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Navigating

the Northeast

By Kaitlyn McElhinney
4 Grade Social Studies Unit
Oakview Elementary School
Fall 2013
th

GROVE CITY COLLEGE DEPARTMENT OF EDUCATION


UNIT PLAN FORMAT
I.

Introduction
A. Title- Navigating the Northeast
B. Grade Level- This is a social studies unit for fourth grade students.
C. Duration- 23 days
D. Context- This unit occurs during the late fall/early winter. It is the first social studies unit
that the students will have so it must occur early in the year, but could occur
earlier than this.

II. Content
A. Goals
Provide students with a basic understanding of how to use a social studies
textbook and read and answer questions about social studies
Provide students with a basic understanding of the history, geography, and
important people in the Northeast, United States
Teach students the location of states and their capitals in the Northeast, United
States
Develop vocabulary
B. Concepts
The geography across the Northeast, United States is vastly different
The location of a place impacts the resources and jobs available there
The Northeast, United States has been home to many different groups of people
who have contributed to the way of life today
C. Vocabulary
Gorge
Glacier
Hydroelectricity
Peninsula
Bay
Inlet
Wigwam
Sachem
Reservation
Colony

D. Skills

Abolitionist
Thirteenth Amendment
Nineteenth Amendment
Commerce
Import
Export

Answering questions based on reading


Locating states and capitals on a map
Identifying the significance of important people in the Northeast, United States
Identifying distinguishing characteristics of important place in the Northeast,
United States

E. Cross disciplinary skills


Sequencing events in a chapter (Reading)
Summarizing passages of reading (Reading)
Development and expanding of vocabulary (English)
Determining types of sentences, common/proper nouns, and singular/plural nouns
in reading (English)
Completing math fact quilts for each state in the Northeast (Math)
III. Objectives and Standards
Day 1 Objectives
Given pictures and objects from the northeast, TSWBAT identify the destination
of our journey as the Northeast United States to teachers satisfaction.
Given oral instruction and modeling, TSWBAT create a passport to teachers
satisfaction.
Given a map, TSWBAT label the capital of each state in the Northeast.
Given previous knowledge and the map they colored, TSWBAT find different
states on the large front map with 90% accuracy.
Day 2 Objectives
Given a video, TSWBAT write one interesting fact for each state in the northeast
to teachers satisfaction.
Given reading, TSWBAT answer questions throughout the lesson to teachers
satisfaction.

Given reading and class discussion, TSWBAT list the events that led to the
formation of Niagara Falls in order with 4/4 accuracy.
Given reading and class discussion, TSWBAT write 2 things they learned about
Niagara Falls in their passport to teachers satisfaction.
Given previous knowledge and the map they colored, TSWBAT find different
states on the large front map with 90% accuracy.
Day 3 Objectives
Given reading, TSWBAT answer questions throughout reading with 90%
accuracy.
Given reading and discussion, TSWBAT sequence the events from the reading
with 5/7 accuracy.
Given reading and discussion, TSWBAT complete workbook page with 3/4
accuracy.
Day 4 Objectives
Given prior instruction, TSWBAT identify which of the states that the
Appalachian Trail runs through are in the Northeast with 7/9 accuracy.
Given reading, TSWBAT answer questions throughout to teachers satisfaction.
Given reading and discussion, TSWBAT make a postcard for a friend with a
picture and 5 things they did in the mountains of the Northeast.
Day 5 Objectives
Given prior knowledge, TSWBAT write down 2 Northeast states that do not
border the Atlantic Ocean with 2/2 accuracy.
Given reading, TSWBAT answer questions throughout the reading to teachers
satisfaction.
Given instruction throughout the past week and use of their Social Studies
textbook, TSWBAT complete a quiz with accuracy.
Standards
History- 8.1.4.A: Identify and describe how geography and climate have
influenced continuity and change over time.
History- 8.3.4.A: Differentiate common characteristics of the social, political,
cultural and economic groups in United States history.
History- 8.3.4.C: Explain how continuity and change in U.S. history have
influenced personal development and identity, belief systems and religions,
commerce and industry, technology, politics and government, physical and human
geography, and social organizations
Geography- 7.1.4.B: Describe and locate places and regions as defined by
physical and human features.
Geography- 7.2.4.B: Identify the basic physical processes that affect the physical
characteristics of places and regions.

