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Danielle Florey- Social Studies

Subject: Social Studies Activity: Michigan Geography Setting: Mrs. Jenks Room # of Students: 25

Statement of Objective: Students will complete a drawing of a pond ecosystem with at least 5 features in it. Accommodations
*Observable/Measurable
(Audience,Behavior,Condition,Degree)
*GLCE/IEP
3 G1.0.2 Use thematic maps to identify and describe the physical and human characteristics
of Michigan
Materials:
*Prepared and organized
*Available for all
Opening: Review activity- explain rules
*Gain attention/motivate Have them walk to different sides of the room based on the answer to these questions
*Activate prior knowledge
~link/relate; assess; prepare for new
We are currently in Lansing? True/False
learning (e.g. vocabulary)
Which peninsula are we on? Upper/lower
*State goals/set purpose
Is Michigan bordered by Canada? True/False
~explain task: why, what, how, and
Which state borders/touches Michigan? Illinois/Wisconsin
when
Which county are we in? Barry/Ingham
for strategies
Lake Superior is the largest Great Lake? True/False
*Clear directions
Do you remember learning about ecosystems in science? yes/no
Presentation: Have kiddos get books! Make sure to write
Teacher: what is said to
*Variety of learning (T/S, S/S, S/T) help those who
Do think aloud of the word ecosystem!
*Organizational framework need the visual
-break it down into eco & system
~construct, clarify, and link concepts in processing
-relate it back to science
a
meaningful context
*Present visually, verbally, Open books to page 23
kinesthetically, -Review food chain
real world (e.g. LESH)
*Model and think aloud to make visible
Look at page 24
~language practices/processes
-Who can name different parts of a pond ecosystems?
~learning strategies and adaptations
-Name & explain the role of each part
(how,
-Put the list up on the flipchart board
when and why)
-pond into stream (I do)
~organization, relationships, and clues
-trees (We do)
*Transfer of control
-beavers make it a pond
~students explain, justify, clarify, etc.
-then fish
*Clear directions
-then bugs & insects
*Check for understanding
-then bald eagles
~appropriate feedback: praise, prompt
-can you think of anything missing?-look at page 25 (you do) turtles, ducks, etc
probe/question (in ZPD)
~assess/error drill
~monitor and adjust instruction -people took the beaver for fur
Students: -then the pond became smaller
*Participation -less fish
~overt and active -trees cut
~instructional dialogue, think aloud, -no bald eagles
explain, justify, evaluate, etc.
Guided Practice: Check for understanding (thumbs up or down if you think you know a pond ecosystem) Some students
*Activity related to Thumbs up if you think yes. Thumbs down if you think no might want blank
presentation/objectives -a car is in a pond ecosystem paper to draw on
*Active student participation -a fish is in a pond ecosystem your use
~provide rationale for assignment -a bird is in a pond ecosystem something besides
~multi-sensory and real world -a human is in a pond ecosystem (can be either) a crayon since it is
~instructional dialogue -a desk is a pond ecosystem easier to hold.
*Transfer of control Allow students
~students explain, justify, clarify, think that choice if
Any questions?!
aloud needed
*Check for understanding
~ensure high success rate -Put away books
~appropriate feedback: praise, prompt, -get out spiral notebooks & crayons
probe/question (in ZPD) -draw a pond ecosystem with at least 5 features (water, trees, fish, bird, bugs, etc)
Individual Practice: -bring Ms. Florey your ecosystem drawings!
~assess/error drill
~monitor and adjust instruction
*Management/monitoring
~scan, circulate, assess, support, praise
Closing: Ask what type of things they added to their ecosytems? N/A
*Adequate time Connect it to pond study we will do at camp! Will be looking at different parts of the pond
*Students summarize content and ecosystem (living vs. nonliving)
accomplishments
*Assess/identify new goals
*Link to future learning