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# Interdisciplinary Lesson Plan Teacher Candidates: Maggie Monaco, Jess Pickett, Alysa Robinson, Rachael Witrick Date: 10/15/12

## Standard 3, Key Idea 1:

1. Geography can be divided into six essential elements which can be used to analyze important historic, geographic, economic, and environmental questions and issues. These six elements include: the world in spatial terms, places and regions, physical settings (including natural resources), human systems, environment and society, and the use of geography. study about how people live, work, and utilize natural resources draw maps and diagrams that serve as representations of places, physical features, and objects investigate how people depend on and modify the physical environment

## Reading: Informational Text Key Ideas and Details 5.RIT.2

2. Determine two or more main ideas of a text and explain how they are supported by key details: summarize the text.

## Measurement and Data 5.MD

Convert like measurement units within a given measurement system. 1. Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real world problems.

Writing Standards: Text Types and Purposes 3. Write narratives to develop real or imagined experiences or events using
effective technique, descriptive details, and clear event sequences. a. Orient the reader by establishing a situation and introducing a narrator 21st Century Skills and/or characters; organize an event sequence that unfolds naturally. The SMART Board will be used for social studies lesson portion and a map of Alaska will be shown. That way students can interact with the map and zoom in closer on certain areas to gain a better understanding of the geographic nature of Alaska. Computers will be used by all students to type their letters for the

English portion. Students will also be encouraged to use the computers to further research. This way the student will acquire more information about Alaska to help write their letters. Lesson Objectives 1. Students will be able to find and/or label Alaska's capital, large cities, and surrounding oceans on a map. 2. Students will be able to pull out key information or facts from an article about the specific subject. 3. Students will be able to calculate the heights of snow in each cylinder by using rulers. 4. Students will be able to write a letter containing information relating to a typical day in Alaska and important facts pertaining to Alaska.

Acceptable Evidence

1. Evidence that students have achieved objective #1 will be the map that is collected which the students have independently labeled. 2. Evidence that students have achieved objective #2 will be the results of the "do now" that is based off of the article students previously read. 3. Evidence that students have achieved objective #3 will be the reports written related to the math centers containing answered questions. 4. Evidence that students have achieved objective #4 will be the final copy of the letters that the students wrote and hand in.

Procedure

Social Studies * 1. Teacher will explain that the new topic they will be focusing on is Alaska. While students are likely aware that Alaska is a part of the United States, they may not be aware of much else. 2. Teacher will pass out a short article from Scholastics for the students to read independently. The article contains information about background history of Alaska. 3. As the students read quietly the teacher will pass out a "do now" for the students to complete after reading the article. (The "do now" being a true/false questions sheet that correlates with the article.)

Procedure Continued

4. Once all the students have had time to finish the "do now" the teacher will do a formative assessment by going over each question and having the students write their answers on their own white board and holding them up

Procedure Continued

4. At center two, the students will sit down in front and see two four different cylinders lined up with four different amounts of fake snow inside each. At this station, the students will be instructed to measure each cylinder with a ruler and write down the amount of snow in inches.

5. At the last center, there will be three different cylinders placed in front of the students with a big tin of fake snow. For each equation, the students will have to use the fake snow to fill up the cylinders and solve the equations. They will use cylinder one and two to fill up the components and cylinder three for the answer. 6. During the Winter Walk, the teacher will be walking around to each different group to help them complete the worksheet and be available to all students if needed. 7. When all students have completed the Winter Walk, all students will go back to their seats and the teacher will go over each answer one by one. This process will help the students realize if they got the answer wrong or right. 8. After all of the "Winter Walk" has been thoroughly reviewed, the worksheets completed by students will be collected for even further review by the teacher. English * 1. The teacher will change gears by gathering the students on the carpet. There the teacher will introduce the English portion and explain to the students that they will be writing letters. 2. Teacher will model a letter for the class. During this time students will be interacting with the teacher and contributing ideas to include in the model letter. 3. Students will then return to their desks to wait for further instruction. Procedure Continued 4. Teacher will pass out the first worksheet and explain the directions. 5. Students will then have the opportunity to start their homework by getting into small groups to brain storm ideas for their personal letters. 6. Students will complete their rough drafts for homework and will be prepared to bring in their drafts the following day. 7. Teacher will conference with students on an individual basis throughout the day. 8. At the end of the day the students will type their final drafts and complete their letter projects by drawing a picture that is relevant to their letter. 9. Teacher will check for understanding by collecting and displaying the students final works for a gallery walk.

Formative Assessment: Assessment/ Evaluation "Do Now" Quick Checks on White Board Labeled Maps Math Center Activities

Summative Assessment: Technology Computers o For Typing o For Extra Internet Research The final product of the letters should ideally reflect an overall understanding of Alaska and all of the accompanying work the students completed that tied into their Alaska mini unit. The creative nature of the final assignment should also give students the opportunity to express what they have learned in the best way possible, in their own words. Students Letters

SMART Board

Closure

Accommodations The extra help provided by any Teachers Aide, Co-Teacher, Teachers and/or Interactions Assistant, Special Education Teacher, AIS Teacher and so on will be with Co-Teachers appreciated and welcomed at any point during this lesson. If students need and/or Support to be taken out of the room to receive services or extra help on any portion Staff they will of course be allowed to do so.

## Scholastic Articles White Boards True/False Worksheet

Materials

SMART Board Handout of a Map of Alaska Math Worksheets for each of the 3 Centers Tape Measurers and Rulers 14 Cylinders and some type of Synthetic Snow

Time Required

This lesson plan was designed to have the bulk of the information and activities completed in a day. However, there will be a homework assignment that is expected to be completed and brought in the next day. Then students will finalize their work at school that next day. Overall, two days should be a sufficient enough amount of time to complete the lesson.