Social Studies Mini-Lesson Plan

Part 1: Mini-Lesson Plan           

Prior to going into your clinical field experience classroom this week, use the data received from the pre-assessment to complete the “Social Studies Mini-Lesson Plan” template. This mini-lesson plan will be administered to the selected group of students to support instruction to meet the selected standards. The “Social Studies Mini-Lesson Plan” includes:

• Social Studies standard, arts standard, and grade level
• Learning objective(s)
• Instructional Strategy
• 100-150 word description of a learning activity that successfully integrates social studies and the arts
• Formative assessment

Part 2: Mini-Lesson Implementation

After completing the “Social Studies Mini-Lesson Plan,” share it with your mentor teacher for feedback. Provided permission, teach the mini-lesson plan to the small group of selected students. During your lesson, ensure you are answering questions from your students, asking questions that support critical thinking and problem-solving, and observing to see if each student understands the content (this might require formative assessments before, during, and after the lesson to determine understanding).

Part 3: Reflection

In 250-500 words, reflect on the process of using pre-assessment data to develop a lesson plan, and on your experiences teaching the lesson (if applicable).

Include:

• How you used the data to develop the instruction, selected strategies, and differentiation strategies to meet learning needs.
• Other accommodations that would have supported the learning.
• How integrating other content areas might engage students.
• How this lesson could support short-term and long-term instructional planning.
• How you will use your findings in your future professional practice.

Submit your reflection and “Social Studies Mini-Lesson Plan” as one deliverable.

APA format is not required, but solid academic writing is expected.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite.

Document the locations and hours you spend in the field on your Clinical Field Experience Verification Form.

Submit the Clinical Field Experience Verification Form to LoudCloud in the last topic. Directions for submitting can be found on the College of Education site in the Student Success Center.

Clinical Field Experience C: Social Studies Mini-Lesson Plan

Part 1: Social Studies Mini-Lesson Plan

Grade level: SS2G1 Locate and compare major topographical features of Georgia and describe how these features define Georgia’s surface Social studies standard: Arts standard: VA2C.1 Applies information from other disciplines to enhance the understanding and production of artworks. VA2.CR.4 Understand and apply media, techniques, and processes of two-dimensional art Learning objective: The students will understand the different topographical features of Georgia and will describe how they define Georgia’s physical features and where each geographical region is located.Social studies standard: Arts standard: Grade level: Learning objective:

1-2 learning objectives: By studying these topics and activities, students will be able to locate the geographic regions of Georgia and understand where they live and their relationship to each region thus making their own connections.

Instructional strategy:

Description of the learning activity that successfully integrates social studies and the arts (100-150 words): The teacher will open the lesson informing the students that they will take a tour around the state of Georgia. I will display various backgrounds on the interactive board to portray important landforms, cities, buildings, plants and animals etc. All the while dressing appropriate for the climate of that region or area of that region. For example, I will display beaches of the coastal plain and wear beach clothing, sunglasses, etc. I will also add music, for the Blue Ridge I will play a son by Alan Jackson called Blue Ridge Mountain. For the activity, the small group of students will work to create a life size map of Georgia that depicts the five regions. Each student will use large region shapes (pre-cut by the teacher), the students will color each region a different color and then place the pieces together so that they fit like a puzzle. The color of choice will be colors that make sense to them, for example Blue Ridge Mountain may most likely be colored blue. The group will then use their knowledge and teacher support to name each region and label on the life size map. The group will also add features to describe each region. More visual learners may use pictures such as pictures of the city of Atlanta to place in the piedmont region. The kinesthetic leaner is able to move and make his way around the map while completing the activity. Learners are also able to add notes and facts on sticky notes or directly on the region to add to the map.

Formative assessment: Students will complete an exit ticket consisting of three questions. 1. In what region do most people live in? 2. What region is farthest south? 3. What region has the highest point in ga?

Part 3: Reflection

While observing each student complete the activity I was able to witness areas of strength as well as any areas of struggle. Learners seemingly enjoyed the activity as well as expressing that they did. Using the pre-assessment data was useful in planning the lesson and activity being that I was able to find out what students know and didn’t know. I really wanted students to be able to see as much of Georgia as possible being that we can’t physically be in each region. The tour around Georgia was very fun for the whole class. The students in my small group were really able to use visualizations when creating their maps. One learner was not a very strong reader but he was great a comprehension, he used a lot of pictures to represent features of each region on his map. The activity took two days to complete. The students used magazine cut outs, personal drawings, nature and more to create the maps. Another learner used a lots of his own information or information that help him remember each region such as where his aunt lived and where he went to visit the cabins in Georgia on a family trip. I was happy to see those connection being made. I asked a lot of questions to one particular student to get her to really talk and explain what she was doing to help themselves to remember and be able to recall information about the regions.

I will use the data to focus on what regions need to be taught over in a later lesson, I understand learners learn differently, so I tried to include a lot of visual and self-choice options for the map so that students can make sense of the information and process it so that can learn it in the best way for them. I also included music for those auditory learners. I thought it was really important to make the lesson hands on because learners are so diverse. Integrating the arts was extremely engaging for the students, making the activity more enjoyable. The students were able to work with one another through collaborative learning and discussions, which I believe is key in a successful learning environment. Students could add as much as they wanted or as little as needed to their maps. The lesson can be used for short term planning for any misunderstandings that students may have. Also can be used for long term planning for pacing how long we may need to stay on the topic, what region needs to be revisited in depth, when to introduce rivers. In my future practice, I will definitely make purposeful observations of how students learn best and make note of their learning styles because if I can teach and connect in the way that they learn, the students will be more successful.

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Clinical Field Experience B: Social Studies Pre-Assessment

Grand Canyon University: ELM 550

Clinical Field Experience B: Social Studies Pre-Assessment

Pre-Assessment Technique

The pre-assessment technique that I have chosen to use for the lesson that the teacher is preparing is the yes/no pre-assessment. In this technique, students are given two index cards. One card has the word YES on it and the other has NO on it. I will ask students questions regarding knowledge on the topic. If the student knows the answer to the question, they will hold up the YES card. If they do not know the answer or are unsure of it, they will hold up the NO card.

Pre-Assessment Questions

1.) Do you know what a good is?

2.) Do you know what a service is?

3.) Do you know what barter means?

4.) Do you have to have money to barter?

5.) Do you have to have money to get goods?

6.) Do you have to have money to get services?

Reflection

The students that were selected to take part in my pre-assessment were students that were on all different levels within the classroom. Some of the students were below grade level, at grade level, and above grade level. The teacher selected the students that I gave my pre-assessment to based on the fact that they were on different grade levels. She also felt that these particular students would not feel like they had been singled out, freeze up, or be scared about being in an independent group for a little bit. The pre-assessment provided data that helped determine learning gaps and the needs of the students because it allowed for me to see if students knew important vocabulary for the lesson. It also allowed for me to determine if it was certain types of students (such as at grade level or below grade level) did not know the vocabulary. It also allowed for me to determine if at level or above grade level students were able to expand on the lesson that would be taught to them later. The challenge that I faced when creating the pre-assessment was determining what format of a pre-assessment that I wanted to use. I wanted to use a type that all students could participate in, regardless of their levels and knowledge. I also had a hard time coming up with the pre-assessment questions to ask the students that would allow for me to determine the pre-knowledge of the students. I will use this type of pre-assessment for my future classes. I feel that all students felt comfortable participating because it was a simple yes or no format that all students could understand. Plus, the students did not have to feel bad about answering honestly as all students had different answers. Specifically, not all students would answer yes to a question or no to a question.