Elephant’s Fork Elementary Lesson Plan
Teacher: Ms. Perry-Clarke
Week of: 9/17-21, 2012
Pacing: week3
Subject: Virginia Studies 4
SOL/Essential Skills, knowledge and processes
Note the SOL verb as well as the SOL content
Objective(s)the objective must have both content and
performance. This should represent a clear target for
students and teachers.
Essential Vocabulary
Content words that students need to obtain
mastery of new skills
Time: 1:45-2:30
SOL(s):
VS.1 The student will demonstrate skills for historical and geographical analysis and responsible citizenship,
including the ability to
h)evaluate and discuss issues orally and in writing;
i)analyze and interpret maps to explain relationships among landforms and water features
VS.2
The student will demonstrate knowledge of the physical geography and native peoples, past and
present, of Virginia by
a) locating Virginia and its bordering states on maps of the United States;
b) locating and describing Virginia’s Coastal Plain (Tidewater), Piedmont, Blue Ridge
Mountains, Valley and Ridge, and Appalachian Plateau;
c) locating and identifying water features important to the early history of Virginia
(Atlantic Ocean, Chesapeake Bay, James River, York River, Potomac River,
Rappahannock River, and Lake Drummond and the Dismal Swamp).
The student will be able to:
Describe classroom rules, rewards and consequences through role play.
Students will identify the relative location of Virginia in relation to the bordering states (Maryland, Kentucky,
Tennessee, West Virginia, and North Carolina) and the bordering bodies of water (Atlantic Ocean and
Chesapeake Bay,. James River, York River, Potomac River, Rappahannock River, and Lake
Drummond and the Dismal Swamp).
Good citizen, reward, and consequences
Border States,- Maryland, Kentucky, Tennessee, West Virginia, and North Carolina
Region -Coastal Plain (Tidewater), Piedmont, Blue Ridge Mountains, Valley and Ridge, and Appalachian
Plateau;
Water- Atlantic Ocean, Chesapeake Bay, James River, York River, Potomac River, Rappahannock River, and
Lake Drummond and the Dismal Swamp).s, borders, states,
Anticipatory Set focuses the students’
attention and gets them ready to receive
instruction. It may also provide a brief review
of previous learning. This is an opportunity to
get students excited about the new skill or
content
Preassessment identifies students prior
knowledge and informs teachers prior to the
beginning of instruction. Multiple methods of
assessments both formal and informal should be
used.
Research-based
Instructional Strategies
T- Read …
W- Examine pictures from across Virginia- Waterways … Can You Name Location?
T-Review skills learned the previous day with Mystery Bag.
M-Virginia TM Pre-Assessment Waterways
Activating prior knowledge
Summarizing & note taking
Nonlinguistic representations
Structured small groups
Homework & practice
Differentiation
Identifying similarities & differences
Reinforcing effort & providing recognition
Setting goals & providing feedback
Generating & testing hypothesis
Materials
A variety of materials are used to engaged
students in learning.
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Virginia map with a title, map legend, and compass rose
Index cards
Chart paper and markers, or board
Pictures of various landforms and bodies of water found in Virginia
Wall map of Virginia
String or yarn
Straight pins or tape to attach the yarn
Sticky notes
Virginia map for each student
Attachments
Computers
Input/Modeling (IP/M)
gives students examples of the expected demonstration of skills. Teacher provides direct instruction on the
skills, vocabulary and knowledge needed for mastery. Input-What knowledge/critical attributes will I communicate to students so they will understand the
objective? Modeling-How will I show or demonstrate the skill so students will be able to do it?
Guided Practice (GP)
students practice their new skill(s) with the support of the teacher. How will I check to see if students are
developing an understanding of the new skill?
Independent Practice (IP)provides opportunities for students to develop competence. What opportunities can I provide for
students to parctice their new learning without teacher supervision.
Monday
IPM/GP
1. Review with students the explorers they studied in third grade, and ask them to recall the countries that
sponsored the explorers (Christopher Columbus, Spain; Juan Ponce de Leon, Spain; Jacques Cartier, France;
and Christopher Newport, England). Ask students how the explorers traveled to the new lands (by sailing in
ships across the Atlantic Ocean). Remind students that Virginia was settled by Europeans who crossed the
Atlantic Ocean, sailed through the Chesapeake Bay, and settled in the Coastal Plain (Tidewater).
2. Guide students in locating on a map of Virginia the Atlantic Ocean, Chesapeake Bay, Potomac River, James
River, York River, Rappahannock River, Lake Drummond, and Dismal Swamp.
3. Explain that many early Virginia cities developed along the Fall Line, the natural border between the
Coastal Plain (Tidewater) and the Piedmont regions, where the land rises sharply and waterfalls prevent
further travel on the river.
