SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

Teacher(s) Name: Riki Williams, Sam Ollesh, Kelly Felix, and Amanda Clayton
Thematic Unit Theme/Title/Grade Level: Geography/Southeast Region of the U.S./Third Grade
Weebly address: http://ucfgr3regionsoftheunitedstatesf16t.weebly.com/
Daily Lesson Plan Day/Title: Day 3/ On the Road
Typed by: Riki Williams, Kelly Felix, Sam Ollesh
LearningGoals/Objectives Learning Goal:
Students will be able to label the states in the southeast region of the United
States on a map and create artifacts to demonstrate understanding of the
regions characteristics.
Learning Objectives:
1. Students will be able to write informative/explanatory text to
examine a topic and convey ideas and information clearly in their
brochures.
2. Students will be able to identify natural and man-made
landmarks of the Southeast region of the United States.
3. Students will be able to describe physical features of the
Southeast region of the United States.
4. Students will be able to use information gained from internet
research, The Southeast book, and artifact brochure to create their own
brochure.
NCSS Theme(s):
NCSSThemes
3. People, Places, and Environments
Florida Standards (FS)
9. Global Connection
Next Generation
Florida Standard(s):
Sunshine State Standards
LAFS.3.W.1.2: Write informative/explanatory text to examine a
(NGSSS)
topic and convey ideas and information clearly.
Next Generation Sunshine State Standards:
SS.3.G.2.3: Label the states in each of the five regions of the
United States
SS.3.G.2.5: Identify natural and man-made landmarks in the
United States, Canada, Mexico, and the Caribbean.
SS.3.G.2.4: Describe physical features of the United States,
Canada, Mexico and the Caribbean.
Unit Pre-Assessment:
Assessment
Students will be given die cuts of the fifty states of the United States. They will
need to put these die cuts together like a puzzle and label each state and region
to the best of their ability.
Unit Post-Assessment: The students will be given die cuts of each of the states
in the southeast region of the United States. They will need to put these die cuts
together like a puzzle and label each state. This will be done each week for
each of the five regions. At the end of the five week unit plan, they will be
given die cuts of the fifty states again to put together and label, just as they did
for the pre-assessment.
On-going daily (progress-monitoring) Assessment:
The students will have a blank map of the United States on the inside of their
suitcases. As they progress through the different regions, they will label their
maps, adding information (such as physical features and capitals) as they go.
The teacher will check daily that the states are being labeled correctly. The

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students will also have an opportunity to self-check their map against a map of
the United States displayed in the room, and on Google Earth during the
technology station on various days.
The students will use the Stack the States App on iPads to test
their knowledge of the locations of the different states in the southeast
region.
At the Creation Station, the teacher will assess students progress
by asking various questions (listed below).
Students will need to self-assess their brochure using the rubric
provided to them.

Design for Instruction

Student Activities & Procedures

Anticipatory Set:
1. Play Flocabulary U.S. Regions video [3 min] (UDL 2.4, 2.5)
(ESOL 15, 17)
2. Briefly review yesterdays activities with the students. [7 min]
(UDL 3.1, 3.2, 3.3, 3.4) (ESOL 13, 19)
a. Ask the students to tell about what they
remember from yesterdays lesson.
b. Have each Travel Groups Navigator tell the class
about the National Park that they visited yesterday.
Activity Outline:
3. Divide students into their four Travel Groups. Students will
pick up their suitcases on their way to their first station. They will carry
these suitcases around with them to each station. Have them rotate
among four stations. When they first arrive at a station, the Driver
will read the printed directions on the table aloud. The students will
pick up their materials and get started on the activity. [10 min per
station, total of 40 min] (ESOL 48)
a. Technology Station: The students will use the
Stack the States App on iPads to test their knowledge of the
locations of the different states in the southeast region. (UDL
4.2, 5.1, 7.2, 8.4) (ESOL 29, 48)
b. Creation Station: The students will come up with
a design from one of the states they will be driving through.
The students will need to design the t-shirt using a fast fact
from the state. (UDL 1.1, 2.5, 3.2, 3.3, 4.1, 5.2) (ESOL 43, 46,
48)
i.
At this station the teacher will

SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

assess students progress by asking the following

questions: (UDL 3.1, 8.4)
1. What state is your
shirt from?
2. What does the
design mean?
3. Can you name four
other facts about the state in which you are
making the shirt from? (ESOL 43)
c. ELA Station: Students will finalize their
brochures. They will need to self-assess their brochure using the
rubric provided to them.
d. Artifact Station: The students will be able to look
at t-shirts from various travel locations. They will be able to use
these shirts to get ideas for designing their own shirts.

Resources/Materials

Closure:
4. Clean up and pull the class back together. [10 min]
a. Students will self-assess using the Progress
Monitoring Assessment. (UDL 3.4, 6.4, 9.3) (ESOL 1, 6, 13, 19)
b. The class will be given a Facebook exit slip
before moving into the next content area.(UDL 1.1, 2.5, 5.2, 6.4,
8.4, 9.3) (ESOL 1, 20, 36)
i.
Why is it important to learn about
National Parks?
ii.
Was there anything interesting that
you never knew before?
https://safeshare.tv/x/ss5834d7a06732b
National parks website: https://www.nationalparks.org/exploreparks/all-parks?tid=177&tid_1=All
Travel Logs
iPads (4-5 for Technology Station)
Stack the States App (on each iPad for Technology Station)
Paper with outline of a t-shirt (one per student for Creation
Station)
Colored markers (for Creation Station)
Suitcases
Colored pencils (for ELA Station)
Printed Directions for each station

Discussion Notes:

Facebook Exit Slip:

SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

BrochureRubric:
Requirements

Points Possible

1. 5 or more facts about the park

2. location (specific)

3. 3 or more natural and physical features/points of

interest with description

4. 2 or more kinds of animals

5. at least 1 activity

6. 3 photos

3
possible extra
credit

7. extra information
8. spelling/grammar/punctuation/capitalization

TOTAL

30

Grade: ______/30

T-shirt Outline for Creation Station:

Points
Earned

SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

Technology Station Directions:

1.
For this station, you will work by yourself.
2.Use the iPads in front of you and open the Stack the States App. Play the game. Be sure to try
your best!
3.Once everyone has finished playing the game once, have a group discussion:
a.What did you learn from this game?
b.How could this game help you study?
4.Navigator: Remember to record todays activity from the technology station in your travel log.
Also, record three things that your group learned from playing the game.
ELA Station Directions:
1. Begin to finalize your brochure about your National Park.
2.
Use the following to help you:
a.
Your outline
b.
The rubric on the table
3.Be sure to color your brochure and use your best handwriting in complete sentences.
4.If you did not complete the brochure, please finish it for homework.
5.Navigator: Remember to record todays activity from the ELA station in your travel log.
Creation Station Directions:
1.
Each person needs to pick up a sheet of paper.
2.Think about fun t-shirts that people can buy when visiting different places. You saw examples
of these shirts at the artifact station today.
3.As a group, choose one state from the southeast region that you will make t-shirts from. Use
your fast facts from yesterday to help you do this.
4.Each person will use markers to create a unique design that will help you remember the state
that your group chose.
5.The design must have a picture and a slogan that goes with one of your fast facts.
6. Each member of the group will come up with their own t-shirt
7.When you are done, put this design in your suitcase. We will be using this again on Friday.
8.Navigator: Remember to record todays activity from the creation station in your travel log.

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Artifact Station Directions:

1.Take a look at all of the travel t-shirts on the table to help you get ideas for your own t-shirt
design.
2.
Have a group discussion:
a.Which design appeals to you the most? Why?
3.Navigator: Remember to record todays activity from the artifact station in your travel log. Also,
write down a few of the groups ideas in the travel log.