Lesson Planning Form for Differentiating Instruction Education 305

Teachers: Rebekah Wissink and Courtney Gruner 3rd grade Michigan Studies Thread/crossover English, Science, Geography, History

Grade level and theme I. Objectives

What is the main focus of this lesson? The main focus of this lesson is to have students begin noting where the resource they are studying is located in Michigan. They can also begin to tie in how their resource influenced the springing up of cities, and the influence these resources may have had and have on these cities.

How does this lesson tie in to your Big Idea This lesson ties into our Big Idea because it is giving students a greater understanding of their natural resource and helping them explore more the importance of their resource to a specific city or Michigan as a whole. What are your objectives for this lesson? (As many as needed.) Indicate connections to applicable national or state standards. If an objective applies to only certain students write the name(s) of the student(s) to whom it applies. Indicate themes addressed in thread (ex-Geography-human environment interaction) 1) Students will locate their specific resources on a Michigan map and use cardinal directions to explain its location. 3 - G1.0.1 Use cardinal directions (north,south,east,west) to describe the relative location of significant places in the immediate environment 3 - G1.0.2 Use thematic maps to identify and describe the physical and human characteristics of Michigan. E.ES.03.41 Identify natural resources (metals, fuels, fresh water, fertile soil, and forests). * 2) Students will explain the consequences of the use of their natural resource or changes in use. 3 - G5.0.1 Locate natural resources in Michigan and explain the consequences of their use. 3) Students will use text features, and determine main ideas of a historical and informational text of their natural resource. CCSS.ELA-Literacy.RI.3.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. CCSS.ELA-Literacy.RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea. 4) Students will begin to compare the differences of uses in their natural resource from the time of Native Americans to now. 3 - H3.0.5 Use informational text and visual data to compare how American Indians and settlers in the early history of Michigan adapted to, used, and modified their environment???

II. Before you start

Prerequisite knowledge and skills.

The students need to know what their natural resource is and have basic researching skills (websites, documents, sources, etc. will be provided but they will need to read and sift through some of them to pull out the information they feel is relevant).

Assessment (formative and summative)

The students will be assessed by the 5 themes of geography t-chart they fill out. Looking at this t-chart will help determine if they are able to pull out main ideas from the text, as well as how much research they are doing, and their understanding of the 5 themes of geography. This chart will also help determine if students are beginning to think about or find consequences of the use of the natural resource they are studying.

Key vocabulary for this lesson

- 5 themes of geography: location, place, movement, region, human environment interaction

Materials-what materials (books, handouts, etc) do you need for this lesson and do you have them?

- small map of Michigan - large class map of Michigan - research materials for students on their natural resources and their importance on Michigans geography in terms of location and cities. - laptops or computer lab - bin with assigned folders The students will need to be in their groups, so their desks grouped together so that they may work as a group to go through the papers and research.

Do you need to set up your classroom in any special way for this lesson? If so, describe it.

III. The Plan Time Parts Motivation (Opening/ Introduction/ Engagement)

** 2 - 3 Day Lesson
The description of (script for) the lesson, wherein you describe teacher activities and student activities

1) Have student groups and resources on a chart (assume class of 30) and have students move into their groups. White Pine: Gold: Gypsum: Student 1 Student 4 Student 7 Student 2 Student 5 Student 8 Student 3 Student 6 Student 9 Natural Gas: Gravel: Limestone: Student 10 Student 13 Student 16 Student 11 Student 14 Student 17 Student 12 Student 15 Student 18 Water: Iron: Salt: Student 19 Student 22 Student 25 Student 20 Student 23 Student 26 Student 21 Student 24 Student 27 Sand: Student 28 Student 29 Student 30 2) Explain to students that they are going to use laptops (or computer lab) to explore the geography of the areas in which their natural resource is located (refer to map from lesson 1) to learn more about their resource.

Development

3) Begin exploring the 5 themes of geography related to the natural resources the students are studying. Discuss how we are going to learn how the location of these resources influence their uses, the places around them, Michigans economy, and how the uses of these resources changed over time with changes in culture later on. So as the students explore tell them to keep these ideas in mind as we fill out the 5 themes of geography. 4) Demonstrate with the copper example of how to fill out the chart and the questions and ideas that went through my mind as I was researching. Copper Resources: http://www.hal.state.mi.us/mhc/museum/explore/museums/hismus/prehist/minin g/copper.html History: http://www.michigan.gov/documents/deq/CMG92_301731_7.pdf ***if this were ever given to students parts would be taken from it and it would be greatly shortened!!! http://www.miningartifacts.org/Michigan-Copper-Mines.html http://www.exploringthenorth.com/cophistory/cophist.html http://www.geo.msu.edu/geogmich/copper.html http://www.wlcsd.org/Loonlake.cfm?subpage=1248883 5) Pass out the t-charts to each student in the group as well as a new resource sheet for them to explore, and send them off to research! As they are researching walk around to observe, monitor, answer questions, or pose questions to get them thinking about their work. How is your research coming along? What are you finding thus far for your 5 Themes of Geography?

Closure

Pull the class back together once research is completed, or mostly completed, and discuss what they are discovering about their resources so far related to the 5 themes of geography and main points from #3. What have you been finding for each of the 5 Themes of Geography? What connections are you able to see or make between the themes? What have you found most interesting so far about your natural resource and the geography related to it? What further questions or clarifications do you have?

Have groups put their resources, research, information, worksheets, etc. (anything that they will need or want to put together their final presentations) into their assigned folder in the bin for future reference.