Teacher: Gilliam/Bowlin
Monday: Social Studies Lesson Plans
Lesson Title:
Chapter 8 Lesson 2, p. 254-259.
Grade Level:4
Week of: 2-17-14
Common Core Standards:
PLSS 1: A 1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing
inferences from the text.
PLSS 1:A 2 Determine the main idea of a text and explain how it is supported by key details; summarize the text.
PLSS 1:A 3 Explain events, ideas, or historic and geographic concepts based on specific information in the text.
PLSS 1:B 4 Determine the meaning of social studies-specific words or phrases in a text relevant to United States
geography and history.
PLSS 1:B 5 Describe the overall structure of events, ideas, concepts, or information in a text.
PLSS 2:A 1 Write opinion pieces on United States Regional and History topics or texts, supporting a point of view with
reasons and information.
PLSS 2:A 2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
PLSS 2:A 3 Write narratives to develop real or imagined experiences or events.
Lesson Objectives:
Students will:
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Describe Native Americans of the Midwest ways of life.
Describe the exploration and settlement of the region.
Build Robust vocabulary
Critical thinking
Key Vocabulary:
Adapt, frontier, survey, pioneer, township, self-sufficient, ordinance, sod
Materials/Resources/Technology:
• Harcourt Social Studies Book

Homework and Practice Book
CS 1:1 The student will identify and locate both relative and absolute location, the physical; features of the regions of
the United States including bodies of water, major rivers and drainage systems, mountain ranges, and unique,
natural geographic features.
CS 1:1A Locate landforms and bodies of water on a map of North America: the United States, the Atlantic and Pacific
Oceans, and the Gulf of Mexico; major river drainage systems including the Mississippi, Ohio, Missouri, Arkansas,
Colorado, Columbia, and Rio Grande Rivers; the Great Lakes, the Great Salt Lake, and the Chesapeake Bay; the Great
Plains and the Continental Divide; and the Appalachian, Rocky, Sierra Nevada, Cascade, and Brooks Mountain
Ranges.
CS 1:1B Identify, locate, and describe unique, natural geographic features of the United States including Niagara
Falls, the Everglades, Death Valley, the Petrified Forest, the Painted Desert, the Grand Canyon, the Great Salt Lake,
the Great Basin, the Mojave Desert, the Redwood Forest, the Badlands in South Dakota, Yellowstone, and Grand
Teton National Park, Yosemite National Park, and Hawaii Volcanoes National Park.
CS 1:3 Compare and contrast the regional vegetation, climate, and spatial distribution and use of natural resources.
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Compare and Contrast
Main Idea
Recognize different suffixes
Identify proper nouns
Main idea
•United Streaming
•Magic School Bus
Anticipatory Set / APK =20%:
What to Know, p. 254
Ask students who they think the first people to live in the Midwest were.
Build Background, p. 254
Ask students to recall what they learned in Lesson 1 about the geography and climate of the Midwest.
Teacher will read aloud “You Are There”, p. 254.
Direct Instruction / TIP =20%:
Early People, p. 255
1. Link Culture and History
2. Visual Literacy: Illustration
The Old Northwest, p. 256
3. Visual Literacy: Time Line
4. Geography
5. Geography
6. Link History and Economics
7. Growing Up on the Frontier
