Social Studies Lesson/Unit Plan Template (precursor to Teacher Work Sample (TWS) in Internship II)

Teacher(s) Name: Debra Chambe, Staci Scalish, Ashley Bates, Ariana Ficarra
Thematic Unite Theme/Title/Grade Level: U.S. Symbols - Hip Hip Hooray for the U.S.A! 2nd Grade
Wiki space address: http://ucfgr2ussymbolsf14.weebly.com/
Daily Lesson Plan Day/Title: Day 2 Bald Eagle and The Great Seal
Learning Goals/Objectives
What will students accomplish be able
to do at the end of this lesson? Be sure
to set significant (related to
SSS/CCSS), challenging and
appropriate learning goals!

NCSS Themes
Common Core State
Standards (CCSS)
Next Generation
Sunshine State Standards
(NGSSS) List each standard.
Cutting and pasting from the
website is allowed.
http://flstandards.org.

Learning Goal:
The students will be able to recognize symbols, individuals, events, and documents
that represent the United States.
Learning Objectives:
1. The students will recognize the bald eagle and Great Seal as symbols of the
U.S.A.
2. The students will demonstrate an understanding of where the bald eagle and
Great Seal can be found.
3. The students will be able to identify what the bald eagle symbolizes/ stands
for.
4. The students will be able to recall facts learned about the bald eagle.

NCSS theme(s):
Theme 1 - Culture
Theme 3 - People, Places, and Environments
Common Core State Standard(s):
LAFS.2.SL.1.2: Recount or describe key ideas or details from a text read
aloud or information presented orally or through other media.
LAFS.2.W.1.2: Write informative/explanatory texts in which they introduce
a topic, use facts and definitions to develop points, and provide a concluding
statement or section.
MAFS.2.OA.2.2: Fluently add and subtract within 20 using mental strategies.
Next Generation Sunshine State Standards:
SS.2.C.3.2: Recognize symbols, individuals, events, and documents that
represent the United States.
SS.2.A.1.1: Examine primary and secondary sources
SC.2.N.1.1: Raise questions about the natural world, investigate them in teams
through free exploration and systematic observations, and generate appropriate
explanations based on those explorations.

Assessment

How will student learning be

assessed? Authentic/Alternative
assessments?
Does your assessment align with
your objectives, standards and
procedures?
Informal assessment (multiple
modes): participation rubrics, journal
entries, collaborative
planning/presentation notes, etc.

Unit Pre-Assessment:
Two weeks before the unit the students will be given a test that includes questions
related to the American flag, The Statue of Liberty, the bald eagle, The U.S.
Constitution, The White House, Mount Rushmore, The Lincoln Memorial, and The
Liberty Bell.
Unit Post-Assessment:
At the end of the unit the students will be given the exact same test that was given for
the pre-test.

On-going daily (progress-monitoring) Assessment:

The students will self-assess using a scale of 1-4 prior to the lesson where the teacher
will ask the students how much they know about the bald eagle. This will be done at
the end of the lesson as well. In addition, on-going assessment will be conducted

Social Studies Lesson/Unit Plan Template (precursor to Teacher Work Sample (TWS) in Internship II)

through discussion participation and based off the construction of their bald eagle
writing activity.

Design for Instruction

Student Activities & Procedures

What best practice strategies will be

implemented?
How will you communicate student
expectations?
What products will be developed and
created by students?
Consider Contextual Factors (learning
differences/learning
environment/learning styles) that may be
in place in your future classroom.
Exceptionalities
What accommodations or modifications do
you make for ESOL, Gifted/Talented
students, Learning/Reading disabilities
(SLD), etc.

1. The teacher will review what a symbol is.

2. The teacher will then tell the students that they will be voting to see how many
students think the bald eagle makes a better symbol and how many think the
turkey makes a better symbol for the U.S.A.
3. Next, the teacher will use the IWB and bring up the voting chart.
4. The teacher will model first by marking the initial tally mark under the bald
eagle.
5. The teacher will ask students what tally marks are and explain thats how they
will mark their votes. (show a quick example if needed)
6. The teacher will have the students come up to the IWB one at a time and add
their tally. (use left side of chart)
7. Once all the students have voted the teacher will ask some students why they
voted for one or the other.
8. Then, the teacher will add up the tally marks with the students help to decide
on the initial winner.
9. The teacher will ask the students to put their heads down and show a finger
count of 1-4 on how well they know bald eagles.
10. The teacher will ask the students what they already know about bald eagles
and what they would like to learn.
_____________________________________________________
11. The teacher will introduce the book, Soaring Bald Eagles by Kathleen MartinJames and ask the students if the book is fiction or nonfiction.
12. The teacher will then introduce new content specific vocabulary
demonstrating the use of the glossary in the book:
Down: soft feathers
Eaglet: a baby eagle
Predators: animals that hunt and eat other animals
Soar: to glide up high in the air
Talons: The sharp claws of an eagle
13. The teacher will read aloud the book: Soaring Bald Eagles

Social Studies Lesson/Unit Plan Template (precursor to Teacher Work Sample (TWS) in Internship II)

