ur Great State

Matthew D'Agostino
December 3, 2014

Table of Contents
RATIONALE 1
Content Outline 2
LESSON PLANS Green Section
3 Social Studies
4 Language arts
5 Math

RESOURCE LIST 6
WORKSHEETS AND ACTIVITIES Yellow Section
ANSWER KEYS Orange Section
APPENDIX Blue Section
7 Map of Maryland
8 Flag of Maryland
9 Posters for the classroom
10 other

GLOSSARY 11

Rationale
Our Great State Maryland
By Matthew DAgostino
December 3, 2014

This unit was designed for use in a third grade classroom in the state of Maryland.
This unit can also be easily modified for other grades if necessary. This unit is
designed to familiarize young students with the state in which they reside. This unit
also builds state pride and a sense of belonging. Through this unit students will
learn about places, animals and plants that are in Maryland. Students will also learn
about the water of Maryland and why it is important. Students will learn principles
of geography including mans effect on the environment through pollution,
location, and place. Overall the student will learn more about his/her state and their
place in it. This information will be taught through study of books and texts, study
of maps, interactive web sites, group discussion and individual practice. Most of
the books used are written by Maryland authors and other books about the state of
Maryland can be easily found. This unit also hopes to encourage students to
become good citizens of the world.

Unit on Maryland Content Outline

1. Social Studies Lesson
A. This lesson will introduce students to their home state, Maryland. This will get
students excited about where they live. It will help them understand the layout of the
state of Maryland, what happens in Maryland, and about the environment.
2. Language Arts Lesson
A. This lesson introduces students to life in Baltimore and the animals of the Chesapeake
Bay. This lesson helps students with both reading comprehension and writing.
3. Math Lesson
A. This lesson is used to review multiplication and division and helps reinforce the
concepts of word problems.
4. Other Material
A. Other material in this unit serves to reinforce each lesson and help the teacher
individualize instruction and help students learn. This includes maps worksheets and
handouts.

Name and course number: Matthew D'Agostino

EDU 300 A

Licensure area: Dual Licensure (Early Childhood And Intervention Specialist) Date:
11/3/14
1. Objective: The student will be able to identify the state of Maryland, the
capital city Annapolis, the united states capitol and the city of Baltimore on a
map. Students will learn facts about the state such as the state bird, flag,
area, population and major industries. Students will learn how to use a map.
Students will learn about other interesting facts about Maryland using online
research. Students will learn about the relationship with people to the
Chesapeake Bay and discuss what they need to do to keep the bay clean.
2. Content Standard (s) This lesson is based on Ohios new learning
standards. The standards are grade three social studies: geography
standards 4. Physical and political maps have distinctive characteristics and
purposes. Places can be located on a map by using the title, key,
alphanumeric grid and cardinal directions. 5. Daily life is influenced by the
agriculture, industry and natural resources in different communities 6.
Evidence of human modification of the environment can be observed in the
local community. This lesson also meets the common core standard W.3.8
research to build and present knowledge: recall information from experiences
or gather information from print and digital sources; take brief notes on
sources and sort evidence into provided categories.
3. Motivation: Students will already know the basics of what a map is.
Students will also know some basic information about Maryland, their home
state, and the teacher will use this to spark interest abut learning more about
the state in which they reside. Students some students may need practice
working with a map before this lesson. Students may also need previous
knowledge about pollution and why it is harmful to the environment.
4. Instructional materials: The teacher will need a large map of Maryland to
display in the classroom, copies of Awesome Chesapeake a kids guide to the
bay by David Owen Bell, copies of Maryland web quest, and copies of

Maryland map handout. A teacher will also need access to classroom tablets
or a computer lab.
5. Procedures:
Students will come in to class and sit in their in chairs/ desks arranged

in a circle at the center of the room.

The teacher will lead the class in a discussion starting with the
question what do you know about Maryland?. This discussion will last

no more than 10 minutes.

After this discussion, the teacher will write any academic vocabulary on

the board and discuss the definitions with the students.

The teacher will then hand the students the Maryland map handout.
The teacher will direct the students to move their desks into groups of

4 people to talk about the map they have been given.

The students will then be directed to answer the questions on the

handout and then check the answers with their groups.

After the students finish the teacher will review the answers with the

students and answer any questions or misconceptions.

The students will now move to the computer lab under the teachers

direction.
The students will be given the Maryland web quest and complete this

assignment using the website provided.

