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ED 345 Calvin College Lesson Planning Form

Teacher: Annelise VanDyken Date: April 2017 Subject/ Topic/ Theme: Social studies - Midwest region

I. Objectives
What is the main focus of this lesson?
Student partners will be researching a particular state and presenting on their state at the end of the unit.
How does this lesson tie in to a unit plan? (If applicable.)
This lesson will be the final summative assessment in a unit plan.
What are your objectives for this lesson? (As many as needed.) I ndicate connections to applicable national or state standards. If
an objective applies to only certain students write the name(s) of the student(s) to whom it applies.

Students will be able to:

Use a variety of materials to research information about a state
Create an engaging presentation using Powerpoint
Work collaboratively in order to develop a final state presentation

4 G1.0.1 Identify questions geographers ask in examining the United States (e.g., Where it is? What is it like there? Why is it
there? How is it connected to other places?).
4 G2.0.1 Describe ways in which the United States can be divided into different regions (e.g., political regions, economic regions,
landform regions, vegetation regions).

II. Before you start

Prerequisite knowledge and skills. Students will have explored the Midwestern state resources, landforms, events, prairies,
Great Lakes, and states and capitals.

This is a summative final assessment.

(formative and summative)

Universal Design for Learning Networks/Domains (see UDL Guidelines)

Multiple Means of Representation Multiple Means of Expression (Action) Multiple Means of Engagement
Options for Perception Options for action/interaction Options for recruiting interest
Teacher gives aural instructions and Students work with partners to develop Teacher models different examples of
provides demonstrations for the students their presentations and research their state packets, powerpoints, and
for different parts of the projects. Teacher state. Students share iPads and use books presentations to give students a clearer
writes directions on the board or on the to research. picture of what they will be completing.
document camera and leaves them up
during work times.
Options for Language/Symbols Options for Expression Options for Sustaining Effort & Persistence
Teacher gives aural instructions and Students develop powerpoints to present Students will use checklists and rubrics to
provides demonstrations for the students their information, and they can also understand what their goals are for the
for different parts of the projects. Teacher design their presentation in their own project and how they can attempt to meet
writes directions on the board or on the way. them.
document camera and leaves them up
during work times.
Options for Comprehension Options for Executive Function Options for Self Regulation
Students can research with computers, ask Students can set goals for their final Students assess themselves based on their
questions, work with a partner. projects and attempt to meet them -- they final presentation using a basic evaluation
lay out a vision and work together to guide. Students use checklists/rubrics to
complete it. help manage their progress.
State packets
State information: Name, abbreviation, capital, fun facts
Drawing the state flag
Coloring in the state based on landforms
Timeline page of interesting events
Interesting fun facts page
Newslea article summary page
Powerpoint checklist
Materials-what materials (books,
Powerpoint presentation rubric
handouts, etc) do you need for this
Presentation evaluations
lesson and do you have them?
Computers/computer lab
Variety of state books
Colored pencils
Students atlases

Do you need to set up your

classroom in any special way for
this lesson? If so, describe it.

III. The Plan

Time The description of (script for) the lesson, wherein you describe teacher activities and student
Motivation Day 1 - Introduction:
(Opening/ 1) Teacher tells students that they are going to be studying states from the Midwest, and they will
Introduction/ be giving presentations with a partner.
Engagement) 2) Teacher gives a sample presentation on a state from another region to demonstrate what she
will be looking for.
3) Teacher gives out research packets that students will have to fill out with their partner. Teacher
tells students that the plan will be to research their states, fill in information from their packets,
and put together a presentation using Powerpoint.
4) At the end, the teacher shares the partners with the students. She gives the students the
opportunity to write down three states that they would like to do on a sticky note. Then, the
students turn in their notes and the teacher tells the students that she will work on assigning
the states for the next class periods filled with working time.

