users.manchester.edu€¦ · Web viewThe after playing the game Jeopardy, the students will start a time line based on the information that was given out in the game. The students

Korey BucherUnit Plan

Social Studies MethodOctober 4, 2009

Lesson Plan

Lesson: Jeopardy

Length: 20 minutes to 30 minuets

Age or Grade Level Intended: 4th grade

Academic Standard(s): Social Studies4.1.15 Create and interpret timelines that show relationships among people, events, and movements in the history of Indiana. (Individuals, Society and Culture) 4.3.2. Estimate distance between two places on a map, using a scale of miles, and trade in the developments of an economic system. Indicate the role of supply and demand in a market economy.

Performance Objective(s): The after playing the game Jeopardy, the students will start a time line based

on the information that was given out in the game. The students should have at least 4 things on their timeline.

The students will also practice measuring out distances on a map accurately 3 out of 4 times.

Assessment:Most of this assessment will be pre assessment trying to find out what the children know about the history of Indiana. The teacher will use the jeopardy questions to show the see what the kids know. After the questions the teacher will assess how much information they gained by checking their timelines. Also the last check will be if they can complete the measurement task.

Advance Preparation by Teacher:The teacher will need to come up with questions of different levels that will test the student’s knowledge about the state. For example: When did the Indiana become a state? What was Indiana’s first state capitol? Those are just some examples of questions that the teacher will need to come up with. Also the teacher may need to have a evenly divided list of teams the students can be divided into.



Procedure:Introduction/Motivation:

The teacher could play the Jeopardy theme music out load and most of the students should recognize this music. How much do you really know about Indiana? Mention different facts about the history of Indiana. Ask the students to show how smart they are. Did you all know those facts? How much do you really know? Divide the class into half tell them you’re going to the score keeper. Tell them each question will be different points.

Step by Step Plan: Students will be in groups. There should be two to four groups total.

The students will work together to solve the questions that the teacher is going to ask. The first team to write down the answer on a dry erase board will receive points. If there is tie it is up to the teacher to figure out who won or award them both points. (Gardner Intrapersonal)

Where was the first state capitol located at in Indiana?

(Blooms Knowledge)

Why did it move?(Blooms Applying)

3. The teacher will continue to ask students questions about Indiana and giving out points to the teams that answer first on the dry erase board. On the last question the teacher will let the children wager how many points they want and ask a question. What was Indiana’s First Paper? (Blooms Knowledge) Or when was the Indiana Territory formed? ( Bloom Knowledge) 4. After the game is completed, the students will be asked to get out a sheet of paper. On that sheet about paper, the students will need to start a timeline in which they will be filling out more thing throughout the unit. However, the students will fill out as many items as they can remember as well as dates from Jeopardy. (Blooms Knowledge Application) 5. The last thing the children will be doing is measuring the distance approximate between Indianapolis to Manchester. Then from Ft Wayne to Manchester. The last location they will me measuring is from South Bend to Louisville. (Gardner Logical Mathematics)



Closure: Have the children put all the materials away for the day. Then the teacher will pick out a few questions that needed to reviewed from the day and ask the class. Ask them what the first thing on their timeline should be. What should be the last thing? This will provide the children the opportunity to reflect on what all was said. The teacher is also highlighting the main points of the day as well to. This can help the students focus on what was really important.

Adaptations/EnrichmentIf the questions are not as challenging for the students the teacher may need to do some outside research to really challenge them. Also really monitoring the class to make sure all the class discussion is appropriate for what I am trying to teach.

Self-Reflection:How many of the groups students completed the assignment using the proper methods and ideas? Was each member of the class able to successfully make the timeline and comprehend how to measure distance? Was one student getting all the answers for the rest of the class?



Lesson Plan

Lesson: Measurements



Academic Standard(s): Math4.5.1. Measure length to the nearest quarter-inch, eighth-inch and millimeterSocial Studies4.3.2. Estimate distance between two places on a map, using a scale of miles, and trade in the developments of an economic system. Indicate the role of supply and demand in a market economy.

Performance Objective(s): The students will also practice measuring out distances on a map accurately 3

out of 4 times. After a brief lesson on converting miles to feet and telling the students that

5,280 feet in a mile students will be able to tell the teacher how many feet are between cities. The students will do this 5 out of 6 times accurately.

Assessment:On a separate sheet of paper the teacher will have cities or rivers or towns that the students will have to identify and figure out distances between. At the end of class the teacher will review all answers with the class and get an overall assessment of the class.

Advance Preparation by Teacher:The teacher will need to come up with two cities that they would like to know the distance between. The teacher will also have to know the distance in feet.


