Date: 1/22/2020 - 1/23/2020

Time Frame: 10:15-11:00AM each day M-Th, if it doesn’t get skipped for ELA running over

Subject: Social Studies - Chapter 1 - Section 4 (What are the important Natural
Characteristics of Michigan? - Vegetation and Climate) Pages: 34-39

Standard: 3 – G5.0.1 Locate natural resources in Michigan and explain the

consequences of their use.

3 – G5.0.2 Describe how people are a part of, adapt to, use, and modify
the physical environment of Michigan.

Objectives: Given chapter 1 section 4 reading from Open Book Project, 3rd grade students
will be able to correctly identify natural resources, specific to vegetation, and
characteristics and explain the consequences of their use through discussion
and participation.

Assessment: Formative Assessment: There are 4 interactives and a lot of pictures in the
book that we will work through as either a whole class or as partners
depending on the day and how the kids are working together. There are
vocabulary terms in the beginning of the section, the students will need to pick
one of the bolded terms that we went over that day and write the definition of
it. The students will also complete the following chart at the end of section 4.
This will be used as a formative assessment and will be turned in at the end of
the day on Thursday.
Instructions: Choose three natural characteristics of Michigan that you
have learned about. Explain why each makes Michigan special.

Natural Characteristic Why does it make Michigan special?

Steps: 1. Start by asking the students to open their chromebooks and go to

Google Classroom where Open Book Chapter 1 is available to them.
2. Once open, read the guiding questions: 1. What can we use to learn
about the geography of Michigan? 2. What natural and human
characteristics are significant in Michigan?
3. Then have the students preview the section for 30 seconds. Once the
timer goes off, ask for a couple of volunteers to tell the class what they
think they are going to learn about in this section.
4. Then start reading the section. Read the first paragraph and then have
the students STOP AND THINK about the question at the bottom of
the page. Each time there is a STOP and THINK pop up, have the
 students complete.
5. Next, have students read the remainder of the section and complete the
interactives as the come up. This section has 4 interactives that
students will be able to explore. (More Vegetation in Michigan, Lake
Effect Snow, State Symbols, Main Characteristics (this is the formative
assessment document above). At the end of the vegetation information
we will visit: https://www.timeanddate.com/astronomy/moon/full-
moon-names.html to discuss moon names that were given by
indigenous people based on vegetation, climate, etc.
6. Once we have worked through the entire section, stop and thinks, and
interactives students will complete suggested ACTIVITY: Use the
Google Doc link or make a chart like the one below on a separate piece
of paper. Choose three natural characteristics of Michigan that you
have learned about. Explain why each makes Michigan special.
7. Depending on how far we get each day will determine what is on each
exit ticket. Students will need to write the definition of one of the
bolded terms that we learned that day.

Checks for ● What plants are important in Michigan?

Understanding ● Early pioneer farmers often planted an orchard on their farms. Why do
you think they did this?
● On which side of Michigan do you find most of the blue dots? Which
Great Lake are most of the orchards close to?
● Why do you think it (the moon) was given that name?
● What do people have to do to adapt to each season? Do they change the
clothes they wear?

Suggestions from ● 1/22/2020

Mrs. Thompson ○