Lesson Plan #4 - History submitted by: Shelbie Rodgers

Nevada State College EDEL 453 - Spring 2014 Karen Powell- Instructor page 2


Lesson Plan #4

Grade: 3
rd

Social Studies Strand: History
Submitted By: Shelbie Rodgers


EDEL 453: Teaching Elementary School Social Science
Nevada State College Spring 2014
Instructor: Karen Powell


Lesson Plan #4 - History submitted by: Shelbie Rodgers

Nevada State College EDEL 453 - Spring 2014 Karen Powell- Instructor page 3
B. Summary of the Lesson Plan:
Students will work in groups to create a map. Students will create a map of known places
in the school.
C. Basic Information:
Grade Level: 3
rd

Time to Complete this Lesson: 50 minutes
Groupings: Whole group during Modeling and guided practice
Small group 2-3 students while creating maps
D. Materials:
Integrating Language Arts and Social Studies pg 40-47 Strategy 6
Images of the community in the past
10 Cameras

E. Objectives:
o NV State Social Studies Standards
H1.3.2 Using artifacts and primary sources, and investigate how
individuals and families contributed to the founding and development of
the local community.

o Student-Friendly Standards
I can discuss the image of the past and take pictures and explain the site
now and why there were changes in the community.
F. Vocabulary
Community- A place where people live, work, and play together.
Law- Is a rule that tells people how to behave in their communities.
Citizen Is an official member of a community, state, or country.
G. Procedure:
1. Teacher will go over vocabulary and have students write it down in the social studies
vocab journal.
2. Teacher will show students different images of the school, neighborhood, and grocery
store from 15 years ago.
Lesson Plan #4 - History submitted by: Shelbie Rodgers

Nevada State College EDEL 453 - Spring 2014 Karen Powell- Instructor page 4
3. Class will discuss what they observe on the images.
4. Teacher will break the image apart into four quadrants and have students analyze
quadrant one. Asking students if they see trees, car
5. Students will have the image in front of them and each group will be assigned a
different quadrant and discuss as a group of that part of the image.
6. Class will then get in groups and work together to take pictures of the school and
classrooms.
7. Class will be able to walk around the nearby neighborhood to take pictures in their
group.
8. Students will research current images of a neighborhood grocery store to observe the
differences of the image in the past and current.
9. Students will come back to class and discuss in their groups and compare the old
image from the current image and see what has changed the community and why.
10. Class will come together and compare and contrast their images.
11. Students will discuss what may have changed the image of the given place and how
others may have contributed to it. Why might these changes occurred?

H. Assessment:
What will you use to measure student understanding?
Students will be assessed on how the worked together in a group and write a short
story about being alive during the time of the first photograph and explain what they
did in school, what they may have done for fun, what was the town like and how their
family acted then.
Explain how you will know students understand the concepts from the lesson.
I will know my students understand the concept by walking around the class and
seeing how they work together as a group and from discuss on how they are creating
the new images and discussing why the changes occurred and what may have
caused the changes.
I. Closure:
Students will share their images to the class
Students will do a stand up hand up pair up and discuss what they learned.
J. Reflection:
1. Which part of the lesson do you think will be the easiest for you to teach?
I think teaching the students the images from15 years ago and explain from
personal experiences of being in the area 15 years ago.
2. Which part will be most challenging for you to teach?
Lesson Plan #4 - History submitted by: Shelbie Rodgers

Nevada State College EDEL 453 - Spring 2014 Karen Powell- Instructor page 5
The hardest part will be teaching the students who dont understand why there
may have been a lot of changes in the area or why there wasnt any change in the
image.
3. How will you follow up or extend this lesson?
Students will go home and get an old image and create a new from where their
parents grew up.
4. What can you do for students who dont grasp the concepts?
Having a small group in the back meet with me and go over the images and how
to examine the differences.
5. Which part of the lesson, if any, do you think might need to change?
If groups dont work out to have them do it alone and only have them do one
place or if some students grasp it too quickly to make it more challenging for the
ones who need it or have them help out others.
6. When you were writing this lesson plan, what was the most difficult part?
The most difficult part was trying to decide on which strategy to use for the lesson
that would connect to communities.
7. Explain the strategy from Integrating Language Arts & Social Studies that you
included in this lesson plan.
I used strategy six personally relevant history. Exploring community history. On page
40-47. This strategy has students study the changes in their community by examining
images from the community 15 years ago and analyzing what they see in the
images and then take pictures of the same locations in the community or research
them and analyzing what they see in the image from now and compare and
contrast what might be the same or different. Students will also have to discuss with
each other of why the changes happened or why they didnt happen.