Lexie Gaines March 26, 2012 CIEP M23- Dr.

McCarthy Social Studies Lesson Plan Introduction: This lesson will be taught in second grade as a part of a unit on insects. Standards: Evanston School District Objective: (Fundamentals of Geography) Demonstrates an understanding that the natural and man-made features of a community distinguish it from other places and the features may change over time. ISBE Standards: State Goal 17: Understand world geography and the effects of geography on society, with emphasis on the United States. Standard A: Locate, describe, and explain places, regions, and features on the Earth. Benchmark 17.A.1a: Identify physical characteristics of places, both local and global (e.g., locations, roads, regions, and bodies of water.) Resources (Materials Needed): 3 posters that show characteristics of 3 different geographical locations(seashore, jungle, and desert) Bug bank (printed out pictures of bugs) Tape Markers Insects to be used for exploration: Seashore: Springtails Ocean Striders Intertidal Rove Beetles Jungle/Rainforest: Blue-eyed Dragonfly Transparent Moth Spotted Tiger Beetle Praying Mantis Desert: Harvester Ants Black Widow Spiders Scorpions

Details: Big Ideas:

I will create 3 environments (ocean, jungle, and desert) and the students will be split into groups of 2 to each be assigned a different bug to read about. They will write down 3 key ideas of why they think their insect belongs where they think they do. Each child will have an opportunity to tape their insect where they think they go while telling their classmates what they found in their research. Objectives: Students will research an insect and properly assign that insect to a geographical area. Students will inform the class about their insect after reading a short paragraph about the insect. Students will create environments for their insects to live in. Conditions: Time Requirement: 45 minutes.

Assessment (Evidence of Understanding): The student will demonstrate understanding by writing a short paragraph after the lesson in which he or she picks their favorite bug and explains what is in the environment where the insect lives that helps them thrive. For example, if the student chooses an oceanic insect, then he or she might talk about the darkness, salt water, oxygen levels, etc. The student should include 2 facts about the environment that their favorite insect lives in. Procedure/Lesson Sequence: Activation of Prior Knowledge: I will begin the lesson with a question about seasons. In the winter, would you wear a tank top and shorts outside? The students will reply no. Why not!? It is too cold. You might get sick. You will not be healthy. That's absolutely right. I will talk about how if you want to wear a tank top and short that you have to be in the right environment to do so. It would be a better idea to wear a tank top and shorts in the summer time when the weather is right for it. I would tell the students that insects have to be careful where they live, because there are certain attributes to locations that would not be good for certain insects, just like wearing a tank top while it's snowing outside will not be a good idea. Skill or Strategy Instruction: I will instruct the class about insects. What is an insect? Where can insects live? ( Seashore, jungle, desert) What is the difference between the ocean, jungle, and desert. We will create a big chart that has the three environments on it and students will be able to share what the differences are between the environments. The students will use the chart they found to help them identify where the insect they are assigned to will fit. Guided Practice: Students will each be given a random insect to research. Each child will receive a paragraph written in kid-friendly language that helps them to decide where their insect will fall (environment). They will decided where the bug would feel most comfortable living. Once the students have figured

out where their insect will go, they will be able to take the cut out of their insect and tape it to the environment. (There will be three posters that each represent the environments.) As the insect is being taped up, the students will explain why they put the bug where they did. At the end, we will have bug environments to hang up in the classroom. Independent Practice: Students will write a short paragraph in which they choose their favorite insect that we explored during the lesson and explain why they live in the environment they do. The students must use 2 facts about the insect that they choose that will back up their reasoning. This is the assessment for the lesson as well. Differentation: Content: Students will only need to have 2 facts from the paragraph to serve as reasoning for where they place the insect. The student only needs to write 3 sentences for the assessment, but should still use 2 facts. The student may draw a picture of their insect and use that as an assessment. The picture should show that the child understands the environment that the insect lives in. For example, if the insect lives in the desert, the child should draw the sun and dirt or sand. Process: Students will be able to have extra time to work on their paragraph/drawing. The drawing will include the insect's name and the environment it lives in. The idea is to have the child be able to express themselves in a different way. Product: The students' environments will be put on display in the classroom. I will also display any drawings that the students produce. The students will still produce an assessable piece of work, but it will be more artistic. Plan used for Instruction: This lesson will be taught at Dr. Martin Luther King Jr. Lab School on March 27, 2012 at 9:15am.