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This is an introductory lesson on the New England States

Subjects:

Computers & Internet, Social Studies  

Grade:

5  

 

Title – Intro to and discovery of the New England states
By – Becca Fresch
Primary Subject – Social Studies
Secondary Subjects – Computers
Grade Level – 5
Lesson Plan for a Fifth Grade Lesson on the New England States

LESSON 4: Introduction and discovery of the New England States

Social Studies
5th grade – 24 students
Instruction Time- 2 classes, 1 hour each

II.          RATIONALE AND BACKGROUND

The purpose of this lesson is to give students an opportunity to work together and introduce them to the New England States. This is the fourth lesson in a unit on the fifty states. This lesson is designed to prepare the students for the lessons that will follow and focus on these states more in depthly, as well as excite them about and engage them in the learning. The students thus far have only worked on the geographic location of the fifty states.

III.          Lesson Objectives

1.          TLW demonstrate their ability to interact with others in a group to achieve a common goal.

PI: After being placed into small groups, the students will be responsible for researching information on their state. Each group will be responsible for a state travel brochure and a small class presentation.

2.          TLW employ the use of the Internet and other research materials.

PI: Using the websites, search engines, and texts provided for the class, students will research and find answers to questions about the states.

3.          TLW record facts learned about the states in a travel brochure.

PI: Each group will make a travel brochure in order to try to persuade classmates to visit their state. Each student will be responsible for one page in the brochure as well as a small part in the class presentation.

IV.          RESOURCES AND MATERIALS

·          Computers and printers in computer lab
·          Internet address: www.discovernewengland.com
·          Internet address: www.50states.com
·          Search Engines Yahoo, and Dogpile
·          Chalkboard and chalk
·          2 three whole punchers
·          6 three prong folders
·          Crayons and markers
·          Glue
·          Construction paper
·          Encyclopedias
·          Social studies texts

V.          CONCEPTS

1.          The importance and effectiveness of group work.
2.          The use of the Internet and other sources for research.
3.          The organization of facts and material.

VI.          PROCEDURES

A.          Introduction and Motivation

T: Now that we know where all the states are located, we are going to focus in on some of them. The first group that we are going to look at is the New England States. These states are Maine, Vermont, New Hampshire, Connecticut, Rhode Island, and Massachusetts. In order to start this lesson, you will be doing a project.
T: We are going to pretend that the groups you are in were hired by one of the states to improve on the materials that are sent out to tourists. You will also be trying to persuade the rest of the class to visit your state. In order to do this we will be using the computer lab to do research and then create a travel brochure for each state.

B.          Lesson Body

1.          T: Before we can start, we need to know what we are going to be looking for. The first thing we need to do is make a list of the things that we would like to include in our brochures. What kind of things would we include that might make people want to visit your state?

2.          The students and teacher will compile a list on the chalkboard of important information to include. This may include facts about the population, economy, history, landmarks, famous people from there, capitols, average weather, state symbols, etc.

3.          The teacher will then divide the students into groups of four and assign each group a state. The teacher will then go over the guidelines for the work,
·          Each student is responsible for recording the information that they find.
·          Each student will be responsible for one page of the brochure.
·          The group will combine information and then divide it up between them equally for the brochure.
·          All recorded information will be turned in with the finished product
·          Each group member will give a brief presentation on his or her page to the class.

4.          While the students are doing their research, the teacher will give any needed help, and when they have found the information the class will return to the room to begin the brochures.

C.          Closure

After the groups have given their presentations there will be a brief class discussion before they are excused for lunch. The teacher will ask for any insight on the project, whether or not they enjoyed doing it, and if they learned anything they thought was especially interesting.

T: Next time we are going to start by looking at Maine, the group that worked on that state is going to be our group of experts.

VII.          EVALUATION

A.          Student assessment

1.          Assessment Plan

a)          The student’s ability to use cooperative learning will be assessed informally through observation by the teacher as they are working. Cooperation, help, and socialization skills will all be considered.
b)          The student’s individual work will be evaluated through the finished brochure as well as the presentation given by each student. Their knowledge on the facts and ability to answer questions afterwards will be used to assess the work as well.
c)          Their ability to use the Internet and other sources for research will be assessed by the paper of recorded facts that they each turn in with the finished brochure.
2.          Reflection on Assessment of Student Performance
1.

2.

3.
                    
B.          Self-Evaluation

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