14. Page 28 shows a map - ask students to explain if bald eagles live in Florida.
15. After reading, the teacher will review and clarify pre-reading assumptions and
questions.
16. Share bald eagle facts/trivia (see resources)
17. The teacher will explain to the students that the bald eagle is a special bird and
that it is a symbol of the U.S.A., not the turkey.
18. The teacher will ask students why they think the bald eagle is a symbol for the
U.S.A.
_____________________________________________________
19. Bring up webpage or mp3 audio:
http://birdnote.s3.amazonaws.com/Birdnote/2014/07-Jul-2014/140704National-Symbol-Turkey-vs-Eagle.mp3 and play for the students.
20. The teacher will review/explain to the students that a famous American named
Benjamin Franklin wanted the U.S. bird to be a turkey, but it didnt fly. He
tried very hard to get the turkey to be our national symbol, but the bald eagle
was chosen instead.
_____________________________________________________
21. Have the students go up to the IWB again, one at a time, and ask them to vote
again on which bird they think makes a better symbol for the U.S.A now that
they have learned about bald eagles and some history on the symbol. The
teacher votes too. (use right side on chart)
22. Have students add the tally marks with you and see who the final winner is.
23. Ask students who changed their mind and why.
24. Next, explain to the students that the bald eagle is a symbol for the U.S.A.
because it stands for or represents freedom, strength, courage, and clear
vision.
25. Tell them that we can see the bald eagle on the Great Seal. Show them a
picture of the great seal on the IWB and point out the eagle.
26. Pass around a dollar bill and have them look at the Great Seal with the eagle in
it.
27. Explain to them that we see the Great Seal on money, passports, important
papers, and in the White House (where the President lives).
_____________________________________________________
28. The students will now create their bald eagle writing activity.
29. The teacher will hold up and have a model of the craft available for the
students to view.
30. On the board, the teacher will write the following prompts/questions; Why is

Social Studies Lesson/Unit Plan Template (precursor to Teacher Work Sample (TWS) in Internship II)

the bald eagle a U.S. symbol? What does it stand for? Where can we find the
bald eagle?
31. The teacher will have the template pages pre-printed and small brown paper
bags ready for each student.
32. The students will cut out the parts of the bald eagle and glue them on the bag.
33. The template has eyes, but googly eyes can be used and glued on the bag as
an option.
34. Next they will cut a piece of lined paper and glue that on the bag in the
middle.
35. Finally, students will write about the bald eagle; why it is a symbol for the
U.S.A. and where we can find it- referring to the questions on the board.
36. Once the students complete their activity, the teacher will assess their work
and the students will put it in their U.S. Symbols portfolio.
37. Finally, the teacher will ask the students again about how well they understand
bald eagles to get a 1-4 self-assessment.
38. Rehearse National Anthem

ESOL/ESE accommodations:
Continually monitor students comprehension
Modeling
Picture cues
Integration of speaking, listening, reading and writing activities
Contextual support through audio visuals, models, demonstrations, realia, body
language and facial expressions
A variety of reference materials at the students instructional level for independent use
Discovery learning activities (hands-on-activities)
Group assignments, portfolios, learning journals and non-print options as alternative
assessment
Homework (optional): Information and coloring sheet with bald eagle crossword
puzzle
Resources/Materials

Book: Soaring Bald Eagles by Kathleen Martin-James; Lerner Publications

Company; 2001
Great Seal image
MP3 audio: http://birdnote.s3.amazonaws.com/Birdnote/2014/07-Jul2014/140704-National-Symbol-Turkey-vs-Eagle.mp3
A dollar bill
Lined/notebook paper
Pencils
Small brown paper bags
Template sheets
Scissors
Glue
Googly eyes (optional)

Social Studies Lesson/Unit Plan Template (precursor to Teacher Work Sample (TWS) in Internship II)

Flipchart doc (Voting for U.S. Bird)

Information and coloring sheet with bald eagle crossword puzzle

Bald Eagle Facts

Eagles are in a group of birds called raptors.

A raptor hunts other animals for food. The hunted animal is called prey.
Their wingspan - the distance from the tip of one wing to the other about 6
feet
Since fish is a favorite food, many bald eagles live near water.
The bald eagle is one of only two kinds of eagles in all of the United States.
The other is the golden eagle.
Bald eagles can see eight times better than we can! Good eyesight helps them
find food.
Bald eagles build huge nests called aeries. They may use it each year. One
nest weighed two tons.
They have a sharp spike on each toe. It helps them hold onto slippery fish.
Bald eagles aren't really bald. Their name comes from an old English word
"balde." It means white. Adult birds have white heads.
They can dive at speeds of 50 M.P.H. to catch prey.

Discussion Notes: Make comments here related to ideas for assessment measures, parent involvement, field trips, or extension to the
unit plan ideas.

Social Studies Lesson/Unit Plan Template (precursor to Teacher Work Sample (TWS) in Internship II)

The Great Seal

Social Studies Lesson/Unit Plan Template (precursor to Teacher Work Sample (TWS) in Internship II)

Social Studies Lesson/Unit Plan Template (precursor to Teacher Work Sample (TWS) in Internship II)

Social Studies Lesson/Unit Plan Template (precursor to Teacher Work Sample (TWS) in Internship II)

Flipchart screenshot

Homework

Social Studies Lesson/Unit Plan Template (precursor to Teacher Work Sample (TWS) in Internship II)

Dollar Bill

Social Studies Lesson/Unit Plan Template (precursor to Teacher Work Sample (TWS) in Internship II)

Book: Soaring Bald Eagles by Kathleen Martin-James

Project Sample