4/19-4/23 Student Teacher: Megan Knight

Subject/Time MONDAY (4/19/2021) TUESDAY (4/20/2021)

State Standard: State Standard:
1. Standard 7.1.4.B - Describe and locate places and 1. Standard 7.1.4.B - Describe and locate places and
regions as de ned by physical and human features. regions as de ned by physical and human features.
2. Standard 7.2.4.A - Iden fy the physical characteris cs of 2. Standard 7.2.4.A - Iden fy the physical characteris cs of
places and regions. places and regions.
3. Standard CC.1.2.4.L - Read and comprehend literary non- 3. Standard CC.1.2.4.L - Read and comprehend literary non-
c on and informa onal text on grade level, reading c on and informa onal text on grade level, reading
independently and pro ciently. independently and pro ciently.
Objec ve: Objec ve:
1. TSWBAT iden fy landforms in the Southeast Region. 1. TSWBAT iden fy important landmarks in the Southeast
2. TSWBAT iden fy bodies of water in the Southeast region.
Region. Materials:
3. TSWBAT comprehend informa onal text. 1. The Southeast Region reading packet
Materials: 4. Southeast Region (Landmarks) Google Slides/Virtual
1. An cipa on Guide Field Trip
2. The Southeast Region reading packet 5. Virtual Field Trip videos (Links in slideshow)
3. Southeast Region (Land and Water) slideshow 6. Southeast Region brochure
4. Southeast Region brochure 7. Pencils
5. Crayons, colored pencils, markers 8. Highlighters
6. Highlighters 9. iPads
7. Pencils Lesson Development with Di eren a on:
8. iPads 1. Ac vate Prior Knowledge: Has anyone been to any of the
Lesson Development with Di eren a on: states in the Southeast?
1. Introduce the Southeast Region/Ac vate Prior - What landmarks did you visit?
Knowledge: Has anyone ever gone on vaca on to the 2. Read: Ask for student volunteers to take turns reading
South? Where did you go? What did you see/do when each paragraph on page 4 of the Southeast Region
Social
you were there? packet. Ask discussion ques ons and call on students to
Studies
2. An cipa on Guide: Have the students answer before share their own personal experiences at the landmarks.
(Block 2)
reading ques ons on Schoology. 3. Virtual Field Trip: Go through the Landmarks Google
12:45-1:35
3. Direct Instruc on: Read pages 1-2 (Land and Water) in Slideshow/Virtual Field Trip and show pictures and
the Southeast Region reading packet. videos for each of the landmarks (Disney World, Kennedy
- Point out important words or phrases for the Space Center, St. Augus ne, The Outer Banks, Coca Cola
students to highlight in the text. World, & the Georgia Aquarium.
- Go through the slideshow on Land and Water and ask 4. Brochure Page: The students will choose three of the
ques ons to encourage ac ve par cipa on. landmarks in the Southeast region that we talked about.
4. Independent Prac ce: I will pass out the new Southeast They will write the name of the landmark, where it’s
Region brochure. The students will fold their brochures located, and then draw a picture of the landmark in the
and write their names on the front. Then they will boxes provided.
complete the Land and Water page, and submit a picture Di eren a on:
to Schoology when they are nished. - Product: I will di eren ate the product based on interest
Di eren a on: I will di eren ate the product by having by allowing the students to choose any three landmarks
the students create their own brochures for the Southeast from the Southeast region to write and draw in their
region. brochures.
Assessment: I will assess the students’ ability to iden fy Assessment:
landforms and bodies of water in the Southeast region by - I will assess the students’ ability to iden fy important
having them draw and label a picture on their brochure landmarks in the Southeast region by having them draw a
page showing at least one landform and one body of water. picture and label three landmarks in their brochures.
Modi ca ons/Accommoda ons: Modi ca ons/Accommoda ons:
- I will provide addi onal assistance to the students with - I will provide assistance to the students with IEP's as they
IEP's. complete their brochure pages.
- The students with IEP’s will have extended me to - I will give the students with IEP’s extended me to
complete their brochure page. complete their brochure pages.
- Hearing Impairment: I will use visuals, repeat direc ons, - Hearing Impairment: I will use plenty of visuals and a
and amplify my voice using a microphone. microphone to amplify my voice.
fi
fi
ff
ff
ti
ti
ti
ti
ti
ti