IV. Evaluation Instrument and Methods


Formative assessment:
Questioning
Worksheets
Web quest
Find that State Game
Partner work
Sequencing activities
Daily checks of Passport
Notes
Summative assessment:
Quizzes
Test
Postcards
Final collection of Passport
V. Evaluation of Objectives
(See attached evaluations of daily lessons for daily evaluations of objectives)

Collect and check all work for accuracy


Monitor students seat work for accuracy
Give enough wait-time for all students to answer questions
Call on all students to assess each childs understanding

Daily Lesson Plans

Monday 11/4
I.

Teaching Procedures:
a. Anticipatory Set- (15 minutes) I will come in with a suitcase and tell the students we are going on an
adventure. The suitcase will have objects/pictures that represent each state
in the Northeast. Using these clues, the students will have to try to guess
each state in the Northeast. They will number a piece of paper and write
down which state they think each object represents.
b. Development- (15 minutes) Students will make passports to travel on our journey. They will each get
several pieces of lined paper cut in half and half a piece of blue
construction paper. They will fold these in half together and staple them
like a book. Then the students will cut out an outline of each state in the
Northeast. They will create a page in the passport for each state and label
its capital. They will color each state a different color. As we cover each
state in class, the students will write down several facts that they learn.
They will decorate the front cover to look like a passport (I will show
them pictures.) Then they will glue a map of the Northeast on the back and
color each state to match the color of the state inside. This will be a study
tool to learn the location of each state.
c. Closure (5 minutes) We will play Find the State. I will call two students up to the map of the
United States. I will stay a state or capital and the students will have to
point to it with a pointer. Whoever points to it first will win. The winner
will stay up and a new student will come up to play with them. We will
continue as long as time allows.

II.

Materials:
a. Costume
b. Suitcase
c. Pictures/items from different places in the Northeast
d. PowerPoint of different places
e. Lined paper cut in half (several pieces per student)

f.
g.
h.
i.
j.
k.
l.
m.

Construction paper cut in half (1 piece per student)


Outline of each state in the Northeast
Outline of entire Northeast
Passport pictures to show for cover
Crayons
Glue
Map
Pointer

III.

Adaptations/Plan Modifications:
a. Cydney, Kody, Josh, Samantha, Brent, Chance, and Danielle need many of the
same adaptations. They all need to have their seat work monitored for accuracy. I
do my best to do this for all students but will make sure to for these 7 students.
Whenever students have seat work, I walk around the room and check the
students work. I also have students hold their work up when they are finished so
that I can check it easily. I also use proximity teaching with all students. I always
give clear concise directions and model all assignments. If these students need
further instruction, I will come to their seats and reinstruct/re-explain instructions
individually. These students will also get extended time on all assignments as
needed.
b. I will give Josh breaks after each assignment.
c. Danielle has preferential seating in the front of the classroom.
d. The map and passport will be great manipulatives to help all students.
e. I will have these students work at the side table where I can give additional
assistance if necessary.

IV.

Evaluation:
a. Formative: Completing the passport will be the formative evaluation for this
lesson.
b. Summative: There will be no summative evaluation.

Tuesday 11/5
I.

