USF Elementary Education Lesson Plan Template (S 2014) Name: Elisa Lopez

Grade Level Being Subject/Content: Social Group Date of Lesson: 2/16/17

Taught: 3rd Studies Size:
Whole
class

Lesson Content
What Standards (national SS.3.G.1.4 Name and identify the purpose of maps (physical, political, elevation, population)
or state) relate to this
lesson?
(You should include ALL
applicable standards. Rarely
do teachers use just one:
theyd never get through
them all.)
Objectives- What are you The students will know what a physical, political, elevation, population, maps is used for and the
teaching? students will know how to read them.
(Student-centered: What will
students know and be able to
do after this lesson? Include
the ABCDs of objectives:
action, behavior, condition,
and degree of mastery, i.e.,
"C: Given a sentence written
in the past or present tense,
A: the student B: will be able
to re-write the sentence in
future tense D: with no errors
in tense or tense contradiction
(i.e., I will see her
yesterday.)."
Note: Degree of mastery does
not need to be a percentage.)

Evaluation Plan- How will I will have the students make a foldable so they can write down the characteristics of a political,
you know students have physical, elevation, and population is and what they are used for.
mastered your objectives?

Address the following:

USF Elementary Education Lesson Plan Template (S 2014)
Grade Level Being Subject/Content: Social
Taught: 3rd Studies
What formative evidence
will you use to document
student learning during
this lesson?
What summative evidence
will you collect, either
during this lesson or in
upcoming lessons?
Step-by-Step Plan Time
(What exactly do you plan to
do in teaching this lesson? Be
thorough. Act as if you needed
a substitute to carry out the
lesson for you.)
Where applicable, be sure to
address the following:
How will materials be
distributed?
How will students
transition between
activities?
What will you as the
teacher do?
What will the students do?
What student data will be
collected during each
phase?
Name: Elisa Lopez
Group Date of Lesson: 2/16/17
Size:
Whole
class
Lesson Implementation
Who is Each content area may require a different step-by-step format. Use
responsibl whichever plan is appropriate for the content taught in this lesson.
e (Teacher For example, in science, you would detail the 5 Es here
or (Engage/Encountering the Idea; Exploring the Idea;
Students)? Explanation/Organizing the Idea; Extend/Applying the Idea;
Evaluation).
1.) We will popcorn read page 15 which talks about political maps after we
finishes reading that page I will ask the students what is a political map
used for what does it show us. The students will answer the question. I
will show the students a political map and point out the borders and
boundaries the map has since the political map shows borders and
boundaries.
2.) Then we will popcorn read page 16 and read about physical maps and
when the students are done reading that page I will ask them what is
Physical map used for what does it show. The student will answer then I
will show them a physical map of the United States and show them the
different landforms on the map.
3.) Then we will popcorn read page 17 which talks about elevation maps and
USF Elementary Education Lesson Plan Template (S 2014) Name: Elisa Lopez
Grade Level Being Subject/Content: Social Group Date of Lesson: 2/16/17
Taught: 3rd Studies Size:
Whole
class

What are other adults in after we finish reading that page I will ask the students what is an
the room doing? How are elevation map used for what does it show us. Then I will show the students
they supporting students an elevation map of the United States and show them the different heights
learning? our land is.
What model of co-teaching 4.) I will do a Venn diagram with the whole class I will draw it on the white
are you using? board we will compare and contrast physical maps and elevations maps
5.) When we are done with the Venn diagrams we will popcorn read page 18
and which talks about population maps when we are done reading I will
ask the students what is the population map used for what does it show.
Then I will show them a population map and explain to them how each
color on the map key represents the population of the city/town.
6.) Then I will have the students make a foldable so they can write facts about
political, physical, elevation, and population maps. The students can work
with a partner or alone when doing the foldable.

Meeting your students If applicable, how does this lesson connect to the interests and cultural
needs as people and as backgrounds of your students? I am meeting the students needs by showing them
learners different visuals of maps so they understand what the different maps look like and letting
them make a foldable with a partner if they like working with other people or alone if
they like working alone

Differentiationbased on I am using different maps to show the students and I am using a Venn diagram to compare and contrast
the needs of your students the maps and I am letting the students do a foldable. When doing the foldable students can work alone
how will you take or with a partner.
individual and group
learning differences into
USF Elementary Education Lesson Plan Template (S 2014) Name: Elisa Lopez
Grade Level Being Subject/Content: Social Group Date of Lesson: 2/16/17
Taught: 3rd Studies Size:
Whole
class

account.

Relevant Psychological
Theories and research
taken in consideration
when planning this lesson