fi
fi

ti
ti

ti
ti
ti
ti

ti
ti

ti
ti

ti
fi
fi

ti
ti
ti
ti

ff
ti
ti

ti
ti

fi
fi
ff
ti
ti
ti
ti

ti

ti
ti
ti
fi
ff
ff
ti
ti

ti

ti
ti
ti

ti
ti
ti
ti

ti
ti
ti

ti
ti
ti

ti

 4/19-4/23 Student Teacher: Megan Knight

Subject/Time WEDNESDAY (4/21/2021) THURSDAY (4/22/2021)
State Standard: State Standard:
1. Standard 7.1.4.A - Describe how common geographic tools 1. Standard 7.1.4.B - Describe and locate places and
are used to organize and interpret informa on about regions as de ned by physical and human features.
people, places, and environment. 2. Standard 7.2.4.A - Iden fy the physical characteris cs of
2. Standard 7.1.4.B - Describe and locate places and regions places and regions.
as de ned by physical and human features. 3. Standard CC.1.2.4.L - Read and comprehend literary
3. Standard 7.2.4.A - Iden fy the physical characteris cs of non- c on and informa onal text on grade level,
places and regions. reading independently and pro ciently.
Objec ve: Objec ve:
1. TSWBAT locate the states and capitals in the Southeast 1. TSWBAT describe the climate of the Southeast region.
Region on a map. 2. TSWBAT compare and contrast the climates of the
2. TSWBAT label the major bodies of water in the Southeast Southeast region and Northeast region.
region on a map. Materials:
3. TSWBAT label the direc ons on a compass rose. 1. The Southeast Region reading packet
Materials: 2. Southeast Region (Climate) slideshow
1. Southeast Region map (blank) 3. Southeast Region brochure
2. Laminated example maps of the United States 4. Southeast Region ashcard packet
3. Crayons, colored pencils, markers 5. Scissors
4. Pencils 6. Crayons, colored pencils, markers
5. iPads 7. Pencils
Lesson Development with Di eren a on: 8. iPads
1. Pass out the blank maps and laminated example maps. Lesson Development with Di eren a on:
2. Have the students get out their pencils, markers, crayons, 1. Ac vate Prior Knowledge: What does climate mean? Has
or colored pencils. anyone been to the Southeast region? How would you
3. Give direc ons/Read the map rubric. describe the climate?
4. Model how to label the rst few states, capitals, and - Climate: the weather condi ons in an area over a
Social bodies of water, and have the students follow along on long period of me.
Studies their own maps. 2. Direct Instruc on: Read page 2 in the Southeast Region
(Block 2) 5. Independent Prac ce: The students will nish labeling the packet and discuss.
12:45-1:35
rest of the states, capitals, bodies of water, and compass - Go through the climate slideshow.
rose on their own. When the students are done with their 3. Guided Prac ce: Make a Venn Diagram on the board to
maps, they will take a picture and submit it to Schoology compare and contrast the climates of the Northeast and
AND turn in the paper copy. Southeast regions, and ll it in with student
Di eren a on: I will di eren ate the process by modeling par cipa on.
how to label the maps and then allowing the students to 4. Independent Prac ce: The students will complete the
work at their own pace to label the rest of the map. Climate page in their Southeast region brochures and
Assessment: I will assess the students’ ability to correctly submit a picture of it to Schoology.
locate and label the states, capitals, bodies of water, and 5. Reciprocal Peer Tutoring: The students will make their
compass rose on a map of the Southeast by collec ng their own ashcards for the states in the Southeast region and
maps and grading them using a rubric. The maps will be work then work with a partner to take turns quizzing each other
a total of 40 points. on the states.
Modi ca ons/Accommoda ons: Di eren a on: I will di eren ate the learning
- I will provide one-to-one assistance to the students with environment based on readiness by using a combina on of
IEP’s to help them label their maps. whole group direct instruc on and guided prac ce,
- I will chunk this assignment by having the students independent prac ce, and partner reciprocal peer tutoring.
complete one thing at a me (Label all of the states rst. Assessment: I will assess the students’ ability to compare
Then take a short break if needed. Then label the capitals). and contrast, and describe the climate of the Southeast
- The students with IEP’s will have extended me to region by having them describe and draw a picture of the
complete and turn in their maps. climate on their brochure page along with make a Venn
diagram.
Modi ca ons/Accommoda ons:
- I will provide assistance to the students with IEP’s. They
will have extended me to complete their brochure page.
ff
ff
ti
ti
fi
fl
fi