8. Primary Source: Quotation
Pioneer Spirit, p. 258
9. History
10. Visual Literacy: Photograph
11. History
12. Visual Literacy: Photographs
Guided Practice:
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Ask students to scan the section on page 255, to find out how settlement of the plains affected Native Americans there.
Have students study the time line on page 256 and tell what it shows.
Model for students how to turn the headings into questions. Then have pairs of students work together to write questions and answer them.
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Independent Practice / SAP =45%:
Have students describe the land where they live and the house they live in.
Closure / Summary =15%:
Have students read the summary and restate the lesson’s key content.
 By 1803, the Central Plains and the Great Plains were part of the United States.
 Laws encouraged people to settle the Midwest, where pioneers had to be self-sufficient.
Assessment:
Students will be assessed by the accuracy of their answers on Study Guide, p. 71.
Monitor or Adjust: Identify students who need more individualized instruction.
Tuesday: Social Studies Lesson Plans
Lesson Title:
Chapter 8 Lesson 3: Transportation in the Midwest, p. 264-268
Common Core Standards:
PLSS 1: A 1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing
inferences from the text.
PLSS 1:A 2 Determine the main idea of a text and explain how it is supported by key details; summarize the text.
PLSS 1:A 3 Explain events, ideas, or historic and geographic concepts based on specific information in the text.
PLSS 1:B 4 Determine the meaning of social studies-specific words or phrases in a text relevant to United States
geography and history.
PLSS 1:B 5 Describe the overall structure of events, ideas, concepts, or information in a text.
PLSS 2:A 1 Write opinion pieces on United States Regional and History topics or texts, supporting a point of view with
reasons and information.
PLSS 2:A 2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
PLSS 2:A 3 Write narratives to develop real or imagined experiences or events.
CS 1:1 The student will identify and locate both relative and absolute location, the physical; features of the regions of
the United States including bodies of water, major rivers and drainage systems, mountain ranges, and unique,
natural geographic features.
CS 1:1A Locate landforms and bodies of water on a map of North America: the United States, the Atlantic and Pacific
Oceans, and the Gulf of Mexico; major river drainage systems including the Mississippi, Ohio, Missouri, Arkansas,
Colorado, Columbia, and Rio Grande Rivers; the Great Lakes, the Great Salt Lake, and the Chesapeake Bay; the Great
Plains and the Continental Divide; and the Appalachian, Rocky, Sierra Nevada, Cascade, and Brooks Mountain
Ranges.
CS 1:1B Identify, locate, and describe unique, natural geographic features of the United States including Niagara
Falls, the Everglades, Death Valley, the Petrified Forest, the Painted Desert, the Grand Canyon, the Great Salt Lake,
the Great Basin, the Mojave Desert, the Redwood Forest, the Badlands in South Dakota, Yellowstone, and Grand
Teton National Park, Yosemite National Park, and Hawaii Volcanoes National Park.
CS 1:3 Compare and contrast the regional vegetation, climate, and spatial distribution and use of natural resources.
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


