SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

Teacher(s) Name: Ariana Ficarra, Staci Scalish, Debra Chambe, and Ashley Bates
Thematic Unit Theme/Title/Grade Level: U.S Symbols Hip Hip Hooray for the U.S.A! - 2nd Grade
Wiki space address: http://ucfgr2ussymbolsf14.weebly.com
Daily Lesson Plan Day/Title: Day 4 - Monument Day!
LearningGoals/Objectives LearningGoal:

Studentswillbeabletorecognizesymbols,individuals,eventsanddocumentsthat
representtheUnitedStates.
LearningObjectives:
1. StudentswillbeabletoidentifycertainmonumentsthatrepresenttheUnited
States.
2. Studentswillbeabletousetechnologytoresearchitemsgivenandgatherdata
andinformation.
3. Studentswillbeabletomakepredictionsbasedonobservations.
4. Studentswillbeabletorecitethenationalanthemfrommemory.

NCSSThemes
CommonCoreState
Standards(CCSS)
NextGeneration
SunshineStateStandards
(NGSSS)

NCSStheme(s):
Theme1Culture
Theme3People,places,andenvironment
CommonCoreStateStandard(s):
LAFS.2Rl.1.3:Describetheconnectionbetweenaseriesofhistoricalevents,
scientificideasorconcepts,orstepsintechnicalproceduresinatext.
NextGenerationSunshineStateStandards:
SS.2.C.3.2:Recognizesymbols,individuals,events,anddocumentsthat
representtheUnitedStates
SC.2.N.1.5: Distinguish between empirical observation (what you see, hear,
feel, smell, or taste) and ideas or inferences (what you think).
SP.PK12.US.3.7: Apply skills and strategies to use technology effectively to
locate reliable information and services, participate in instruction and testing
programs, communicate with others, and protect confidential information.
MU.2.S.2.1: Sing or play songs, which may include changes in dynamics,
lyrics, and form, from memory.

Assessment

UnitPreAssessment:

Twoweeksbeforetheunitthestudentswillbegivenatestthatincludesquestions
relatedtotheAmericanflag,TheStatueofLiberty,thebaldeagle,TheU.S.
Constitution,TheWhiteHouse,MountRushmore,TheLincolnMemorial,andThe
LibertyBell.

UnitPostAssessment:

Attheendoftheunitthestudentswillbegiventheexactsametestthatwasgivenfor
thepretest.
Ongoingdaily(progressmonitoring)Assessment:
Allofthematerialsthestudentswillbeworkingonineachcenterwillbeputintotheir
portfolio.Eachcenterwillbeassessedattheendofthehourtorevieweachpagethey
haveadded.

SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

Design for Instruction

1. Before beginning centers the teacher will review the previous day by asking
the students questions about the U.S. Constitution. : Why is the Constitution
important? Who created the Constitution? How old is the Constitution?
Center 1: Liberty Bell Reading Center
Students will listen or read the book Saving the Liberty Bell by Megan
McDonalds
Students may read the story together a group and popcorn read the pages.
Students may also read the book by themselves if they would like.
Center 2: Lincoln Memorial Writing Center
Students will be given a picture of the Lincoln Memorial.
Students are to take a piece of paper and draw a copy of the picture.
The students will then be given the prompt: What do you think Abraham was
thinking about?
Students will be given 15 minutes to write what they think Lincoln was
thinking about while sitting.
Students can be creative but appropriate in what they write.
Make sure students are creative with their drawings.
If time allows have students converse with each other on what they think the
president is thinking
Center 3: White House Tour Center
Students will be given an I-pad to share with a partner.
Students will scan the QR given to them by the computers.
Once student scans the code it will bring them to a page where they can
virtually tour the white house.
The students will fill out a worksheet where they will be required to pick 3
rooms in the house and write their location and what they learned about that
certain room
Students will then put the page in their portfolio.
Center 4: Mount Rushmore research Center
Students will be shown the picture of Mount Rushmore along with a short
story of how it came to be.
Students will get to choose what president they would like to do research
about
They can only choose between Lincoln, Washington, Roosevelt, and Jefferson
(because those are the presidents on the rocks)
Given the worksheet with one of the presidents face on it, they will research
fun facts and write them down. When finished student can put their research
into their portfolio.
Center 5: Statue of Liberty Science Center
With the teacher, students will be given fun facts about the Statue of Liberty
They will be told where she came from, how tall she is, what she is made of,
and how long she has been in New York.
Students will make hypothesis on why the Statue of Liberty is green.
After students have made their guesses, teacher will explain to the student that
the statue of liberty is made out of copper and over time the statue has gone
through chemical reactions from standing there.
The teacher will then explain how a penny is similar to the statue because they
are both made out of copper and explain that they are going to do an

SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

Resources/Materials

experiment to make the penny green just like the statue.

First, put the pennies on a paper towel and then lay them in the bowl while
they are on the paper towel.
Then, fill the bowl up with white vinegar until they are lightly covering the
pennies.
Have students record their observations on the penny observation page. (this
may take minutes-hours-days to complete)

Closing:
Have about 5 students share their work they have done in class.
Explain that tomorrow there will be a review, assessment, and performance.
Go over the National Anthem. Have students to try and remember it without
looking at lyrics!
-Computers
-Ipad
-Worksheets
-Vinager
-Bowls
-Paper towel
-Pennies
-Construction paper
-Notebook paper
-Markers
-Pencils
-Book Saving the Liberty Bell by Megan McDonalds
-QR code