Solved by verified expert:Project-based learning allows students to develop knowledge and skills in a real-world context across multiple content areas. Following this model requires critical thinking and fosters positive interpersonal communication skills.The purpose of this assignment is to creatively utilize the project-based model to teach across academic subject areas.Review the Social Studies and the Arts Mini-Unit Plan Benchmark Assignment you completed in Topic 7.Expand your completed Social Studies and the Arts Mini-Unit Plan to include a grade-wide project that includes social studies, the arts, and at least one other academic subject area. In a 500-750 summary describe this project.Be sure to include:
Real-world application
Learning objectives for all subject areas
All related and culminating activities
Time, space, and other resources requiredFree of plagiarism.
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Running head: Benchmark Lesson Unit Plan
Benchmark
Chelsea Burk
Grand Canyon University: ELM 350
09/07/2018
1
Running head: Benchmark Lesson Unit Plan
2
Rationale
The lesson is aimed at making third grade children understand the major and important
things within the society and the country at large. The teachers and the students will use physical
teaching aids such as a PowerPoint presentation and graphic drawings to enable the students
understand the topic and rational better as social studies involve many of the aspects and things
that surround them. At the end of the day, the students should have the ability to differentiate and
understand basic phenomena in their society. After the lesson, the students will be taken through
an assessment that will determine if they have understood the lesson effectively. The teacher will
allow the students take over the learning process at some point within their learning process.
Teacher Candidate: Chelsea Burk
Grade Level: 3rd grade
Date: 09/07/2018
Instructional Plan Title: Lesson Plans
Social Studies
Types of Resources
I.
Planning
1. Lesson Summary and Focus: Social Studies
2. Classroom and Student Factors: There are different types of students some with
learning disabilities and some that are not very good in English which will determine the
accommodation time for the lesson.
3. Standards/Objectives: To make sure the students understand and differentiate different
kinds of resources in the society by the end of the day.
4. Specific learning target(s) / objectives: To make sure that students are having better
understanding types of resources and arts at current grade level.
5. To make sure that student Teacher Notes:
a. The teacher will establish pivotal learning points along the lesson’s progress to make
sure they are in liaison to the understanding of the students throughout the lesson.
b. Questions to ask during the lesson:
1. What are resources?
2. Which resources you know?
3. How are they different?
4. Do you know the types of resources there are?
5. What are natural resources used for?
6. How do people use natural resources?
Running head: Benchmark Lesson Unit Plan
3
7. Can people destroy resources?
8. What art is there around the school?
9. Can one use art to learn about resources?
10. What are renewable resources and their examples?
c. Address three issues that might occur while delivering the lesson using the chart
below
Analyzing the Situation
1. Lack of concentration
Some Ideas for Troubleshooting
The students must be engaged and be taught
with something they can relate to attract and
maintain their attention.
Strict instructions from the beginning to the
end of the lesson
Teacher should make sure all students are
actively involved in the lesson physically and
verbally.
2. Interruption from others
3. Lack of involvement
6. Academic Language
a. Key Vocabulary: Natural resources, human resources, capital resources or humanmade, resources scarcity, resources risk, conservation, protection, abundance
b. Academic Language Key Functions: they include management of resources,
utilization of resources, renewable of resources among others
c. Academic Language Key Forms: Major language parts that the students need to be
tested on for example, types of resources
d. Materials, Equipment, and Technology: marker pens, whiteboards, PowerPoint
(computer), projectors and the permanent screens.
II.
INSTRUCTION
A. Opening
1. Prior Knowledge connection: The teacher will open the lesson by asking simple
questions and collecting information of what prior knowledge the students have about the
topic of resources and art.
2. Anticipatory Set: An introductory game could be helpful to get the students into the
lesson and acquaint them with each other.
B. Learning and Teaching Activities (Teaching and Guided Practice):
I do…
Students do…
Differentiation
Steps the teacher takes for
the different kinds of
1. Teaching strategy for
students.
those below level and
1. Teach and explain
1. Repeat after the
ELL:
the topic
teacher
2. Ask questions
Running head: Benchmark Lesson Unit Plan
3. Give assessment
2. Answer questions
after understanding
3. Take the simple
assignment and
possible corrections
4
2. Teaching strategy for
those above grade
level:
3. Activity for those that
finish early:
III.
