Social Studies Direct Instruction Lesson Plan: Symbols of North Carolina

Name: ​Kellyn McNamara Central Focus/Big Idea of the Lesson:

State symbols of North Carolina.
Grade Level/Subject: ​4th Grade Social Studies

Essential Standard/Common Core Objective:

4.H.2 Understand how notable structures, symbols and Date taught: ​3/5/2018
place names are significant to North Carolina.

Daily Lesson Objective:​ Students will collaborate to research, identify, and describe the state bird, flower, insect,
tree and animal of North Carolina, and illustrate the state flag. Students will be expected to earn 9/12 points.

21​st​ Century Skills: Academic Language Demand

● Collaboration ● Language Function: identify, describe

● Information Literacy ● Vocabulary: symbol, cardinal, dogwood, gray

squirrel

● Discourse: Think-Pair-Share, collaborative

research

● Syntax: Exit ticket, flapbook

Prior Knowledge:
Students will be assessed at the beginning of the lesson to determine their prior knowledge in regards to North
Carolina and its state symbols; students are familiar with computer use, resources provided on Student Links page,
and Flapbooks; students may have prior experience conducting research and/or citing sources of information.

Total time allotted for lesson: 1 hour and 45 minutes

Activity Description of Activities and Setting Time

How Much Do YOU Know About North Carolina?​ ​Students are

given 5 minutes to complete worksheet answering as many
questions as they can about North Carolina.

(The same assessment might be given at the same unit to see how
much the students have learned)
5 - 10
1. Focus and Review
minutes
Think-Pair-Share:​ ​What is a ‘state symbol’? How do states
choose their ‘state symbols’? ​On the back of their worksheets,
students will take a moment to brainstorm what they think a state
symbol is how they think states choose what their symbols are.
Then, students will share their thoughts with the person sitting next
to them. Finally, students will be given the opportunity to share out.

2. Statement of Objective Today, we are going to learn about some state symbols of North
N/A
for Student Carolina.
 Research: National Flower of United States (Rose)
● Use CMES website to access Student Links
● Click on link for kiddle.co
● “national flower united states”
● Skim links
○ See “national flower”
○ Think aloud: omit search results that include state
names, because they likely won’t give you results
about the national flower. They are likely state
flowers.
● National Flower | The Rose
○ Read: “The rose was designated the official flower
and floral emblem of the United States of America
in 1986. The rose is a symbol of love and beauty
(as well as war and politics) the world over.” 5 - 10
3. Teacher Input
● Fill out first and second rows of Worksheet minutes

Symbol Year Describe Fun Fact

Rose 1986 “Roses are red, pink, “The petals and rose
white, or yellow and hips are edible and
can have a have been used in
wonderfully rich medicines since
aroma.” ancient times.”

Citation (Where did I find my information?):

https://statesymbolsusa.org/symbol-or-officially-designated-item/s
tate-flower/rose

Research: National Bird of United States (Bald Eagle)

● Use CMES website to access Student Links
● Click on link for kiddle.co
● “national bird united states”
● Skim links
○ Ask students to help you navigate search results.
● Land on: ​Bald Eagle | National Bird
○ Have student read aloud: The American bald eagle
was adopted as the national bird symbol of the
5 - 10
4. Guided Practice United States of America in 1782. The bald eagle…
minutes
was chosen for its majestic beauty, great strength,
long life, and because it's native to North America.”
● Fill out third row of worksheet. This time, have students tell
you what to fill in.
● Ask students what you should put in fourth row.
● Note: the website does not provide a description, so
students will have to generate their own by looking at
photographs of bald eagles.

