Lesson Plans

Standards-Based Outcomes (MDE):

Social Studies:

II. Geographic Perspective

Content Standard II, 1: All students will describe, compare, and explain the locations and characteristics of places, cultures, and settlements. (People, Places, and Cultures)

2. Locate and describe the diverse kinds of communities and explain the reasons for their characteristics and locations.

3. Locate and describe the major places, cultures, and communities of the nation and compare their characteristics.

V. Inquiry

Content Standard V, 1: All students will acquire information from books, maps, newspapers, data sets, and other sources, organize and present the information in maps, graphs, charts, and timeliness, interpret the meaning and significance of information, and use a variety of electronic technologies to assist in accessing and managing information. (Information Processing)

1. Locate information about local, state, and national communities using a variety of traditional sources, electronic technologies, and direct observations.

English Language Arts:

I. Meaning and Communication

Content Standard I, 3: All students will focus on meaning and communication as they listen, speak, view, read, and write in personal, social, occupational, and civic contexts.

Prior Knowledge:

Students know how to insert, launch, and run a CD-ROM program.
Students know how to use graphic organizers to organize writing.
Students have awareness that states are made up of geopolitical areas called counties.

Cue Set:

The students complete an atlas worksheet to become familiar with the types of information found in an atlas.
The teacher leads class discussion about counties by asking two questions:

- Can anybody name a county in Michigan?
- Does anyone know how many counties are in Michigan?

Best Shot Instruction:

Using a computer and a projection system, the teacher demonstrates how to use the US Atlas and Almanac CD-ROM to locate information about Michigan counties. Following discussion, the students receive county assignment packets and are each assigned a Michigan county other than Macomb to research.
In the computer lab, students gather information about their assigned counties from the CD-ROM to complete the worksheets in their county assignment packets.
Then the students gather information about Macomb County from the CD-ROM to complete the Macomb County worksheets in their packets.
The teacher leads a class discussion about the Macomb County worksheet to ensure that all students have included the same information.
The students study the information they gathered about their assigned counties and Macomb County in order to compare and contrast the two.

Reteaching and Enrichment:

As needed, the teacher works with students to assist them in getting information from the CD-ROM.
Students can make maps of their counties, contact county offices, or use the Internet to gather additional information.

Review and Closure:

Students present their assigned counties to the class. They share the information they learned about their own counties, as well as compare them with Macomb County. (Example: “My county has more people than Macomb County.” “The houses in my county start at $___, and in Macomb County they start at $___.” “Based on this information, my county is _____________ when compared to Macomb County.”)

Assessment:

The teacher observes each student's interaction with the US Atlas and Almanac to note whether the student can extract from the CD-ROM the information needed to complete the worksheet.
The teacher evaluates the student's county assignment packet for completion and accuracy of information.
The teacher also evaluates the student's oral presentation for thoroughness and accuracy.

East Detroit Public Schools Lesson Design

East Detroit Public Schools
Lesson Design