Direct Instruction Lesson Plan Template

Grade Level/Subject: 2/Social Studies Central Focus: Identify and describe the different regions of North Carolina by the physical features and community.

Essential Standard/Common Core Objective: 2. G.1 Use geographic representations, terms and technology to process information from a spatial perspective. 2. G.1.2 Interpret the meaning of symbols and the location of physical and human features on a map (cities, railroads, highways, countries, continents, oceans, etc.).

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Date taught:

Daily Lesson Objective: After viewing a Power Point on Regions of North Carolina, students will successively complete a 4 question worksheet. To be successful, students must be able match the correct description with the appropriate region, list 3 distinct physical features of North Carolina, identify what region more people in North Carolina live in and why (including a name of a city in this region), and identify where the 3 regions of North Carolina are located on a map (Mountain, Piedmont, and Coastal Plain Region). 21st Century Skills: Academic Language Demand (Language Function and Vocabulary): Language function: identify and describe; essential vocabulary: region, physical features, bay, cape, mountain region, piedmont region, and coastal plain region. Prior Knowledge: Students should be able to describe different landforms (mountains, plains, hills, mountain ranges, islands, coasts, and peninsulas) and bodies of water (lakes, gulfs, and rives) of North America. Students should be to draw a map of North America and label its relatable land features. Students should be familiar with the terms weather and climate. Lastly, students should be able to explain how humans interact with the environment. Activity Description of Activities and Setting This week we learned about the different landforms that make up North America. A landform is a type of land that has a special shape (Harcourt). Some of these landforms include: mountains, plains, coasts, peninsulas, and hill. We also explored bodies of water that make up North America like rivers, gulfs, and lakes. Examples of these are: The Mississippi River, Lake Norman, and the Gulf of Mexico. Lastly, we looked over the terms climate and weather and learned the difference between the two. Weather is daily and climate is over a long period of time. The portion of the earth that is tilted towards the sun determines if it is winter or summer. Here is a picture of the United States. Talk with a partner about some of the land features and bodies of water you see. Time

1. Focus and Review

5 mins

http://www.worldatlas.com/webimage/countrys/usanewze.gif

2. Statement of Objective for Student

3. Teacher Input

Today, we are going to focus on the physical features and communities that make up the three regions of North Carolina (mountain region, piedmont region, and coastal plain region). After viewing a Power Point presentation and completing group posters on the three regions of North Carolina, you will individually complete a 4 question worksheet based on the information from the Power Point. Begin Power Point. 1st slide: Today we are going to be focusing on the regions of North Carolina. 2nd slide: Like North America and other parts of the country, North Carolina has different regions. A region is defined as an area of land with the same features (Harcourt). North Carolina has three regions: the mountain, piedmont, and coastal plain region. Take a moment to look at the map and see where these regions are located in North Carolina. 3rd slide: Physical features vary from region to region. Physical features include: land, water, climate, and plant life (Harcourt). Lets discuss some of these different physical features. 4th slide: Mountain Region (located in the western portion of North Carolina). Give examples of different mountain ranges. For example: Mount Mitchell, Blue Ridge Mountains, and Great Smoky Mountains. Also, explain how rivers are often located throughout the mountain region. Have students discuss with each other what types of physical features they see in the picture of Mount Mitchell. 5th slide: Shows a picture of the different mountain ranges of North Carolina. Point these out to students. 6th slide: Explain how trees are prominent in the mountain region. People use this wood as a resource in creating furniture and building homes (Harcourt). The mountains attract tourism (people that visit to hike and view the mountains). The mountains are home to many different types of animals like: deer, black bears, foxes, raccoons, beavers, red wolves, coyotes, and other animals. Have children guess animals that may be located in mountains. Lastly, cold winters are common in the mountain region. These cold winters bring lots of snow. 7th Slide: Explain the Piedmont Region. Give examples of different lakes and rivers. That the ground is covered in clay, which is good for the pottery industry. 8th Slide: Expand on Piedmont region. Trees are located in the western portion. Emphasize how Charlotte is in the Piedmont Region. List some of the animals that live in the Piedmont area, the weather, and the industry. Have children talk to one another about why they think people would choose to live in the Piedmont Region (Harcourt)? 9th Slide: The Coastal Plain Region. Have students look at the picture and think about some of the physical features they see. 10th Slide: Define bay, cape, and outer banks. 11th slide: Explain the economy of the Coastal Region and the animals that occupy it. Have students discuss what kind of animals they think live in these wetlands. Students will work together with their small groups to complete a poster on the 3 regions of North Carolina (5-6 groups). They will write facts about each region that relate to the regions physical features and communities. They should draw pictures and write at least three facts for each region. They should write the regions in the proper order (Mountains, Piedmont, and Coastal) and title the poster Regions of North Carolina. For classroom management purposes, the groups should focus on one region at a time. The teacher should give about 5-6 minutes for each category. Teacher should be observing students work and answering questions. The teacher should make sure all students are participating and communicating. The teacher can put the Power Point on repeat so students can view information. Additionally, the teacher should be keeping track of time, giving students time warnings. Students will share their posters with class. They will be displayed in hallway.

