Hawthorne ES Lesson Plan Template

Social Studies Wk 3/23/15

Subject: Social
Studies

Supporting Unit #:
Life, Liberty, and the
Pursuit of Happiness

Teacher: Morris,
Hogan/ Woods, Pope/
LeTour

Grade: 3rd

Number of Days for Day # 1:

Lesson
Standard(s)

Standards
SS3H2 The student will discuss the lives of Americans who expanded
peoples
rights and freedoms in a democracy. a. Paul Revere (independence),
Frederick Douglass (civil rights), Susan B. Anthony (womens rights), Mary
McLeod Bethune (education), Franklin D. Roosevelt (New Deal and World
War II), Eleanor Roosevelt (United Nations and human rights), Thurgood
Marshall (civil rights), Lyndon B. Johnson (Great Society and voting rights),
and Cesar Chavez (workers rights). b. Explain social barriers, restrictions,
and obstacles that these historical figures had to overcome and describe
how they overcame them.
SS3G1 The student will locate major topographical features.
a. Identify major rivers of the United States of America: Mississippi, Ohio,
Rio Grande,
Colorado, Hudson.
SS3G2 The student will describe the cultural and geographic systems
associated
with the historical figures in SS3H2a. a. Identify on a political map specific
locations significant to the life and times of these historic figures. b.
Describe how place (physical and human characteristics) had an impact on
the lives of these historic figures. c. Describe how each of these historic
figures adapted to and was influenced by his/her environment. d. Trace
examples of travel and movement of these historic figures and their ideas
across time. e. Describe how the region in which these historic figures
lived affected their lives and had an impact on their cultural identification.
SS3CG2 The student will discuss the character of different historical
figures in SS3H2a.
Describe how the different historical figures in SS3H2a display positive
character traits of cooperation, diligence, courage, and leadership. b.
Explain how the historical figures in SS3H2a used positive character traits
to support their beliefs in liberty, justice, tolerance, and freedom of
conscience and expression. c. Explain how the historical figures in SS3H2a
chose when to respect and accept authority.

Hawthorne ES Lesson Plan Template

Social Studies Wk 3/23/15
Geographic Understandings
SS3G1 The student will locate major topographical features.
a. Identify major rivers of the United States of America: Mississippi, Ohio,
Rio Grande, Colorado, Hudson.
b. Identify major mountain ranges of the United States of America:
Appalachian, Rocky.
c. Locate the Equator, Prime Meridian, and lines of latitude and longitude
on a globe.
Standards for
Mathematical
Practice (SMP)

N/A

Literacy for CCGPS CCGPS Reading for Informational Text K-5:

ELACC3RI1: Ask and answer questions to demonstrate understanding of
a text, referring explicitly to the text as the basis for the answers.
ELACC3RI4: Determine the meaning of general academic and domainspecific words and phrases in a text relevant to a grade 3 topic or subject
area.
CCGPS Writing Standards K-5:
ELACC3W2: Write informative/explanatory texts to examine a topic and
convey ideas and information clearly.
Information Processing Skills: 4, 6, 10, 11
Materials

Wax Museum Packets

Construction paper, markers, pens, chart paper, notebook paper
(daily breakdown listed on board, chart paper, etc)

Essential
Question(s)

Conflict and Change:

What things did many American Heros do to help in America? (CLI2)
What were some obstacles your American Hero had to overcome? (CLI2)
How did these obstacles influence your American Hero? (CLI2)
How did these obstacles affect the lives of your American Hero and the
other Americans? (CLI2, CLI4)
Individuals, Groups, Institutions:
What was your American Hero contribution to America? (CLI2)
What qualities did your American Hero possess that made him/her a hero?
(CLI2)
How did your American Heros actions help or harm Americans? (CLI2)
Location:
Where did your American Hero live?(CLI2)

Differentiate Instruction to Meet the Needs of All Learners by Process, Product, or

Hawthorne ES Lesson Plan Template

Social Studies Wk 3/23/15
Content
Opening:
(10 minutes)
Engagement or
Pre-Instructional
Activity
Work Period:
(30 minutes)

Introduce Maps!
Student will view the 5 major US Rivers video (below):
https://www.youtube.com/watch?v=Qft_CEYwfYM

Read page 37 aloud with students.

Hands on activity: Students will use an outline map of the US to draw
locations of the Mississippi, Ohio, Rio Grande, Colorado, and Hudson
rivers.
Group students based on ability.
-Top groups will work independently to complete maps and provide a
description of each river
-Lower groups will work on maps through guided help from teacher; each
student will label the rivers based on colors: Mississippi (blue), Ohio
(green), Rio Grande (red), Colorado (orange), and Hudson rivers (Yellow).
Differentiation
*During social studies students will be grouped into sections with students
of similar ability and background knowledge.
EL or Non-Readers: The coloring maps will provide a good way to
illustrate social studies concepts for students who have difficulty reading.
Students will need in-depth introduction to and discussion of vocabulary.
Struggling Learners or Special Education: Prompt students during the
coloring maps to identify what stands out to them about US Rivers on the
map. Students may need a visual from which to create an illustration. The
coloring maps will be given as an independent map but can be discussed
one-on-one or in small groups.
Gifted/Enhanced Learners: Students will write a descriptive essay on
the five US Rivers.

Closing:
(5 minutes)

Students will discuss coloring maps with groups and tell what stands out
to them.

