Lesson Plan Guide

Teacher Candidate:

Ellie Maraboli

Date: 11/23/14
Grade and Topic:

Second Grade Social

Studies

Length of

Lesson:45 min. for 2 days

Mentor Teacher:
Weaver
School: University of Memphis
UNIT/CHAPTER OBJECTIVE/GENERALIZATION/BIG IDEA:
Course Description: Second grade students will learn about government and civics, economics, geography, and history by
studying more about who they are as Americans. The chief purpose of this course is to help students understand their
identity as American citizens and how our nation operates. They will examine the geography of the United States and its
national symbols and landmarks. Students will explore the structure and purpose of government at the local, state, and
national levels, and the responsibilities, rights, and privileges of the citizens of the United States. Second grade students
will acquire a common understanding of American history, its political principles, and its system of government in order
to prepare them for responsible participation in our schools and civic life.

LESSON OBJECTIVE:
Given websites and a handout, the student will demonstrate basic understanding of bodies of water through a
powerpoint, scoring at least a 25 out of 30.
STANDARDS ADDRESSED:
2.17 Locate major cities, bodies of water, mountain ranges and rivers in the United States
Cities: Chattanooga, Knoxville, Los Angeles, Memphis, Miami, Nashville, New Orleans, New York City, Seattle, St.
Louis, Washington D.C.
Bodies of Water: Great Lakes, Gulf of Mexico, Atlantic and Pacific Oceans
Rivers: Colorado, Cumberland, Mississippi, Tennessee and Ohio
Mountain Ranges: Alaska Range, Appalachian, Rockies
3.Research and information fluency. Students apply digital tools to gather, evaluate, and use information.
b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and
media

MATERIALS:
1. Bodies of water handout (notes sheet).
2. Pencils
3. Computers
4. Microsoft PowerPoint
5. Internet access: Website 1: http://kinooze.com/2012/08/13/what-is-a-gulf/
Website 2: http://www.sciencekids.co.nz/sciencefacts/earth/mississippiriver.html

Website 3:http://www.socialstudiesforkids.com/articles/geography/mississippiriver.htm
Website 4: http://www.britannica.com/EBchecked/topic/587340/Tennessee-River
Website 5: http://www.great-lakes.net/teach/geog/intro/intro_1.html
Website 6: http://education.nationalgeographic.com/education/media/atlanticocean/?ar_a=1
Website 7: http://education.nationalgeographic.com/education/media/pacificocean/?ar_a=1
Website 8: http://primaryfacts.com/1895/colorado-river-facts/
Website 9: http://www.riverlorian.com/cumberlandriver.htm
Website 10: http://www.riverlorian.com/ohioriver.htm
6. Printer
BACKGROUND and RATIONALE:
Students will identify the required bodies of water and their locations.
This lesson is a continuation of the TN social studies standard 2.0
This lesson focuses on bodies of water, we will later use this lesson to build on learning about major cities and
mountain ranges in the United States.
I am aware that the lesson will be differentiated for students who did not master the objectives and for those
ready for enrichment. However, modifications are not covered in this course and are not part of this particular
lesson.
PROCEDURES AND TIMELINE:
Ask students about the differences among the various bodies of water. Write these differences on the board as
students answer. Then, ask students what bodies of water they know of. Write students answers on board
under the corresponding body type.
Prior to the computer (10 minutes Day 1)
Teacher Procedures:
1. On the clean side of the board, list the bodies of water provided in the standard (do not name each
individual Great Lake).
2. Next to the bodies of water, write a group number (Great lakes= group one. Gulf of Mexico= group
two. Atlantic and Pacific Ocean= group three. Colorado and Cumberland Rivers= group four.
Mississippi and Tennessee River= group five. Ohio River= group six). Next to each group number,
write the web addresses for the different websites that each group will use for their research.
3. Explain to the class that they will each be assigned to a group, and their body of water will
correspond to their group number. Also explain to them that they will not get in to their groups until
day two.
4. Pass out the handouts, and tell the class to listen carefully to the group they are assigned to. Instruct
them to write their group number on the top of their paper once they are numbered off.
5. With roll in hand, number off students into groups. Write group number next to students names in
case they forget their number.
6. Explain that, as students navigate through the provided websites, they will answer questions/write
notes about their assigned body of water.
Student Procedures:
1. Write name on notes sheet.
2. Under name, write group number and the assigned body of water.
3. Right website(s) provided for your group next to your number.
At the computer (35 minutes Day 1)
Teacher Procedures:
1. Pull up computer on projector. In individual tabs, pull up all of the provided websites.
2. Instruct students to look at the projector.
3. Go through each tab and announce what the websites should look like for each group (on national
geographic sites, show them the fun facts tab).

4. Go through a site, and provide examples of what are good facts and what are not good facts.
5. Instruct students to brainstorm for their group project if they finish early.
Student Procedures:
1. Navigate through the provided website(s).
2. Answer questions/write notes on handout.
3. Brainstorm for project if finished early.
4. Turn in worksheet
Prior to the computer (10 minutes day 2)
Teacher procedures:
1. Tell students to split up into their groups at computers.
2. Pass worksheets back out.
3. Write expectations for the group assignment on the board.
4. Go over expectations and explain what each one means/give examples.
5. After lesson, instruct to sit at carpet to share information they got.
Student procedures:
1. Get into groups.
2. Receive worksheet.
3. Read/listen to directions.
At the computer (35 minutes day 2)
Teacher procedures:
1. Pull PowerPoint up on the projector.
2. Review with class how to use PowerPoint.
3. Show them how to add new slides-announce that each group should only have 2 slides (Great Lakes
group can keep their information breif).
4. Instruct them to print off their powerpoints when they are done.
Student procedures:
1. Compare information with partners.
2. Choose design and layout of slides
3. Agree on what facts should and should not be included on slides.
4. Take turns typing facts on slides with partners.
5. Agree on clipart to be used
6. Print out powerpoint.
7. Sit with class and share what you learned.

Closure:
Have each students share something that they did in their group project, and what they learned.

ASSESSMENT EVIDENCE:
Criteria

10

Worksheet completion

Most of the worksheet

Worksheet was mostly
was incomplete/refusal to completed, with the
complete worksheet.
exception of a few
questions.

The worksheet was

completed.

Group Participation

Refusal to participate in
group.

Participated in group
with good attitude.

Slightly participated in
group.

PowerPoint completion

PowerPoint was not done

PowerPoint was done,

but was missing some
information and/or
clipart.

PowerPoint was
completed with necessary
information and clipart.

MODIFICATIONS:
I am aware that modifications will be made for students who did not master the objectives and for those ready
for enrichment. However, modifications are not covered in this course and are not part of this particular lesson.