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School:
Lincoln
Cooperating Teacher:
Grade: 3rd
Date/Time:
2/23/15
Subject:
Lang.
Arts/Soc.
Studies
Lesson
title/Topic:
Relative
Location
Lesson number:
1
3 G2.0.1
Use a variety of visual materials and data sources to describe ways
in which Michigan can be
divided into regions.
3 G2.0.2
Describe different regions to which Michigan belongs (e.g., Great
Lakes Region, Midwest).
STUDENT LEARNING OBJECTIVES/OUTCOMES
Through these learning activities, the learner will
demonstrate the ability to:
Use cardinal directions to describe Adrians and
Michigans location.
Describe Adrians relative location compared to
other landmarks, cities, counties, and states
around it.
Describe Michigans location compared to other
landmarks, states, regions, and countries around
it.
Describe the occupations that citizens of both
Adrian and Michigan might have based on their
location.
INSTRUCTIONAL ACTIVITIES:
Time:
Introduction
Assignment/follow up
Extension Students will describe the relative
location of Lansing compared to a landmark, city,
and region of Michigan it is located.
Laptop/computer
Goodnight Michigan
United States map
Michigan map
Pencil/pen
Paper
SAFETY/CAUTIONS:
Make sure that students are using the internet safely and
effectively.
LIST of RESOURCES:
http://www.eup.k12.mi.us/page/1352
School:
Lincoln
Grade: 3rd
Subject:
Date/Time:
3/16/15
Lang.
Arts/Soc.
Studies
Lesson
title/Topic:
Michigan
Regions
Lesson number:
2
Introduction
Engagement: Ask students the two regions that we
learned how to identify Michigan in the previous
lesson. (The upper and lower peninsula). Explain to
students that as geographers we will learn how to
identify 4 other separate regions of Michigan.
Anticipatory set
Exploration: Explain to students that as
geographers that we will use five separate criteria
to classify regions of a particular area. Those five
things being movement, regions, places, human
Assignment/follow up
Extension Students will describe the relative
location of Lansing compared to a landmark, city,
and region of Michigan it is located.
Laptop/computer
Michigan maps (physical, agricultural, regional, blank map)
Pencil/pen
Paper
Markers
SAFETY/CAUTIONS:
Make sure that students are using the internet safely and
effectively.
LIST of RESOURCES:
http://www.eup.k12.mi.us/page/1352
http://teachers.net/lessons/posts/4311.html
http://upload.wikimedia.org/wikipedia/en/archive/2/2f/2011020707
0438!Lower_Michigan_Region_Map.png
http://geo.msu.edu/extra/geogmich/images/commap.gif
http://www.clipartbest.com/cliparts/Kcn/eqz/KcneqzE9i.jpeg
School:
Lincoln
Cooperating Teacher:
Grade: 3rd
Date/Time:
3/23/15
Subject: Lang.
Arts/Soc.
Studies
Lesson
title/Topic:
Michigan
Physical
Characteristics
Lesson number:
3
3 G1.0.1
Use cardinal directions (north, south, east, west) to describe the
relative location of significant
places in the immediate environment.
3 G1.0.2
Use thematic maps to identify and describe the physical and human
characteristics of Michigan.
R.WS.03.03
Know the meanings of words encountered frequently in grade-level
reading and oral language contexts.
Introduction
Engagement: Read students the book Legend of
Conclusion/closure
Have student(s) show the natural (physical)
characteristics that they chose to incorporate on
their map to describe Michigan.
Assignment/follow up
Extension Student will have to research on their
own one interesting fact about a Great Lake of
their choice.
SAFETY/CAUTIONS:
Make sure that students are using the internet safely and
effectively.
LIST of RESOURCES:
http://www.eup.k12.mi.us/page/1352
http://media.maps.com/magellan/Images/michiganusrah.gif
School:
Lincoln
Date/Time:
4/13/15
Cooperating Teacher:
Grade: 3rd
Subject: Lang.
Arts/Soc.
Studies
Lesson
title/Topic:
Natural
Resources
Lesson number:
4
Introduction
Engagement: Have pictures for student(s) to
compare natural resources to mechanical/man
made resources. Using the picture of
gas/petroleum, explain to students how it is a
natural resource that when used can make
everyday tasks a lot easier for human beings.
Anticipatory set: Make a KWL chart to get an idea of
what the student(s) know about Michigans natural
resources. Fill out the columns of what students prior
knowledge is about Michigans natural resources, and
what they want to know about Michigans natural
resources.
Exploration: Instructional activities (including
checking for understanding activities,
modeling, guided practice, independent
practice)
Discuss the various Michigan Orchards that are
located map located in Michigan. Display a
Michigan map displaying natural resources and the
cities/counties that they are located in. Ask
students what might we conclude about the
location of orchards and the Great Lakes? Discuss
student responses and guide them to the idea that
orchards are often found along the shores of the
Great Lakes. Explain that every state has State
Symbols which reflect the natural (physical)
characteristics of the state.
Explanation: Emphasize to students that the Great
Lakes is Michigans most important natural
resource. Tell them that they are some of the
largest fresh water lakes in the world.
Interdisciplinary approaches:
Elaboration: Read student(s) The Giving Tree by
Shel Silverstein. After reading, discuss the tree
being the natural resource, and what the tree
provided for the boy.
Accommodations for differentiated instruction for:
LIST of RESOURCES:
http://www.eup.k12.mi.us/page/1352
http://media.maps.com/magellan/Images/michiganusrah.gif
School:
Lincoln
Cooperating Teacher:
Grade: 3rd
Date/Time:
4/20/2015
Subject: Lang.
Arts/Soc.
Studies
Lesson
title/Topic:
Michigan
Physical
Characteristics
Lesson number:
5
STANDARDS/BENCHMARKS/GLCE addressed in this lesson:
3-G5.0.1
Locate human resources in Michigan and explain the consequences
of their use.
R.WS.03.03
Know the meanings of words encountered frequently in grade-level
reading and oral language contexts.
INSTRUCTIONAL ACTIVITIES:
Time:
Introduction
Engagement:
Using a map of Michigan point out the two
peninsulas and pose this question: What human
Elaboration:
Explain to student that there are many other
important bridges in Michigan including three that
connect Michigan with the country of Canada.
Using a Michigan map point out the Ambassador
Bridge at Detroit, the Bluewater Bridge at Port
Huron and the International Bridge at Sault Ste.
Marie.
Accommodations for differentiated instruction for:
Resource students: I will walk around continuously to
make sure that the students understand what is expected
of them. I will help those children who need assistance
with identifying the 3 bridges that connect Michigan
with Canada.
ESL students: Make sure to visually demonstrate the
directions of each assignment so that ESL students can
fully comprehend what is expected of them in the lesson
in case they do not comprehend everything that is stated
verbally.
Gifted students: Gifted students will have the
opportunity to research and present other important
landmark bridges in the United States and the
characteristics of each one.
Assessment
Evaluation:
Markers
SAFETY/CAUTIONS:
Make sure that students are using the internet safely and
effectively.
LIST of RESOURCES:
http://www.eup.k12.mi.us/page/1352
http://media.maps.com/magellan/Images/michiganusrah.gif