Teaching Procedures:
a. Anticipatory Set- (10 minutes) We will begin by going on a short virtual field trip to the Northeast. As we
watch the video, the students will write one interesting fact about each
state in the video in their passport. We will take a few minutes to go over
these when they are done. This will engage the students and excite them

about the upcoming unit while also providing them with some
introductory information.
b. Development- (15 minutes) We will read Niagara Falls on page 105 of the social studies textbook. I
will ask questions as we read to engage the students and focus their
attention on important details. This also helps to give them a purpose for
reading. I will call on a student to read out loud while the others follow
along in their book.
In paragraph 1, the students will look for an answer to the question, What
two lakes is Niagara Falls between? (Lake Ontario and Lake Erie)
In paragraph 2, the students will record the definition for glacier and
gorge.
In paragraph 3, the students will record the definition for hydropower and
hydroelectricity. Then I will ask the question, How many 100-watt light
bulbs can be lit from the electricity generated by Niagara Falls? (24
million)
I will show the students a short video on the formation of Niagara Falls
c. Guided Practice- (5 minutes)
Students will sequence the events that led to the formation of Niagara
Falls. I will call on one student at a time to give the next event and write
their answers on the board. They will record these events in the social
studies section of their notebook.
d. Closure (5 minutes) Students will record two things that they learned about Niagara Falls in the
New York section of their passport.
If time allows we will play Find the State the same way we did on
Monday.
II.

Materials:
a. Virtual field trip video
b. TV
c. Passports
d. Social studies textbook
e. Social studies notebook
f. Map
g. Pointer

III.

Adaptations/Plan Modifications:
a. Cydney, Kody, Josh, Samantha, Brent, Chance, and Danielle need many of the
same adaptations. They all need to have their seat work monitored for accuracy. I
do my best to do this for all students but will make sure to for these 7 students.
Whenever students have seat work, I walk around the room and check the
students work. I also have students hold their work up when they are finished so
that I can check it easily. I also use proximity teaching with all students. I always
give clear concise directions and model all assignments. If these students need
further instruction, I will come to their seats and reinstruct/re-explain instructions
individually. These students will also get extended time on all assignments as
needed.
b. I will give Josh breaks after each assignment.
c. Danielle has preferential seating in the front of the classroom.
d. The map and passport will be great manipulatives to help all students.

IV.

Evaluation:
a. Formative: I will use questioning and passports as formative assessment.
b. Summative: There is no summative assessment for this lesson.

Wednesday 11/6
I.

Teaching Procedures:
a. Anticipatory Set- (5 minutes) I will begin by showing the students a short video of a person going over
Niagara Falls in a barrel. We will talk about the rapids at the bottom of the
falls and how dangerous this activity is. It is now illegal to go over the
falls in a barrel.
b. Development- (10 minutes) We will read An Exciting Sequence of Events near the Falls on page
101. Before we begin reading, we will play the alphabet game. Students
start from the top left and scan through the reading looking for the letter
a. Once they find it, they continue in the same direction looking for the
letter b. This continues until they get to the end of the passage. Then, we
will read the passage together. I will ask the students questions as we go to
focus their reading.
In the first paragraph, students will look for the answer to the question,
what is the name of the boat that takes tourist near the waterfalls? (Maid
of the Mist)

In paragraph 2, the students will look to answer the question, what is a


rapid? (Part of a rivers course where it rushes quickly)
In paragraph 3, the students will look to answer the question, what
happened to the Maid of the Mist in the rapids? (Its smokestack was torn
off)
After reading paragraph 4, the students will have to look back to figure out
who Robinson is. (the captain)
In the fifth paragraph, the students will look for the answer to the question,
how long was the entire trip? (17 minutes)
I will show the students a short video of the Maid of the Mist
c. Guided Practice- (10 minutes)
I will show the students the events from the reading listed out of order.
The students will have to write them down in the correct order in their
notebook. This will review the events about Niagara Falls and practice
sequencing.
d. Independent Practice (5 minutes) Students will complete workbook page 21 independently. We will go over
the answers together.
e. Closure (5 minutes) I will show the students pictures of the Maid of the Mist and the falls that I
took when I was there last year.
If time allows we will review states and capitals
II.

Materials:
a. Video of Niagara Falls
b. Social Studies textbook
c. Social Studies notebook
d. Smartboard
e. Worksheet
f. Pictures from falls

III.