5. Independent Practice
6. Assessment Methods of
all objectives/skills:
Note: students are only
assessed on completed work;
incomplete work will simply be
given a grade of “incomplete”,
and for the purposes of data
collection may be assessed
based on work submitted.
Symbol Year Describe Fun Fact
Bald 1782 white head, dark “The bald eagle was
Eagle brown or black chosen for its
feathers, yellow beak, majestic beauty,
yellow talons, great strength, long
wingspan of up to life, and because it's
seven feet on full native to North
grown bald eagle. America”
Citation (Where did I find my information?):
https://statesymbolsusa.org/symbol-or-officially-designated-item/s
tate-bird/american-bald-eagle
* Give instructions for independent practice before releasing
students to work independently.
1. Partner Research - NC State Symbols [​State Flower of North
Carolina (Dogwood), State Bird of North Carolina (Cardinal), State
Animal of North Carolina (Gray Squirrel), State Tree of North
Carolina (Pine tree), State Insect of North Carolina (Honey Bee),
State Flag of North Carolina]. Students will work in small groups of
3 - 4 to complete ​NC symbols research worksheet​. Students may
use any of the resources available on Cox Mill’s ​“Student Links”
page to conduct their research.
2. ​North Carolina Flapbook​ - Page 1:​ Once students have
1 hour
completed their research, they 1) will conference with Ms.
McNamara to ensure that their information is accurate and that their
research is complete,and 2) receive their North Carolina Flipbook.
Using their research, they will complete the first page.
3. ​Welcome to North Carolina Sign​: ​if students complete their
research and their flapbooks and have checked with Ms.
McNamara, they may collect materials and create a welcome sign
for North Carolina! The sign should include ALL of the state
symbols that students researched.
Students’ research will be assessed on the following rubric, and are expected to
earn at least 9/12 points:
NC... Points Awarded/Criteria
Bird 2 points:​ Student successfully identifies the cardinal as the state
bird of North Carolina, and includes the year it was chosen as the
state bird, a physical description of the cardinal, and at least one
“fun fact” about the bird or it’s selection as state bird of North
Carolina. The student also cited where they found their information.
1 point: ​Student successfully identifies the cardinal as the state bird
of North Carolina, but fails to include one of the following
 requirements: the year it was chosen, a physical description, at
least one “fun fact” about the bird or it’s selection as state bird of
North Carolina, or a cited resource.

0 points: ​Student does not successfully identify the cardinal as the

state bird of North Carolina and/or fails to include two or more of the
following requirements: the year it was chosen, a physical
description, at least one “fun fact” about the bird or it’s selection as
state bird of North Carolina, and/or a cited resource.

Flower 2 points:​ Student successfully identifies the dogwood flower as the

state flower of North Carolina, and includes the year it was chosen
as the state flower, a physical description of the dogwood flower,
and at least one “fun fact” about the flower or it’s selection as state
flower of North Carolina. The student also cited where they found
their information.

1 point: ​Student successfully identifies the dogwood flower as the

state flower of North Carolina, but fails to include one of the
following requirements: the year it was chosen, a physical
description, at least one “fun fact” about the flower or it’s selection
as state flower of North Carolina, or a cited resource.

0 points: ​Student does not successfully identify the dogwood flower

as the state flower of North Carolina and/or fails to include two or
more of the following requirements: the year it was chosen, a
physical description, at least one “fun fact” about the flower or it’s
selection as state flower of NC, and/or a cited resource.

Animal 2 points:​ Student successfully identifies the gray squirrel as the

state animal of North Carolina, and includes the year it was chosen
as the state animal, a physical description of the gray squirrel, and
at least one “fun fact” about the gray squirrel or it’s selection as
state animal of North Carolina. The student also cited where they
found their information.

1 point: ​Student successfully identifies the gray squirrel as the state

animal of North Carolina, but fails to include one of the following
requirements: the year it was chosen, a physical description, at
least one “fun fact” about the animal or it’s selection as state animal
of North Carolina, or a cited resource.

0 points: ​Student does not successfully identify the gray squirrel as

the state animal of North Carolina and/or fails to include two or
more of the following requirements: the year it was chosen, a
physical description, at least one “fun fact” about the animal or it’s
selection as state animal of NC, and/or a cited resource.

