure you dont have more
than three students in the waterfalls group or five in the oceans group, since there are fewer to
choose from.
5. Assign each student a body of water according to their group.
6. Explain how to complete concept map. Use a question from the worksheet as an example for starting
a concept map.
7. Ensure students are prepared to search more intensely to find the required amount of information.
8. Make sure there are no questions.
9. Tell students to begin.

10. Walk around room and assess progress, offering assistance as needed.
Student Procedures:
1. Open Kidspiration 3 and practice creating blank concept map with teacher.
2. Listen attentively.
3. Begin working on their concept map for their assigned body of water, asking any questions if
necessary.
After the computer (20 min.):
Teacher procedures:
1. Randomly call on students to present their concept map.
2. Offer encouragement and/or assistance if student is struggling.
3. Initiate a round of applause after every student has finished presenting.
Student procedures:
1. Listen quietly until it is their turn to present their body of water to the class.
2. Present their concept maps, each including at least five facts about their topic.
3. Speak enthusiastically and intelligibly.

ASSESSMENT EVIDENCE:
Teacher will use the following worksheet to assess students researching prowess (blank then completed
versions):

Name:

Bodies of Water around the World

1. What is the largest ocean in the world?

2. What is the deepest lake in the world?
3. How long is the Nile River?
4. What is the highest waterfall in the world?
5. How many great lakes are there?
6. Which is the smallest of the five oceans?
7. How wide are the widest parts of the Amazon River?
8. True or false: The Colorado River is the longest river in the United States.

True

9. What kinds of creatures live in the Amazon River?

10. Which of the Great Lakes is the largest?

Bonus question: What is the name of the deepest place on Earth? How deep is it?

False

Name:

Students Name

Bodies of Water around the World

11. What is the largest ocean in the world?

Pacific

12. What is the deepest lake in the world?

Lake Baikal

13. How long is the Nile River?

4,133 miles (or 4,135, depending on source)

14. What is the highest waterfall in the world?

15. How many great lakes are there?

Angel Falls
Five (Superior, Michigan, Ontario, Erie, Huron)

16. Which is the smallest of the five oceans?

Arctic Ocean

17. How wide are the widest parts of the Amazon River?

120 miles

18. True or false: The Colorado River is the longest river in the United States.
19. What kinds of creatures live in the Amazon River?
20. Which of the Great Lakes is the largest?

True

False

anacondas and piranhas

Lake Superior

Bonus question: What is the name of the deepest place on Earth? How deep is it?
The Mariana Trench is the deepest place on Earth. It lies 35,797 feet under the Pacific Oceans surface.

Here is a sample of a completed student concept map:

MODIFICATIONS:
I am aware that modifications will be made for students who did not master the objectives and for those ready
for enrichment. However, modifications are not covered in this course and are not part of this particular lesson.
Closure:
Tell everyone to logoff computers. Ask if anyone has any questions about the assignment. Next, the ask
students to reflect on what they have learned in class. See if everyone can name any facts about a body of water
besides their own. Congratulate the students on their hard work and start an applause for everyones
presentations. Ask students to file out of the computer lab in an orderly fashion.