Adaptations/Plan Modifications:
a. Cydney, Kody, Josh, Samantha, Brent, Chance, and Danielle need many of the
same adaptations. They all need to have their seat work monitored for accuracy. I
do my best to do this for all students but will make sure to for these 7 students.
Whenever students have seat work, I walk around the room and check the

students work. I also have students hold their work up when they are finished so
that I can check it easily. I also use proximity teaching with all students. I always
give clear concise directions and model all assignments. If these students need
further instruction, I will come to their seats and reinstruct/re-explain instructions
individually. These students will also get extended time on all assignments as
needed.
b. I will give Josh breaks after each assignment.
c. Danielle has preferential seating in the front of the classroom.
IV.

Evaluation:
a. Formative: I will use questioning, sequencing activity, and a workbook page as
formative assessment.
b. Summative: There is no summative assessment for this lesson.

Thursday 11/7
I.

Teaching Procedures:
a. Anticipatory Set- (5 minutes) I will begin by showing the students a map and picture of the Appalachian
Trail on the Smartboard. We will discuss facts and interesting stories about
the Appalachian Trail. I will tell the students about my experience hiking
the trail.
I will show the students a list of the 14 states that the Appalachian Trail
runs through. They will have to write down which ones are in the
Northeast in their Social Studies notebook.
I will have a student come up to the map and find Katahidin, Maine and
Springer Mountain, Georgia. We will then trace the path of the
Appalachian Trail.
b. Development- (15 minutes) We will read The Mountains of the Northeast on pages 106-107 in the
social studies textbook. I will ask questions as we read to engage the
students and focus their attention on important details. This also helps to
give them a purpose for reading. I will call on a student to read out loud
while the others follow long in their book.
In the first paragraph, the students will look for the answer to the question,
What are the three main Northeast ranges in the Appalachian Mountain
Range? (White Mountains, Green Mountains, and Catskill Mountains)

In paragraph 2, the students will look for the answer to the question, what
is a popular activity you would do in the green mountains? (Ski)
In paragraph 3, the students will look for the answer to the question, how
did the white mountains get their name? (from their snow covered peaks)
In paragraph 4, the students will look for the answer to the question, how
were the Catskill Mountains formed? (carved out by glaciers)
In paragraph 5, the students will look for the answer to the question, what
are the Pocono mountains known for? (spectacular waterfalls)
In paragraph 6, the students will look for the answer to the question, what
special event was held near Lake Placid in the Adirondack Mountains?
(The winter Olympics)
c. Independent Practice (10 minutes) Students will write a postcard to a friend about their trip to mountains in
the Northeast. They will describe 5 things that they did on their trip. On
the front of the postcard, they will draw a picture of the mountains or
something they did there.
d. Closure (5 minutes) If time allows, a few students will share their postcards with the class. If
the students need more time, they will continue working on their postcards
the next day.
II.

Materials:
e.
f.
g.
h.
i.
j.

III.

PowerPoint about Appalachian Trail


Smartboard
Social Studies textbook
Social Studies notebook
Index cards
Crayons

Adaptations/Plan Modifications:
a. Cydney, Kody, Josh, Samantha, Brent, Chance, and Danielle need many of the
same adaptations. They all need to have their seat work monitored for accuracy. I
do my best to do this for all students but will make sure to for these 7 students.
Whenever students have seat work, I walk around the room and check the

students work. I also have students hold their work up when they are finished so
that I can check it easily. I also use proximity teaching with all students. I always
give clear concise directions and model all assignments. If these students need
further instruction, I will come to their seats and reinstruct/re-explain instructions
individually. These students will also get extended time on all assignments as
needed.
b. I will give Josh breaks after each assignment.
c. Danielle has preferential seating in the front of the classroom.
d. I will help these students brainstorm ideas for their postcard and work with them
individually at recess if they need extra help.
IV.

Evaluation:
a. Formative: I will use questioning and writing states in the Northeast that make up
the Appalachian Trail to formatively assess the students.
b. Summative: The postcard will be a summative assessment. I will collect them
and grade them for accuracy and grammar.

Friday 11/8
I.

