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Wesleyan College Lesson Plan Template - : Educating Exemplary Teachers

This lesson plan template provides details for a 5th grade lesson titled "Moss Leading North". The 35-minute lesson teaches students how slaves used moss on trees and the North Star to travel along the Underground Railroad. Students will identify natural resources, draw maps to favorite locations on the playground using land features, and try to find each other's locations using the maps. The lesson ties into standards about ecosystems and using technology for collaboration. Accommodations are provided for inclusion students.

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107 views

Wesleyan College Lesson Plan Template - : Educating Exemplary Teachers

This lesson plan template provides details for a 5th grade lesson titled "Moss Leading North". The 35-minute lesson teaches students how slaves used moss on trees and the North Star to travel along the Underground Railroad. Students will identify natural resources, draw maps to favorite locations on the playground using land features, and try to find each other's locations using the maps. The lesson ties into standards about ecosystems and using technology for collaboration. Accommodations are provided for inclusion students.

Uploaded by

api-242665012
Copyright
© © All Rights Reserved
Available Formats
Download as DOC, PDF, TXT or read online on Scribd
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Wesleyan College Lesson Plan Template - Revised 1/2/2014

Educating Exemplary Teachers

Name: Antiqua Johnson

Date:11/5/14

Title of Lesson: Moss Leading North

Grade Level: 5th

Time Frame: 35 minutes - Lesson #4

EDU : 390

Rationale / Purpose for Lesson:


It is important for students to understand and use nature as a resourceful tool in their everyday day lives.

Summary of Lesson: (Brief description of the lesson)


In comparison to the slaves that traveled from the South to the North using
the North Star and the moss growing on trees, students should think of
natures resources as a means of direction to a familiar place.
STANDARDS
SUBJECT AREA STANDARDS
IRA/NCTE/NSTA/NCTM/NCSS
(Circle the one that applies)

1. Students read a wide range of


literature from many periods in many
genres to build an understanding of
the many dimensions (e.g.,
philosophical, ethical, aesthetic) of
human experience.

GEORGIA COMMON CORE


STANDARDS OR GEORGIA
PERFORMANCE STANDARDS
1. 5.L.2.1 Understand the interdependence
of plants and animals with their ecosystem

NATIONAL TECHNOLOGY STANDARDS (NETS)


Teachers use their knowledge of subject matter, teaching and learning, and
technology to facilitate experiences that advance student learning, creativity,
and innovation in both face-to-face and virtual environments.
d. Model collaborative knowledge construction by engaging in learning with
students, colleagues, and others in face-to-face and virtual environments
1

Learner Outcomes / Objectives (What do I

ASSESSMENTS/ EVALUATIONS

want students to learn and be able to do?)

(How will I know that students have achieved my


objectives/outcomes) Include copies and/or

(Use active verbs---BLOOMS Taxonomy)

Stem: Students will be able to. . .

a.students will be able to identify


natural resources.

descriptions of assessments.

a. students will give descriptive


details of the landscapes and natural
resources to guide them from one
location to another.

RESOURCES/MATERIALS/SETTING, AND GROUPS What will I need to teach this lesson


and where will I teach it? If groups are incorporated, how will they be selected and utilized?

Web link:
http://teacher.scholastic.com/activities/bhistory/underground_railroad/escape.htm
Paper
Pencil

MOTIVATION How do I increase students interest in the lesson and activate prior knowledge?
How do I set a purpose for the lesson?

Opening (Motivation/Anticipatory Set/Hook/Building or Activating Schema):


What did the passengers use to find their way North along the Underground Railroad?
Did they use a GPS or map? How did they use the moss on the trees to lead them to
freedom? Can we use nature as a guide to a specific location? Today we are going to take a
friend on a journey to our favorite place using the natural resources.

PROCEDURES OF THE LESSON How will my students become engaged in the learning process?
What is the best way to use technology to enhance instruction or student presentation of their work?- (Detailed Step-by-

Step Sequence)

1.Opening- the students will be asked to think about the ways in which the passengers of
the Underground Railroad made their way to the North using nature opposed to the
2

technology of todays time. The students will be asked to refer to the text to answer the
question. Further, the students will be asked if they believe they could use nature to get
from one location to the next.
2.Instructions- the students should be given specific instruction about what they are
expected to do during this lesson. You are going to create a map for a friend or classmate
using only land features. The teacher should explain what land features include. The
students should gather there material (pencil, paper, book, etc.) before lining up.
3.the Playground- the students will sit along the bricks outside and think of their favorite
secret place on the playground. If students do not have a specific place they should be
encouraged to use their imaginations. Along the bricks the students should look for nature
that surrounds and nature as a guide to the desired location. After making careful
observations the students should begin sketching a map or route to the desired
destinations using only the land features they observe.
4.on the Hunt- the students will exchange maps with a partner and attempt to find their
partners destination using the maps/sketches provided.
5.Closing- the teacher and the students will conduct a whole group discussion about their
journeys and their use of nature as a resource in relation to the slaves.
ACCOMMODATION (How will I adapt the lesson to meet the requirements of any special needs
learners, gifted learners, and culturally and linguistically diverse learners?)

There are 11 inclusion students and a co-teacher in this class, and as a result, I will have to
be thorough and precise in my instructions, use guided questions and allot the students
more time to respond and perform.
Differentiation: Address how you will modify any parts of your lesson in at least ONE of
the following areas:
Content
Process
Product
Environment
Interest
The teacher
It is important
Students will be The students
The students
should begin
to follow a step able to draw the will be allowed
will be allowed
and transition
by step process layout or map
to use the
to use the
throughout the with this group to their favorite playground to
playground to
entire lesson by of students. No
locations
visualize land
visualize land
providing and
steps in the
opposed to
features and
features and
supporting
process should
writing
routes.
routes.
background
be omitted.
directions.
knowledge. The When
teacher should
transitioning
provide a solid
from one
base and assure process or
3

that the
students are
fully aware of
the material
and concepts
that are being
introduced and
performed.

concept to
another the
teacher should
check to assure
the students are
aware and fully
understand the
expectations
held.

Closure: (How will I end the lesson smoothly?)- (e.g., reflections, brief discussion, questioning, etc.)
The students will exchange maps and attempt to find their classmates favorite locations
based on the information given. Following the hunt, the class will conduct a whole group
discussion about their findings in relations to the passengers that traveled along the
Underground Railroad. The students should be able to tell how the natural resources were
beneficial and if they did not find them beneficial in finding their destinations.
HOMEWORK: If homework is assigned, it should be a reinforcement of the classroom assignments.
It should not be a new skill or one that the students are unable to complete.
NO HOMEWORK

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