fi
fi
ti
ti

ti

ti
ti

ti

ti
ti

ti

ti
ti

ti
fi

ti

ti

ti
ti
ti
fl

ti

ti
ff
ff
ti
ti
fi
ti
fi
ti
ti

ti
ti
ti

ff
ff
ti
ti

fi

ti
ti

ti
ti

fi

ti
ti

ti

ti
ti
ti

fi

ti

 4/19-4/23 Student Teacher: Megan Knight

Subject/Time FRIDAY (4/23/2021)

State Standard:
1. Standard 7.1.4.B - Describe and locate places and regions as de ned by physical and human features.
2. Standard 7.2.4.A - Iden fy the physical characteris cs of places and regions.
Objec ve:
1. TSWBAT iden fy products and natural resources in the Southeast Region.
2. TSWBAT sort items as products or natural resources.
Materials:
1. The Southeast Region reading packet
2. Southeast Region (Products & Natural Resources) slideshow
3. Southeast Region brochure
4. Pencils
5. Highlighters
6. iPads
Lesson Development with Di eren a on:
1. Ac vate Prior Knowledge: Does anyone remember the di erence between products and natural resources?
- Products: items made by humans.
Social Studies - Natural Resources: Items that can be found in nature.
(Block 2) 2. Direct Instruc on: Read Page 3 in the Southeast Region packet.
12:45-1:35 - Point out important words or phrases for the students to highlight in the text.
- Go through the slideshow and show pictures of the products and natural resources in the Southeast region.
3. Guided Prac ce: Have the students get out their Southeast Region brochures and ip to the Products & Natural
Resources page. I will read the direc ons and do the rst few examples with the students on the board by drawing the
chart and sor ng the items as products or natural resources.
4. Independent Prac ce: The students will nish the rest of the brochure page on their own. They will sort the remaining
items into the chart as products or natural resources. When they are done, they will submit a picture of their page to
Schoology.
Di eren a on: I will di eren ate the process based on readiness by varying the amount of support. I will use a
combina on of direct instruc on, guided prac ce, and independent prac ce.
Assessment: I will assess the students’ ability to iden fy and sort items in the Southeast as products and natural
resources by having them ll out a chart in their brochures and submit a picture to Schoology.
Modi ca ons/Accommoda ons:
- I will provide addi onal assistance to the students with IEP’s as they compete their brochure page. They will also have
extended me to submit their pages.
- Hearing impairment- I will use visuals and a microphone to amplify my voice.
ff
ti