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Lesson Objectives:
Students will:
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Describe changes in transportation in the 1800s and early 1900s.
Explain how improved transportation helped the Midwest grow.
Build Robust vocabulary
Critical thinking
Compare and Contrast
Main Idea
Recognize different suffixes
Identify proper nouns
Main idea
Key Vocabulary:
Flatboat, stockyard, migration, assembly line, steamboat, mass production, entrepreneur, industrial economy
•United Streaming
Materials/Resources/Technology:
• Harcourt Social Studies Book

Homework and Practice Book
•Magic School Bus
Anticipatory Set / APK =20%:
What to Know, p. 264
Have students predict what kinds of transportation affected the growth of the Midwest.
Build Background, p. 264
Remind students that the first settlers in the Midwest traveled by covered wagon.
Teacher will read aloud “You Are There”, p. 264.
Direct Instruction / TIP =20%:
River Highways, p. 265
1. Link History and Geography
2. Visual Literacy: Map
Railroads, p. 266
3. Visual Literacy: Illustration
4. Geography
Industries Grow, p. 267
5. Economics
6. Visual Literacy: Table
7. Visual Literacy: Photography
Guided Practice:
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Have pairs of students work together to find the answers to the reading check question on page 265.
Have students study the illustration on page 266, and explain what it tells about the topic.
Organize the class into four groups. Have each group study a different paragraph in the section. Then ask a volunteer from each group to share a summary of
what they’ve learned.
Independent Practice / SAP =45%:
Have students make a timeline to summarize the lesson content. Timelines will include important dates from the lesson and a picture or label for each date.
Closure / Summary =15%:
Have students read the summary and restate the lesson’s key content.
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Steamboats and railroads brought people and businesses to the Midwest in the 1800s.
Large cities grew up alongside ports.
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Assessment:
Students will be assessed by the accuracy of their answers on Study Guide, p. 64.
Monitor or Adjust: Identify students who need more individualized instruction.
Wednesday: Late Start
Lesson Title:
Common Core Standards:
Lesson Objectives:
Key Vocabulary:
Materials/Resources/Technology:
Anticipatory Set / APK =20%:
Direct Instruction / TIP =20%:
Guided Practice:
Independent Practice / SAP =45%:
Closure / Summary =15%:
Assessment:
Monitor or Adjust:
Thursday: Science Lesson Plans
Lesson Title: Chapter 8 Lesson 2: What Are Rapid Surface Changes? P. C12-C19.
PASS Skills:
Life Science:
Standard 3:1 Organisms can survive only in environments in which their needs can be met.
Standard 3:2 Living organisms may be grouped by various characteristics or the environment in which the live.
Standard 3:3 Many observable characteristics of an organism are inherited from the parents of the organisms.
Lesson Objectives:
Students will:
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Model Earthquakes
Understand that Earth’s surface is constantly changing and that some changes
take place very quickly.
Explain that processes deep within Earth’s crust and upper mantle can cause
earthquakes and volcanoes, which cause rapid changes to Earth’s crust.
Identify landslides and mudslides as sudden movements of large amounts of
rock and soil down a steep slope.
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Describe physical and behavioral adaptations.
Describe the flow of energy in a food web.
Explain the predator-prey relationship.
Key Vocabulary: lava, magma.
Materials/Resources/Technology:
• Houghton-Mifflin Science Book

Study Guide A
•United Streaming
•Magic School Bus
Anticipatory Set / APK =20%:
Teacher will read, Why It Matters, p. C12 and discuss the Inquiry Skill with the class.
Introduce Vocabulary words and their meanings for the lesson.
Direct Instruction / TIP =20%:
Teacher will read the lesson aloud to the class, pgs. C12-C19.
Ask the Guide the Reading Questions in the margins of the teacher manual, pgs. C14-C18.
Guided Practice:
Class will cover the review questions on page C19.
Independent Practice / SAP =45%:
Students will complete Study Guide A, p. 40-41.
Closure / Summary =15%:
Review the main concepts of the lesson by discussing the key points provided with each picture.
Assessment: Students will be assessed by the accuracy of the answers given on the Study Guide activity.
Monitor or Adjust: Identify students who need more individualized instruction.
Friday: Science Lesson Plans
Lesson Title: Chapter 8 Lesson 3: What Are Slow Surface Changes? P. C24-C31
PASS Skills:
Life Science:
Standard 3:1 Organisms can survive only in environments in which their needs can be met.
Standard 3:2 Living organisms may be grouped by various characteristics or the environment in which the live.
Standard 3:3 Many observable characteristics of an organism are inherited from the parents of the organisms.
Lesson Objectives:
Students will:
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Model erosion caused by a glacier carrying sediments.
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Identify weathering as the breaking down of rocks at Earth’s surface by natural processes.
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Identify erosion as the process in which weathered rock is picked up and carried away, and deposition as the dropping of sediments by water, wind, and ice.
Key Vocabulary:
Deposition, erosion, weathering
Materials/Resources/Technology:
• Houghton-Mifflin Science Book

Study Guide A
•United Streaming
•Magic School Bus
Anticipatory Set / APK =20%:
Teacher will read, Why It Matters, p. B66 and discuss the Inquiry Skill with the class.
Introduce Vocabulary words and their meanings for the lesson.
Direct Instruction / TIP =20%:
Teacher will read the lesson aloud to the class, pgs. C26-C30.
Ask the Guide the Reading Questions in the margins of the teacher manual, pgs. C26-C30.
Guided Practice:
Class will cover the review questions on page C31.
Independent Practice / SAP =45%:
Students will complete Study Guide A, p. 42-43.
Closure / Summary =15%:
Review the main concepts of the lesson by discussing the key points provided with each picture.
Assessment: Students will be assessed by the accuracy of the answers given on the Study Guide activity.
Monitor or Adjust:
NOTES: