Social Studies Unit Lesson Plan
Ashley Purgason
Fall – North Carolina and the World Around Us
Common Core/ Essential Standards
4.H.2 Understand how notable structures, symbols and place
names are significant to North Carolina.
4.H.2.1 Explain why important buildings, statues, monuments and place names are associated with
the state's history.
4.H.2.2 Explain the historical significance of North Carolina’s state symbols.
Extended Standard: There are currently no extended content standards for Global Studies.
Objective: (As student response modes vary greatly, you must refer to individual IEPs/student
information for how they will respond. Typical responses include, but are not limited to: eye-gaze,
touching objects/picture-symbols, body movement, vocalizations, pointing, use of switches or other
AT devices, etc.)
Vocabulary:
state, symbol, place, region
Symbolic: The student will identify words, identify picture-symbols, and answer questions
with verbal cues and written words/picture symbols. Choices given will number 4-8 with
distractors. Students will complete the assignments with minimal assistance only as needed,
mainly with reminders of sequence/directions.
Early Symbolic: The student will identify picture symbols and answer questions with minimal to
maximum assistance and picture symbols. Choices given will number 2-4 with or without
distracters. Students will complete the assignments with minimal to maximum assistance.
Assistance with completing the assignments will be given based on student need.
Pre-Symbolic: The student will identify picture symbols and answer questions using total
communication and maximum to full assistance. Maximum to full assistance with completing the
assignments will be given based on student need.
Links to Prior Knowledge/Relevance:
Knowledge pertaining to North Carolina- state symbols, visits to major NC cities/monuments, visits
across NC
Knowledge of previous Global Studies units pertaining to the United States and/or North Carolina
Materials/Technology Needed:
Adapted worksheets, computer, Smartboard, AAC devices, objects, picture symbols, glue, scissors,
markers, atlases, globes
Lesson Procedures:
Sequence1. The World Around Me
Anticipatory Set: “Where do we live?”
a. Teacher will begin “The World Around Me” smartbook. Students will read aloud or press ac
device to read repeated story line. Students will answer questions at the end of the smartbook.
-What country do we live in? (US)
-What state do we live in? (NC)
-Do you live in the city of Charlotte? (yes)
b. Teacher will distribute “The World Around Me” ordering worksheets (have student pictures
pre-printed)
Students will complete worksheet with glue and scissors.
* ”The World Around Me” Smartbook activity
* ”The World Around Me” Reinforcing worksheet
TA’s will help students read, answer questions, complete smartboard activities/worksheets,
collect data, and assist in managing on-task behavior.
2. NC Symbols
Anticipatory Set: “What is this?” -picture of state flower
a. Teacher will begin the “NC Symbols” smartbook. Students will read aloud or press ac device to
read repeated story line. Students will answer questions at the end of the smartbook.
-What state do you live in? (NC)
-What is our state bird? (Cardinal)
-Which is the state flag? (locate NC flag)
b. Teacher will distribute “NC symbols” matching worksheets. Students will complete worksheet
with glue, scissors, markers.
*”NC symbols” matching game (in smartbook)
*”NC symbols” Reinforcing worksheet
TA’s will help students read, answer questions, complete smartboard activities/worksheets,
collect data, and assist in managing on-task behavior.
3. Important Places and Monuments
Anticipatory Set: “Who has been to the state capitol?” - graph
a. Teacher will begin the “Important Places and Monuments” smartbook. Students will read
aloud or press ac device to read repeated story line. Students will answer questions at the end
of the smartbook.
- Where is the Wright Brothers Memorial? (Kitty Hawk)
-Where is the state capitol? (Raleigh)
-Where is the biggest city in NC? (Charlotte)
b. Teacher will distribute “Important Places and Monuments” sorting worksheets. Students will
complete worksheet with glue and scissors.
*”Important Places and Monuments” votex sorting game (in smartbook)
*”Important Places and Monuments” Reinforcing worksheet
TA’s will help students read, answer questions, complete smartboard activities/worksheets,
collect data, and assist in managing on-task behavior.
4. Maps and the NC Regions
Anticipatory Set: Discovery Education Video – “Beginning Maps: Models and Places” -Maps and
Globes Segment
a. What is a Map? Teacher will distribute “Exploring Where and Why” atlases, globes, desk
maps 2C/2D and map markers. Look at pictures of earth from space. Tell students “This is Earth.
This is where we live.” Show students our continent “North America” on the globe/map. Ask
students what colors they see? Show word/pic sym. for “continent” and “oceans”. Note that
continents are “green, pink, orange, purple, yellow” and oceans are “blue”-water. Show the pic
sym. for country. Tell students “The United States is the country you live in. Most continents are
divided into countries. North America has many countries. The United States is one of them.”
Teacher will then ask students to identify a map from 2-3 choices.
b. Teacher will begin the “Maps and NC Regions” smartbook. Students will read aloud or press
ac device to read repeated story line. Students will answer questions at the end of the
smartbook.
-Where are the mountains on the map?
-Where are the coastal plains on the map?
-What region do we live in? (Piedmont)
*Atlas/Globe Activity
*”NC regions” worksheet
TA’s will help students read, answer questions, complete smartboard activities/worksheets,
collect data, and assist in managing on-task behavior.
5. Review Week and Post-Testing
TA’s will assist with administering post-tests and collecting data. They will also conduct
review with other students.
Independent Practice: The student will complete assignments to his/her level of independence
following teacher demonstrations. Students will be encouraged to discuss what they’ve learned
during this unit of study. *See bold items for student activities and independent practice.