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Citizens Make a Difference

Submitted By: Greg Winiewicz

EDEL 453: Teaching Elementary School Social Science Nevada State College Spring 2013 Instructor: Karen Powell

Citizens Make a Difference

Summary of the Lesson Plan: This social studies lesson is designed for 3rd grade students who will learn how citizens form groups to promote common good and help improve their community. This lesson uses the 3rd Grade Houghton Mifflin Social Studies textbook Communities Teacher edition (Unit 4page 202-205). A. Target Population: Grade Level: 3rd Grade Skill Level: All Learning Levels Grouping: Whole group, partners, Individuals for assessment. B. Materials: 3rd Grade Houghton Mifflin Social Studies textbook Communities Teacher edition (Unit 4: Communities Governments ( page 202-205) Vocabulary Study Guide and Reading Skills (Unit Resources, p. 58). Teacher will provide copy to the students. Pencil and Paper C. Objectives: NV State Social Studies Standard C15.3.2 - Discuss why people form groups C13.3.1 - Identify and discuss examples of rules, laws, and authorities that keep people safe and property secure Student-Friendly Standards C15.3.2 - Students will explain how community citizens can work together to improve their community. C13.3.1 - Students will make a list with a partner on ways to improve their community.

D. Procedure: 1. Refer to notes on TE 202, Get Set to Read


EDEL 453 - Spring 2013

Explain the Vocabulary and Study Guide that will be completed as students read. See attached page at the end of lesson. Look at the pictures on page 203 and ask the students, What are these volunteers doing to help their community? Discuss how we have people who help us every day. Ask the students who helped them today. Discuss how obeying laws can help all citizens. Introduce vocabulary (common good, volunteer).
Submitted by: Greg Winiewicz page 2

Citizens Make a Difference

2. Using the student book CD, project the book on the screen, and Listen to the book audio on the CD pg. 202-205, stopping to answer key questions in the TE margins.

3. Students will fill in information on their study guide as we discuss the main points of
the lesson. 4. Ask questions in the margins of the teacher edition emphasizing the need to declare independence from Britain. (TE 203 ) What is the common good of the community? (TE 203) Why do volunteers work for common good? (TE 204) What did the students in Arizona decide to do? (TE 2o4) How did the community members contribute to the students project? (TE 204) How did Habitat for Humanity help the volunteers.

5. Closure: Discuss the statements in the Review and Assess section of TE 205. G. Assessment: What will I use to measure student understanding? Write a letter (TE 205): Think about your own community and what you would like to improve. Write a letter to the editor of a newspaper, explaining your idea. Students will work with a partner to make a list of jobs in the community or their school in which people can volunteer. Students will complete Lesson test, p. 60. Explain how you will know students understand the concepts from the lesson. Restate the objective and explain how your assessment piece measures student understanding. Students will show they understand by writing a summary of the lesson. After they write a short summary the students will list ways that they can help their school and community. H. Reflection: 1. Which part of the lesson do you think will be the easiest for you to teach? Teaching students the importance of working together for the common good. 2. Which part will be most challenging for you to teach? I think some students may have a difficult time understanding how people in our everyday life work together to help each other. 3. How will you follow up or extend this lesson? As an extension to the lesson, I would use Extend Lesson 1 (p.206-209) Saving Soccer.

EDEL 453 - Spring 2013

Submitted by: Greg Winiewicz

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Citizens Make a Difference

4. What can you do for students who dont grasp the concepts? For the students who dont understand the concepts in this lesson, I would use the Reteaching Minilesson -TE 205. Frame game to reteach how citizens make a difference. 5. Which part of the lesson, if any, do you think might need to change? I may have a community volunteer come in to the classroom to talk to the students. 6. When you were writing this lesson plan, what was the most difficult part? The most difficult part of making this lesson was making sure that it flowed with the other lessons in this unit.

EDEL 453 - Spring 2013

Submitted by: Greg Winiewicz

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Citizens Make a Difference

EDEL 453 - Spring 2013

Submitted by: Greg Winiewicz

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