Teacher Candidate: Samuel Fulmer Subject/Grade: Social Studies/ 3rd Grade

Lesson # 1 Date and Time of Lesson: 10/3/13; 1:30pm-2:30 pm

Learning Objective: A. Students will know that the Coastal Zone borders the Atlantic Ocean; and contains islands, marshes, and beaches. B. Students will identify the two main industries in this region as fishing and tourism. C. Students will recall that this region contains the Ashlee-Combahee-Edisto River System. ACE Alignment with Standards: SC Social Studies 3-1.1: Categorize the six landform regions of SC-the Blue Ridge, the Piedmont, the Sand Hills, the Inner Coastal Plain, the Outer Coastal Plain, and the Coastal Zone-according to their climate, physical features, and natural resources.

Developmental Appropriateness or Cross-curricular connections: In second grade, students learned to Recognize characteristics of the local region, including its geographic features and natural resources. (2-1.2) In the fourth grade they will need to Explain the significant economic and geographic differences between the North and South. (4-6.1) Knowing the different regions and their economic and geographic features of South Carolina will make it easier for students to compare these to the features of the Northern states.

Assessment(s) of the Objectives:

Lesson Objective(s) Assessment(s) of the Objective(s) Pre: Morning Work During: Student notes handout Post: Inner Coastal/Coastal Region Quiz Pre: Morning Work During: Student notes handout Post: Inner Coastal/Coastal Region Quiz Pre: Morning Work During: Student notes handout Post: Inner Coastal/Coastal Region Quiz Use of Formative Assessment If it is evident a majority of the class did not learn a particular objective, this objectives criteria will be reiterated during the study guide review on 10/7/13.

Students will know that the Coastal Zone borders the Atlantic Ocean; and contains islands, marshes, and beaches. Students will identify the two main industries in this region as fishing and tourism. Students will recall that this region contains the AshleeCombahee-Edisto River System. ACE

Accommodations: As the reading ability in the classroom varies greatly, all of the reading for this lesson will be done
aloud, as a whole class. Students who finish their quiz early will read their library books that they have in their desk. Students who are not able to finish their quiz in time will have time to work on this during independent reading/morning work time the following day.

Materials: Bathing Suit/Tank Top Sweater/Coat

Fishing Tackle Camera Sandals Regions Power Point

Procedures: 1) Pre-Assessment (Morning work will be completed the day before) a. Students will be asked to talk about a time they went to the beach, what they saw, what they didetc. b. Students who have not been to the beach will be asked to describe what they think the beach would be like, and what they would expect to see there. c. This will give the teacher an idea of what the students are already familiar with, and any misconceptions that may need to be addressed. 2) (5 min) Review with the students some of their classmates/and their own responses about their experience with the beach. Address any misconceptions, a. For example; Somebody said they went rock climbing at the beach. Does this means there were mountains there? Explain that many places at the beach offer an array of different activities to participate in. These may or may not have originated in this region. (Tourism) 3) (5 min) Ive brought some stuff with me today. a. Do you think you would normally use a i. Bathing Suit ii. Tank Top iii. Coat iv. Sandals v. Camera (tourism) vi. Fishing Tackle at the beach? 4) (10-15 min)Lets read the section in our Social Studies textbook to learn more about this region. a. Pg. 62-What is tourism? i. Examples 1. GRAND STRAND 2. Cruises 3. Parasailing ii. Why would this be good for the region? iii. Could it potentially hurt the environment? b. Pg. 63 Show a map of the Ashley-Combahee-Edisto River System c. Pg. 64 What might happen if there werent any barrier islands to protect the mainland? i. Some people try to stop the erosion by building wood or rock walls, called groins that extend into the ocean. (Foresman) ii. Isnt it awesome how nature has evolved to protect itself even better than man -made things can protect it? d. Pg. 65 Do you think that if we litter here, in the Piedmont Region, it will hurt the loggerhead turtle all the way in the Coastal Zone? i. Show that the Saluda River runs all the way from our region, down to the Coastal Zone. ii. Our actions here can hurt animals that are that far away! 5) Power Point (5min) a. Go through Power Point with the students, to highlight the main points from the reading.

6) During Assessment (10-15 min) a. Probing questions throughout the text will provide the instructor with feedback to ensure the students are following along, and retaining the information. In addition: i. After reading the text, students will go back to their seats, to complete the notes handout for this region. ii. There will be a copy of this handout projected on the screen. iii. As students answer questions, the teacher will fill in the blanks, so all students will have ample time to write the answers on their sheet. 7) Post Assessment (5 min) a. Students will color in the Coastal Zone of their Regions Map b. Students will take a quiz on the Coastal and Outer Coastal zones the following day 8) If time allows, the classroom can explore the following website; which showcases the marshes, and different animals that live there. (Dependent upon how long other procedures take) a. www.konwitall.org/sclife

Activity Analysis: 1) Power Point The Power Point supports the lesson objectives by supplying all the key points addressed in the objectives. These points will be what the students are tested on, by completing their quiz the following day. The Power Point includes pictures of the region, which will allow the children who have never been to that region to get a better feel for what it is like. 2) Reading of Social Studies Textbook The reading of the text will address the objectives by presenting the information that they need to learn, in a narrative form. By doing the reading in an interactive reading format, this allows for all students to follow along. The reading levels of the students vary greatly. While some students could read the section just fine by themselves, some students would not retain any information if the text was not presented to them by another reader. By reading aloud, it will also allow the teacher to challenge the proficient readers by asking them thought provoking questions. References:
SC Life Virtual Field Trips: Welcome. (n.d.). Welcome to Knowitall.org. Retrieved October 1, 2013, from http://knowitall.org/sclife/ South Carolina Social Studies, Scott Foresman. (Textbook)