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ED 345 Calvin College Lesson Planning Form

Teacher:Annelise VanDyken Date: 4/19/17 Subject/ Topic/ Theme: Social Studies

I. Objectives
What is the main focus of this lesson?
Students will be reviewing the major resources of the Midwest, particularly agriculture and lumber.
How does this lesson tie in to a unit plan? (If applicable.)
This is the fifth lesson in a unit on the Midwestern states.
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:

a) Define the terms: breadbasket and aquifer
b) List major crops produced by farms in the Midwest
c) Recognize that lumber is a major product in the Midwest
d) Create a map that identifies which Midwestern states have certain crops as their major resources

4 G1.0.1 Identify questions geographers ask in examining the United States (e.g., Where it is?
What is it like there? How is it connected to other places?).
4 - G2.0.2 Compare human and physical characteristics of a region to which Michigan belongs (i.e.
Great Lakes, Midwest) with another region of the United States.

II. Before you start

Students have explored the Great Lakes, have studied the states and capitals, and learned
Prerequisite knowledge and skills. about the prairie. Now, students will explore major resources of Midwestern states.

Formative: Teacher questions, student resource handout

(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
Powerpoint pictures, video clip of logging, Students discuss certain parts of the Teacher has students write down
teacher explanation and questioning lesson with their partners, write down resources they think are from the
definitions and resource symbols. Midwest.
Options for Language/Symbols Options for Expression Options for Sustaining Effort & Persistence
Teacher offers verbal explanation, Students discuss certain parts of the Teacher has students follow along with
pictures, typed words for powerpoint, etc. lesson with their partners, write down the powerpoint on their papers, writing
definitions and resource symbols. definitions and mapping resources.
Options for Comprehension Options for Executive Function Options for Self Regulation
Students answer teacher questions, write Student discussion with partner, students Students edit answers to the question
down definitions, and view pictures. process information and reflect -- choose about resources.
a symbol for their drawings.

Projector for Powerpoint, computer

Materials-what materials (books,
Midwestern state resource maps
handouts, etc) do you need for this
Colored pencils
lesson and do you have them?
Students will remain in their desks.
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
7 min Motivation 1) First, teacher gives students a review sheet as a formative assessment for the two previous
(Opening/ chapters.
Engagement) 2) Teacher begins by asking about a resource they explored the week before. (water from the
Great Lakes)
3) She then passes out papers and has students come up with a list of important resources they
think the Midwest provides in the top box:
a) Teacher tells students that at the end of the lesson, theyll be coming back to check.
b) Why is it important for regions to have resources?
c) Teacher also notes that the students will be writing down important vocabulary -- take
a moment to read through the words and think about what they mean.
4) Teacher has students flip to the back of the paper. She explains that as the students explore the
different resources of the Midwest states, they will make a symbol to represent a resource and
draw it on the proper states. Students note the map legend.

20-30 1) Teacher begins going through the PowerPoint.

min a) (1) Discussion of breadbasket - what does it mean? How does it apply to the
Midwestern states? -- The Midwest is known as the breadbasket for the U.S. since it
produces many crops. Students write definition on paper.
b) (2) Wheat is a major resource - students add wheat states to their map of the Midwest
with a symbol for wheat. Teacher discusses what a belt refers to in this case.
i) Why is wheat so important? What kinds of foods is wheat important for?
c) (3) Corn and soybeans are major resources -students mark corn and soybeans as major
resources for particular states on their maps.
i) What kinds of foods use soy and corn? -- students add resources to their
d) (4) Where do the prairie states get their water? -- students turn and talk to a partner
to discuss where the water comes from. The teacher then leads a discussion on
aquifers and irrigation.
i) Teacher shows picture of an aquifer - what do you see and what do you
wonder? What is going on in the picture? Teacher leads students to
understand how the water is stored in rocks and pumped out.
ii) Teacher shows students a picture of an irrigating system - what do you see
and wonder about this? This is how large farms care for their crops and make
sure they get water.
iii) Students write down definitions on their papers.
e) (5) Dairy is a major resource - students add dairy symbol for states with a lot of dairy.
i) Show dairy video - what did you learn about the milking process? Why might
the farmers need to be careful? What might it mean to be a sustainable farm?
f) (6) Lumber is a major resource - students add lumber symbol for states with lumber.
g) Teacher shows a video of logging process.
i) What did you see and what did you wonder about this video? Discuss with a
ii) How would this activity be different 100 years ago? What things did you
notice about the tools in the video?
5 min
2) Teacher has students edit the resources they filled in at the beginning. Are there other
resources you think may come from the Midwest that we havent discussed?
a) (Note: Since there were several students who thought cotton was a resource on the
pre-assessment, clarify that cotton is not a resource from the Midwest -- it is a
resource from the southeast)
2 min 1) Students remind each other (without looking at their papers) what an aquifer is and what
breadbasket means. They turn and talk with a partner.
2) Teacher collects the student work.

Your reflection on the lesson including ideas for improvement for next time:
It was helpful having the students discuss different pictures and videos throughout the lesson. Students enjoyed reflecting on
the videos with each other, and it was helpful leading them into the learning process because of this. If I were to teach this
again, I could have set up centers with stations for the different resources (lumber, wheat, corn, soybeans, dairy) and had
students explore those through informational readings, articles, and handling samples of the items. It was helpful to have the
students marking down the states that were known for different resources using drawn symbols, but I could have extended this
further and given the students a follow-up application activity (ex. Choose one resource and read an article/book about it, work
with a partner and read through part of the textbook, etc). This would center the instruction on the students and take it off of