ASSESSMENT
1. Formative assessment: Giving assignment exercises after the lesson
2. Differentiation:
a. Assessment accommodations for those below level/ELL: Little learning and
follow up extension before assignment
b. Assessment accommodations for those above grade level: They can go
ahead and start working on the assignment after going through the lessons of
the day
i.
ii.
iii.
3. Closure: Bring the lesson to an end by allowing the students brainstorm with
each other with help of the teacher, summarize the teachings of the day.
a. Explain how students will share what they have learned with others. How can
they apply this?
Through Brainstorming with each other under the help and guidance of the
teacher.
b. What are some questions you can ask students to ensure students understand the
concept and close the lesson?
What are the different types of resources?
How is art helpful to understanding resources?
How do natural resources help the community?
Lesson 2:
Social Studies
My Community and I
Planning
Lesson Summary and Focus: My Community and I
Making sure and teaching the students to understand the details of the community and location
they are in in view if the country, continent, world and universe.
Standards/Objectives: To teach students of their geographical and locational details.
Running head: Benchmark Lesson Unit Plan
5
Specific learning objectives: After the lesson, they should be able to identify and explain their
estate, city, county, state, country, continent and location in the world.
Teacher Notes:
a. The teacher will use other people for example famous people to help the children
relate and differentiate where their come from or are situated and where those other
people come from for example president actor etc.
b. Questions to ask during the lesson.
1. What is the name of our city?
2. Where in the city is your school, home?
3. In which county is the school located?
4. How does one move from one city to another?
5. Where does a famous person you know come from?
6. Do you have friend living far away from your city?
7. Which country are you in?
8. Which other countries do you know?
9. Which are the neighboring states?
10. Who is the president of your country?
c. Address three issues that might occur while delivering the lesson using the chart
below
Analyzing the Situation
1. Lack of concentration
2. Random answering of questions
3. Movement around the classroom
Some Ideas for Troubleshooting
The teacher will use teaching aids like
pictures, maps and songs to maintain the
attention of students
The questions asked will be answered in a
specific order allowing everyone to
participate
Strict rules will be set involving classroom
behavior
Academic Language
a. Key Vocabulary: estate, city, county, state, country, continent, universe.
b. Academic Language Key Functions: home estate is where they are picked up in
the morning by the bus, they should understand which city they are in.
c. Academic Language Key Forms: Answering simple progress questions using
the academic terms and phrases.
Materials, Equipment, and Technology: PowerPoint presentation, marker pens and writing
board, maps, pictures, videos and sticks or pointer rulers.
INSTRUCTION
Opening
Running head: Benchmark Lesson Unit Plan
6
Prior Knowledge connection: the teacher will ask the students what they know about
where the come from and where their school is located.
Anticipatory Set: An introductory game in which the students say their names and what
the learnt another time.
Learning and Teaching Activities (Teaching and Guided Practice):
I do…
Students do…
Differentiation
Steps the teacher takes for
the different kinds of
4. Teaching strategy for
students.
those below level and
4. Teach and explain
4. Repeat after the
ELL:
the topic
teacher
5. Teaching strategy for
5. Ask questions
5. Answer questions
those above grade
6. Give assessment
after understanding
level:
6. Take the simple
6. Activity for those that
assignment and
finish early:
possible corrections
ASSESSMENT
Differentiation:
a. Assessment accommodations for those below level/ELL: learning
extension where they ask questions and get more explanation.
b. Assessment accommodations for those above grade level:
commencement with the assignment exercise of the day
c. Activity for those that finish early: form small groups and discuss the
topic under teacher’s instructions
Closure: The teacher calls the attention of the students and doing a summary of what
has been learnt.
a. Explain how students will share what they have learned with others. How can
they apply this?
The students will get a brainstorming session at the end of the lesson with each
other as a class and will be asked to do the same with parents at home. There will
also be homework assignment.
i.
ii.
iii.
iv.
b. What are some questions you can ask students to ensure students understand
the concept and close the lesson?
