Title: Social Studies - Midwestern Farms

Date Taught: March 15, 201X

Number of students: 25

1 hour

Grade level: 4th

Materials

  • Social Studies text book pages
  • Poster board (6) and coloring materials
  • Writing paper and writing materials

Purpose

To describe and identify the causes and effects of the farming in the Midwest in order to meet the Illinois State Standard, "16.B.2d (US) Identify major political events and leaders within the United States historical eras since the adoption of the Constitution, including the westward expansion, Louisiana Purchase, Civil War, and 20th century wars as well as the roles of Thomas Jefferson, Abraham Lincoln, Woodrow Wilson, and Franklin D. Roosevelt."

Objectives

  • TLW read lesson three from their Social Studies textbook.
  • TLW create a "working prairie farm" on poster board and write a short narrative about life on the farm using information from their textbook.
  • TLW will include a house, livestock, crops, storage and structures on their group prairie farm.

Methods

Whole-group guided practice and cooperative learning through group work

Activity

The main activity in this lesson is a writing prompt to help students step into the role of a farmer in the Midwest.

Procedures

Attention-Getter (3 min)

  • The teacher will gather students on the floor to read Lesson 3 together.
  • The students will listen and imagine that they are farmers as the teacher reads "You Are There".

Activities

Model (2 min)

  • The teacher will draw a name, and the student will read the first paragraph.
  • The teacher will ask a question from the Social Studies textbook to check for understanding. He or she will model a response.
  • The students will continue reading.

Guided Practice (35 min)

  • The teacher will continue asking questions from the Social Studies textbook. He or she will lead students in short discussions involving more open ended questions.
  • The students will return to their seats and the teacher will explain the group activity.
  • Students will work together to create their own prairie farm. They will need to include a house, livestock, crops, storage and structures.

Individual (20 min)

  • The students will take the last part of class to write a "tour" of their prairie farm. They will need to include each part and what it does on the farm.
  • The teacher can model an example on the overhead to help students who are feeling stuck.

Closure/Review

The students will have five minutes to share their prairie farm with the rest of the class.

Accommodations

Encourage students to assume jobs in their groups. One person can design the house; one person can design the livestock, etc. They will need to work well together as a group. Split up the groups so students will have an opportunity to work with different people. Find a new way to form groups.

Assessment

  • Did the student listen and participate during the lesson?
  • Did the student work cooperatively with his or her group?
  • Did the student participate during the reading and the discussion?
  • Did the student include all elements of the prairie farm and narrative prompt?

Teacher Focus

As this lesson will be taught at the end of the school day, it will be imperative that I keep them engaged by using expression and keeping a quick pace. In addition, I want to make sure to give students enough time to do the group activity. If I notice our discussion is taking longer than expected, I can cut one of our questions short to fit it in.

*Lesson 4: Students will be taking their Midwest state and capital quiz. They will read lesson 4 for homework and complete the comprehension worksheet.