Class if you remember yesterday we did that Jeopardy game and we did some measuring of our cities. Today we are going to continue this lesson a little bit but only get a little bit more advanced. We are going to focus on trying to find out how many feet are between cities. Do you think that is easy or hard? How many feet do you think it would be from end to end of this classroom. Let’s figure it out.



Step by Step Plan: Students will get into their normal groups and step off from end to end

to get an estimate on how many feet across the classroom is. (Gardner Visual Spatial Intrapersonal Bodily Kinesthetic )

Since we can’t actually take steps between cities what would we do to figure out how many feet are between cites?

(Blooms Knowledge, Comprehension Application)

Have the students figure out how many feet are in a mile. Then ask them how they would solve the problem once they have miles figured out. What would be the next step?

(Blooms Applying)

The students will do the first one in groups so they can have some checking. (Gardner Intrapersonal)

Ask students that, since we now know how to solve distance for feet, what other distance can we solve for? (Analysis Blooms)

Closure: Have the children put all the materials away for the day. Then the teacher will pick out a few questions that needed to reviewed from the day and ask the class. Ask the students how many feet are in a mile. How many inches are in a mile? Then ask the students how many inches are in a mile. This will provide extended learning. If anyone call tell you, then that is great if not, ask them to figure that out for tomorrow.

Adaptations/EnrichmentIf the questions are not as challenging for the students the teacher may need to do some outside research to really challenge them. Also really monitoring the class to make sure all the class discussion is appropriate for what I am trying to teach.

Self-Reflection:How many of the groups students completed the assignment using the proper methods and ideas? Was each member of the class able to successfully make the connection between feet to miles? Was one student getting all the answers for the rest of the class? Did I not spend enough time on the converting part of the lesson? Did I need to more demonstrations of converting miles to feet? Should the students get a calculator to make the asthmatic easier.



Lesson Plan

Lesson: Let’s Get Singing



Academic Standard(s): Social Studies4.1.13 Identify and describe important events and movement that changed the life in Indiana from the mid-twentieth century to the present. Music4.8.4. Sing songs to support learning in another discipline outside the arts such as creating new verses for "Weevily Wheat" using additional multiplication tables, or reading The Drinking Gourd by F.N. Monjo and learning the song, "Follow the Drinkin' Gourd." Writing4.5.2 Write for a different purpose and to a specific audience.

Performance Objective(s): After reading and listening to the songs about Indiana, each group will write

and a new verse to the song adding 2 details about Indiana today with 100% accuracy.

After meeting and discussing with their groups, the students will write in their writers notebook about why the author would write this piece of music about Indiana.

Assessment:During the first objective, when the children share their versus with the class, the teacher will check to see if they added some up to date historical facts about Indiana in that verse. This will be more a group assessment. The second objective will be just a quick read over their opinion in their writer’s notebook. Also the teacher could ask one member of the group to read what they thought out load. Advance Preparation by Teacher:The teacher can find the lyrics to the songs at this website. http://normblog.typepad.com/normblog/2008/06/songs-of-indiana.html Also some of the songs that are listed can be accessed on the website. Otherwise, the teacher will need to find the song to the following songs: Back Home Again in Indiana, On The Banks Of The Wabash, Gary, Indiana: 'Gary, Indiana, home sweet home’

http://normblog.typepad.com/normblog/2008/06/songs-of-indiana.html




Yesterday, in our social studies unit, class what did we do? That’s right we learned how to measure distances from city to city using the legend. Now today, we are going to do a little singing. Lest all sing Mary Had a Little Lamb. After singing, ask the students, why did the author write that song? What was the purpose to writing the song. All songs have a purpose. Today we are going to look at some songs about Indiana, do a little singing, write part of song, and discuss and discover why the author would have written the song.

Step by Step Plan: Students will be in groups. There should be 3. The students will be

ready work together to solve the questions about the song. The teacher, assign the group a song. (Gardner Intrapersonal)

For those students who need to see the lyrics, a copy of the lyrics to their song will be handed to them so they can first read it (Gardner Visual.) Then the group will listen to the song and try to sing along, if they can. (Gardner Musical).

After the student listen to the song, the students will use the knowledge (Blooms Knowledge) they have gained about the song, and apply that to a new verse. Students should be free to use their creativity. (Blooms Applying) (Blooms Creating)

For those students who don’t feel they are creative and have a more linguistic (Gardner Linguistic) and like to read, they will have the opportunity to share their verse to the class. The teacher will ask questions after the sharing is over like: Can you locate the facts about Indiana in the Verse? (Blooms Understanding) List the facts in the verse. (Blooms Knowledge).