fi
ti

ti
ti
ti

ti

ti

ti
ti
ti
ti

ti
ti
ff
ti
fi

ti
ff
ti
ti

ti
ti

ti
fi

ti
ti
ti
fi

ff

fi

ti

fl

 4/19-4/23 Student Teacher: Megan Knight

Subject/Time MONDAY (4/19/2021) TUESDAY (4/20/2021)
State Standard: State Standard:
1. Standard 7.1.4.B - Describe and locate places and regions 1. Standard 7.1.4.B - Describe and locate places and
as de ned by physical and human features. regions as de ned by physical and human features.
2. Standard 7.2.4.A - Iden fy the physical characteris cs of 2. Standard 7.2.4.A - Iden fy the physical characteris cs of
places and regions. places and regions.
3. Standard CC.1.2.4.L - Read and comprehend literary non- 3. Standard CC.1.2.4.L - Read and comprehend literary
c on and informa onal text on grade level, reading non- c on and informa onal text on grade level,
independently and pro ciently. reading independently and pro ciently.
Objec ve: Objec ve:
1. TSWBAT iden fy landforms in the Southeast Region. 1. TSWBAT iden fy important landmarks in the Southeast
2. TSWBAT iden fy bodies of water in the Southeast Region. region.
3. TSWBAT comprehend informa onal text. Materials:
Materials: 1. The Southeast Region reading packet
1. An cipa on Guide 4. Southeast Region (Landmarks) Google Slides/Virtual
2. The Southeast Region reading packet Field Trip
3. Southeast Region (Land and Water) slideshow 5. Virtual Field Trip videos (Links in slideshow)
4. Southeast Region brochure 6. Southeast Region brochure
5. Crayons, colored pencils, markers 7. Pencils
6. Pencils 8. Highlighters
7. Highlighters 9. iPads
8. iPads Lesson Development with Di eren a on:
Lesson Development with Di eren a on: 1. Ac vate Prior Knowledge: Has anyone been to any of the
1. Introduce the Southeast Region/Ac vate Prior Knowledge: states in the Southeast?
Has anyone ever gone on vaca on to the South? Where - What landmarks did you visit?
did you go? What did you see/do when you were there? 2. Read: Ask for student volunteers to take turns reading
Social 2. An cipa on Guide: Have the students answer before each paragraph on page 4 of the Southeast Region
Studies reading ques ons on Schoology. packet. Ask discussion ques ons and call on students to
(Block 3) 3. Direct Instruc on: Read pages 1-2 (Land and Water) in the share their own personal experiences at the landmarks.
1:35-2:25 Southeast Region reading packet. 3. Virtual Field Trip: Go through the Landmarks Google
- Point out important words or phrases for the students Slideshow/Virtual Field Trip and show pictures and
to highlight in the text. videos for each of the landmarks (Disney World,
- Go through the slideshow on Land and Water and ask Kennedy Space Center, St. Augus ne, The Outer Banks,
ques ons to encourage ac ve par cipa on. Coca Cola World, & the Georgia Aquarium.
4. Independent Prac ce: I will pass out the new Southeast 4. Brochure Page: The students will choose three of the
Region brochure. The students will fold their brochures landmarks in the Southeast region that we talked about.
and write their names on the front. Then they will They will write the name of the landmark, where it’s
complete the Land and Water page, and submit a picture located, and then draw a picture of the landmark in the
to Schoology when they are nished. boxes provided.
Di eren a on: I will di eren ate the product by having the Di eren a on:
students create their own brochures for the Southeast region. - Product: I will di eren ate the product based on interest
Assessment: I will assess the students’ ability to iden fy by allowing the students to choose any three landmarks
landforms and bodies of water in the Southeast region by from the Southeast region to write and draw in their
having them draw and label a picture on their brochure page brochures.
showing at least one landform and one body of water. Assessment:
Modi ca ons/Accommoda ons: - I will assess the students’ ability to iden fy important
- I will provide assistance to the students with IEP’s as they landmarks in the Southeast region by having them draw
complete the Land and Water brochure page. a picture and label three landmarks in their brochures.
- I will give the students with IEP’s extended me to Modi ca ons/Accommoda ons:
complete their brochure page. - I will provide assistance to the students with IEP’s as they
complete the Landmarks brochure page. I will help them
look back in the text and the slideshow to nd three
landmarks to put in their brochures.
- I will also give extended me to complete their brochure
page.
fi
ff
ff
ti
ti
ti
ti
fi
ti
fi

fi
fi
ti
ti

ti

ti
ti
ti
ti

ti
ti

ti
ti

ti
fi

ti
ti
ti
ti

ff
ti

ti

fi
ff
ti
ti
ti
ti
ti

ti

ti
ti
ti
fi
ff
ff
ti
ti

ti
fi

ti

ti

ti
ti
ti

ti
ti
ti

ti

fi

ti

ti
ti

ti

 4/19-4/23 Student Teacher: Megan Knight

Subject/Time WEDNESDAY (4/21/2021) THURSDAY (4/22/2021)
State Standard: State Standard:
1. Standard 7.1.4.A - Describe how common geographic tools 1. Standard 7.1.4.B - Describe and locate places and
are used to organize and interpret informa on about regions as de ned by physical and human features.
people, places, and environment. 2. Standard 7.2.4.A - Iden fy the physical characteris cs of
2. Standard 7.1.4.B - Describe and locate places and regions places and regions.
as de ned by physical and human features. 3. Standard CC.1.2.4.L - Read and comprehend literary
3. Standard 7.2.4.A - Iden fy the physical characteris cs of non- c on and informa onal text on grade level,
places and regions. reading independently and pro ciently.
Objec ve: Objec ve:
1. TSWBAT locate the states and capitals in the Southeast 1. TSWBAT describe the climate of the Southeast region.
Region on a map. 2. TSWBAT compare and contrast the climates of the
2. TSWBAT label the major bodies of water in the Southeast Southeast region and Northeast region.
region on a map. Materials:
3. TSWBAT label the direc ons on a compass rose. 1. The Southeast Region reading packet
Materials: 2. Southeast Region (Climate) slideshow
1. Southeast Region map (blank) 3. Southeast Region brochure
2. Laminated example maps of the United States 4. Southeast Region ashcard packet
3. Crayons, colored pencils, markers 5. Scissors
4. Pencils 6. Crayons, colored pencils, markers
5. iPads 7. Pencils
Lesson Development with Di eren a on: 8. iPads
1. Pass out the blank maps and laminated example maps. Lesson Development with Di eren a on:
2. Have the students get out their pencils, markers, crayons, 1. Ac vate Prior Knowledge: What does climate mean? Has
or colored pencils. anyone been to the Southeast region? How would you
3. Give direc ons/Read the map rubric. describe the climate?
Social 4. Model how to label the rst few states, capitals, and - Climate: the weather condi ons in an area over a
Studies bodies of water, and have the students follow along on long period of me.
(Block 3) their own maps. 2. Direct Instruc on: Read page 2 in the Southeast Region
1:35-2:25 5. Independent Prac ce: The students will nish labeling the packet and discuss.
rest of the states, capitals, bodies of water, and compass - Go through the climate slideshow.
rose on their own. When the students are done with their 3. Guided Prac ce: Make a Venn Diagram on the board to
maps, they will take a picture and submit it to Schoology compare and contrast the climates of the Northeast and
AND turn in the paper copy. Southeast regions, and ll it in with student
Di eren a on: I will di eren ate the process by modeling par cipa on.
how to label the maps and then allowing the students to 4. Independent Prac ce: The students will complete the
work at their own pace to label the rest of the map. Climate page in their Southeast region brochures and
Assessment: I will assess the students’ ability to correctly submit a picture of it to Schoology.
locate and label the states, capitals, bodies of water, and 5. Reciprocal Peer Tutoring: The students will make their
compass rose on a map of the Southeast by collec ng their own ashcards for the states in the Southeast region and
maps and grading them using a rubric. The maps will be work then work with a partner to take turns quizzing each other
a total of 40 points. on the states.
Modi ca ons/Accommoda ons: Di eren a on: I will di eren ate the process based on
- I will provide assistance to the students with IEP’s as they readiness by using a combina on of whole group direct
label their maps. instruc on and guided prac ce, independent prac ce, and
- I will break the map assignment into smaller por ons to partner reciprocal peer tutoring.
help keep the students with IEP’s on task. Assessment: I will assess the students’ ability to compare
- I will give the students with IEP’s extended me to turn in and contrast, and describe the climate of the Southeast
their maps. region by having them describe and draw a picture of the
climate on their brochure page along with make a Venn
diagram.
Modi ca ons/Accommoda ons:
- I will provide assistance to the students with IEP’s as they
complete the Climate brochure page. They will also have
extended me to complete their brochure page.
ff
ff
ti
ti
fi
fl
fi

