EDPC605 - Week 11 - Social Studies Lesson Plan

Candidate’s Name: Tim Brown         

Grade Level: 5^th/6th

Title of the lesson: Explore My Community

Length of the lesson: (5) 45 min. Sessions

Central focus of the lesson (The central focus should align with the CCSS/content standards and support students to develop an essential literacy strategy and requisite skills for comprehending or composing texts in meaningful contexts) Key questions: ●     What are the staples of my community? ●     What are the important places used for everyday life functionality in my community? ●     What are some places used for entertainment or recreation in my community? ●     What are some places we want in our community that are not currently there? ●     What are some places we do not want in our community?

Knowledge of students to inform teaching (prior knowledge/prerequisite skills and personal/cultural/community assets) Students should already have: ●     at least, somewhat familiarity (eight block radius) of their community ●     Knowledge of how to use of a digital camera ●     Knowledge of how to use of a digital audio recorder ●     Knowledge of how to conduct online research

Common Core State Standards and other learning standards addressed: Common Core State Standards for Literacy in History/Social Studies, Science, and Technical Subjects, Grades K-5 Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). CCSS.ELA-Literacy.RH.6-8.3 Identify key steps in a text's description of a process related to history/social studies CCSS.ELA-Literacy.RH.6-8.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. CCSS.ELA-Literacy.RH.6-8.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.

Support literacy development through language (academic language) ●     Identify one language function: - DESCRIBE.  Students will describe what they see in and around their communities. ●     Identify a key learning task from your plans that provide students opportunities to practice using the language function. COMPARE/CONTRAST – Students will be able to compare and contrast the differences and similarities between places and things in their communities and others.  ●     Describe language demands (written or oral) students need to understand and/or use. Students will be able to form descriptive sentences that form a visual explanation of their communities.  The sentence structure should have continuity, be flowing.  Students should also be aware of the differences between facts and opinions. Vocabulary ●     General academic terms: analyze, categorize, compare/contrast, describe, explain, interpret, summarize fact, opinion, dissimilarity ●     Content specific vocabulary transportation, economic, produce, value, neighborhood, area, village, commune, hamlet, association, district, nation, society, state, colony, commonality, commonwealth, locality, populace, residents, territory, turf, rural, urban, suburban ●     Phrases:  neck of the woods, stomping ground Sentence Level ●     Sentence structure of the students should be fluid, explanatory, and descriptive that express facts, opinions, thoughts and ideas.

Learning objectives study about how people live, work, and utilize natural resources draw maps and diagrams that serve as representations of places, physical features, and objects locate places within the local community, State, and nation; locate the Earth’s continents in relation to each other and to principal parallels and meridians (Adapted from National Geography Standards, 1994) identify and compare the physical, human, and cultural characteristics of different regions and people (Adapted from National Geography Standards, 1994) investigate how people depend on and modify the physical environment map information about people, places, and environments understand the characteristics, functions, and applications of maps, globes, aerial and other photographs, satellite-produced images, and models (Taken from National Geography Standards, 1994) investigate why people and places are located where they are located and what patterns can be perceived in these locations describe the relationships between people and environments and the connections between people and places

Formal and informal assessment (including type[s] of assessment and what is being assessed) Informal Assessment: ·         Classroom discussion – assessing comprehension and contribution to ideas and concepts ·         Monitoring of computer research Formal Assessment: ·         Presentation of assignments – assesses comprehension of all concepts of community (population, economic, visual,) ·         Rubric - https://www.dropbox.com/s/myrplo8gmh5hlpy/Tim%20Brown%20-%20edTPALessonPlanTemplateLiteracyTasks1-3%20Lesson%201%20of%205.xlsm?dl=0&s=sl

