America The Beautiful Day Four (Vacation to the Northeast)
Teacher: Ms. Mrs. Mr. Dr.
Tomany
Date:
Wednesday 10/09/2013
(Circle one above)
Grade:
3rd
Subject: Math and Social Studies
Time:150 minutes
(minutes, hours, days, weeks)
1.
Materials/Technology:
(Attach copies of worksheets, lecture notes, rubrics, etc.)
 IDU Vacation to the Northeast PowerPoint
 How Big is She? Worksheet
 Notebook Paper
 Pencils
 Measuring Tape
 Yardstick
 Ruler
 Duct Tape
 8’6” long bulletin board paper
 Markers
 Chalk
 Northeast US vs. Northeast Illinois Comparison chart
2.
Illinois Goals, Learning Standards and Benchmark(s) (Include Benchmark Number):
a. STATE GOAL 3: Write to communicate for a variety of purposes.
i. A. Use correct grammar, spelling, punctuation, capitalization and structure.
1. 3.A.2 Write paragraphs that include a variety of sentence types; appropriate use of the eight
parts of speech; and accurate spelling, capitalization and punctuation.
ii. B. Compose well-organized and coherent writing for specific purposes and audiences.
1. 3.B.2a Generate and organize ideas using a variety of planning strategies (e.g., mapping,
outlining, drafting).
b. STATE GOAL 7: Estimate, make and use measurements of objects, quantities and relationships and
determine acceptable levels of accuracy.
i. A. Measure and compare quantities using appropriate units, instruments and methods.
1. 7.A.2a Calculate, compare and convert length, perimeter, area, weight/mass and volume
within the customary and metric systems.
ii. B. Estimate measurements and determine acceptable levels of accuracy.
1.
7.B.2a Determine and communicate possible methods for estimating a given measure, selecting proper
units in both customary and metric systems.
c. STATE GOAL 17: Understand world geography and the effects of geography on society, with an
emphasis on the United States.
i. A. Locate, describe and explain places, regions and features on the Earth.
1. 17.A.2a Compare the physical characteristics of places including soils, land forms,
vegetation, wildlife, climate, natural hazards.
2. 17.A.2b Use maps and other geographic representations and instruments to gather
information about people, places and environments.
ii. B. Analyze and explain characteristics and interactions of the Earth’s physical systems.
1. 17.B.2b Explain how physical and living components interact in a variety of ecosystems
including desert, prairie, flood plain, forest, tundra.
iii. C. Understand relationships between geographic factors and society.
1. 17.C.2a Describe how natural events in the physical environment affect human activities.
2. 17.C.2b Describe the relationships among location of resources, population distribution and
economic activities (e.g., transportation, trade, communications).
3. 17.C.2c Explain how human activity affects the environment.
3.
Performance Objective(s) – Students will be able to…
(List Lower-Order Knowledge, Higher-Order Knowledge, Skill, and Affect as appropriate)
1. Measure using a ruler, yardstick, and measuring tape. (LO)
2. Decide which tool (ruler, yardstick, or measuring tape) is most appropriate for the task (HO).
3. Compare and contrast the Northeastern United States to Northeastern Illinois (their home) (HO).
GeneralLessonPlan-1p.doc
4.
Introduction/Anticipatory Set/Advanced Organizer/Focusing Event:
Motivation: Statue of Liberty Webcam. Display Statue of Liberty Webcam on Smartboard. Allow students to
maneuver the Statue of Liberty webcams on the Smartboard to go on their own “tour” of the Statue of Liberty and
Ellis Island.
Bridge: Now that we have just toured the Statue of Liberty, let’s find out a little more about her and the region she
resides in.
5.
Procedures:
(Provide a description of the sequence of the instructional activities. Indicate both teacher and student activities.)
1. Statue of Liberty
a. What makes her famous
b. How big is she? (1 hour)
i. Discuss what parts on the Statue of Liberty could be measured in the classroom and
which ones would need to be measured outside.
ii. On an 8’ 6” long sheet of paper measure using a ruler, mark, and label the Index finger,
Width of eye, Length of nose, and Width of mouth.
iii. On the floor of the classroom measure using a yardstick, mark (with purple duct tape),
and label (on duct tape) the Length of hand, Head - Chin to cranium, and Width of head.
iv. In the hallway measure the Length of right arm using a measuring tape and mark with
purple duct tape.
v. Go outside and measure the Heel to top of head, Top of base to torch, Ground to
pedestal and Ground to tip of torch.
1. Mark your starting line with a piece of chalk.
2. Measure in order listed using a measuring tape.
3. Mark and label each as you go.
vi. When you return to the classroom discuss the other parts of the Statue of Liberty and
how long they are. Work with students to put lengths into words and draw a chart on the
poster. (i.e. Her arm reaches from our classroom to the bathroom, she is as tall as a
block).
vii. Hang poster on topic wall.
viii. Go over her weight and interesting facts in the PowerPoint.
ix. Ask students to journal (minimum 4 sentences) using this prompt, “What is the most
amazing thing about the size of the statue of liberty? What were you surprised to find
out? File under How big is it?
2. Northeastern United States
a. PowerPoint
b. Compare and Contrast the Northeast to where we live using chart (see attached). Place in
culture when finished.
6.
Closure (set of key questions for comprehension or processing):
a. Using response boards have students answer M for measuring tape, Y for yardstick, and R for ruler. After
each question ask one student to tell you why they chose the answer. If there are multiple answers ask a
student with each answer.
b. Which is best for measuring a room?
c. Which is best for measuring a person?
d. Which is best for measuring a sheet of paper?
e. Which is best for measuring your hand?
f. Which is best for measuring a house?
g. Which is best for measuring your desk?
h. Which is best for measuring the whiteboard?
i. Which is best for measuring table?
7.
Assessment:
1. Students’ ability to measure using a ruler, yardstick, and measuring tape will be assessed by teacher
observation.
2. Students’ ability to decide which tool (ruler, yardstick, or measuring tape) is most appropriate for the task
will be assessed by response boards.
3. Students’ ability to compare and contrast the Northeastern United States to Northeastern Illinois (their
GeneralLessonPlan-1p.doc
home) will be assessed by compare and contrast worksheet.
8.
Accommodations for Individual Needs:
ELL student “Y” will have multiple visuals to accompany the lesson.
No other accommodations needed for this lesson.
9.
Homework/Announcements:
Discuss at least one interesting thing about what you learned today with someone at home.
10.
Reflections on the Strengths and/or Weaknesses of your Lesson and Teaching Performance:
a.
Not applicable
GeneralLessonPlan-1p.doc