20 mins

4. Guided Practice

15-20 mins.

Example of possible poster: Regions of North Carolina Piedmont Region Located in the center of North Carolina. Lots of hills cover the Piedmont region. Known as the Foot of the Mountains.

5. Independent Practice

Mountains Region Coastal Plain Region Located in Located in the Western part of Eastern part of North Carolina. North Carolina. Lots of trees Fishing and cover the farming are mountains popular. Mount Mitchell The beaches has the highest bring many Peak of all the tourists. mountain ranges located in North Carolina Provide each student with an individual worksheet. To be successful, students must correctly answer all four questions. The first question will require them to match the description to the region. The 15-20 second question will require them to list distinct physical features of North mins. Carolina. The third question will require them to identify what region most people live in and why. The fourth question will require them to correctly label an outline of North Carolina with the three regions in their proper locations. Formative: Will observe students responses and conversations during guided practice and teacher input. Also, I will check for correct information on posters during guided practice. Summative: The worksheet will be graded on a 12 point scale. Each question is worth 3 points. Mastery will be given to students that miss 10 or less. Partial Mastery will be given to students that miss 8 or less. Non-Mastery will be given to students that miss more than 4. Grading Scale: 1 wrong=92% 2 wrong=83% 3 wrong=75% 4 wrong=67% 5 wrong=58% 6 wrong=50% 7 wrong=42% 8 wrong=33% 9 wrong=25% 10 wrong=17% 11 wrong=8% 12 wrong=0% Students that receive non-mastery will be met with individually and will review the lesson correcting any confusion or misconceptions. All students grades will be recorded and evaluated. North Carolina has three distinct regions: the Mountains, Piedmont, and Coastal Plain Region. We live in the Piedmont region but for vacation we can visit the Mountain region or the Coastal Plain region. Talk with a friend about the one you would prefer to visit this summer?

6. Assessment Methods of all objectives/skills:

7. Closure

8. Assessment Results of all objectives/skills: Targeted Students Modifications/Accommodations:

Student/Small Group Modifications/Accommodations:

Individuals with physical or learning disabilities will be paired with students that could give them assistance if needed. More importantly, I will make sure to observe

these students more closely during the different activities in order to help them remain on task and eliminate frustration or confusion. ELLS: Pair these students with native English speaking individuals. For the evaluation portion I will make sure to read the questions verbally and have these students repeat the directions back to me. If they become confused during the test I would reread the questions to these individuals.
Materials/Technology:
Power Point Smart Board and Computer Colored Pencils/markers/crayons Pencils Poster Boards (5-6 sheets) Worksheets (per student)