Instructional procedure: Instructional strategies and learning tasks (including what you and the students will be doing) that support diverse student needs. Activity #1 Start by watching the video “What Makes A Good Community” https://video.search.yahoo.com/video/play;_ylt=A0LEVu.ySC1Vj0EABoknnIlQ;_ylu=X3oDMTBsa3ZzMnBvBHNlYwNzYwRjb2xvA2JmMQR2dGlkAw--?p=about+community&tnr=21&vid=23721844DA7FB69A136B23721844DA7FB69A136B&l=253&turl=http%3A%2F%2Fts1.mm.bing.net%2Fth%3Fid%3DWN.CmxaIv35CnUyIs37w4KGug%26pid%3D15.1&sigi=11vd1qbi3&rurl=https%3A%2F%2Fwww.youtube.com%2Fwatch%3Fv%3DbIVVn6tFK7s&sigr=11bv08ued&tt=b&tit=What+Makes+A+Good+Community&sigt=10r4io7p4&back=https%3A%2F%2Fsearch.yahoo.com%2Fyhs%2Fsearch%3Fp%3Dvideos%2Babout%2Bcommunity%26ei%3DUTF-8%26hsimp%3Dyhs-002%26hspart%3Dmozilla&sigb=1327kfjk0&hspart=mozilla&hsimp=yhs-002 Activity #2 After the video we would have a classroom discussion.  What are the 3 types of communities shown in the video? What type of community do you live in?  What makes it that type of community? Have you visited a type of community different from your own?  Do you ever run errands with your family?  What places do you typically go to when you run those errands?  Are they in your community?  Are they within walking distance or do you drive to other communities?  If you drive to other communities – why?  Asignment#1:   Using Google Earth, locate, to the closest proximity, your home.  Is what you see accurate?  Expand the view to begin to see more of the surrounding community.  How close is your school from your home?  Track the distance between school and home.  How do you travel from home to school?  What do you see on the way to and from school? Assignment #2    Diagram using Google Earth primarily, and other means, your community.  Include people and places.  Try to make this as accurate diagram as possible.   Activity 3    Presentation and class discussion of assignment #2. Assignment #3    Contrast and compare your community with another type of community.  Using Google Earth, locate a contrasting community type in a neighborhood that is not more than an hour or two drive.  Describe the differences and similarities.  Discuss your likes and dislikes.  Create a presentation to display your findings.  Be sure to include longitude and latitude coordinates, distance from your community, and weather differences.  Activity 4    Presentation and class discussion of assignment #3. Assignment #4    Contrast and compare your community with another type of community in another part of the world.  Using Google Earth locate a contrasting community in a different part of the world.  Compare the communities.  Discuss the differences and similarities.  Discuss your likes and dislikes.  Create a presentation to display your findings.  Be sure to include longitude and latitude coordinates, distance from your community, and weather differences.   Activity 5:    Presentation and class discussion of Assignment 4. Activity 6: In smaller groups watch and play the “Build A Neighborhood Game”  -http://pbskids.org/rogers/buildANeighborhood.html Assignment #5 If you could change one or two things about your community, what would they be?  Why?  How would you implement that change?  Write an essay that answers these questions to accompany and narrate a graphical presentation of those changes. Activity 6    Presentation and class discussion of assignment #5. Consider all students, including students with IEPs, ELLs, struggling readers, and/or gifted students. Theory/research: Make connections to the learning theories This lesson aligns with the Information Processing Theory in that it uses the four cognitive processes of thinking, analysis of stimuli, Situational modification, and Obstacle evaluation. Conditions of Learning in that it uses the 9 instructional events for learning – Gain attention, inform learners of objectives, stimulate recall of prior learning, present the content, provide learning guidance, elicit performance, provide feedback, assess performance, and enhance retention and transfer to the job. Multiple Intelligences: Linguistic – in that it uses Classroom discussions, essays:  Logical-Mathematical – Determining longitude, latitude, and distance:  Visual-Spatial – Creation of graphical displays and presentations, interpersonal – Self-reflection on projects and assignments:  Intrapersonal – Group assignments and discussions. Social Constructivism: in that the students learn through social interaction bringing prior knowledge of social and cultural experiences to the learning environment.  Accommodations and modifications: ELLs/struggling readers: Visual and technology Through this lesson’s alignment with several learning theories and it’s use of classroom discussion, computer research, and collaborative team work, this lesson considers all students, including students with IEPs, ELLs, struggling readers, and/or gifted students.

Instructional resources and materials used to engage students in learning. Ø  http://www.google.com/earth/ Ø  Video on Communities https://video.search.yahoo.com/video/play;_ylt=A0LEVu.ySC1Vj0EABoknnIlQ;_ylu=X3oDMTBsa3ZzMnBvBHNlYwNzYwRjb2xvA2JmMQR2dGlkAw--?p=about+community&tnr=21&vid=23721844DA7FB69A136B23721844DA7FB69A136B&l=253&turl=http%3A%2F%2Fts1.mm.bing.net%2Fth%3Fid%3DWN.CmxaIv35CnUyIs37w4KGug%26pid%3D15.1&sigi=11vd1qbi3&rurl=https%3A%2F%2Fwww.youtube.com%2Fwatch%3Fv%3DbIVVn6tFK7s&sigr=11bv08ued&tt=b&tit=What+Makes+A+Good+Community&sigt=10r4io7p4&back=https%3A%2F%2Fsearch.yahoo.com%2Fyhs%2Fsearch%3Fp%3Dvideos%2Babout%2Bcommunity%26ei%3DUTF-8%26hsimp%3Dyhs-002%26hspart%3Dmozilla&sigb=1327kfjk0&hspart=mozilla&hsimp=yhs-002 Ø  Build A Community Game http://pbskids.org/rogers/buildANeighborhood.html Ø  Common Core Standards - http://www.corestandards.org/ELA-Literacy/RH/6-8/ Ø  Curriculum and Instruction for Social Studies -             http://www.p12.nysed.gov/ciai/socst/socstand/soc31.html  and          http://www.p12.nysed.gov/ciai/socst/socstand/home.html Ø  Smart Board Ø  Computers with internet access Ø  Google Docs

Reflection ●     This lesson and instruction support learning for the whole class and the students who need great support or challenge.

Dr. Hui-Yin Hsu/ Tim Brown Spring 2015