After all groups have shared; the students will then break up from their groups. Ask the students to get out their notebooks. The students should reflect on the song they worked with and write down why the author wrote that song. What was the author trying to say? Students should be able to relate to Mary had a little lamb and this smother



Closure: After all the students have written in the notebooks, the teacher will have one student from each group write say what their connections were. After each group has had a tern, then the teacher will ask why is important to understand why the author or composer, write what they do?

Adaptations/EnrichmentFor a student with ADHD, a student may not be able to work in a group or be able to comprehend so the teacher will need to work with that student and help him or her stay on task. Maybe use some more simpler examples like using a nonfiction author. A way to challenge my gifted students would be to maybe instead of a verse, have them write a full song about Indiana and something important to them.

Self-Reflection:Did my students comprehend the lesson? Did it run smoothly from group to individual or were their some struggles staying on task? Did everyone in the first group participate or was it just one or two people? Did you see a different side of students when it came time to be creative or when they were writing? What could I have done better to help students make a better connection to history?



Lesson Plan

Lesson: Types of Branches



Academic Standard(s): Social Studies4.2.3 Identify and explain the major responsibilities of the legislative, executive and judicial branches of the state government as written in the Indiana

Performance Objective(s): The students will be able to write the major responsibilities of the three branches

of government in Indiana with 100% accuracy.

Assessment:While the students are divided into three groups, they will be filling out a worksheet listing how many people are involved. How long their terms are. A name of a person who is involved? What is there main function?

Advance Preparation by Teacher:The teacher will need to have the worksheet ready to hand out. As well as a list of represents the Manchester area. This way, children can make a connection and it becomes a little more real to them. Worksheet is as follows

Legislative:Major responsibilities?__________How Many people are involved?___________How long do they stay on term?______ How do they get on the branch of government?_______Name of a representative?___________

Executive:Major responsibilities?__________How Many people are involved?___________How long do they stay on term?______ How do they get on the branch of government?_______Name of a representative?___________



Judicial:Major responsibilities?__________How Many people are involved?___________How long do they stay on term?______ How do they get on the branch of government?_______Name of a representative?___________


Where to school rules come from?(Blooms Knowledge) How are they made?(Blooms Knowledge) What are some rules that you have to follow? Why do the schools make rules? What happens if you break one of the rules?

Step by Step Plan: After we talk about the introduction, the students will try to name the

three branches of government in the United States, and then in Indiana (Blooms Knowledge). Are they connected or compare the two (Blooms Analyze)?

After they list the three types of branches of governments, the class will be divided into 3 groups (Gardner Interpersonal).

Each group or section will be in charge of researching and becoming an expert in that specific branch of government. By answering the questions on the worksheet they will get the information they need.

After the groups have ten minutes to work on the worksheet, the class will come back as a whole. The groups will have to pick two to three students to come and present what the learned as teachers. (Gardner Linguistic)

While the students are reading off their information, the teacher will make a chart on the chalk board for those students who do better seeing things visually rather than just listening (Gardner Visuals)

After all groups have shared; the students will go back to their seats and get out there writers notebook. They will write the connection they made between how the government is run and how the school is run. (Gardner Intrapersonal) (Blooms Analyzing) (Blooms Understanding)



Closure: After all the students have written in the notebooks, the teacher will have one student from each groups share their connections. Ask the students which form of “government” is better. (Blooms Evaluating)

Adaptations/EnrichmentFor a student with ADHD, a student may not be able to work in a group or be able to comprehend so the teacher will need to work with that student and help him or her stay on task. Maybe use some simpler examples like using a nonfiction author. For my gifted students they will work on going into more depth of what each branch of government does.

Self-Reflection:Did my students comprehend the lesson? Did it run smoothly from group to individual or were their some struggles staying on task? Did everyone in the first group participate or was it just one or two people? Did you see a different side of students when it came time to be creative or when they were writing? What could I have done better to help students make a better connection to history?



Lesson Plan

Lesson: Defining Government



Academic Standard(s): Social Studies4.2.1 Explain the major purposes of Indiana Constitution as stated in the PreambleEnglish4.1.3 Use knowledge of root words (nation, national, nationality) to determine the meaning of unknown words within a passage.

Performance Objective(s): Students will be able to write down 5 purposes of the Indiana Constitution with

100% accuracy. The students will need to have 100% completion of the KWL chart.

Assessment:On the back of the students KWL chart I will look for major purposes to the Indiana Constitution. The students must also complete the KWL chart.

Advance Preparation by Teacher:For the teacher: KWL chart and the preamble to the Indiana Constitution. For each student: pencil, the Text book for class.

