Mid-Atlantic Region Study- Understanding the Symbols and Historic Places Related to the History of

the United States- Virtual Tour of Washington D.C.

Cross-Curricular Standards
SS.IS.5.3-5. Develop claims using evidence from multiple sources to answer essential questions.
SS.G.1.6-8.LC. Use geographic representations (maps, photographs, satellite images, etc.) to explain
relationships between the locations (places and regions) and changes in their environment.

CC.4.R.I.7 Integration of Knowledge and Ideas: Interpret information presented visually, orally, or quantitatively
(e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain
how the information contributes to an understanding of the text in which it appears.
CC.5.R.I.7 Integration of Knowledge and Ideas: Draw on information from multiple print or digital sources,
demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.
CC.6.R.I.7 Integration of Knowledge and Ideas: Integrate information presented in different media or formats
(e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.

CC.K-12.SL.2 Comprehension and Collaboration: Integrate and evaluate information presented in diverse
media and formats, including visually, quantitatively, and orally.

CC.4.SL.1 Comprehension and Collaboration: Engage effectively in a range of collaborative discussions (one-
on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas
and expressing their own clearly.
CC.5.SL.1 Comprehension and Collaboration: Engage effectively in a range of collaborative discussions (one-
on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas
and expressing their own clearly.
CC.6.SL.1 Comprehension and Collaboration: Engage effectively in a range of collaborative discussions (one-
on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on
others’ ideas and expressing their own clearly.

Objectives
Using background knowledge and Google maps as a tool, students will be able to explore and identify key
information about historic features and landmarks in Washington D.C. answering questions in order to
demonstrate comprehension with at least 80% accuracy.
In a small group, students will be able to work together and collaborate their ideas in order to discuss and
understand historic features and landmarks in Washington D.C (using the text and Google Maps tool) as
measured by participation/response in the turn and talk discussion and the final exit ticket (once virtual tour is
completed) sharing one fact.
Materials

• Teacher PowerPoint titled, "Virtual Tour to Washington D.C."

• Student copy of PowerPoint in packet (this includes text, questions, and exit ticket)
• Student laptops
• Visual display (board)
• Visual supplemental texts displayed (books used to introduce Washington D.C.)
• Tour the States Video- (https://www.youtube.com/watch?v=_E2CNZIlVIg)

Anticipatory Set
Play tour the states video with snack. (transition to Social Studies from Reading)
Play first 10 seconds of the Magic School Bus Theme Song.
Today we are going to be taking a virtual tour of Washington D.C. as we prepare for yesterday! I am going to
be your guide!

Input
You are going to get your very own souvenir Washington D.C. packet to remember your trip! (Show students)
Demonstrate how to navigate to the Eboard, find "Washington D.C." Show various links.
Demonstrate the first link and how to move around.
Demonstrate how to go back if you get lost. *Encourage students to stay with the group just like a normal field
trip.
You will be in a small group and you will have a chaperone nearby to help you too. Your chaperone will help
make sure you do not get lost.
Put students in their groups, have one student from their group get their laptop to login.

Guided Practice
Do "The National Mall" slides together.
If needed, continue and do "The Washington Monument" together.
*Continue to display and read through each stop, giving students 5 minutes each.

Independent Practice
Students will work through tour until approx. 10:08. Put laptops away. Go back to regular seat.
Closure
In their table group, do turn and talk (slide).
Turn and Talk:
Share one fact that you learned today from the Washington D.C. virtual tour.
One fact I learned ______________________________________________.
Work in your group to pick out one fact you thought was most interesting to share with the rest of the class!
Pick a speaker for your group! Prepare to share!
My group thought the most interesting fact about Washington D.C. was
_________________________________________________.

Students will then line up by table group and be ready to go to PE/Math.

Note: This lesson will take 2 class periods.
Day 2:
Review of where to go/what to do.
Return to groups to continue to work. Refer back to lesson plan from Day 1.
Students will complete the final exit ticket independently.

Final Exit Ticket:

What place did you enjoy visiting the most? Why?

Share one fact from your tour that you will remember about Washington D.C. forever.

Rate Yourself: I worked well with my group the whole time.

Yes Kind of No

Accommodations

• Monitoring/Time limits for each slide to keep students on track and working.
• Choice of answers for some questions that require inferring and are not specifically stated in the text.
• Answer choices for an individual student if unable to answer independently.
• Teacher assistance/prompting as needed.
• Larger space for writing.
• Copy of notes/Visual on board.
• Accommodations for individuals as stated in their IEPs for behavior management.