Teaching Procedures:
a. Anticipatory Set- (5 minutes) What do all but two of the Northeast states have in common? Have student
work with a partner and brainstorm possible ideas. Answer: They border
the Atlantic Ocean
b. Development- (10 minutes) We will read The Northeast Coastline on pages 108-109 in the social
studies textbook. I will ask questions as we read to engage the students
and focus their attention on important details. This also helps to give them
a purpose for reading. I will call on a student to read out loud while the
others follow along in their book.
In paragraph 1, the students will look for the answer to the question,
which 2 Northeast states do not border the Atlantic Ocean?
(Pennsylvania and Vermont)
In paragraph 2, the students will look for the answer to the question, what
was the first US National Park east of the Mississippi? (Acadia National
Park)
I will show them pictures.
In paragraph 3, the students will write down the definition of a peninsula. I
will show them a picture of several peninsulas.

In paragraph 4, the students will look for the answer to the question, what
are 2 beaches in New Jersey. (Cape May and Atlantic City) Show picture.
c. Independent Practice (14 minutes) Students will take a quiz on the first section. They will be allowed to use
their textbook. I will read each question out loud as the students complete
the quiz.
d. Closure (1 minutes) Collect quizzes
II.

Materials:
a. Social studies textbook
b. Social studies notebook
c. Pictures from each place
d. Quiz

III.

Adaptations/Plan Modifications:
a. Cydney, Kody, Josh, Samantha, Brent, Chance, and Danielle need many of the
same adaptations. They all need to have their seat work monitored for accuracy. I
do my best to do this for all students but will make sure to for these 7 students.
Whenever students have seat work, I walk around the room and check the
students work. I also have students hold their work up when they are finished so
that I can check it easily. I also use proximity teaching with all students. I always
give clear concise directions and model all assignments. If these students need
further instruction, I will come to their seats and reinstruct/re-explain instructions
individually. These students will also get extended time on all assignments as
needed.
b. I will give Josh breaks after each assignment.
c. Danielle has preferential seating in the front of the classroom.
d. I will help these students brainstorm ideas for their postcard and work with them
individually at recess if they need extra help.
e. I will read the quiz out loud to all students.

IV.

Evaluation:
a. Formative: I will use questioning and partner work as formative assessments.
b. Summative: I will give a quiz on the first section.

__________________________________________________________

Adaptations:

a.

b.
c.
d.

Cydney, Kody, Josh, Samantha, Brent, Chance, and Danielle need many of the same adaptations. They all
need to have their seat work monitored for accuracy. I do my best to do this for all students but will make
sure to for these 7 students. Whenever students have seat work, I walk around the room and check the
students work. I also have students hold their work up when they are finished so that I can check it easily. I
also use proximity teaching with all students. I always give clear concise directions and model all
assignments. If these students need further instruction, I will come to their seats and reinstruct/re-explain
instructions individually. These students will also get extended time on all assignments as needed.
I will give Josh breaks after each assignment.
Danielle has preferential seating in the front of the classroom.
I will work with Danielle and Josh to help them complete their timeline.

__________________________________________________________
Week Of: 12/2-12/6
Social Studies Unit

Grade Level: 4

Standards:

a
b
c

d
e

History- 8.1.4.A: Identify and describe how geography and climate have influenced continuity and change
over time.
History- 8.3.4.A: Differentiate common characteristics of the social, political, cultural and economic groups
in United States history.
History- 8.3.4.C: Explain how continuity and change in U.S. history have influenced personal development
and identity, belief systems and religions, commerce and industry, technology, politics and government,
physical and human geography, and social organizations
Geography- 7.1.4.B: Describe and locate places and regions as defined by physical and human features.
Geography- 7.2.4.B: Identify the basic physical processes that affect the physical characteristics of places and
regions.

Adaptations:

a.

b.
c.
d.