Procedure:Introduction/Motivation:Read the Preamble of the United States Constitution. Hand out a copy of this document as well (Gardner Visuals). “We the People of the United States, in Order to form a more perfect Union, establish Justice, insure domestic Tranquility, provide for the common defence promote the general Welfare, and secure the Blessings of Liberty to ourselves and our Posterity, do ordain and establish this Constitution for the United States of America.”After reading this document, ask the students if anyone knows what this is. (Blooms Comprehension because maybe a child could comprehend what was being said and guess what it is also Knowledge)



Step by Step Plan:

Do you think our state or any state has a constitution? (Blooms Applying). If our state had a constitution, what would it explain about our state? (Blooms Applying) Have the students turn to their partner and discuss this briefly. (Gardner Intrapersonal) The students will then share their answers with the class. (Gardner Linguistic because these students like to speak out load.)

Write the words of the Preamble to Indiana’s Constitution on the poster board: “To the end, that justice be established, public order maintained, and liberty perpetuated; we, the People of the State of Indiana, grateful to almighty God for the free exercise of the right to choose our own form of government, do ordain this Constitution.” Next, hand out the KWL charts and ask the students to fill out the first two steps of the chart and define the words Constitution, Preamble, liberty, government, citizen.

Ask the students what they thought was the definition for the word Constitution? ( Blooms Knowledge) Explain that the Constitution is the written plan that explains how our country’s government should work.

Next the teacher should ask if the students had any questions about eh KWL chart and ask them to share some things they wanted to learn. Teacher should end with the Preamble.

Explain to the students that there is an introduction to the constitution and that it is called a Preamble. The Preamble tells us the meaning of the document and that what I read to you at the beginning was the Preamble for the United States Constitution. Does the Indiana Constitution have one? (Blooms Knowledge) If our class had a Preamble what would it say? (Blooms Evaluation because students have to FORMULATE in their minds what it would say.)

The next step would be to show the students the preamble to Indiana’s constitution. Students will then work with their partners from before and read through the copy and the textbook to self discover what the words on the KWL chart mean to increase knowledge.(Gardner Interpersonal and Intrapersonal)

.



Why does the Preamble give the citizens the right to choose what kind of government they want and how the design for that government is outlined in the rest of the Constitution? What does the phrase “justice be established, public order maintained, and liberty perpetuated” mean?

Closure: Have the students write down 3 purposes of the Constitution on the back of the KWL chart. Next if there is time remaining and students get done at different times offer the students the ability to start working on their own preamble to for the class. For closure to the lesson, just go down the KWL chart and each word, and ask the students what the learned about each word.

Adaptations/EnrichmentFor a student with ADHD, he or she might not be able to stay on task with all the papers going around and following directions. Helping the students use the textbook to help him find words. Also I will be sure to try to get him or her out there seat as much as possible and be around them when it is individual work time to try to help them stay on task. For my enrichment children ask them what is the importance to the United States Constitution. Which is a better preamble? Why?

Self-Reflection:Did my students comprehend the lesson? Did it run smoothly from topic to topic? Did I need to spend more time on one thing than another? Will I need to re-teach something tomorrow? What could I have done better to help students make a better connection to history?

Sources:Indiana Department of Education

The KWL chart will be handed to you separately



Academic Standards: S.S.-4.2.6 Define and provide examples of civic virtues in a democracy. Performance Objectives: The students will be able to identify what a civic virtue is by coming up with at least 3 civic duties to help on the school and share them with the class with 100% accuracy. Advanced Preparation by Teacher: Come up with Civic duties to help out the school. Also you may need parent permission and or administrative permission depending on what the students come up with. Lesson Plan:

- The teacher will ask what are some advantages of being a citizen of the United States are. Next ask the students what makes a good citizen. What are some things that good citizens do to make their community better?

- Have the students read silently to themselves pages 254 and 255 of the text book. While they are doing this the teacher needs to make a web on the board. Tell them to really read the section under The Common Good

- The students will then write 3 or more civic duties to help out the school on a sheet of paper.

- After reading, the students will come up with a service project to make the school a better place. Being a good citizen to the school. While the students come up with ideas, the teacher will write them down on the board.

- Depending on what the project is, is what they will need to do for it. If they say pick up trash around the school, you can do that the next day. If they say sit in on a PTO meeting, more preparation may be needed.

Assessment: The teacher will collect all the ideas they came up with on individual paper. Also the participation of the project will be a portion of the grade.

