Title of Unit: The West Title of Lesson: The Southwest Submitted By: Jessica Solomon

A. Summary of the Lesson Plan: This lesson focuses on the land and climate of the Southwest. This lesson uses the 4th Grade Houghton Mifflin Social Studies textbook States and Regions (p. 274-279). B. Target Population: Grade Level: 4th Skill Level: students at all learning levels Grouping: Whole group discussion and reading, small group discussion and activity, individual assessment. C. Materials: Paper and pencils Reading Skill and Strategy (Unit Resources p. 76) for each student see last page of lesson plan for sample Vocabulary and Study Guide (Unit Resources p. 77) for each student see last page of lesson plan for sample Houghton Mifflin 4th Grade Social Studies Book: States and Regions (p. 274-279) D. Objectives: o NV State Social Studies Standards o G6.4.2 Identify regional changes in Nevada over time.

Student-Friendly Standards G6.4.2 - I can describe the land and climate of the Southwest.

E. Procedure: 1. Refer to notes on TE 274 Get Set to Read. o o Explain the Study Guide students will complete as we read. Call students attention to the headings, pictures, and charts in the lesson. o o Ask, What do you know about the land and climate where we live?

Complete the Reading Skill Strategy worksheet as a class as we read. Identify & Discuss how heating and air conditioning affect peoples lives. Create a word web of students responses.

Introduce vocabulary (weathering, conservation).

2. As a class, read p. 274-277, stopping to ask questions as indicated in the margins of the TE.
Nevada State College EDEL 453 - Spring 2013 Karen Powell- Instructor page 1

Title of Unit: The West Title of Lesson: The Southwest Submitted By: Jessica Solomon

3. Students should take notes and record information on their Study Guide while we are reading. They can continue working on it when we finish reading. 4. Ask questions listed in the margins of the TE as an ongoing check for understanding. Focus on these questions about where people live: o o o o o o o o o o (TE 275) Which states make up the region we call the Southwest? (TE 275) What attracted people and industries to Phoenix, Arizona during the early 1900s? (TE 275) How might a child living on a ranch contribute to the family farm? (TE 275) How do some Pueblo Indians make a living in the rural Southwest? (TE 276) How do people in the Southwest get the water they use? (TE 276) How does the photograph show the effects of erosion? (TE 276) Why do tourists visit the Southwest? (TE 276) How does citizens use of local plants help conserve water? (After paragraph 2 on p. 277) How do people conserve water? (Review question #4) Explain how water has affected the landforms in the Southwest.

1. CLOSURE: Discuss the five statements in the Review and Assess sections of TE 277. F. Assessment: What will you use to measure student understanding? Write and Advertisement (TE 276) Students will write an advertisement that will attract people to visit Nevada. Students should include words and images that made the Southwest appeal to people. Students will share their advertisements to the class. Explain how you will know students understand the concepts from the lesson. Students will describe the land and climate of the Southwest through their advertisements for Nevada. G. Reflection: 1. Which part of the lesson do you think will be the easiest for you to teach? The easiest part of the lesson to teach will be the group discussion. The group discussion will allow the students to share perspectives and learn from each others

Nevada State College

EDEL 453 - Spring 2013

Karen Powell- Instructor

page 2

Title of Unit: The West Title of Lesson: The Southwest Submitted By: Jessica Solomon

experiences. We all live in the Southwest so I feel as if this will be an easy lesson to teach. 2. Which part will be most challenging for you to teach? I think the most difficult part of the lesson will be the assessment. Students may have a rough time coming up with an advertisement. May I should have examples or ideas the students can pull from. We could also brainstorm as a class in order to assist students who will have a difficult time. 3. How will you follow up or extend this lesson? In order to extend the lesson, we will as a class do the Extend Lesson 1 Conserving Water on p. 278-279. 4. What will you do for students who dont grasp the concepts? I would pull any students that did not grasp the concepts aside and we would work on the Reteach Mini Lesson described at the bottom of TE 277. We would work together to fill out a flow chart to reteach the importance of water conversation in the Southwest. 5. Which part of the lesson, if any, do you think might need to change? I do not think any aspect of this lesson needs to be changed. Since we live in the Southwest, I feel this lesson will be easy to teach and students will have an easy time learning the content. 6. When you were writing this lesson plan, what was the most difficult part? Coming up with the standard was definitely the most difficult part of this lesson. I did not feel as if any standard really matched up with this lesson.

Nevada State College

EDEL 453 - Spring 2013

Karen Powell- Instructor

page 3

Title of Unit: The West Title of Lesson: The Southwest Submitted By: Jessica Solomon

Nevada State College

EDEL 453 - Spring 2013

Karen Powell- Instructor

page 4