Beruflich Dokumente
Kultur Dokumente
EDEL 453: Teaching Elementary School Social Science Nevada State College Spring 2014 Instructor: Karen Powell
C. Basic Information:
Grade Level : 2nd grade Time to Complete this Lesson: approximately 25 minutes Groupings: whole group for reading and discussing, independent for activity and assessment
D. Materials:
Vocabulary/Study Guide worksheet (Unit Resources p.20) for each student Houghton Mifflin Social Studies book: Neighborhoods (p.74-81) for each student Blank white paper, pencils, colored pencils
F. Vocabulary:
Landform a natural shape of the land Valley low land between mountains or hills Island land with water all around it Peninsula a long piece of land that extends into water on three sides
G. Procedure:
1.) Refer to notes on TE 74 Get Set to Read 2.) Explain the study guide to the students that we will complete as we read. Call students attention to the map on page 75. Identify and Discuss different types of landforms and bodies of water. Introduce vocabulary (landform, valley, island, peninsula, lake) As a class, read p. 74 & 75, stopping to ask questions as indicated in the margins of the TE.
3.) Students should listen and fill in information on their study guide as we read through the pages. They can finish their study guide after reading is complete. 4.) Ask questions listed in the margins of the TE to ensure students understand the lesson. Focus on these questions: (TE 75) What word do we use when we talk about the different shapes of land on the earth? (TE 76) How are islands and peninsulas alike? (TE 78) Is there more salt water or fresh water on the earth? (review question 75) Why do you think people are more likely to farm in valleys than in mountains? (review question 77) What is one landform in your state?
H. Assessment:
What will I use to measure student understanding? Draw a picture (TE 79) Draw a picture of landforms and bodies of water in a community. Think about the ways people use different landforms and bodies of water forms and include this in your drawing. Time permitting students may label their drawing and journal on the back a sentence or two of a form of water or land they use daily or for fun. 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 must draw different landforms and bodies of water. Drawing this will show if student understands the different landforms and bodies of water.
I. Closure:
Quick Discussion of the three statements in the Review and Assess section of TE 79.
J. Reflection:
1.
Which part of the lesson do you think will be the easiest to teach?
An easy part of this lesson may be teaching the difference between the bodies of water; for example lakes vs river vs oceans.
2.
3.
4.
What can you do for students who dont grasp the concepts?
I would use the bodily-kinesthetic activity (TE 75) to help students grasp the differences between valley, mountain, peninsula and island by looking at the first letters of the word. The could trace the letters with their fingers to understand that the v in valley, the m in mountain, the p in peninsula and the dot on the i of island look like the landform the word describes.
5.
Which part of the lesson, if any, do you think might need to change?
I believe this lesson gives a good understanding of landforms and bodies of water. If there was more time I would like to add the challenge (TE 75) that asks the student to trace a river on a map and have them find the rivers name and also two cities that are on it.
6.
When you were writing this lesson plan, what was the most difficult part?
The most difficult part of this lesson plan was finding a place to start. Writing a lesson plan takes a great deal of time and my schedule made it hard to sit and find all the information. It was difficult for me to know if the assessment I chose would allow me to judge student understanding.