Subject: Social Studies Grade Level: 2Nd

Lesson Plan # 7 Block #2

Teacher Ed. Candidate:Meagan Ingram Supervising Teacher:Mrs. Copeland
UWG Supervisor: Alice Lee Remler

School: Newnan Crossing Elementary Date of Implemented Lesson Plan: November 5, 2012

Subject: Social Studies Grade Level: 2nd

Standards & Elements / SS2G1 The student will locate major topographical features of Georgia and will describe how these features define Georgia’s surface.
b. Locate the major rivers: Ocmulgee, Oconee, Altamaha, Savannah, St. Mary’s, Chattahoochee, and Flint
Essential Question / Where is the Chattahoochee River located and what is important about it?
Assessment/Evaluation
(Describe the evaluation as it relates to the elements.) / The students will give three different facts about the Chattahoochee. The students will then be evaluated with a checklist, which is below.
-Student was able to give three facts about the Chattahoochee
-Student was able to give two facts about the Chattahoochee
-Student was able to give one fact about the Chattahoochee
-Student was unable to give any facts about the Chattahoochee

WHERE method for Lesson Plan Development:

Acceleration & Previewing
Key Vocabulary
(This can be done the day before or at the beginning of the lesson/combined with the Activating Strategy) / Chattahoochee – an Indian word which means “river of painted rocks” (many colorful rocks throughout the river)
Activating Strategy
(Standard/EQ – What do the students need to know by the end of the lesson or unit?
Hook – engage all students & tie to previous learning.) / The teacher will ask the students if they have ever been to a river. The teacher will then ask if the students think that they know what river they will be learning about today.
The teacher will then explain to the students that the Chattahoochee goes through the different regions in the state of Georgia.
Teaching Strategies
(Describe the activities planned and the anticipated actions of the students.)

Include differentiation strategies. / The teacher will introduce river unit and focus on the Chattahoochee. The students will first be given a map with the Georgia rivers on it. The teacher will also give the students a paper where they must fill in the blank on the different facts about the Chattahoochee. The teacher will give the students some facts about the Chattahoochee through a PowerPoint presentation.
The Chattahoochee River Facts that we will be covering:
- Starts in the Blue Ridge region and then flows southwesterly towards Alabama. Then, the river goes through the piedmont and the coastal plains where it flows into Florida. ( Apalachicola is its name in Florida)
-It is about 463 miles long!
-The Chattahoochee River Basin supplies more that 70% of Metro Atlanta’s water (about 450 million gallons per a day)
-second southernmost trout habitat in the United States
In the Chattahoochee River National Recreation Area located in Sandy Springs (also known as Island Ford), the Chattahoochee is home to over two hundred and forty bird species, rabbits, and white tailed deer.
-Fishing, Kayaking, Hiking, and Tubing are common things that people do in the Chattahoochee.

Higher Level Learners would have to fill in the blank more facts.
Lower Level Learners may be placed with a partner in order to fill out fact sheet.
Visual learners will have a copy of the PowerPoint to be able to see what they are learning.
Auditory learners will have the teacher telling about the Chattahoochee.
Extending & Refining
(Activity that guides students to rethink or think beyond the learned skill – may be incorporated AFTER summarizing/evaluation.) / If the students finish the evaluation early then they will need to use the map that they are given to try and label the other major rivers of Georgia.
Summarizing
(Closure)
(Reflects evidence of student learning – evaluation – Guided by the essential question – All students participate) / The students will be given time to write three different facts that they know about the Chattahoochee.
The teacher will revisit the standard and essential question.

Describe the any additional adaptations/modifications planned for exceptional students (EIP, Inclusion, Gifted, ESOL, RTI, students who have yet to be identified with learning/behavioral disabilities, etc.)
Agenda: (see document titled “The Lesson Agenda”.
Reflection: (to be completed following the teaching of the lesson)