Insect 2 points:​ Student successfully identifies the honey bee as the state
insect of North Carolina, and includes the year it was chosen as the
state insect, a physical description of the honey bee, and at least
one “fun fact” about the honey bee or it’s selection as state insect of
North Carolina. The student also cited where they found their
information.
1 point: ​Student successfully identifies the honey bee as the state
 insect of North Carolina, but fails to include one of the following
requirements: the year it was chosen, a physical description, at
least one “fun fact” about the insect or it’s selection as state insect
of North Carolina, or a cited resource.

0 points:​ Student does not successfully identify the honey bee as

the state insect of North Carolina and/or fails to include two or more
of the following requirements: the year it was chosen, a physical
description, at least one “fun fact” about the insect or it’s selection
as state insect of NC, and/or a cited resource.

Tree 2 points: ​Student successfully identifies the pine tree as the state
tree of North Carolina, and includes the year it was chosen as the
state tree, a physical description of the pine tree, and at least one
“fun fact” about the pine tree or it’s selection as state tree of North
Carolina. The student also cited where they found their information.

1 point:​ Student successfully identifies the pine tree as the state

tree of North Carolina, but fails to include one of the following
requirements: the year it was chosen, a physical description, at
least one “fun fact” about the tree or it’s selection as state tree of
North Carolina, or a cited resource.

0 points: ​Student does not successfully identify the pine tree as the
state animal of North Carolina and/or fails to include two or more of
the following requirements: the year it was chosen, a physical
description, at least one “fun fact” about the tree or it’s selection as
state tree of NC, and/or a cited resource.

Flag 2 points:​ Student successfully illustrates the state flag of North

Carolina, and includes the year it was designed. The student also
cited where they found their information.

1 point: ​Student successfully illustrates the state flag of North

Carolina but fails to include one of the following requirements: the
year it was designed, at least one “fun fact” about the flag or it’s
selection as the state flag of of North Carolina, or a cited resource.

0 points: ​Student does not successfully illustrate the state flag of

North Carolina and/or fails to include two or more of the following
requirements: the year it was designed, at least one “fun fact” about
the flag or it’s selection as the state flag of of North Carolina, and/or
a cited resource.

If time allows, students may share the fun facts that they collected
about the state bird, flower, animal, or flag of NC. At the end of the 5 - 15
7. Closure
learning segment, he teacher should collect students’ research minutes
worksheets for assessment.
8. Assessment Results of
all objectives/skills:

82.4% of students demonstrated mastery per the instructional objective.

Note: Most students provided accurate information; a majority of points were

deducted for failing to provide the source of their information and failing to include
the year the flag was designed/established.

Small Group Modifications: ​Students will be working in (10) groups of three to complete their research and
flapbooks. Before moving on to each phase of the independent practice, groups will conference with Ms. Mc to make
sure that their information is accurate and that their research is complete.

Materials/Technology:
Copy of “​How Much Do YOU Know About North Carolina?​” worksheet for every student; pencil for every student;
research worksheet​ for every student + copy for teacher, desk cam, smart board/projector, pencil for every student,
pen for teacher, computer for every student (internet, Student Links page available from CMES website), flapbook for
every student + one for teacher, ​Welcome to NC​ signs for students, coloring supplies

References:​ ​https://www.ncpedia.org/symbols
https://ncstatesymbolsandbuidlings.weebly.com/
https://www.teacherspayteachers.com/Product/North-Carolina-Flip-Book-3455118
https://statesymbolsusa.org/symbol-or-officially-designated-item/state-flower/rose
https://statesymbolsusa.org/symbol-or-officially-designated-item/state-bird/american-bald-eagle
https://www.cabarrus.k12.nc.us/Page/21882

Resources Designed by Kellyn McNamara:

https://docs.google.com/document/d/15PuIbOzfcYAZZ12ybZB8oFQTNZ5Wm39szSO5MN8nW6k/edit?usp=sharing
https://docs.google.com/document/d/1XQgjsaaPGl4362-N6E0Bp8QOJvhdwEVWEAsxUndGFvU/edit
https://docs.google.com/document/d/1YflQ44n0VLB8LUanJB8k7_PwG32DmLsCL9t8cxmrmEY/edit?usp=sharing