4. Define the term peninsula as a piece of land bordered by water on three sides. Ask students to locate any
peninsulas they see on the Virginia map. Point out that the four major rivers that flow into the Chesapeake Bay
are separated by peninsulas. Have students locate the Chesapeake Bay, and explain that the Chesapeake Bay
separates the Eastern Shore from the mainland of Virginia; thus the Eastern Shore is a large peninsula.
IP
5. Have the students illustrate a peninsula and define.
Tuesday
IPM/GP
1. Provide students with the following background information on Virginia’s water features, and have
students create a “Virginia Water Features” booklet as they learn about each. Explain that each river
was a source of food and provided a pathway for exploration and settlement of Virginia.
Atlantic Ocean
◦ Provided transportation links between Virginia and other places (e.g., Europe, Africa, the
Caribbean)
Chesapeake Bay
◦ Provided a safe harbor
◦ Was a source of food and transportation
James River
◦ Flows into the Chesapeake Bay
◦ Richmond and Jamestown located along the James River
York River
◦ Flows into the Chesapeake Bay
◦ Yorktown located along the York River
Potomac River
◦ Flows into the Chesapeake Bay
◦ Alexandria located along the Potomac River
Rappahannock River
◦ Flows into the Chesapeake Bay
◦ Fredericksburg located along the Rappahannock River
2. Students will watch the Virginia video – Waterways.
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IP
3.
Students will create a “Virginia Water Features” booklet.
4.
Students will review the booklet factual information with a partner.
Wednesday
IPM/GP
1. Provide students with the following background information on two unique water features located in
the Coastal Plain (Tidewater) region:
Lake Drummond
◦ Located in the Coastal Plain (Tidewater) region
◦ Shallow natural lake surrounded by the Dismal Swamp
Dismal Swamp
◦ Located in the Coastal Plain (Tidewater) region
◦ Home to a wide variety of wildlife
◦ Have students read additional background information on the Dismal Swamp and Lake Drummond
from the U.S. Fish and Wildlife Service Web site at
http://www.fws.gov/northeast/greatdismalswamp/aboutus.html. Have them read the history of
George Washington and the region.
2. Students will visit the Great Dismal Swamp website and highlight the facts.
IP
1. Students will illustrate and record fact about Lake Drummond and Dismal Swamp.
2. Share factual information gained from the website.
GP
1. Review the water features by placing a blank map of Virginia on the overhead. Have students locate the
Atlantic Ocean, Chesapeake Bay, Potomac River, James River, York River, Rappahannock River, Lake
Drummond, and Dismal Swamp. As the students review, have them locate the water features on their
blank map of Virginia. Once the water features are added to their maps, give each student eight pieces of
six-inch blue yarn, and have students glue the pieces on the eight water features.
2. Review the waterways students have studied and the reasons these waterways were important in the past
as well as in the present. List student responses on a chart. Use a Virginia atlas to review the landforms of
the Coastal Plain (Tidewater) region, and have students list the characteristics of the land west of the Fall
Line. Guide students to understand that the land rises higher and higher west of the Fall Line.
IP
1.
Use Attachment L: Water in Virginia overhead transparency to have students identify the water
features that were important to the early history of Virginia.
2.
Have students illustrate waterways on individual maps.
GP
1. Review the water features by placing a blank map of Virginia on the overhead. Have students locate
the Atlantic Ocean, Chesapeake Bay, Potomac River, James River, York River, Rappahannock River,
Lake Drummond, and Dismal Swamp.
2. Review the waterways students have studied and the reasons these waterways were important in the
past as well as in the present.
IP
3.
Students will complete power point presentations … adding waterway features.
Assessment gathers information to
determine if students have mastered the
lesson content, concept or skills.
Assessments should be traditional (multiplechoice, paper pencil) and nontraditional (sorts,
self-assessments, products)
T-Region Descriptions Test
W- Review Quiz VS. 2 a-b
T- Map Waterways Skills Test
F-Cumulative Test VS. 2 a-c
Closure summarizes or culminates the
day’s lesson. This is an opportunity for
students to process and store their new
learning.
Homework meaningful homework
provides students with additional opportunities
to practice skills taught in class. Homework
should be an extension of the lesson.
M- Question of the Day
T-Th Presentation Checklist
F- I Have Game
Monday- Study questions 1-17
Tuesday -Complete worksheet VS. 2 a-d
Wednesday- Review notes provided VS 2 a-d
Thursday –Study VS 2 a-d Review questions 18-31
Students in need of
extension based on pre and post
assessment
Students in need of
support based on pre and post
assessment
Shanyonia Sharpe, Eric, Azreal, Keyon Mobley, Larnanee Metcalfe and Janesha