Name: Candace Witherspoon Lesson #: 1 Lesson Title: Clinical Lesson Plan Topic: Regional Differences

Grade Level/Subject: 4th Grade/Social Studies NCES/CCSS Standard and Objective (1)

4.G.1 Understand how human, environmental and technological factors affect the growth and development of North Carolina. 4.G.1.2 Explain the impact that human activity has on the availability of natural resources in North Carolina.

CCSS.ELA-LITERACY.W.4.2.B Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. Analyzing Studnets will analyze the different characteristics of the three Revised Blooms level of thinking/type of knowledge (1) regions in North Carolina. Students will describe the three regions of North Carolina (Mountains, Behavioral Objective (2) Piedmont, Coastal) by giving three facts for each region. (Population, jobs, and living conditions) Often times we live in our community and do not think about what is Objective Rationale (1) beyond where we reside. Students need to learn the different regions in their state. Students need to know the basic landforms in North Carolina. Example: Prerequisite Knowledge and mountains, beach, etc. Skills (1) Some key terms and vocabulary that students need to be introduced to are Key Terms and Vocabulary hurricanes, barrier islands, hub, services workers, and retirement (1) community. Content and Strategies Instructional Strategies Ask the students, How many of you have ever been to I will hold a Focus/Review (prepares the beach? How many of you have ever been to the class discussion students for the lesson) (2) mountains? What are some differences between the about students mountains and the beach? experiences on going to the beach, and the mountains. Today we will learn about the regional differences in North Carolina and Objective as stated for by the end of the lesson you will describe the three North Carolina regions students (helps students set their own goals for the lesson) and the key details in those regions. (1) Say, In North Carolina the state is has three specific Showing the Teacher Input (provides the regions that differ depending on where you are in the students on a content to students in a map where the teacher-directed manner) (3) state. The first region is the mountain region. (Point to the mountain region located in on the North Carolina specific regions map in the classroom) The second region is the are. piedmont region. (Point to this region on the map) The third region is the coastal region. (Point to this region on the map) Ask the students, Looking at the map, which region do you think we live in? (Piedmont)
Revised for spring, 2012

Guided Practice (scaffolded practice with the content; helps students make sense of the content provided in Teacher Input) (3)

Independent Practice (application activities to help students use and demonstrate what they have learned) (2)

Closure (provides a wrap-up for the lesson) (1) Evaluation (How will you assess students learning so that you can determine if they met the objective of the lesson?) (2)

Students will be divided into three groups given the The students names mountain (5 students), piedmont (8 students), will be and coastal region (5 students). Say, Since we are completing their talking about social studies, we will vote to either work guided practice in groups or individually. If working in groups, have by working in the students vote for one person in their group to be groups and recorder and one person to be the spokesperson. Write helping each on the board Things to look for when reading: 1. other find the Population 2. Jobs 3. Living conditions information (weather/community). Have the students read in their being asked. textbook the section/region they have been assigned to. The students in their groups can decide how to divide up their reading. The recorder needs to have written the three things to look for on their paper. The spokesperson should be the one to answer when called on. Students will individually complete their regional differences booklet. In order to make the booklet, students will each get a piece of construction paper. Then, the students will fold their construction paper in half (long way). The students will fold the half into thirds. Next, the students will cut along the first sheets fold. On the first flap the students will write Mountains. Underneath that flap, the students will write important facts learned about the mountain region including job resources, population, etc. The students will do the same for the piedmont region and the coastal region. Ask the spokesperson from each group to share with the class what the population, jobs, and living conditions are from their region. The students from the other regions need to write what they learned in their booklet. Formative: During closure, while asking the spokesperson for each group to share their facts with the rest of the class. The spokesperson should have accurate facts about their region. If not, a small group lesson may be needed. Summative: The students will complete a booklet and write each of the three regional differences inside their booklet. Mastery: Students have at least two facts each for the jobs, population, and living conditions for each region. Partial Mastery: Students have only one fact for the jobs, population, and living conditions for each region. No Mastery: Students have little or no information for each of the three regions. ELL students or students with learning disabilities with be working with groups of students and can help completing their booklet if needed. The students will need their social studies textbooks, construction paper, scissors, markers, and scrap paper. Learning and Innovation Skills Communication and Collaboration Global awareness in this lesson is by having the students understand that
Revised for spring, 2012

Plans for Individual Differences (differentiations needed for students) (1) Materials used in the lesson; Resources used in developing the lesson (1) 21st Century Skills (must be in three lessons) Global Awareness (must be in

the states is not one flat region, there are many characteristic that make the state diverse. A culturally responsive teaching is having the students read about Culturally Responsive different characteristics of each region like the population, job resources, Teaching (must be in three weather, community, etc. lessons) Overall alignment in the lesson (2): The behavioral objective must be aligned to the lesson objectives (NCES/CCSS). The instructional activities must help students meet the behavioral objective and be successful on the lesson assessment. The lesson assessment must provide enough reliable and valid data so the teacher can determine if each student has met the lesson objectives or not. two lessons) Add any instructional materials needed for the lesson here (worksheets, assessments, PowerPoints, slides from SmartBoard programs, etc.) (2)

Revised for spring, 2012