Stockbarger 1
Subject:
Grade Level:
Title of Lesson:
Amount of time:
Standards:
Social Studies
4
Geographical Features of Florida
60 minutes
SS.4.G.1.1: Identify physical features of Florida.
SS.4.G.1.2: Locate and label cultural features on a Florida map.
NETS STANDARD:
3. Model digital age work and learning
d. Model and facilitate effective use of current and emerging
digital tools to locate, analyze, evaluate, and use information
resources to support research and learning.
Objectives:
Students will acquire knowledge about the physical and cultural
features of Florida 90% accuracy.
Students will be able to name and locate important bodies of water,
as well as the Everglades, on a map of Florida 90% accuracy.
Students will be able to demonstrate retrieval skills needed for
research topic 90% accuracy.
Vocabulary:
Students will be able to name and describe Florida state symbols
100% accuracy.
Materials:










Internet connection
Video “Florida’s Climate and Geography”
Map of Florida from Google maps
Florida, Lakes, Rivers, and Water Resources map
Website for Florida map for labeling
(http://www.enchantedlearning.com/usa/label/states/florida/)
White poster board
Pencil/paper
Computers for students to research
Projector/white board
Dry erase markers
Stockbarger 2
Activities:
(Direct Instruction)
Activities:
(Guided Practice)
Activities:
(Independent
practice,
evaluation, closure)
Adaptations:
(ELL)
Level 1 or 2
Instruction:
Vocabulary:
Grouping:
To introduce the lesson, the teacher will play the video “Florida's
Climate and Geography.” When the video is finished, the teacher
will pull up the satellite map of Florida from Google maps and
begin discussing the physical features of Florida. The teacher will
use the Florida Lakes, Rivers, and Water Resources map to go over
the various bodies of water found in the state. Next, the teacher will
ask the students to write down any attractions they know about.
When the students have given some answers, the teacher will talk
about any attractions that weren't already named. The teacher will
discuss how those attractions are important to the state because they
bring in visitors who spend money at stores, restaurants, hotels, etc.
Then, the teacher will have the students name any big cities they
think of and ask if anyone knows the name of the state capital. After
that, ask students questions regarding Florida State symbols. Ask
questions like “What’s the state bird, what does the state flag look
like, etc.”
After discussion, the students will help the teacher label important
geographical features on a map of Florida. The teacher will pull up
this URL
(http://www.enchantedlearning.com/usa/label/states/florida/) on the
internet and use a projector to project the image onto a white board.
Using dry erase markers, the teacher will fill in the blanks when the
students correctly determine the answer.
Students will also verbally answer questions the teacher asks about
Florida's geography and weather.
After discussion, the teacher will assign 4 groups of 5 for a group
project. Topics (state flag, state reptile, state bird, state animal, and
the state flower) will be distributed amongst each group. Each
group will be assigned a certain state symbol to do research on.
After research has been conducted, each group will receive a white
poster board to transfer facts about their state symbol including
what it is, past history facts, pictures drawn and creativity from
each student. Have 1 group member from each team gather
materials needed for project. When finished, each group will
present their project to the class on their information and findings of
their topic. During each presentation, others who are not presenting
at the time will be constructed to write down information from each
group’s topic to be turned in for a class grade.
Level 2- Let them use a translation dictionary when conducting
research for specific topic assigned. Grade on their part in the group
and let them use pictures and language translation dictionary when
presenting.
Stockbarger 3
Other:
Level 3 or 4
Instruction:
Vocabulary:
Grouping:
Other:
Adaptations:
(ESE)
(Gifted/Challenging
Assessment:
Informal:
Educational Theory
Explanation:
Level 4- Students should be able to find some part in the group with
guidance. Let them use the dictionary with language translation.
ADHD- Let student decide on what their contribution is going to be
in the group project. Give them lots of guidance. Also encourage
them to stay on task by using positive reinforcements.
GIFTED OR CHALLENGING Let them continue to find other
information about their state symbol.
Group Projects
Florida Symbols worksheet
Rubric (see attachment)
Throughout my lesson plan the theory of Behaviorism takes place.
According to “Transforming Learning with New Technologies”
behaviorism believes learning is in memorizing, demonstrating, and
imitating. The learning in this theory is memory task and recall.
The teacher or computer is the source of knowledge (pg.49).
Please attach copies of all worksheets, rubrics, etc….
Stockbarger 4
Name_______________________
Florida Symbols
Fill in the blanks with the correct answer
1. What colors is the state flag of Florida? What symbol is used for the picture?
2. What is Florida’s state reptile? Where can you mostly find it?
3. What is Florida’s state bird? What color is it?
4. What if Florida’s state animal? Is it endangered? Can you still hunt it?
5. What is Florida’s state flower? What color is it? Have you even seen it?
6. Write a brief summary below on what you ideal state would be its state symbols.
Stockbarger 5
CATEGORY
Delegation of
Responsibility
Quality of Sources
Plan for Organizing
Information
4
Each student in the
group can clearly
explain what
information is
needed by the
group, what
information s/he is
responsible for
locating, and when
the information is
needed.
Researchers
independently
locate at least 2
reliable, interesting
information
sources for EACH
of their ideas or
questions.
Students have
developed a clear
plan for organizing
the information as
it is gathered and
in the final
research product.
All students can
independently
explain the
planned
organization of the
research findings.
3
Each student in the
group can clearly
explain what
information s/he is
responsible for
locating.
2
Each student in the
group can, with
minimal prompting
from peers, clearly
explain what
information s/he is
responsible for
locating.
1
One or more
students in the
group cannot
clearly explain
what information
they are
responsible for
locating.
Researchers
independently
locate at least 2
reliable
information
sources for EACH
of their ideas or
questions.
Students have
developed a clear
plan for organizing
the information in
the final research
product. All
students can
independently
explain this plan.
Researchers, with
some adult help,
locate at least 2
reliable
information
sources for EACH
of their ideas or
questions.
Students have
developed a clear
plan for organizing
the information as
it is gathered. All
students can
independently
explain most of
this plan.
Researchers, with
extensive adult
help, locate at
least 2 reliable
information
sources for EACH
of their ideas or
questions.
Students have no
clear plan for
organizing the
information
AND/OR students
in the group
cannot explain
their
organizational
plan.