Extended Learning Students will write a descriptive essay on the five US Rivers.
Activity
Formative
Assessment(s)

Class discussions
Coloring maps

Hawthorne ES Lesson Plan Template

Social Studies Wk 3/23/15
Summative
Assessment(s)

Quick-writes

Number of Days for Day # 2

Lesson
Opening:
(10 minutes)

Continue working on the Wax Museum Packet.

Engagement or
Pre-Instructional
Activity
Work Period:
(30 minutes)

Students complete any parts needed of their Wax Museum Packet.

(will be grouped based on what section they need to complete)
Differentiation
*During social studies students will be grouped into sections with students
of similar ability and background knowledge.
EL or Non-Readers: The groups will provide a good way to illustrate
social studies concepts for students who have difficulty reading. Students
will need in-depth introduction to and discussion of vocabulary.
Struggling Learners or Special Education: Prompt students during the
groups to identify what stands out to them in the reading of their
American Hero. Students may need a visual from which to create an
illustration. The groups will be given as a large group but can be
discussed one-on-one or in very small groups.
Gifted/Enhanced Learners: Students will write an extended essay about
their American Heros life.

Closing:
(5 minutes)

Students will discuss projects with teacher and a partner (in hopes of
receiving needed suggestions to better assignment).

Extended Learning Students will write an extended essay about their American Heros life.
Activity
Formative
Assessment(s)

Class discussions
Groups

Summative
Assessment(s)

Quick-writes

Number of Days for Day # 3

Lesson

Hawthorne ES Lesson Plan Template

Social Studies Wk 3/23/15
Opening:
(10 minutes)
Engagement or
Pre-Instructional
Activity
Work Period:
(55 minutes)

Continue working on maps.

Student will view the 2 major mountain ranges of the US video:
Appalachian & Rocky (View links from the page below; there are two
different clips that can be accessed from this page):
http://learningtheusa.blogspot.com/2013/03/lesson-6-mountainranges.html
Read pages 34-36 aloud with students.
Hands on activity: Using the map from the prior map lesson students will
use an outline map of the US to draw locations of the Appalachian & Rocky
Mountains.
Group students based on ability.
-Top groups will work independently to complete maps and provide a
description of each mountain range.
-Lower groups will work on maps through guided help from teacher; each
student will label the mountain ranges: Appalachian & Rocky (both will be
colored brown).
Differentiation
*During social studies students will be grouped into sections with students
of similar ability and background knowledge.
EL or Non-Readers: The coloring maps will provide a good way to
illustrate social studies concepts for students who have difficulty reading.
Students will need in-depth introduction to and discussion of vocabulary.
Struggling Learners or Special Education: Prompt students during the
coloring maps to identify what stands out to them about US mountain
ranges on the map. Students may need a visual from which to create an
illustration. The coloring maps will be given as an independent map but
can be discussed one-on-one or in small groups.
Gifted/Enhanced Learners: Students will write a descriptive essay on
the two mountain ranges.

Closing:
(10 minutes)

Students will discuss coloring maps with groups and tell what stands out
to them.

Extended Learning Students will write a descriptive essay on the two mountain ranges.
Activity
Formative
Assessment(s)

Class discussions
Coloring maps

Summative
Assessment(s)

Quick-writes

Hawthorne ES Lesson Plan Template

Social Studies Wk 3/23/15
Number of Days for Day # 4
Lesson
Opening:
(10 minutes)

Continue working on the Wax Museum Packet.

Engagement or
Pre-Instructional
Activity
Work Period:
(55 minutes)

Students complete any parts needed of their Wax Museum Packet.

(will be grouped based on what section they need to complete)
Differentiation
*During social studies students will be grouped into sections with students
of similar ability and background knowledge.
EL or Non-Readers: The groups will provide a good way to illustrate
social studies concepts for students who have difficulty reading. Students
will need in-depth introduction to and discussion of vocabulary.
Struggling Learners or Special Education: Prompt students during
the groups to identify what stands out to them in the reading of their
American Hero. Students may need a visual from which to create an
illustration. The groups will be given as a large group but can be
discussed one-on-one or in very small groups.
Gifted/Enhanced Learners: Students will write an extended essay
about their American Heros life.

Closing:
(10 minutes)

Students will discuss projects with teacher and a partner (in hopes of
receiving needed suggestions to better assignment).

Extended Learning Students will write an extended essay about their American Heros life.
Activity
Formative
Assessment(s)

Class discussions
Group work

Summative
Assessment(s)

Quick-writes

Number of Days for Day # 5

Lesson
Opening:
(10 minutes)
Engagement or

Wax Museum Day

Hawthorne ES Lesson Plan Template

Social Studies Wk 3/23/15
Pre-Instructional
Activity
Work Period:
Wax Museum Presentations
(55
minutes)
Differentiation
*During social studies students will be grouped into sections with students
of similar ability and background knowledge.
EL or Non-Readers: The presentations will provide a good way to
illustrate social studies concepts for students who have difficulty reading.
Students will need in-depth introduction to and discussion of vocabulary.
Struggling Learners or Special Education: Prompt students during the
presentations to identify what stands out to them in the reading of their
American Hero. Students may need a visual from which to create an
illustration. The presentations will be given as a large group but can be
discussed one-on-one or in very small groups.
Gifted/Enhanced Learners: Students will write an extended essay about
their American Heros life.
Closing:
(10 minutes)

Students will provide extra facts about their American Heros.

Extended Learning Students will write an extended essay about their American Heros life.
Activity
Formative
Assessment(s)

Class discussions
Presentations

Summative
Assessment(s)

Quick-writes