When the students finish they will turn in the web quest.
The students who finish will be directed to read pages 14 to 17

silently.
When all the students are finished, the class will return to the

classroom.
The teacher will then read page 14-17 aloud.
The teacher will then lead a discussion about pollution and how to keep

the bay clean.

This discussion will end the class.
6. Classroom Discussion: The students will discuss the state of Maryland,
and pollution to the Chesapeake Bay and how to prevent it.
7. Academic vocabulary: the teacher will discuss with the class the meanings
of area, population, pollution, industry, and Key (maps).
8. Assessment and Evaluation: this lesson is to be used to help students gain
further understanding about the state they live in. Before the teacher begins
the next lesson he or she will ask the students to share what they learned in
a brief paragraph. This paragraph w-ill be reviewed by the teacher.

9. Modifications: This assignment can be completed in groups, for example a

stronger student could be pared with a student who may be having difficulty.
The handouts can also be discussed orally.
10.Resources:
Awesome Chesapeake a kids guide to the bay by David Owen Bell
http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning

Standards/Social-Studies/SS-Standards.pdf.aspx
http://www.enchantedlearning.com/usa/states/maryland/
http://www.lessonplans.com/the-50-states/

Name: Matthew D'Agostino

EDU 300 A

course number:

Licensure: Dual Licensure (Early Childhood And Intervention Specialist)

11/3/14

Date:

11.Objective: The student will be able to read a story and explain it in his or her
own words. Students will practice reading and reading comprehension by
answering questions about the story that they read. Students will learn about
concept maps and by the end of the lesson be able to use them. Students will
write about the story they read.
12.Content Standard (s) common core standards grade three English
language arts: 1. Ask and answer questions to demonstrate understanding of
a text, referring explicitly to the text as the basis for the answers, and 10. By
the end of the year, read and comprehend literature, including stories,
dramas, and poetry, at the high end of the grades 23 text complexity band
independently and proficiently. This lesson also meets the common core
standard W.3.8 research to build and present knowledge: recall information
from experiences or gather information from print and digital sources; take
brief notes on sources and sort evidence into provided categories. As well as
standard W.3.2: write informative/explanatory texts to examine a topic to
convey ideas and information clearly.
13.Motivation: students will need to know about animals of the Chesapeake
Bay and its surrounding area. This content will be discussed in science and
social studies lessons in this unit. Students will be learning about the
Chesapeake Bay and the animals that live within it.
14.Instructional materials: students will need a copy of the book Chadwick
the crab by Priscilla Cummings and a copy of a concept map.
15.Procedures: this lesson is the final lesson of the unit.
Students will enter the classroom and sit with their reading partner.
Students will read pages 23, 24, and 25 aloud with their reading

partner.
Students will then read pages 26, 27, 28, 29 and 30 to themselves.

As the students read they will fill out a concept map to help them when

they write.
After the students finish reading the story they will discuss with their

partners what happened in the end of the book.

After this the teacher will write these questions on the board and ask
the students to answer them in three or more sentences.
a. Does Chadwick enjoy living in his new home? How can you tell?
b. How did Chadwick get from the docks into his new home in the

aquarium?
The teacher will then write the last question on the board and ask
students to answer it in a well written paragraph, including both an
introductory sentence and a concluding sentence. Think back to the
beginning of the story why did Chadwick want to leave his home. The
teacher will then ask the students to read their answers and then the
teacher will lead the class in a closing discussion about the book. The
teacher will ask the students if they enjoyed the book as well as ask each

student to share their favorite part of the book.

If the teacher still has time he/she will lead the class in a discussion about

who Francis Scott key is and ask the students what they know about him.
The teacher will then give the students the book Francis Scott Key by

David Collins and ask them to read the opining page

16.Classroom Discussion: The teacher will lead the class in a discussion
about Chadwick The Crab. If time permits the teacher will also lead a
discussion about Francis Scott Key.
17.Academic vocabulary: the teacher will encourage the students to ask
questions about words they do not know and underline any vocabulary that
they do not understand. The teacher will then explain these words to the
class.
18.Assessment and Evaluation: the teacher will grade the final writing
question, checking it against the rubric. The teacher will be checking for
proper paragraph setup as well as information regarding the reading to make
sure that it is correct.
19.Resources:
20.Modifications: students are paired by their abilities and stronger readers
and writers are placed with students who need more help. If a student has
trouble writing the student can orally answer questions with a classroom

assistant or if a computer is an available the student can use this to type

their answers.

Name: Matthew DAgostino

EDU 300 A

course number:

Licensure area: Dual licensure

date: 11/3/14

21.Objective: The student will be able to solve multiplication and division word
problems and review multiplication facts. Student will be able to answer word
problems that include subtraction and addition correctly.
22.Content Standard (s) 3rd grade common core math standards:
3.OA.A.3 operations and algebraic thinking, represent and solve problems
involving multiplication and division 3. Use multiplication and division within
100 to solve word problems in situations involving equal groups, arrays and
measurement quantities, by using drawings and equations with symbols for
the unknown number to represent the problem. Number and operations in
base ten 3.NBT.A.2 use pace value understanding and properties of
operations to perform multi digit operations and or the relationship between
addition and subtraction.
23.Motivation: students will have had a considerable amount of practice with
multiplication, division, addition and subtraction. This lesson is to review
concepts of addition and subtraction and give students further practice with
multiplication and division.
24.Instructional materials: white board/chalk board, markers/chalk, teacher
prepared word problem worksheet, and multiplication practice sheet.
25.Procedures:
Students will walk into the classroom and sit at their math desks.
The teacher will then hand out a multiplication facts review worksheet.
After the students do this they will turn it in for a grade.
The teacher will then begin to teach about solving word problems.
The teacher will explain and define maximum and minimum.

The teacher will distribute the word problem worksheet.

The teacher will put number one from the word problem worksheet on
the board and show the students how to solve it. This will be a

multiplication word problem.

The teacher will then show the students how to solve number two, a

division word problem.

The teacher will review strategies for solving multiplication and division

problems.
The teacher will then instruct the students to complete the worksheet.
After the students finish the teacher will answer any questions that the

students may have and review the correct answers.

The teacher will ask students to volunteer to write the steeps to find

the solution on the board.

After this the teacher will give out a quick check question for the

students to turn in to check for student understanding.

26.Classroom Discussion: The teacher will discuss any misconceptions about
word problems with the students.
27.Academic vocabulary: the students will need to know the concepts of
maximum and minimum. The teacher will go over these concepts at the
beginning of the lesson.
28.Assessment and Evaluation: I will check students understanding of the
concepts of word problems through the quick check question at the end of
the lesson.
29.Modifications: Students can work in groups of two or three while they work
on the worksheets. They can discuss with their team how they came to the
correct answer and agree or disagree on the final answer to check each other.

RESOURCE LIST
BOOKS:
Cummings, Priscilla, and A. R. Cohen. Chadwick the Crab. Centreville, MD: Tidewater, 1986.
Print.
Collins, David R. Frances Scott Key: God's Courageous Composer. Milford, MI: Mott Media,
1982. Print.
Bell, David O. "Awesome Chesapeake." Google Books. Tidewater Publishers, n.d. Web. 30 Nov.
2014. <http://books.google.com/books/about/Awesome_Chesapeake.html?
id=9Z3ZAAAAMAAJ>.

WEBSITES:
"Maryland: Facts, Map and State Symbols - EnchantedLearning.com." Maryland: Facts, Map
and State Symbols - EnchantedLearning.com. N.p., n.d. Web. 30 Nov. 2014.
<http://www.enchantedlearning.com/usa/states/maryland/>.
"Maryland.gov Home." Maryland.gov. N.p., n.d. Web. 30 Nov. 2014.
<http://www.maryland.gov/Pages/default.aspx>.
"Exploring Maryland's Roots: Classroom Resources: Lesson Plans." Exploring Maryland's
Roots: Classroom Resources: Lesson Plans. N.p., n.d. Web. 30 Nov. 2014.
<http://mdroots.thinkport.org/resources/plans.asp>.
"Social Studies Lesson Plans." Social Studies Lesson Plans. N.p., n.d. Web. 30 Nov. 2014.
<http://lesson-plans.theteacherscorner.net/socialstudies/>.

Name:

________________________________________
Getting to Know Maryland

Directions: Research this state to

find
information and answer the questions.

1. Marylands State Bird ___________________

2. Marylands State Flower _________________
3. Marylands State Tree ___________________
4. Marylands State Nickname ____________________
5. Marylands Date of Statehood __________________

Name 2 states that border Maryland.

_____________________

_____________________

Name two famous people born in Maryland.

_____________________

_____________________

What is the area of the state of Maryland?