Academic Standards: S.S. 4.2.5 Give examples of how citizens can participate in their state and government and explain the right and responsibility of voting. Performance Objectives: After a class discussion the students will be able to list 5 ways to participate in their state and government with 100% accuracy. Advanced Preparation by Teacher: Have the assessment ready to give out. Lesson Plan:

- Remind students that a responsibility is something that a person should do because it is necessary or important. Ask students to look for answers to following question as they read the book. What is the responsibility of a citizen?

- Have students read along with you pages 252 and 253 in the text book. - After we have read have students partner up and complete a compare and contrast

on How is voting a right and a responsibility. - Talk with students about different ways citizens can show responsibility to their

community, state, and country. Assessment: Attached Sheet

Academic Standards: 4.3.4. Describe the three major physical regions of Indiana and identify the major crop regions.



Performance Objective: Using the crops from the regions, the students will create a meal using that crop with 100% proficiency. Advanced preparation: The teacher will be creating a quick sample of some of the meals to give to the kids to taste.

Lesson Plan: - The teacher will tell the kids to look at pages 24-26. Each section of the room

will be a region. - Why are these regions different? What different foods could we find in these

regions?- What are some foods that can be native to Indiana? Or what is a major crop

found in Indiana? The students will then get 15min to research using computers or encyclopedias found in the room. The student’s goal is to come up with foods or meals that are typically eaten in Indiana.

- Why are these kinds of food only found in Indiana or around Indiana?- When the 15 min are up each region will share meals they have come up with.

The teacher will then give the students some corn, beans, tomatoes, or potatoes.

Assessment: This will be more of an assessment where you listen to the conversation between students and watch how the research. No real grade will be given other than participation. I want to see who is taking control of the groups. Who is a leader in my classroom.



Academic Standard: 4.4.7. Identify entrepreneurs who have influenced Indiana and the local community

Performance Objectives: Every student will one identify entrepreneur who has influenced Indiana by writing facts in a short story.

Advanced Preparation: Chalk, Chalkboard, and text book

Lesson Plan:- The teacher will ask for ideas of products that were not around when their parents

were growing up- The teacher will then ask the students for products that are around now that were

not around when you were younger.- Ask the student what an invention or inventor is- Read the book, Little Nino Pizzeria and ask questions about why he was a good

inventor and did he start his own business. Define the word Entrepreneur - Tell the students to use their text books to find one Indiana entrepreneur to write

about and list facts about why he or she was a good entrepreneur.

Assessment: This assessment will be judged by what they write in their writers notebook. It will be based on what facts they list and how the students relate the facts about them to helping the entrepreneur to become a good entrepreneur.

Academic Standard: 4.3.10. Human Systems: Identify immigration patterns and describe the impact diverse ethnic and cultural groups have had on Indiana

Performance Objectives: The students will know the impacts of diverse ethinic and cultural groups by working with members of the other class, with 100% accuracy.

Advanced Preparation: the teacher will have to work with all the other teachers in that grade level to have the students start to solve a problem about how to get beans out of a jar. Each class will have a group of two or three and then they will pare up with different groups around the grade level. Also there will need to be open space and a jar full of beans and a jar not filled with beans. Without touching the jar, and using the Rope, and rubber circle, the students will need to find a way to get the beans out of the jar.

Lesson Plan:- The students will be given the scenario about how important it is to get the beans

out of the jar. - They will also be told that they will be working with different partners from

around the grade level and they do not know who. The students will be given three minuets with the scenario and the materials to think of a way to solve the problem. Then they will move outside to do the project and meet up with other groups.



- The other groups represent different culture groups because they will have different ideas.

- After the game is over the class will have a discussion about what was positive about adding the other groups and what was negative.

- The teacher will then make the connection about how having diverse ethnic groups and culture groups make a positive impact on a community and or state. List positives about having a different culture and or ethnic group in our state.

Assessment: The assessment will be the five facts that students will list about the positives of different groups. Also participation will be graded for the outside project.

Academic Standard: 4.2.6. Roles of Citizens: Define and provide examples of civic virtues in a democracy.

Performance Objectives: The students will be able to define civic virtue with 100% accuracy.

Advanced Preparation: Two different definitions of civic duty

Lesson Plan: Dueling Documents - Hand out two different definitions of civic duty( this can be find by using two

different dictionaries or a dictionary and a blog post)- Ask the students to be investigators and figure out how the two are different and

why they are different the teacher will then write the responses on the board. - Ask the students if is ok that they are different why or why not?- Ask the students what civic duty is in their own words- Write this down on a scratch piece of paper and share it with your neighbor.- Compare answers. Are those answers different or the same. Is it ok that they are

different?

Assessment: By observation and participation. Did they participate and could you see the students getting the main point of civic duty and understanding that just because one thing is said one way doesn’t mean that it has to be written that way.