References: http://www.liveandlocalenc.com/wp-content/uploads/2012/06/Fish.jpg http://images.budgettravel.com/roadtripappnorthcarolinaouterbank-4232012-112820_panoramic.jpeg http://media.point2.com/p2a/module/4bfb/5972/4661/f1fe2cb70cb28888adb3/original.jpg http://www.batamhousing.com/wp-content/uploads/2010/04/Unique-Solid-Wooden-Furniture-DecorationsDesigns-by-Shiva-Creations-2.jpg http://www.kathyshorenursery.com/p-trees-001.jp http://www.worldatlas.com/webimage/countrys/usanewze.gif http://images.summitpost.org/original/57798.JPG http://s4.hubimg.com/u/118727_f520.jpg http://www.worldatlas.com/webimage/countrys/usanewze.gif Mrs. Nneka Fil-Aime Harcourt Social Studies. Orlando, FL: Houghton Mifflin Harcourt, 2010. Print

Horton, Emily. "North Carolina Regional Vegetation." NCpedia Home Page. N.p., 2012. Web. 18 Mar. 2014. <http://ncpedia.org/vegetation#mountains>.
Reflection on lesson: I taught this lesson on the morning of 03/19/2014. I felt really confident in organizing this lesson and while giving it. Also, I felt more prepared this time then I had felt with the two other lessons I had taught the week prior. This was due to the fact I had become more familiar with the students, classroom management skills, and my cooperating teachers instruction style. I knew how to deliver directions effectively and how to keep all students appropriately engaged. Additionally, I knew which students needed more guidance when completing the activities. I made sure to observe these students more closely. Furthermore, the teacher had given me the Harcourt Social Studies teacher manual to look over as preparation for writing my lesson plan. This manual provided great facts and ideas for creating a lesson. I organized my Power Point off the information from this text. I made the Power Point appealing to the children by providing pictures and facts, in mostly large, bold font. Also, I set the Power Point up in a way that easily guided me when verbally presenting the information. This made my deliverance of facts easier and more detailed. Additionally, my cooperating teacher gave me several pointers about time management skills and material preparation. She informed me of the importance of having materials already prepared and distributed to each group to minimize chaos. So after the Power Point lesson the students attended Specials. This gave me a chance to create the charts and place them and markers at each group. When I had created the lesson originally, I was going to model the appropriate way to title and create the charts for the three regions of North Carolina on the white board. However, after talking with my cooperating teacher she decided it would be better if I had them already titled and set up. I think this made the lesson run even smoother. In the future, if using this same lesson for a second grade class I would already have the charts created ahead of time.

Overall, I feel that the lesson went better than expected. I was able to correct inappropriate behavior immediately, which luckily there was hardly any of. I rewarded good behavior by giving letters above for students following directions. This management skill kept control of the classroom and kept all students behaved and on task. I spent ample time on all parts of the lesson, but did not spend so much time that children became disengaged. I only choose children with raised hands and asked enough questions that a majority of the class got an opportunity to answer. I circulated the classroom when showing the Power Point and when observing student work. I was able to correct misconceptions students might have had about the different regions and help them think more conceptually during guided practice. Students for the most part seemed well prepared when given the assessment because of a mini review I did after Specials. I was very pleased with this lesson and felt the students really enjoyed it. My cooperating teacher was very pleased with the deliverance of this lesson. Especially since I was teaching the students a new topic that they would later be tested on. Lastly, the only adjustments I would make if teaching this lesson in the future would be to assign different tasks to group members during the guided practice. There was a little bit of disagreements between students about who should write and who should not. If one student was assigned to write, another to draw pictures, another to keep time, and another to help look up facts on the Power Point, this may have eliminated some of the quarrels. Additionally, when giving the assessment worksheet I noticed that there was some confusion on question number two. This question states: list 3 physical features of North Carolina. In the future, I will make sure to spend more time on this Power Point slide. Plus, I would change the word distinct in question two to examples of. I would also give examples of this question when reviewing before the assessment. Other than these minor changes I would do everything else the same if given this lesson in the future.

Name:__________________________

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Date:____________________________

Regions of North Carolina

1.) Draw a line to the correct description. Mountain Region I have both bays and capes in my region. I am covered with a lot of trees. I am also known as The foot of the Mountains.

Piedmont Region

Coastal Plain Region

2.) List 3 distinct physical features of North Carolina:

3.) What region do most people in North Carolina live in? Explain why. Name one of the cities of this region.

4.) Write the location of these three regions on the map: Mountain Region Piedmont Region Coastal Region