Lesson Plan Profile A Country 1

Lesson Plan Criteria & Checklist
Lesson Author
First and Last Name: Rachael Pine
LESSON OVERVIEW
Lesson Plan Title: Chose a Country, Profile your Country
Lesson Summary: What is the “Big Idea” or concept you are working toward? (larger, transferable ideas that connect to students’ out-of-
school lives or the larger world; how you will make the lesson relevant to one or more subject areas):
Students discover what makes other countries Different and Special.
Subject Area(s) and Grade Level: 5th Grade Social Studies
Essential Question(s): (open-ended, thought-provoking, engaging, inquiry-oriented question(s) designed to stimulate thinking and prompt the
learner to critically evaluate the content and construct meaning from it.
What makes a country a country?
Guiding Question(s): these are questions that will steer learners in the direction they will need to go to construct answers to the
essential question. Think of them as supporting questions.
Name four characteristics of the country chosen.
Such as landmarks, what is the major natural resources?
Where is the country found, latitude and longitude?
Is The country developed or mostly villages and farmland?
Instructional Objectives
AUDIENCE: (grade level; developmental appropriateness; conceptual capacities; reading/comprehension levels, etc.)
5th-grade level
BEHAVIOR: (what will students know and be able to do; evidence of understanding)
Students will be able to find geographical features, natural resources, and other notable characteristics about a different country and culture.
Students will be able to present this information properly and show cultural appreciation and not appropriation.
CONDITIONS: (how the lesson/activity will unfold; describe instructional approaches, student groupings, informational resources, and teaching
materials to support Behavior)
1. Ask students to pick a country they want to learn about.
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2. They will have access to the computer/chrome books in class to do their research
3. They will create a graphic organizer to organize their research about their country.
4. Once students have completed their research, they will then make a poster and draw their country and mark the locations on that map
5. Students will also be asked to make at least one food item from their country to bring in and share with the class.
6. Once students have finished their posters, they will present them
7. Once all the students have presented, we will have our classroom potluck, and everyone will eat.
DEGREE: (to what extent? This is the criteria for evaluation; checklist; rubric; evidence; specify how will you grade student work)
I will grade the students on their presentations and the depth of research they resent.
How confident they are while presenting their country
If they brought a proper food for the potluck
Did you adapt this lesson based on another lesson? If so, give citation information for the original lesson:
Yes, I did. https://www.canva.com/learn/wp-content/uploads/2015/04/Burns-Monica_AllAboutPoster.pdf
Common Core State Standards (CCSS), or other Standards and Benchmarks: List at least one
Content Standard II: Students Understand how physical, natural, and cultural processes influence where people live, the ways in
which people live, ad how societies interact with one another, and their environments. Students will
5-8 Benchmark 2-A: analyze and evaluate the characteristics and purposes of geographic tools, knowledge, skills and perspectives
and apply them to explain the past, present, and future in terms of patterns, event and issues:
Performance Standards:
1. Make and use different kinds of maps, globes, charts and databases;
2. Demonstrate how different areas of the United States are organized and interconnected;
3. Identify and locate each of the fifty states and capitals of the united states;
4. Identify trial territories within states;
5. Employ fundamental geographic vocabulary (e.g. latitude, longitude, interdependence, accessibility, connections);
6. Demonstrate a relational understanding of time zones;
7. Use spatial organization to communicate information; and
8. Find and locate natural and manufactured features of local, regional, state, national and international locales.
Instructional Approaches and Active Participation Strategies
I would approach this with direct instruction and have students do individual work.
How will the lesson connect to the real world and/or students’ out-of-school lives and interests?
The students will be picking a country that they find interesting and it will help them when they get older to learn about other cultures.
This lesson will also help them learn more about the world they live in as well.
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Keep in mind:
A GOOD DIFFERENTIATED ACTIVITY is something students will make or do
 using a range of modalities at varied degrees of sophistication in varying time spans (built-in flexibility for diverse learners)
 with varied amounts of teacher or peer support (scaffolding)
 using an essential skill and/or essential information that is relevant to the learner
 in order to understand how an essential idea/principle or to answer an essential question

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Lesson Plan Criteria & Checklist

Lesson Plan Title: Chose a Country, Profile your Country

Subject Area(s) and Grade Level: 5th Grade Social Studies

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