Cydney, Kody, Josh, Samantha, Brent, Chance, and Danielle need many of the same adaptations. They all
need to have their seat work monitored for accuracy. I do my best to do this for all students but will make
sure to for these 7 students. Whenever students have seat work, I walk around the room and check the
students work. I also have students hold their work up when they are finished so that I can check it easily. I
also use proximity teaching with all students. I always give clear concise directions and model all
assignments. If these students need further instruction, I will come to their seats and reinstruct/re-explain
instructions individually. These students will also get extended time on all assignments as needed.
I will give Josh breaks after each assignment.
Danielle has preferential seating in the front of the classroom.
I will work with Danielle and Josh to help them complete their timeline.

Week Of: 12/9-12/12


Social Studies Unit

Grade Level: 4

Standards:
a.
b.
c.

d.
e.

History- 8.1.4.A: Identify and describe how geography and climate have influenced continuity and
change over time.
History- 8.3.4.A: Differentiate common characteristics of the social, political, cultural and
economic groups in United States history.
History- 8.3.4.C: Explain how continuity and change in U.S. history have influenced personal
development and identity, belief systems and religions, commerce and industry, technology, politics
and government, physical and human geography, and social organizations
Geography- 7.1.4.B: Describe and locate places and regions as defined by physical and human
features.
Geography- 7.2.4.B: Identify the basic physical processes that affect the physical characteristics of
places and regions.

Adaptations:
a.

b.
c.
d.

Cydney, Kody, Josh, Samantha, Brent, Chance, and Danielle need many of the same adaptations. They all
need to have their seat work monitored for accuracy. I do my best to do this for all students but will make
sure to for these 7 students. Whenever students have seat work, I walk around the room and check the
students work. I also have students hold their work up when they are finished so that I can check it easily. I
also use proximity teaching with all students. I always give clear concise directions and model all
assignments. If these students need further instruction, I will come to their seats and reinstruct/re-explain
instructions individually. These students will also get extended time on all assignments as needed.
I will give Josh breaks after each assignment.
Danielle has preferential seating in the front of the classroom.
I will work with Danielle and Josh to help them complete their timeline.

Resources

VIII.

Resources

A. Bibliography
1. Boyd, Candy Dawson. Scott Foresman Social Studies. Regions. Glenview, IL: Scott
Foresman, 2005. Print.
2. Koller, Jackie French., and Marcia Sewall. Nickommoh!: A Thanksgiving Celebration.
New York: Atheneum for Young Readers, 1999. Print.
3. Mosher, Kiki. Learning about Fairness from the Life of Susan B. Anthony. New York:
PowerKids, 1996. Print.
B. AV/Sensory Aids
1. Virtual Field Trip: The Northeast (Scott Foresman)
2. See attached PowerPoint slides for pictures
3. Map of the United States of America
4. Map of the Appalachian Trail
5. Smart board
6. YouTube Videos
a. Formation of Niagara Falls videohttp://videos.howstuffworks.com/discovery/27840-assignment-discovery-niagarafalls-video.htm

b. Maid of the Mist video- http://www.youtube.com/watch?v=ikJe78ejb9k

c. Going over Niagara Falls in Barrel video- http://www.youtube.com/watch?


v=6Qjn1htCwGk

d. How Cranberries are Harvested and Processed- www.youtube.com/watch?


v=JNDG4iw5FY4

e. Tapping Trees for Vermont Maple Sap www.youtube.com/watch?


v=XnRXXhvDCVM

f. Chesapeake Bay Commercial Crabbing - Hook & Dump the Pot


http://www.youtube.com/watch?v=V3qE-nJKKlk

g. Narragansett Indian Tribe: A Tribal Glimpse


http://www.youtube.com/watch?v=YEOM40LNHD0

f. Narragansett Indian Tribe Pow Wow - Eastern War Dance


http://www.youtube.com/watch?v=DNjrzRkPKQ8

g. School House Rock -The Preamble http://www.youtube.com/watch?


v=yHp7sMqPL0g

h. Abolition Movement http://www.youtube.com/watch?v=CWsPruOWdZw

Appendix

IX. Appendix
A. Bulletin Board

B. Worksheets

States in the Northeast

Pennsylvania

New York

Vermont

Rhode Island
Hampshire

Connecticut

Massachusetts
Maryland

Maine

New

New Jersey

Delaware

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