What is the name of your city?
What is the name of your county?
How does one move from one county to another?
How does one move from one country to another?
Running head: Benchmark Lesson Unit Plan
7
Lesson 3:
Art
Drawing and Coloring
Planning
Lesson Summary and Focus: Drawing and coloring. Simple drawing of domestic tools
and things know to the students and coloring them accordingly.
Classroom and Student Factors: there are few above grade student and a few with
learning disabilities. The students come from different levels of interaction with parents,
access to information and environments.
Standards/Objectives: to make sure the students are able to make sketches and
differentiate colors of specific objects around the school and home.
Specific learning target: After the lesson the students should understand and different
colors of objects.
Teacher Notes:
a. The teacher will refer to natural phenomena like leaves and fruits and identify the color
from the collection of coloring pencils or crayons with the students.
b. Put your 10 questions here that you will ask during the lesson.
1. What is the color of a leaf?
2. What is the shape of an egg?
3. How many colors does the rainbow have?
4. What do you use to draw?
5. What are the parts of a tree?
6. What things do you see around your school?
7. What things do you see around your home?
8. Can you differentiate their colors?
9. Can you identify the color of your coloring pencils?
10. Which objects are you able to draw by yourself?
c. Address three issues that might occur while delivering the lesson using the
chart below
Analyzing the Situation
1. Misuse of coloring books and pencils
2. Criticizing each other’s drawing
3. Movement
Some Ideas for Troubleshooting
Set rules to use the books and pencils only
when instructed
Set a rule to have everyone do their work
without looking at other’s
Strict class rules as agreed upon
Running head: Benchmark Lesson Unit Plan
8
Academic Language
Key Vocabulary: Sketch, drawing, painting, picture
Academic Language Key Functions: The students should differentiate whet they
draw from other types of drawings and pictures they see around them
Academic Language Key Forms: Answering simple progress questions
Materials, Equipment, and Technology: Drawing white board, different color
marker pens, eraser, pointer stick or ruler
Grouping: The students can be broken and organized into groups consistent of a
representative of each learning category.
INSTRUCTION
Opening
Prior Knowledge connection: The teacher will open with asking about different
objects the students are familiar with and what color they are. The students can also
list the colors they know.
Anticipatory Set: An introductory story which allow each student to open the lesson
by explaining something about a color and shape they know.
Learning and Teaching Activities (Teaching and Guided Practice):
I do…
Students do…
Differentiation
Practical drawing
Students observe and copy
1. Teaching
guidance by drawing on
what the teacher draws
strategy for
the white board
those below
Asking them to make a
Students make a numbered
level and
list and make a sketch
list while sketching the
ELL:
next to each name of
objects
2. Teaching
object.
More drawing and
strategy for
Extension of the list by
corresponding coloring
those above
the teacher to a little more
grade level:
complex objects to draw
3. Activity for
and color.
those that
finish early:
ASSESSMENT
Summative Assessment: Generally checking for color correspondence of their
sketches.
Running head: Benchmark Lesson Unit Plan
9
Differentiation:
a. Assessment accommodations for those below level/ELL: Guidance
from Fellow group members and time extensions for their exercise.
b. Assessment accommodations for those above grade level: inclusion of
more sketches and repetition
c. Activity for those that finish early: giving of an extra complex
assignment to keep drawing and sketching
Closure: Chorus list of colors used for the day and what they were used to draw.
a. Explain how students will share what they have learned with others. How can
they apply this?
Discussion and brainstorming with each other in the groups. Extending learning to
parents and guardians at home.
i.
ii.
iii.
b. What are some questions you can ask students to ensure students understand
the concept and close the lesson?
What is the color of a banana?
What is the color of a tree?
What is the shape of an orange?
Homework:
Identify example of each type of resources
Identify your home city, county, state, country and continent
Draw five objects you see around your home and color them.
Running head: Benchmark Lesson Unit Plan
Reference
Brophy, J., Alleman, J., & Halvorsen, A. L. (2016). Powerful social studies for elementary
students. Cengage Learning.
10
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