____________Square Miles

www.HaveFunTeaching.com

Name: ________________________________________

1. What is the capital city of Maryland? ________________________________

2. What state borders Maryland on the north? _______________________________
3. What two states border Maryland on the south?
_______________________________ and _______________________________
4. What state borders Maryland on the east? ________________________________
5. A large body of water cuts deeply into Maryland, dividing Maryland into the flat
Eastern Shore and the hilly Western Shore. What is this bay called?
_____________________________________
6. What is the name of the large river that flows into the western part of this bay?
______________________________________
7. What is the name of the river that flows into the northern part of this bay?
_________________________________________________
8. This bay opens to which ocean? ____________________________________

9. The biggest city in Maryland is a major port in north-central Maryland. What is its
name? ______________________________________
10. In which part of the USA is Maryland located: north, south, east, or west?
_____________________________________________
11. What is the name of the box that holds the information about map symbols called?
DIRECTIONS
1. Go to http://www.enchantedlearning.com/usa/states/maryland/
2. Use the website to answer questions 1-4
3. Then use the website Find 4 interesting facts about the state of Maryland and write
one sentence for each fact.
Questions
1. How many people live in Maryland? ________________________________

2. What are the 6 major industries in Maryland? __________________________,

__________________________, _________________________________,
___________________________, ___________________________, and
___________________________
3. How big is the state? ______________________ Miles
4. What is the state bird? _________________________________
Facts
1. ________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

2. ________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
3. ________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

4. ________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

Name: ________________________________________

Maryland Word Search

Maryland
Annapolis
White Oak
Baltimore
Oriole
Black-Eyed

Tobacco
Fishing
Oysters
Atlantic Ocean
Coal

Naval Academy
Chesapeake Bay
Babe Ruth
Francis Scott Key
Harriet Tubman

Sailing
Civil War
Baltimore
Potomac
Anthem

www.HaveFunTeaching.com

Quick Check
show all work!

The inner harbor can hold 134 small boats, each boat holds two people.
If the harbor is full and all the boats are full how many people are in the harbor?

If 23 boats leave the harbor how many people are still left in the harbor?

Quick Check
show all work!

The inner harbor can hold 134 small boats, each boat holds two people.
If the harbor is full and all the boats are full how many people are in the harbor?
134 x 2 = 268

If 23 boats leave the harbor how many people are still left in the harbor?
134 23 = 111
111 x 2 = 222
Or
23 x 2 = 46
268 46 = 222

Word Problem Worksheet

Show all work use the back of this page if needed
1. A fisherman catches a few crabs on a fishing trip, each crab has 2 claws. If the fisherman
counted twelve (12) claws how many crabs does he have?

2. 4 large boats pulled into the harbor there are 6 people on each boat how many people are
now in the harbor.

3. Tom woke up at 7:15am. he ate breakfast for 10 minutes. He took 25 minutes to get ready
for school. It took Tom 15 minutes to walk to school. What time did Tom get to school?

4. The inner harbor can hold 35 boats. There are 10 people on each boat.
a. How many people are in the harbor?
b. If 7 boats leave how many people are now in the harbor?

c. If a boat can only hold 6 people what is the maximum number of people that can
be in the harbor at one time.

d. There are 30 people in the harbor if each boat holds 6 people how many boats are
in the harbor now?

5. Write your own multiplication problem about boats or the inner harbor

Extra credit: write a division problem

Getting to Know Maryland

Directions: Research
this state to find
information and answer the questions.

1. Marylands State Bird

2. Marylands State Flower
3. Marylands State Tree

Baltimore Oriole

Black-Eyed Susan

White Oak

4. Marylands State Nickname

Old Line State

5. Marylands Date of Statehood

April 28, 1788

Name 2 states that border Maryland. ex:

Virginia

Pennsylvania
Name two famous people born in Maryland. ex: Frederick
Douglass

Babe Ruth

What is the area of the state of Maryland?

9,707 Square Miles

www.HaveFunTeaching.com

Glossary
Area: a region or part of a town, a country, or the world.
Border: the edge or boundary of something, or the part near it.
Harbor: a place on the coast where boats and ships may find shelter,
especially one protected from rough water by piers
Industry: activity concerned with the processing of raw materials and
manufacture of goods in factories.
Key (maps): explanatory table of symbols used on a map or chart
Maximum: the greatest quantity or amount possible
Minimum: the least quantity or amount possible
Pollution: the introduction of harmful substances or products into the
environment
Population: the total number of persons inhabiting a country, city, or
any district or area
Port: a city, town, or other place where ships load or unload