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Lesson Plan #1

Grade: 2 Social Studies Strand: geography


Submitted By: Lorae Kimball

EDEL 453: Teaching Elementary School Social Science Nevada State College Spring 2014 Instructor: Karen Powell

Lesson Plan #1 geography


B. Summary of the Lesson Plan:

submitted by: Lorae Kimball

This social studies lesson is intended for 2nd grade students to be able to identify and define the differences between states, countries, and continents. This lesson uses the Houghton Mifflin Social Studies textbook Neighborhoods (p. 66-69). C. Basic Information: Grade Level: 2nd grade Time to Complete this Lesson: 50 minutes Groupings: whole group reading & discussions, independent for activity & assessment

D. Materials: Vocabulary and Study Guide (Unit Resources, p. 17)one copy for each student* o *Copy of student worksheet attached with lesson.

o Houghton Mifflin 2nd Grade Social Studies Textbook: Neighborhoods (p. 66-69)for each student Pencils Paper

Nevada State College

EDEL 453 - Spring 2014

Karen Powell- Instructor

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Lesson Plan #1 geography


E. Objectives: o NV State Social Studies Standards

submitted by: Lorae Kimball

G6.2.6 Show that different locations have different addresses. G6.2.7 Locate his/her city and state on a map. Student-Friendly Standards I can show that different places have different addresses I can find my city and state on a map.

F. Vocabulary: Country: (noun) a land where people have the same laws and leaders State: (noun) a part of a country Continent: (noun) a very large body of land Nation: (noun) another word for country

G. Procedure: 1. Refer to section Get Set to Read on TE 66 o o o o o Explain to the students that they will be completing the study guide as we read together. Direct students to observe the maps on pages 67, 68, and 69. Ask the students what they think they will learn from this lesson. Ask students what they know about their addresses. Do they know their complete addresses? Introduce vocabulary (country, state, continent, nation).

2. As a class, read p. 66-69. Stop to ask questions as the lesson progresses (questions are located in the margins of the TE). 3. Students should participate in Think Alouds in TE as the lesson progresses (p. 67 and 68). 4. Instruct students to fill out their study guides as we read together. Allow for time to finish the study guide after reading. 5. Ask questions listed in the margins of the TE. Focus on the following questions about location: (TE p. 67) What is a country? What is a state? (TE p. 68) What would you see if you looked at Earth from space? (TE p. 68) Which two countries on the continent of North America are the neighbors of the United States? (TE p. 68) What is a nation?

Nevada State College

EDEL 453 - Spring 2014

Karen Powell- Instructor

page 3

Lesson Plan #1 geography

submitted by: Lorae Kimball

(Review question on p. 69) What is one way Mexico and the United States are alike?

H. Assessment: What will you use to measure student understanding? Activity (TE p. 69): Have students draw an envelope on a blank piece of paper. Explain to the students that they will be addressing the envelope to a friend. Have them write their address as well as their friends address on the envelope in the appropriate spaces (including the country and continent). Explain how you will know students understand the concepts from the lesson. Use the rubric (TE p. 69) to check for students understanding.

I.

Closure: Discuss: (Review/Assess question, TE p. 69) Have students tell a partner their full addresses, including country and continent. Have the students switch or rotate to tell a new partner.

J. Reflection: 1. Which part of the lesson do you think will be the easiest for you to teach? I think the easiest part of the lesson to teach will be the vocabulary. Most of the students have heard the terms, but they will be learning to identify them on a map. 2. Which part will be most challenging for you to teach? The most difficult part of the lesson to teach will be addressing their envelopes properly. This might take extra training. 3. How will you follow up or extend this lesson? To extend on this lesson, I would use the Extend Lesson 1 in TE (p. 70-71)Sally Ride.
Nevada State College EDEL 453 - Spring 2014 Karen Powell- Instructor page 4

Lesson Plan #1 geography

submitted by: Lorae Kimball

4. What can you do for students who dont grasp the concepts? For students who need further instruction on the concepts, I would use the Reteach Minilesson located on the bottom of TE p. 69. I would work with these students to create a chart with names and vocabulary terms to match. The visual representation may help these students grasp the concept of the lesson better. 5. Which part of the lesson, if any, do you think might need to change? I do not think I would need to change any part of this lesson. I may review the format of addressing an envelope before starting this lesson. 6. When you were writing this lesson plan, what was the most difficult part? The most difficult part of writing this lesson was determining which parts of the text and questions were most beneficial and relevant to the lesson. I also used a writing assessment to ensure students were grasping the concept and could apply what they are learning to other content areas such as language arts.

Nevada State College

EDEL 453 - Spring 2014

Karen Powell- Instructor

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