EDEL453_spring2013_michaelFEHER_TeacherEdition.docx

7/30/2019 EDEL453_spring2013_michaelFEHER_TeacherEdition.docx

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The Southwest

Paper #2: Using the Teacher Edition

Submitted By: Michael Feher

EDEL 453: Teaching Elementary School Social ScienceNevada State CollegeSpring 2013

Instructor: Karen Powell


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Paper #2: Using the Teacher Edition submitted by: Michael Feher

Nevada State College EDEL 453 - Spring 2013 Karen Powell- Instructor page 2

A. Summary of the Lesson Plan: (2 sentences)

The students will understand how limited amounts of water has shaped both the land and

the people of the Southwest. They will also understand how Spanish, Mexicans, and

American-Indians have influenced the culture of this area by using the eSocial Studies

book and pages 274-281.

B. Target Population: (3 bullet points)

Grade Level: 4th

Skill Level: All levels

Grouping: Whole groups - instruction, pairsworking on assignment

C. Materials: (bullet points)

Houghton Mifflin Social Studies book, p.274-281

Vocabulary and Study Guide worksheet (in book)

Smart Board

Interactive Map Pen/Pencil

Paper

D. Objectives: (bullet points)

o NV State Social Studies Standards

G8.4.1 Describe ways physical environments affect human activity in Nevadausing historical and contemporary examples.

G8.4.3 Explore the impact of human modification of Nevada's physicalenvironment on the people who live there.

o Student-Friendly Standards

G8.4.1 I can describe ways the environment affects human activity in the

past and present.

G8.4.3 I can explain how things that people have done to the environment affectus and the way we live.

E. Procedure: (numbered steps)

1. Teacher will start lesson by explaining to students that Nevada is a Southwest state and

ask them to brainstorm some of our neighboring states so they can get an idea of what

the Southwest is. After responses, with the Smart Board, teacher will click on the

Interactive Map (side of page) to show students who our neighboring states are.


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Teacher can play around on the map with the Legend. Teacher can also ask students

to brainstorm some characteristics of Nevada (hot, dry, desert, etc.)

2. Students will popcorn read pages 274-277. Upon completion of reading, on the Smart

Board, class will do a web. The main idea circle will be ways that southwesterners

have solved the problem of having little water (use local plants in their parks, drip

irrigation, building dams, limited watering of yards). As a class, students must come upwith at least 5 responses (refer to p. 277, question 2).

3. Teacher will go over review question on page 277. Teacher will ask students how they

conserve water at their houses (shutting off water when you brush your teeth,

restrictions on watering yards, taking shorter showers, etc.).

4. Students will pair up and do the Vocabulary and Study Guide homework. They may

use the book as a reference. Both students need to turn in their own paper.

5. On back of worksheet, students will answer either question 1 or 3 on page 277. Students

will do this writing individually.

6. CLOSURE:Turn in worksheet. As a class, we will review and wrap up the days activities.

We will end lesson with the teacher pulling up Interactive Map on Smart Board.

Teacher will cover up the names of the states, and students will try and guess what

states are which.

F. Assessment: (bullet points)

What will you use to measure student understanding?

The assignment students will be doing after reading. Teacher can scaffold during this

time as well.

Explain how you will know students understand the concepts from the lesson.

If the students can describe ways physical environments affect human activity in Nevadausing historical and contemporary examples, they understand the concepts from the lesson.

G. Reflection: (answers to assignment specific questions)

1. Which part of the lesson do you think will be the easiest for you to teach?

I think reading the text will be fairly simple to get through. I also think creating the

web and allowing the students to brain storm will be fun to do.2. Which part will be most challenging for you to teach?

Step 3 under Procedures might be difficult. Students might not understand the

concept of conservation. If they dont, it might be challenging to teach.

3. How will you follow up or extend this lesson?

Review the material the next day before we start something new.

4. What can you do for students who dont grasp the concepts?


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Spend additional time with them during the individual writing part. Here they can

ask questions on what might be confusing them.

5. Which part of the lesson, if any, do you think might need to change?

Maybe instead of doing popcorn reading, the teacher can just read it to them.

Sometimes popcorn reading takes a good amount of time to get through. Since weonly have 50 minutes, things do need to be moving at a good pace.

6. When you were writing this lesson plan, what was the most difficult part?

Finding a standard for this lesson was the most difficult part. I felt like almost every

standard for 4thgrade geography dealt with Nevada. This textbook isnt just a book

for Nevada; its for many different states. Im still not sure if my standards are

correct. But like I said, a lot of them had to do with Nevada geography


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EDEL453_spring2013_michaelFEHER_TeacherEdition.docx

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