USD/DLT edTPA Lesson Plan Template

Name: Nicole Howard

Subject: Social Studies
Grade Level: 5
1. STANDARDS (CA Common Core Standards; NGSS/Content Standards)
Include number and text for each standard
5.2 Students trace the routes of early explorers and describe the early
explorations of the Americas.
2. OBJECTIVES
Content: Students demonstrate knowledge of how exploration of the
Americas was similar to and different from European exploration of
other regions by filling out a Venn diagram.
2
Key Vocabulary: Vasco de Gama, Scurvy, trade, exploration, conquer,
claim, Vasco Nunez de Balboa
2
3. ASSESSMENT
Informal or Formative: Students take notes and have guided
discussions at each station during the rotation.
2
Formal or Summative: Students complete a Venn diagram based on their notes and prior
knowledge.
2
4. INSTRUCTIONAL STRATEGIES AND LEARNING TASKS
To support student learningwhat you and the students will be doing
I. ANTICIPATORY SET
Motivation: Students, today we will be doing a rotation to learn about some
different areas that explorers went to and the different factors that influenced these
trips.
Activate Prior Knowledge: What did we learn from our reading on Monday and
Tuesday? Why did European explorers come to the Americas? Which countries did
the majority of the exploring?
II. INSTRUCTION AND MODELING (Best Practice Strategies)
Tell the students there are 7 stations.
Instruct them to take notes on the important highlights at each station.
o Review the highlights that we used on Monday and Tuesday:
Who was exploring,
When were they exploring,
Who sponsored their exploration,
What were they looking for,

And What did they actually find?

Tell students to keep in mind throughout: How is this similar and different to
exploration of the Americas?
Students will have 6 minutes at each station, so they should take turns reading
out loud.
We will rotate in numerical order (1 to 2, 2 to 3, and so on).
Have students count off by 7, then go to the appropriate space in the room.
Students will take notes on white lined paper.

III. GUIDED PRACTICE

There will be three adults in the room to facilitate discussion and support
students: the master teacher, the aide for the two VI students, and me. We will
each move around throughout the rotation to facilitate discussion and ensure
that students are properly identifying and recording the key information from
each poster.
IV. CLOSURE (Student summary of learning)
Once the rotation is complete, students will return to their seats.
Ask students if they have any questions about what they have read.
Ask three students to share something they learned that they found interesting.
V. INDEPENDENT PRACTICE (Summative assessment)
Students complete a Venn diagram of the similarities and differences between
European exploration to the Americas and exploration to other regions based
upon their notes from the rotation and their notes/knowledge from previous
lessons.
5. DIFFERENTIATION STRATEGIES
To support learning differences, English Learners, IEPs, 504, GATE, etc.
ELLs: The text will be posted and may be read aloud by a peer. Students may write down
the same notes as peers throughout the rotation. Students can use their notes for the
assessment.
Visually Impaired: The text will be read aloud by a peer. Students will use their portable
typing devices to take notes throughout the rotation. An aide is available for assistance, as
are peers.
Struggling students/IEPs: The text will be posted and may be read aloud by a peer.
Stronger students, as well as two teachers and an aide are available to help facilitate
discussion and ensure students are focusing on the important points. Students may write
down the same notes as peers throughout the rotation. Students can use their notes for the
assessment.
GATE/Fast finishers: Students who finish early may do independent research on
exploration on their iPads.

6. INSTRUCTIONAL RESOURCES AND MATERIALS

Lined paper
Station posters
Venn diagrams