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Lesson Plan #3: Integrating Language Arts & Social Studies Grade: 3rd Social Studies Strand: Geography

Submitted By: Brittany Akre


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

Lesson Plan #3 - Geography


B. Summary of the Lesson Plan:

submitted by: Brittany Akre

This lesson is about comparing two different types of maps of the same area, e.g. population map and physical map. It is based off of strategy 25, Authentic Geography and Cartography Studies from Integrating Language Arts and Social Studies by Leah M. Melber and Alyce Hunter. C. Basic Information: Grade Level: 3 grade Time to Complete this Lesson: 50 min. Groupings: Whole group, partners

D. Materials: Two maps of Nevada. 1 population map and 1 physical map. Graphic organizer. (see below) Questions to be answered in the map found on page 184 of Integrating Language Arts and Social Studies by Leah M. Melber and Alyce Hunter. Pencils ELMO E. Objectives: o NV State Social Studies Standards o G5.3.4 Identify and explain simple spatial patterns on a map, i.e., population centers, farmland, mountains. I will identify parts and symbols on two different types of maps of Nevada and then compare and contrast them.

Student-Friendly Standards

F. Vocabulary Map a picture that shows characteristics of an area. Population the number of how many people live in an area. Physical map- a map that shows physical features of an area such as mountains or lakes. Population map- a map that shows where people live and how many people live there.

G. Procedure:

Nevada State College

EDEL 453 - Spring 2014

Karen Powell- Instructor

page 2

Lesson Plan #3 - Geography

submitted by: Brittany Akre

*Background knowledge- students will know some symbols of maps and have general knowledge about different types of maps. 1. Students will each get one copy of a physical and population map, a compare/ contrast chart, and a copy of the questions from page 184-185. 2. Teacher will have a copy of each as well and will display them on the ELMO. 3. Students will have a moment to share with their shoulder partners what they think these maps represent. 4. Students will be called on at random to share. 5. Teacher will lead a discussion about how there are different types of maps for the same areas. 6. Students will brainstorm ideas as a class about what other things can be displayed on maps such as weather. 7. Students will be asked to watch as the teacher models on the ELMO how to complete the assignment. Teacher will fill out the headings on the chart with students. Teacher will have both maps side by side and look at the first question. What do you see on this map? Teacher will use metacognition to explain to students how to fill out the chart. Teacher will then write the different things seen on the maps on the contrasting sides of the chart.

8. Students will then look at the second question, what symbols are used? and will fill out the chart with the teacher by raising their hands and giving input. 9. Students will then work with their shoulder partners in completing the chart. 10. Students will come back as a whole group and share what they found that was similar or different by being called on at random. 11. Students will turn in their maps for interim assessment. H. Assessment: What will you use to measure student understanding? I will use their compare/ contrast charts to assess the students understanding of the different maps. Explain how you will know students understand the concepts from the lesson. If the students answer the guide questions within their charts, they will show that they understand what some of the different map symbols represent and that they understand patterns within the maps. I. Closure:

Nevada State College

EDEL 453 - Spring 2014

Karen Powell- Instructor

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Lesson Plan #3 - Geography

submitted by: Brittany Akre

After students share their responses, students will have a ticket out the door with a question of What was one of the maps I looked at today and what information did it show?

J. Reflection: 1. Which part of the lesson do you think will be the easiest for you to teach? I think that teaching about the physical map will be easy because it is the most common type of map we have exposure to. It will be easier for students to make personal connections with that material. 2. Which part will be most challenging for you to teach? I think the aspects of a population map might be confusing at first because it will be almost new to the students. I think it might also be challenging for the students to make the connections from one map to the other. 3. How will you follow up or extend this lesson? I plan on extending this lesson by having students write about how they think the population correlates with the physical features of the land and then go into where people live and why. 4. What can you do for students who dont grasp the concepts? The book states that this lesson could also be done as a group project to help facilitate learning by having mixed achieving learners in each group. I could also have transparencies of the maps to show how they overlap as the same area with just different information. 5. Which part of the lesson, if any, do you think might need to change? I might need to change the format of the compare and contrast chart because I find it easy to follow, but I think it might be too much for a third grader. 6. When you were writing this lesson plan, what was the most difficult part? I found it most difficult to find standards and strategies that correlate with each other. I obviously tweaked the strategy, but I felt like I was forcing the lesson. 7. Explain the strategy from Integrating Language Arts & Social Studies that you included in this lesson plan. I used the strategy that is about comparing two maps of the same area. In the book, it describes the lesson as being done by comparing two maps of different time eras. I felt that it could be more meaningful for the sake of learning about maps in general to have them be for the same point in time, but with different information.

Nevada State College

EDEL 453 - Spring 2014

Karen Powell- Instructor

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Lesson Plan #3 - Geography

submitted by: Brittany Akre

Nevada State College

EDEL 453 - Spring 2014

Karen Powell- Instructor

page 5

Lesson Plan #3 - Geography

submitted by: Brittany Akre

Nevada State College

EDEL 453 - Spring 2014

Karen Powell- Instructor

page 6