Development Days 2, 3, 4: (three 45 minute sessions)

1) Teacher tells students which states they have been assigned. She has the students turn to the
first few page of the packet. For this day, the students will be using iPads and a variety of state
books (from home, classroom library, or school library) to research their states. They will need
to find:
a) State name, capital, abbreviation
b) State animal, flower, rock/stone, tree, etc. - facts about each of those items - how did
it become a state symbol?
c) Draw the state flag - you may use colored pencils.
d) Create a map of your state using an ATLAS (have student atlases available in the
i) Include 5 major cities
ii) Label important rivers
iii) Color according to landforms (show example you made) - use greens, browns,
yellows, and blues
e) Include 5 major events that happened in that state -- write this on a timeline.
f) Include a current event that tells of something happening in that state (teacher
introduces Newslea as a resource the second day)
g) Write down interesting facts about the state
i) (When was it established? What is the population? What are some unique
things about the state? What are some major industries or resources
provided by that state?)
ii) Students can use google search and teacher will help students find particular
websites as resources
2) Teacher gives expectations: Use quiet, 12-inch voices with your partner. Follow all instructions
and complete all parts of the packet.
a) Teacher facilitates instruction and helps the students research information as needed.
b) Teacher particularly helps students find reputable websites to use as resources for
information about their states.
c) Student will spend two days on this part of the task.
3) At the beginning of the second day, teacher introduces Newslea, a news website that is kid
firendly, to the students. She shows the students how to work it and displays the iPad on the
document camera. She tells the students that they will be able to look through a variety of
articles about their state -- put their state name in the search bar and look up articles about the
states. Teacher goes through a sample article. Students will write:
a) Author, title, date written
b) Two summary sentences about what the article included.
c) How does this relate to your state?

Days 4 and 5: Work in the computer lab.

1) Teacher explains the second part of the project:
a) Students will be putting together presentations. If students are not finished with the
first part of the project, they may continue researching in the lab.
b) Teacher explains that students will be putting together a powerpoint presentation on
their state. This is what you will need to include:
i) Slide 1 - State name, capital, abbreviation, picture of the state
ii) Slide 2 - Interesting information about the state - 3 state symbols and facts
about how they became the state symbol
iii) Slide 3 - Important rivers and landmarks in the state (ex. Mountains, plains,
rivers, bodies of water, plateaus, etc)
iv) Slide 4 - Five Fun/interesting facts about the state - ex. population, unique
things about the state, major industries/resources, bordering states
v) Slide 5 - Timeline showing dates in the history of the state
vi) Slide 6 - Present a current event based on an article they received from
c) Teacher goes through the requirements using a sample slideshow in order to show
students what they are able to do.
d) The criteria are listed as a checklist in the students packet.
e) A rubric for the students final project is also included in the packet. This will be for the
presentation, and the teacher goes over this rubric before the students begin working
on their final presentations.
2) Teacher facilitates the student work time and helps students put together their powerpoints.
Before the students start working, teacher gives the students a brief review of how to use
powerpoint using a demonstration of the different items that are part of the powerpoint. She
shows a model of a powerpoint that she made about another state.

Day 6:
1) Students begin working on their final presentations. The teacher gives a demonstration and
explains how the students and their partners will be dividing up their powerpoint slides and
splitting up the information. Presentations should be about 3-5 minutes.
2) Teacher explains that sometimes its fun to start a presentation off with a catchy hook: Ex. A
question (Have you ever been to Indiana before?)
3) Teacher explains how notecards are very helpful for presentation purposes. She shows students
examples of how to write the things they want to say on those cards rather than reading all of
the information off of a powerpoint presentation.
4) Students finish their powerpoints and they start working on their presentations. Teacher goes
from student to student to check in with their progress. When students are finished writing
their ideas down, they can practice with each other (teacher allows students to work in the
computer lab, classroom, halls, etc to practice what they are going to say)
5) Student partner groups sign up for a time slot for the next two class periods for presentations.

Note: If needs be, teacher has the students spend some extra time planning their lesson during their
fix/finish or free time. They can practice with the computer and/or the projector in the classroom.

Day 7: Presentations!
1) Teacher has students set up their materials. Students can bring in any extra supplies they would
like to bring in to present on their particular states. Teacher helps set up projector for the
2) Teacher passes out information sheets for the students to fill out while they are not presenting.
The students will fill out two pieces of information they learned about the states, write down
two questions, and give the students a basic evaluation (1-5 for presentation skills, content, and
creativity -- this will be the same assessment the teacher uses for this purpose). Students will
then assess themselves using the same form.
3) After each student group is done presenting, the students will have the opportunity to ask
4) Teacher grades students as they continue working through their presentations. When finished,
students celebrate! Teacher brings in foods particular to each state.
Closure Students turn in their state packets and turn in their final presentations with their notecards.

Your reflection on the lesson including ideas for improvement for next time: