SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

Teacher(s) Name: Victoria McGill, Kaitlyn Dunn, Glisairis Depena, Taylor Reese
Thematic Unit Theme/Title/Grade Level: Social Studies Regions and States 3rd grade
Wiki space address: http://ucfgr3regionsandstatesf15.weebly.com
Daily Lesson Plan Day/Title: Tuesday: Day two States
Learning Goals/Objectives
What will students accomplish
be able to do at the end of this
lesson? Be sure to set
significant (related to
SSS/CCSS), challenging and
appropriate learning goals!

NCSS Themes
Common Core State
Standards (CCSS)
Next Generation
Sunshine State Standards
(NGSSS) List each standard.
Cutting and pasting from the
website is allowed.
http://flstandards.org.

Learning Goal:
Studentswillbeabletoidentifyallfiveregionsandlabeleachstateandcapital.
Learning Objectives:
1. The students will be able to find the area by relating it to the operations of
multiplication and addition.
2. The students will be able to identify the five regions of the United States.
3. The students will be able to review the basic map elements by using the scale
of the map.
4. The students will be able to label the states in each of the five regions of the
United States.
NCSS theme(s):
People, places, and environments.
Standards:
MAFS.3.MD.3.7: Relate area to the operations of multiplication and addition.
1. Find the area of a rectangle with whole-number side lengths by tiling it,
and show that the area is the same as would be found by multiplying the
side lengths.
2. Multiply side lengths to find areas of rectangles with whole-number side
lengths in the context of solving real world and mathematical problems,
and represent whole-number products as rectangular areas in
mathematical reasoning.
3. Use tiling to show in a concrete case that the area of a rectangle with
whole-number side lengths a and b + c is the sum of a b and a c. Use
area models to represent the distributive property in mathematical
reasoning.
4. Recognize area as additive. Find areas of rectilinear figures by
decomposing them into non-overlapping rectangles and adding the areas
of the non-overlapping parts, applying this technique to solve real world
problems.

Assessment
How will student learning be
assessed?
Authentic/Alternative
assessments?
Does your assessment align
with your objectives,
standards and procedures?
Informal assessment (multiple
modes): participation rubrics,
journal entries, collaborative
planning/presentation notes,
etc.

SS.3.G.2.2: Identify the five regions of the United States.

SS.3.G.1.2: Review basic map elements (coordinate grid, cardinal and
intermediate directions, title, compass rose, scale, key/legend with symbols).
SS.3.G.2.3: Label the states in each of the five regions of the United States.
Unit Pre/Post-test:
Pretest will be given two weeks prior, post-test will be given the following Friday.
Test will include the students labeling the map with the states and coloring in the
regions. Also for a bonus the students will be able to label one capital, landmark, and
the climate in each region.
On-going assessment:
Use the scale to assess where the students are at with knowing the states.
The students stating how many states they know before and at the end of the lesson.
How well they collaborate in groups.

SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

Design for Instruction

Student Activities &
Procedures
What best practice
strategies will be
implemented?
How will you
communicate student
expectations?
What products will be
developed and created by
students?
Consider Contextual
Factors (learning
differences/learning
environment/learning styles)
that may be in place in your
future classroom.
Exceptionalities
What accommodations or
modifications do you make for
ESOL, Gifted/Talented
students, Learning/Reading
disabilities (SLD), etc.

1. Start off by playing Fifty Nifty United States http://safeshare.tv/submit?

url=https%3A%2F%2Fwww.youtube.com%2Fwatch%3Fv
%3DWhDrGnjacvA
2. Play it again having the students sing along.
3. Assess the students using the scale of how well they know the states.
4. Ask the students who thinks they know the most amount of states. Have them
say them to see.
5. Bring up the map with the states on it and ask the students who has been to a
different state. ESOL: The students will be able to see the map and where
each student has gone to know what we are talking about.
https://upload.wikimedia.org/wikipedia/commons/thumb/9/92/Map_of_USA_w
ith_state_names_2.svg/712px-Map_of_USA_with_state_names_2.svg.png
6. Have the students pin point which states they have been to using the
interactive white board.
7. Separate students into 5 groups. ESE and ESOL: pairing students in groups
to where there is someone to help them when they need it.
8. Explain the five different groups for the day and what the students will be
doing in each group. (10 min at each station)
a) At each station there is going to be a map with the states that they are
learning during that day missing.
b) The students will have the cut outs of the state and will have to do multiple
things with the states.
c) Students will have to collaborate and find a fact about each state (There
will be resources at the front of the room, including the book read the
previous day and Our 50 States book. They will also have the Ipads at
each table that they will be able to pull up the games that they played
the previous day to help them out).
d) Students will write their fact in their folder under their state.
e) Students will also use the map located on their table to find the length and
width in miles of each state using the scale on the bottom.
f) Students will find which state is approximately the biggest in each of the
regions by finding the area of each state using their measurements
and tiling.
g) The students will then figure out where each state belongs in the map. Once
they are done they will rotate and start with the next region.
-Southeast: FL, GA, AL, MS, TN
-Southwest: TX, OK, AZ, NM
-West: CA, OR, WA, NV, MY
-Midwest: KS,NE, ND,SD, IL
-Northeast: NY, MA, VT, NH, ME
9. Bring the students back together and have them rate themselves on the scale
about how well they know the states.
10. See who thinks they know the most states now and can prove it.

Resources/Materials

Interactive white board.

Our 50 States: A Family Adventure across America by Lynne Cheney.
The Everything Kids States Book: Wind Your Way across Our Great Nation by
Brian Thornton.
5 different paper maps with scales. (Cut out states for each station).
Ruler or measuring utensil.
Folder.
Ipads.
http://safeshare.tv/submit?url=https%3A%2F%2Fwww.youtube.com
%2Fwatch%3Fv%3DWhDrGnjacvA

SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

https://upload.wikimedia.org/wikipedia/commons/thumb/9/92/Map_of_USA_w
ith_state_names_2.svg/712px-Map_of_USA_with_state_names_2.svg.png
Discussion Notes: This is the first week of a two week lesson. Students will have already learned how to find area
using tiling.

4
3
2
1

I can label states and capitals

of the United States and I
could teach someone how to
as well.

I can label States and

capitals of the United States.

I can sort of label the states

and capitals of the United
States with the help of the
teacher.
I have no idea where the
states and capitals are at.