Ruiz 1 Michelle Ruiz Fourth Grade Lesson Plan Kirkbride Elementary School Projected Lesson Date: April 4th,

2014 Social Studies Lesson Plan Goals/Objectives SWBAT: - View maps and other geographic tools to determine where their food comes - Create a map of their own community that shows resources that support the community - Read a map and determine where certain resources are located in relation to street names and landmarks - Use a map to determine where it appears there is a scarcity of resources - Determine what counts as a positive, essential resource in the community Standards According to the Pennsylvania Standards (Pennsylvania Department of Education: Standards Aligned System, www.pdesas.org): - CC.7.1.4.A: Describe how common geographic tools are used to organize and interpret information about people, places and environment. - CC.7.1.4.B: Describe and locate places and regions as defined by physical and human features. - CC.7.2.4.A: Identify the physical characteristics of places and regions. Materials and Preparation - KWL Chart based on the question where does food comes from? - List of what types of food they may find in their kitchen (must have students do the night before, and emphasize checking to see where it says it is made) - Examples of foods found in my own kitchen: cereal, apples, kale, chicken (create slideshow, make a list of the ingredients for each group to have in case they dont bring in a list of foods found at home) - Post-it notes - Map of the world - Map of Philadelphia - Projector/laptop - Classroom computers Learning Environment and Management Issues 1. The arrangement of the classroom will be the same as it has been for the students all year to provide stability and familiarity for the students. There will be 8 desks per group in four groups to optimize group work during the lessons, and the 8 groups can also be split further into 2 groups of 4 per table for even smaller group work to occur so more students voices are heard. Students will be in these groups for the lesson.

Ruiz 2 2. Materials that the students will need will be passed out by the Classroom Helpers (assigned in the beginning of the week) and will be assisted by myself when needed. In the event of behavioral issues with students, I will be utilizing a Stop Light chart colored blue, green, yellow and red meaning excellent behavior, good behavior, needs improvement of behavior, and unacceptable behavior. Students will move their name when behaving outstandingly well and when they may need a reminded of how to behave. A chime will also be used to silence the classroom when they become too loud. Plan (Approx. 45 minutes) 1. The Hook (10 minutes) a. The lesson will begin with a KWL chart where the students will focus on answering where their food comes from? as a part of what they know prior to the lesson each student will be required to write at least one thing they know about where their food comes from and place it on a post it note that will go on a chart in front of the classroom b. We will then go over what students know and I will then ask them to write down at least one question of what they want to know about where their food comes from which will go on a post it note placed on a chart in the front of the classroom 2. Exploration (30 minutes) a. We will then begin to look at a slideshow of foods found in my own kitchen and where it says the food comes from b. After each item has been viewed and we have agreed on where the food is originally from, whether grown there or produced there, we will map the location on a world map with a pin and a piece of sting to connect it back to Philadelphia showing how far it needs to travel to get to our kitchen c. I will then allow students to view what they have either brought from home or what they have for lunch as a snack to see where their food comes from lists of other food items and their locations will also be given for students who may not have written down the food items from home or who may not have snacks packed for lunch d. They will use their own maps to determine where the food comes from and mark it on the map using markers e. On the back of the map, they will need to make predictions on how the food arrives from the original location to the super markets they buy their food at, if this is good for the local economy, and if it is normal to be able to get tomatoes in the dead of winter? 3. Closure (5 minutes) a. We will then end with a discussion about how food travels from location to location and how this is detrimental to the local economy and we will brainstorm ways that we can make a change in our community that supports local produce. Assessment of the Goals

Ruiz 3 A pre-assessment activity using a KWL chart will show me what prior knowledge students have about where their food comes from. Seeing what they want to know about where their food comes from will also help me determine what my next social studies lesson will focus on more closely. Using individual maps for each group to determine where their food comes from will also help me assess their map skills and ability to determine at what lengths food goes through to end up on our kitchen table when I collect them after the lesson. Modeling how to use the map will also give me an idea during the lesson of their map skills and what we may need to review and emphasize more as a whole class before they receive their own individual maps. By observing and facilitating the conversation between the students during the mapping activity, I will continue to gather information on what knowledge the students are retaining and what questions may need to be explored more in a later class. We will then determine what has been learned using the KWL at the end, showing me what the students believe are important facts taken from the lesson. Anticipating Students Responses A) For any management issues that may occur, a system of moving names on a chart has been set up where students move their names to a particular color according to their behavior. A chime will also be used to silence the class and gain their attention. For tracking participation, a chart will also be created that will give tally points to each group of 8 for their contributions to the discussion. This will reflect in first picks for activities throughout the two-week take over and serve as motivation for participation since the class tends to be very quiet in classroom discussions. B) Because the lesson is interactive, modeling will be a crucial part of the lesson, which will be done with my own kitchen items first. Students will then be able to map for themselves where their food comes from and we will come together to map significant findings. Ensuring that students understand how to handle the materials, which could include different food items, will be essential. Also, explaining thoroughly what is expected of them and how to read a map will also be necessary to ensure all students understand what is occurring. Accommodations A) For students who may find the lesson challenging, ensuring they are paired with students who fosters and facilitate group work will be essential to their learning. Being very straightforward in my directions and providing extra assistance will also ensure that the students feel comfortable with the lesson at hand. B) For students who may need more of a challenging, making predictions about how the food is transported after mapping where the food comes from would be the next step in their learning. Also, thinking about the implications of importing foods and exporting foods for both Americans and the countries we send/receive food from is another topic for these students to consider exploring for more of a challenge. Possibly even allowing them to research how food is transported globally on the Internet would be another option to expand their thinking.