fi
fi
ti
ti
ti

ti

ti
ti

ti

ti
ti

ti
ti

ti
ti
ti
fi

ti

ti

ti
ti
fl

ti
ff
ff
ti
ti
fi
ti
fi

ti
ti
ti
ti

ff
ff
ti
ti
ti

fi

ti
ti

ti
ti

fi

ti
ti

ti

ti
ti
ti
ti

 4/19-4/23 Student Teacher: Megan Knight

Subject/Time FRIDAY (4/23/2021)
State Standard:
1. Standard 7.1.4.B - Describe and locate places and regions as de ned by physical and human features.
2. Standard 7.2.4.A - Iden fy the physical characteris cs of places and regions.
Objec ve:
1. TSWBAT iden fy products and natural resources in the Southeast Region.
2. TSWBAT sort items as products or natural resources.
Materials:
1. The Southeast Region reading packet
2. Southeast Region (Products & Natural Resources) slideshow
3. Southeast Region brochure
4. Pencils
5. Highlighters
6. iPads
Lesson Development with Di eren a on:
1. Ac vate Prior Knowledge: Does anyone remember the di erence between products and natural resources?
- Products: items made by humans.
Social Studies
- Natural Resources: Items that can be found in nature.
(Block 3)
2. Direct Instruc on: Read Page 3 in the Southeast Region packet.
1:35-2:25
- Point out important words or phrases for the students to highlight in the text.
- Go through the slideshow and show pictures of the products and natural resources in the Southeast region.
3. Guided Prac ce: Have the students get out their Southeast Region brochures and ip to the Products & Natural
Resources page. I will read the direc ons and do the rst few examples with the students on the board by drawing the
chart and sor ng the items as products or natural resources.
4. Independent Prac ce: The students will nish the rest of the brochure page on their own. They will sort the remaining
items into the chart as products or natural resources. When they are done, they will submit a picture of their page to
Schoology.
Di eren a on: I will di eren ate the process based on readiness by varying the amount of support. I will use a
combina on of direct instruc on, guided prac ce, and independent prac ce.
Assessment: I will assess the students’ ability to iden fy and sort items in the Southeast as products and natural
resources by having them ll out a chart in their brochures and submit a picture to Schoology.
Modi ca ons/Accommoda ons:
- I will provide assistance to the students with IEP's as they complete the Products & Natural Resources brochure page.
- I will give the students with IEP’s extended me to complete their brochure page.


ff
ti

fi
ti

ti
ti
ti

ti

ti
ti
ti
ti

ti
ff
ti
fi

ti
ff
ti
ti

ti
ti

ti
fi

ti
ti
ti
ti
fi

ff

fi

ti

fl

 Megan Knight

Science (Block 2)

4/19-4/23

Self Evalua on

- Prompt: What connec ons did I help students make with their prior knowledge and
experiences and the new material?

Overall, the lessons for Block 2 went really well this week! This week, I only taught two
of the blocks instead of all three, and next week I will only be teaching one of the blocks. On
Monday, I introduced the new unit on the Southeast Region. In order to ac vate prior
knowledge and help the students make connec ons at the beginning of class, I asked the
students to raise their hands if they had ever been to one of the states in the Southeast. I called
on students to share what they already knew about the Southeast region or one of their
experiences from when they went to a state in the Southeast. By doing this, I was able to help
ac vate the students’ background knowledge and relate the content to their own experiences.

Everyday at the start of my lessons, I tried to take some me to ac vate background

knowledge and make connec ons. For example, on Tuesday when I was teaching about
landmarks in the Southeast Region, I asked the students to raise their hands if they had ever
gone on vaca on to the Southeast. Then I asked them what places they went to or what
landmarks they saw while they were there. Many of the students men oned some of the
landmarks that we would be learning about in class, such as Disney World or the Outer Banks. I
wanted to make this lesson as meaningful and relevant to the students as possible, so I created
a virtual eld trip by using maps, pictures, and videos from each of the landmarks. Once we
“arrived” at each new landmark, I had the students share their own experiences at that
landmark with the rest of the class. The students really loved this ac vity and were super
engaged the en re me!

In addi on to ac va ng background knowledge, I also helped the students make

connec ons to prior lessons. For example, on Thursday I taught about the climate of the



ti
ti
fi

ti
ti

ti

ti

ti
ti
ti

ti
ti

ti
ti
ti
ti
ti
ti

 Southeast region. During this lesson, I had the students make connec ons to what they learned
during our last unit about the Northeast region by having them compare and contrast the
climate of the Southeast region and Northeast region. We looked at di erent climate maps that
showed the annual average temperatures and precipita on of the United States, and I had them
compare the temperatures and amount of precipita on in the Southeast region to the
Northeast Region. I also created a Venn diagram on the board and lled it out with student
par cipa on by asking them to tell me something that describes the climate of the Southeast
region, the Northeast region, or both. The students did pre y well with this ac vity! I guided
their responses by asking speci c ques ons, such as “How would you describe summers in the
Southeast or Northeast?” and “How would you describe winters in the Southeast or
Northeast?” Then I wrote their responses into the Venn diagram. I think that this ac vity helped
the students to make connec ons to what they have already learned during the Northeast
region unit.

