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SETON HILL UNIVERSITY

Lesson Plan SED 224


Spring Semester 2015

Pre-Planning
TOPIC DETAILS CK
Name Vanessa Hadley
Subject Social Studies
Grade Level Second Grade
Date/Duration March 19 - 15 Minutes
Standards/ SAS
anchors/ Geography - 7.3.2.A: Identify the effect of local
competencies geography on the residents of the region (food,
PA/Common clothing, industry, trade, types of shelter, etc.).
Core/Standards English Language Arts - CC.1.5.2.F: Add drawings or
(Plus any others other visual displays to presentations when appropriate
as may be to clarify ideas, thoughts, and feelings.
required)
Formal Evaluation
Formative Formative Student responses from what affects
AND/OR human population.
Summative Summative - Completed concept web developed by the
Assessment class as a whole. Students will complete a reflection
Evidence listing three cause and effect relationships.
Informal Evaluation
Formal - Observations as students critically think and
work together to create a concept web.
Summative Students verbal responses to discussion
questions.
Objective As a class, students will be able to identify relationships
A-B-C-D between human population, resources, and the
environment with 100% accuracy.
Bloom's Taxonomy As a class, students will be able to determine cause and
effect relationships between related phrases with 100%
Webb's Depth of accuracy.
Knowledge (DOK)

Step-by-Step Procedures
RATIONALE for the CK
Learning Plan DETAILS
Introduction Activating Prior Knowledge
Students will be asked, What is population growth?,
What can effect population? Teacher will jot down
notes to fill in a checklist.
Hook/Lead-In/Anticipatory Set
Teacher will say, Everything is connected to everything
else. Read the Mayor script to the class.
Script: Here in Harrisville, we are looking to build a
new housing plant but before we go through with
plans, we need your help. Our population is slowly
growing meaning there are many causes and
effects happening. We need you second graders to
come with a map that lays out all these
relationships to help us determine if building a
new housing plant will be good for our population,
resources, and environment. Thank you so much!
Signed: The Mayor of Harrisville.
After reading the script, students will be provided with
the following directions: Today we are going to find
causes and effects of population growth. I will pass out
cards that either have more or less written on it, on the
table will be short descriptions or words. I will start us off
then as a class you will work together to form a concept
web showing the cause and effect of having more
people.
Explicit Big Idea Statement
Instructions Population growth is closely linked to many
Big Ideas environmental and social issues.
Essential Questions
Essential What connections can be made between human
Questions resources and population growth?
Key Vocabulary
Population Growth an area of location has a great
amount of people than before
More there is many; a bigger amount
Less there is fewer; a smaller amount
Lesson Procedure Pre-Assessment of Students
Must include Students will be asked, What is population growth?,
adaptations & What can effect population? Teacher will jot down
accommodations notes to fill in a checklist.
for students with Modeling of the Concept
special needs Student will first watch the teacher as he/she models
two examples of how to add to the concept map. The
Accommodations, sequence of the lesson will be as followed:
Modifications Distribute cards out to students so each has either
a more or less card. Display the word cards on
the front table where all students can see them.
Begin the concept map by taping the more
people on the board. Ask students, if there are
more people, what else might we have more of?
What might we have less of?
Have students come one by one to pick words to
complete logical statements that would follow
more people and other statements.
Have students draw a line to show how each
statement is connected and explain the
connection.
After the concept map is completed move onto
asking students the discussion question.
First question: Do you see any additional
connections that can be made or can you make
your own up? Explain the connection. Have
students write them down on a half sheet of paper
to use an exit ticket.
Transition
Teacher says clap once if you hear me, clap twice if
you hear me, then clap three times if you hear me.
By the third clap all students should be giving the
teacher their attention.
Guiding the Practice
The teacher leading will guide students through the
activity. The teacher will start off the concept web
followed by calling students up one by one to add to the
map. The teacher will prompt and assist students with
explaining the connections being made.
Providing the Independent Practice
Students will work to achieve mastery of the objectives
by successfully creating logically statements to find the
relationships between human population, resources, and
the environment.
Adaptations/Accommodations for Students with Special
Needs
The word cards can be printed in braille
The more and less cards can all ready be placed on the
board to make activity more simplistic.
Have visual and verbal directions
Pictures can be added next to word cards for a visual
representation
Materials More or Less word cards
(reading, White board
technology, Dry erase makers
equipment, Half sheet of paper
supplies, etc.)
Pencil
Sticky tack/tape
Closure Summary & Review of the Learning
Students will reflect on the lesson by either using
pictures or writing to indicate two cause and effect
relationships between people, resources, and the
environment.
Ask the students Did we meet out objectives today?,
Any issues from todays lesson?
3-2-1: students will say the three vocabulary words. 2
things they learned, and 1 question they still have.
Homework/Assignments
There is not any homework assignments
Endangered
Species
Oil

Gasoline

Factories

Jobs

Pollution
Noise

Fish

Wars

Houses

Food

Habitat
Inventions

People

Births

Birds

Clean air

Illness
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