EDPC 605, Week 11, Social Studies Lesson

Candidate’s Name: Christeen Edward

Grade Level: 4th Grade

Title of the lesson: State Of Maine

Length of the lesson: 40 minutes or one full session

Central focus: Unique geographical and economical aspects of Maine Key questions: ·         What is the location of Maine on the map and what are some of its natural resources?

Prerequisite knowledge: Students should know how to use Google Maps.

Standards: NYS Standard-Social Studies Standard 1: History of the United States and New York. NYCSS Standard- Social Studies Standard 2: Time, Continuity, and Change

Support literacy development through language (academic language): Students will learn more the state of Maine. Manufacturing is still the largest factor in the state’s economy. Agriculture has always struggled with adverse soil and climatic conditions. Maine’s agriculture outputs are seafood (notably lobsters), poultry and eggs. Aroostook county is known for its potato crops. Western Maine aquifers and springs are a major source of bottled water. Maine ports play a key role in national transportation.

Objectives: Student will be identify the state of Maine on the map and list the resources they had. Student will develop map skills as they analyze the map of Maine. Student will respect the unique characteristic of Maine.

Formal and informal assessment (including type[s] of assessment and what is being assessed): Students will look at different pictures of Maine, such as rivers, forests, animals, etc. Then, I will ask the students to use Google map of the United States and try to find Maine and identify any other states they might on the map. Students will work in groups of 4 or 5 to do a research using computers find an answer to  these questions: 1-      What major geographical aspects played a role in Maine’s economy? 2-       Discuss the economy of Maine based on its geographical location? 3-      Predict some of its manufacturing and agricultural products? 4-      How did the rivers contribute to Maine’s economy and the people of Maine?

Instructional Procedure: Students will look at different pictures of Maine. I will explain to my students that maps are used as tools to locate where we are. I will ask the students to think about a trip they took with parents and try to remember if they used a map before going on that trip? What did they use the map for? I will ask the students to look closely and think about the different colors it contains? What does blue represent? Why is it important to identify these colors on a map? Students will realize once they understand what each color represents that each state has its own physical and geographical features with many different resources such as rivers, mountains, forests, etc. Students will learn important facts about Maine. Theory/research:  Students learn more from hands-on activities and listening to a teacher’s lecture. Accommodations and modifications: Students who struggle using Google Maps will work with advanced students during group work.

* Google Search * Google Maps * Several photos of the state of Maine

Reflection: Were my students able to understand the purpose of studying maps? Were my students able to understand the importance and value of natural resources? Were my students able to understand why people choose to relocate or live in certain places?