While the lessons this week did go really well, I did struggle with classroom management
at mes. Block 2 tends to be my most talka ve group, so I some mes struggled with kids
shou ng out and talking out of turn. However, I tried my best to set clear expecta ons by
star ng o class reminding the students to raise their hands, wait pa ently and quietly to be
called on, and be respec ul when others are sharing. In addi on, we did not end up doing the
lesson on products and natural resources on Friday. The weather was nice, so my coopera ng
teacher and I decided to bring the kids outside to the courtyard to con nue cleaning up for my
service learning project. I will now teach the products and natural resources lesson on Monday.

ti
ti
ti
ti
ti
ff

tf
ti
fi
ti
ti
ti
ti
tt
ti
ti
fi
ti
ti
ff
ti
ti
ti
ti
ti


 Megan Knight

Science (Block 3)

4/19-4/23

Self Evalua on

- Prompt: What technology and other materials did/could I use to engage students?

I taught the same lessons during Block 3 as I did during Block 2. Throughout this week, I

used a variety of technology and other materials to engage the students. For example, I created

a Southeast Region travel brochure where they could draw pictures and write informa on about

the Southeast region each day of the unit. On Monday, the students learned about landforms

and bodies of water in the Southeast region, such as mountains, beaches, swamps, and

wetlands. The students got to choose one of these landforms or bodies of water to draw in their

brochure. On Tuesday, the students got to choose three of the landmarks that we learned about

to draw, and write the name and loca on. On Wednesday, the students labeled a map of the

Southeast region, so they did not complete a brochure page. Then on Thursday, the students

described the climate of the Southeast region by lling in blanks, and then they drew a picture

to show the climate. I felt that having the students make a brochure would be a lot more

meaningful than just having them take notes in their notebooks.

In addi on to the travel brochure, I also created a virtual eld trip using Google Slides to

take the students on a “tour” of the landmarks in the Southeast region. On Tuesday, we read

about the landmarks of the Southeast region, such as Disney World, The Kennedy Space Center,

the Wright Brothers’ Memorial, St. Augus ne, Coca-Cola World, and the Georgia Aquarium.

Rather than just reading about these landmarks and showing pictures, I created a virtual eld

trip using Google Slides. For each landmark, I searched the direc ons on my Maps app on my

ti

ti

ti
ti
fi
ti

fi

ti
fi
 phone. The rst landmark we were “traveling” to was Disney World, so I put in the direc ons

from South Side Elementary School, and took a screenshot of the route, which I uploaded to the

Google Slides. I also typed the travel me, so that the students could see how long it would take

to get from South Side to Disney World. I put the direc ons in the Maps app and uploaded

screenshots to my Google Slides for each of the loca ons. I feel like this was really bene cial

because the students got to see how to actually get to the landmarks and see how much me it

would take. A er my slides with the map, I included a slide with facts about that landmark and

some pictures. I also included links to videos for Disney World, the Kennedy Space Center, Coca-

Cola World, and the Georgia Aquarium. The students absolutely loved this virtual eld trip and

they were super engaged the en re class! I feel like this ac vity was engaging and meaningful

for the students because it allowed them to experience the di erent landmarks of the

Southeast region without actually going to them in person.

Along with the brochure and virtual eld trip, I also had the students create ashcards

for the states in the Southeast region, so that they could prac ce iden fying and naming the

states. The students cut out and folded each ashcard, so that the map was on one side and the

name of the state was on the back. Once the students nished making their ashcards, I

allowed them to work with a partner to take turns quizzing each other. The students s ll had to

remain in their own seats because they are required to social distance due to covid. However,

they were able to easily work with the other students around them to help each other prac ce

iden fying and naming the states. The students really loved using the ashcards and they were

very engaged.

ti
fi
ft
ti
ti
fi
fl
ti
ti
fi
ti

ti
ff
ti
fl
fl
fi
fl
ti
fi
ti
ti
ti