Class/Subject: 4Th Grade Social Studies Date: January 25, 2007

Class/Subject: 4Th Grade Social Studies Date: January 25, 2007

Class/Subject: 4th Grade Social Studies Date: January 25, 2007

Lesson Title: Early Faming in the Southeast

Text Reference: Harcourt Brace - States and Regions, chapter 6

Objective: Students will list 3 reasons that the environment in the southeast is good for farming.

Students will draw a picture of either a Powhatan Indian Village, an early European colony, or a plantation. Students will include illustrations of crops with labels of the crops that were grown by that group of people.

NC Standard Course of Study (1.04)

Lesson
Component / Description of Setting, Phraseology,
and Activities / Necessary
MaterialsSupplies / Time
Focus and
Review
  • Establish relevance
  • What did we learn yesterday?
  • Focus students on
    new learning
/ “What did we learn about in social studies yesterday?” the southeast
“Today we are going to learn more about the land of the southeast and the people that lived here in the past.” / None / 2 minutes
Statement of
Objectives
  • Identifies the objective(s)
  • Students know what they will learn in the lesson
  • Explain why it’s important to learn
  • Builds interest
/ “We are going to study some reasons why the land in the southeast is good for farming. We are going to learn about some of the early farmers and what crops they planted. Farming has changed a lot over time, these changes have affected how we live and have food to eat.” / None
Teacher
Input
  • Begin at the knowledge level
  • Establish vocabulary
  • Build critical attributes
  • Give students the knowledge & skills they need to accomplish the objective
  • Model the process or product for students
  • Check for understanding as you go (Comprehension level)
/ Ask “Who were the first farmers in the southeast?” “What crops do you think have been grown here.” Read p. 193-195 from textbook. Write on the board each group of early farmers and discuss what crops they grew. / Textbooks
Whiteboard, and markers / 20 minutes
Guided
Practice
  • Students try the new learning with teacher guidance
  • Application level
/ Have students recall and list on a piece of paper what makes the land in the southeast is good for farming. Discuss possible answers as a class. / Paper, pencils / 8 minutes
Independent
Practice
  • Students attempt learning on their own
  • Makes new learning permanent
  • Includes homework
/ Have students draw a picture of either a Powhatan Indian Village, an early European colony, or a plantation with the crops that were grown there, including labels on the crops. / Paper, pencils, crayons / 15 minutes
Closure
  • Allow students to summarize and internalize new learning
  • Sets the stage for the next lesson
/ Have students volunteer to show their pictures to the class and explain what crops were grown there. / Pictures that students drew / 5 minutes
Assessment Methods / Collect student drawing. / Student’s drawings
Adaptations for Special Needs Students / ESL and LD have textbook on audio tape for students to listen to if they need to
ESL – use a translation program and give students a list of crops in English as well as their primary language. / Audio tape, tape players, list of crops with translations from

Crops in English and Spanish

Corn – maíz

Pumpkins – calabazas

Rice – arroz

Cotton – algodón

Tobacco – tabaco

Crops in English and Portuguese

Corn – milho

Pumpkins – abóboras

Rice – arroz

Cotton – Algodão

Tobacco – tabaco

Translations from:

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