Name: Christie Colwell Lesson Plan __________________________________
Cooperating teacher’s signature / date
Date: March 11, 2010 (Before lesson is presented to class/students)
A. Subject: Social Studies C. Topic/Title: Fifty States
B. Grade level/age: Fifth Grade D. Time Frame: 60 minutes
A. Grade Level Expectation(s)/ Course Level Materials:
Expectation(s): (Must be written out.) Blank US map with states bank (2 for each
1.) S.S. 5 B ~ b. Locate states and child)
major topographic features of the Student Assessment
United States CD for “Let’s Learn the Fifty States”
Song “Let’s Learn the Fifty States”
B. Student learning objectives: Overhead paper of the US 50 states labeled
Students will be able to label 15 of the 50 and unlabeled
states. US Puzzles
Students will be able to label all the states on a
United States Map (Long-term goal) Sources: (include web sites)
http://www.songsforteaching.com/teacherrock
bots/usa50states.htm
Depth of Knowledge (DOK): check
1. recall ___X___
2. skill/concept ___ __
3. strategic thinking ______
4. extended thinking _______
THE LESSON:
A. Opening: (assess prior knowledge, entice, hook, state purpose)
1.) Sing the song “Let’s Learn the Fifty States” as a class. Pass out a copy of the song to each child
so they can follow along.
2.) Explain to the students that they are going to fill in a blank US map of all the states but this is
not for a grade just to get an idea at where everyone is at on their learning the locations of the fifty
states. Use the map that says “MAP 1” at the top and make sure they clear all their desk off before
starting.
B. Explanation: ( Please number components sequentially.)
Model/demonstrate content/skills
1.) Show a filled in map of the fifty states on the overhead and explain to the students to
check their answers with a different pen as you go through and name all the fifty states. When you
have gone through all the states have the students put up a thumbs up if they got at least half of the
states right. If no one puts a thumbs up ask the students to put a thumbs up if they got at least 15 of
the states right.
2.) As a class starting on the west coast and work your way across while you point to each
state have the students repeat the name with you of the states in some silly voice. Explain to the
students to pay close attention to which states surround each state because we will be playing a
game in a minute that you will need to be able to locate the different states.
3.) Ask the children some clues they could use to help remember where each of the states are
located. Call on the students that have their hands raised. If none of the students respond then start
out with Missouri and call out a random number and that student can respond or describe what
Missouri looks like to them. Just pick about eight or ten of the states to let the children describe the
location and what clues they would use to help remember its location.
Shared/interactive practice
1.) Explain to the students the first activity is called “Which State Am I”. On each students’
forehead tape one of the blue puzzle states. Tell the students that they have to go around and
ask questions to their friends about the surrounding states to figure out which state they are.
You can also ask questions about that the state looks like if it is square, long, got a boot, ect.
Encourage the students to use words like east coast, west coast, and north of Missouri, ect.
The number one rule is that they cannot just keep guessing different states till they name
their states. They have to ask questions of direction and of appearance about their state.
Tell the students once they found out their state to go back and have a seat at their desk and
they are now an “island of knowledge”. This means they can now give one clue to a person
who might be having trouble. Another rule is that they have to talk to four different people
throughout this activity.
2.) Put up the blank US map on the overhead. Tell the students to number off by 2s. The ones
will stand on the right side of the room in a row and the 2s will stand on the left side of the
room in the very back. First make sure before they go line up to move the desk to the side
so they can have room in the middle for an aisle. Explain to the children this next review is
called “Name Race”. The first two people (a one and a two person) will stand in front of the
line. You will call out a state and they have to safely skip to the overhead and find that state
on the map. Whichever team finds it first gets a point. Go through so that ever child gets to
go once and then have them sit down.
3.) Now split the class into four groups. Explain this is our “Puzzle Race” activity. Hand each
group the ziplock bags of all the states. As a group they are to put the United States back
together. Pick different spots on the floor on have them push their desk together to complete
the puzzle. Explain before you hand out the bags that they cannot start taking out the states
until after you say go. When all the groups are done put the USA map back up on the
overhead and have the students check their map. Once their map is correct go through all
the names one more time with the children (see step 2 under explanations). The pieces of
the puzzle will not fix perfect that object of this game is to see as a group if they can get a
general location for the states.
Independent practice/application
1.) Hand each child another map of the US face down. Tell them to remember to write their
name on their paper and map two. Tell the children that this is NOT a time test but they will
be turning this one in along with their first map they filled out. Before you tell them to go
make sure they the overhead is turned off and that all their desk are cleared off. When their
desks are cleared off tell them they can start filling in the states one more time. Encourage
them to try to beat their score from the first time they filled out the map. Once they have
filled in their map have them bring their first map and the second map on the teacher’s desk
and come have a seat until everyone is done filling in their map.
C. Evaluation
By teacher (of objective)
1.) Will look over the map they filled in before starting lesson and compare it to the map
they filled in at the end of lesson and see how far they have gone and where I need to
continue from this lesson.
Student self-evaluation of own learning
1.) Have the students fill out the attached assessment
D. Closing: ( review, transition)
After everyone is done filling in map 2 have them fill out the student evaluation. Explain to the
students when you call their row they can get their gym shoes on and line up for PE. While the students
are getting their shoes on and lining up play “Let’s Learn the Fifty States” one more time.
Differentiated Instruction: (create lesson and activities that recognize individual needs)
Place could be moved to the gym or a room with more space so they can spread out more to really
skip and have more room to spread out the puzzle.
Response can be changed if they need to they can write down what each state looks like to them
and then you could make copies for each of the students to take home to study.
Target could change my short-term objective could move to 25 of the 50 states to really challenge
the students.
Rate can be change by taking away the puzzle game if the students need to spend more time on
“Who Am I” activity.