Lesson Plan for Social Studies5th Grade

Title: Landforms of the United States Date: September 14, 2010

Core Standards: 5.3.3 Places and Regions: Name and locate states, regions, major cities and capitals, major rivers, and mountain ranges in the United States

Materials/Resources Indiana Social Studies: The United States Making a New Nation by Houghton Mifflin Harcourt Publishers, paper maps that students have been working on, crayons or coloring pencils, promethean board, compare contrast chart for each studentObjectives:

After instruction, students will l will be able to locate the landforms found through the United States on a map of the United States as evidenced by students correctly illustrating their maps.

After instruction, students will be able describe various landforms both verbally and in written form.

After instruction, students will be able to identify differences between the various landforms studied to this point.

Introduction/Motivation/Springboard: Begin with a game where students locate the longitude of various landforms by using the laminated maps. Flash cards with state and capital are flashed before students. The first student to correctly identify the longitude and latitude and the landform found in that area wins that round. Cards will be introduced showing landforms that students have already learned.

Procedures/Activities:

1. Remind students of the different regions they encountered yesterday in their reading.2. Discuss the headings on the pages that students will read.3. Students will take turns reading pages 25-29 in their social studies textbook. 4. Review the vocabulary.5. Use website: www.mrnussbaum.com/circumcede.htm to help students locate the landforms

that they read about today. 6. Have students come to the board and locate the Rocky Mountains and the Appalachian

Mountains.7. Show pictures of the different mountains. Ask students to discuss the differences and

similarities of the two sets of mountains based on the pictures found on the internet.8. Play the song, This Land is Your Land by Woody Guthrie from www.youtube.com. As

students watch the video and hear the words, have them list some of the landforms they saw or heard.

9. Students complete the maps they have begun working on with the landforms learned today. 10. Tell students that they will each need to bring in a shoe box tomorrow for a project.

Closure Activity/Extensions/Homework: Have students discuss where they put each of the landforms on their maps and what symbols they used to create their maps. If they were unable to complete maps in class, take them home and do them as homework. Maps will be scored base on a 10 point scale. Grading will be based on inclusion of: a map key, different colors for different areas, correct labeling, and including the student’s name on the map.

Reflection:

Students were able to accurately find the longitude and latitudes on the maps. They enjoyed

the hands on activity. This activity allowed those students who are visual-spatial, and

kinesthetic to become involved. The music video addressed the needs of those students who

need aural stimulation, and the discussions allowed those with interpersonal or oral learning

styles to participate.

Students were still struggling with the idea of where the Appalachian Mountain Chain was

located as opposed to the Rocky Mountains. When we discussed the types of wildlife found in

the Appalachian Mountains, students named animals such as elk and moose. They could not

understand the idea of the Piedmonts being the rolling hills before the Appalachian Mountains.

I showed picture of this area and then compared the rolling hills to those found in southern

Indiana. However, these students have a limited knowledge of this area that they live in.

Students spent most of the class period working on their maps. They had to be helped

individually much of the time as they did not understand where the mountains, plains, coasts etc

were located. The idea of a coastal plain was confusing. I finally realized that I had to define

the word plain. Most had not encountered this word in the sense of a large flat area. They

were thinking of it as a “plane” or as something just ordinary. This helped me to understand

that I need to make sure they understand the vocabulary before giving them activities to work

on. Even though they are fifth graders, they still have a very limited knowledge of the English

language.

Making A Map : Landforms and Bodies of Water

Teacher Name: Ambrose

Student Name:     ________________________________________

CATEGORY 4 Excellent 3  Good 2 Ok 1  Needs work

Map Legend/Key

Legend is easy-to-find and contains a complete set of symbols, including a compass rose.

Legend contains a complete set of symbols, including a compass rose.

Legend contains an almost complete set of symbols, including a compass rose.

Legend is absent or lacks several symbols.

Labels & Features - Neatness

90-100% of the labels/features can be read easily.

89-80% of the labels/features can be read easily.

79-70% of the labels/features can be read easily.

Less than 70% of the labels/features can be read easily.

Color Choices Student always uses color appropriate for features (e.g. blue for water; black for labels, etc.) on map.

Student usually uses color appropriate for features (e.g. blue for water; black for labels, etc.).

Student sometimes uses color appropriate for features (e.g. blue for water; black for labels, etc.).

Student does not use color appropriately.

understanding of Landforms and Bodies of Water

Demonstrates a good knowledge of where the various landforms are located.

Demonstrates some knowledge of where different landforms are located.

Demonstrates one or two of the landforms.

Demonstrates a complete lack of knowedge of landforms and bodies of water.

Includes name on map

Includes name on map.

    no name on map. Zero points

Analysis of Teaching After Each Lesson

My expectations for the students were that they would be able to locate various

landforms on a map of the United States, describe the landforms, and be able to discuss

differences between landforms such as the Rocky Mountains and the Appalachians. Students

were asked to identify the landforms on a map that was projected on the board. They were

encouraged to move from their seat to the board to do this. This helped to prevent minds from

wandering. Also, students were given the opportunity to read the passages.

Instructional Strategies used were:

Discussion—Students were encouraged to discuss the headings for the reading

selection. This helped them to form questions to keep in mind while reading.

Direct instruction—as students read the selected passages, direct instruction was

provided for difficult passages, vocabulary, or concepts that they were not

familiar with.

Use of music—students listened to and watched a Youtube video of This Land is

Your Land and afterward discussed the various landforms they both saw and

heard about in the song. This also led to a side discussion about freedom and

war because of the images of American soldiers in battle.

Activities used were:

Using the headings to create questions for reading.

Reading-students read about landforms from their textbook.

Listening for the mention of landforms in the song from Youtube.

Creating and labeling a map of the United States.

The criteria for student success were that students participate in the classroom

discussion, read out loud or follow along, and create a map with a key for the landform

project. This was communicated by reminding students to pay attention during reading

and by teacher involvement during the map making activity.

I monitored students learning by observing how they answered questions posed

about where landforms were located, listening to their interpretations of the song, and by

direct communication with them while they worked on their maps during class time. I

communicated to students how I wanted them to learn by encouraging them to answer

questions, ask questions, and read out loud. During the map making project, I

encouraged them to stay on task by observing which students were off task and

redirecting them back to the project.

I promoted the understanding of implications of different points of view by

incorporating a song by Woody Guthrie. This song speaks of America from the point of

view of the people living during the depression era and right after it. After watching the

video, the students also engaged in a spontaneous discussion of American soldiers at

war. During this discussion the students were able to compare and contrast the America

of Woody Guthrie’s time and ours and why it is that our soldiers fight to keep this

beautiful country free. Students were also encouraged to look at pictures of the Rocky

Mountains and the Appalachians and compare and contrast the two. During which time,

they were able to discuss briefly the different flora and fauna found there. This

discussion will lead to the discussion of the Native Americans in those areas and why

and how they built their lodging, made clothing, and provided food. When students arrive

in that particular unit, they will have a basis for understanding the point of view of the

various tribes because of their understanding of the landforms they have discovered.

Based on the performance of the students for this lesson, I will not need to adjust it in

the future. Students were on task and engaged in the project. They participated in the

reading and they enjoyed the music video. They demonstrated learning by discussing

the video and the differences found in the different landforms across America.