1

Name: Kaci Parker Date: 4/15/2020

Curriculum/Course: Social Studies (Cardinal
Grade level: 3rd grade
Directions) Lesson One
Materials: Compass, game board, laptop, assignment for
Time/Period: 60 minutes
folders, game pieces.
Standards: List the state or national standards that you are using in this unit/lesson. This section also includes technology
standards.
3 - G1.0.1: Use cardinal directions (north, south, east, west) to describe the relative location of significant places in
the immediate environment.
ART.D.I.3.1 Demonstrate basic locomotor skills through moving forward, backward, and sideways in both straight
and curved lines.

Objectives (I can statements):

Students will describe the cardinal direction using a compass to locate at least 4 significant places in Michigan.
Students can move in all directions using their locomotor skills.
Assessment (Formative, Summative): (ie. thumbs up/down, exit ticket, quiz, chapter test, rubric (attach if appropriate), etc.)
Students will play a game called “The direction game” The teacher will be able to see who knows their direction and
who needs a little extra help.
Introduction/Hook/Anticipatory Set/Activating Prior Knowledge: (Warm-up, review of previous day’s lesson, check for
understanding of previous knowledge, questions you will ask)

This is the beginning of our Michigan Unit. We will be exploring all the different importance’s of Michigan. Before
we get started, the teacher will ask the class of anything they already know about Michigan and any important
locations in Michigan. (Example: Lansing).
After we get some insight, the teacher will then play a short 2 minute video that students will be doing at the end of
the lesson as their homework. [Link]

Steps in the lesson:

1. The teacher will begin to talk about the different direction that are associated with every turn we take.
There are 4 main direction, North, East, South and West.
2. The teacher will express to the students, that even though a paper compass always shows North pointing
upwards, that is not always the case. North is not always in front of you.
3. To learn the different directions, we are going to play a game that will help us understand our directions.
4. The game: One person will choose to be the “caller” This student will the be in the middle of the room
with their eyes covered with a bandana. The rest of the student will silently go to a different
corner/location in the room. The caller will count down from 10 and when they get to 0, they will call out
a direction (North, east, south or west). The students in that direction, are then out. (The teacher will
help the students to understand which location is where in the room before the game starts). When it
gets down to 4 students, each student must pick a different direction. The last student “alive” is the
winner. The point of this game is to get students to understand the N,E,S,W directions of our classroom.
5. Once students have played a few rounds, the teacher will watch and asses every student to see who
needs extra practice.
Once we have finished the game, students will go off with their social studies partners and play a directions
game. This is a 2-player game board game. Attached are the directions.
Homework assignment:
Students will be asked to go home and work with their guardian to discover the different directions of
important/significant locations in Michigan. Students will be given a central location to start and they
will need to find significant places/location in Michigan North, east, south and west of that location.
They will be asked to print a picture and add it to their direction. I know that some students may not
have access to a printer, with that, students will be able to write the location and draw a picture.
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Attached will be the direction page.

Closure/Wrap up: This may be in the form of independent practice, a chance to share, or explicit restatement of the goals of the
lesson.

Teacher will ask students to express their feelings during the directions game we played as a whole group.
It will be nice to hear how they liked the locomotor movement game.

Extension Activity:
For students that are more advanced, teacher will pull them aside and give them a more advanced game that will
include northeast, northwest, etc. The students will play and it may take them a bit longer but it is more
advanced and will be beneficial for them.
Accommodation /Modification:
Specific Student/Group:
Student who is ELL: I will be sure to have them work with another student that is able to speak their language and
is able to help them understand words they may struggle to understand. The students will play the game and I
will make sure to have a Spanish version if need be.
Student with IEP: I will be sure to address any students with IEP’s and give them the materials they need. For
example, a student with a learning disability, specifically in dyslexia may struggle to get the directions correct. I
will make sure to spend extra time with this student to make sure they have a helpful understanding.

Differentiation:
What will I differentiate?
Content Process Product Environment
Explain:
The product of the homework assignment can vary.

How will I differentiate?

For readiness By interest Learning profiles Ability level Affect
Explain:
Students will be able to make their N. E. S. W map however they want. It will be up to them and their guardian to
make sense of how they want to form this. There will be a list of directions that they must follow but the product
can vary from student to student. It will be interesting to see the different products.
Technology: [Link]. Technology Operations and Concepts 1. use basic input and output devices (e.g., printers,
scanners, digital cameras, video recorders, projectors) Some students will print pictures off at home to do their
homework assignment, some may have personal pictures they want to use. This is up to the guardian and student.
Diversity:
Some students may not know the directions at all. If this is the case, the teacher will spend some extra time with the
students to so videos and maps for the students to understand. This will be important for the student to know.

Reflection/ Teacher Notes:

Some students may have parents that work 3rd shirt a few times a week. Make sure you give them at least 3 days
to do this assignment. Keep reminding them about it. Work with the students you know might struggle at home.
Give them something different to do work have them research during independent time.
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Game Board
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Directions:
Resource from: [Link]
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Assignment:
1. Today in class, we discussed the different directions (North, East, South and West).
Students are asked to work with their guardian on this homework assignment.
2. This is a creative and exciting activity to do with the student, please know it can be
done in any creative way.

Directions:
1. Use a piece of paper, cardstock, cardboard or any form of paper that you would
like.
2. In the middle of the paper please put St. Louis, Michigan. This is roughly the
center of our state.
3. From there, draw a small arrow going up, to the right, left and down. Students will
then work on the internet and find 4 important locations in Michigan. Something
north, east, south and west of that location. For example: Lake Michigan is an
important place in Michigan, so that would go to the west of St. Louis, Michigan
with a picture.
4. Once your student and you have finished, have them tell you about the games
they played in class today and what they learned. This is a great learning
experience for them.

Lesson Two:
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Math
Name: Kaci Parker Date: 4/15/2020
Curriculum/Course: Math (Michigan Cherries) Grade level: 3rd grade
Time/Period: 60 minutes Materials: Dice, cherries, iPads,
Standards: List the state or national standards that you are using in this unit/lesson. This section also includes technology
standards.
Math: [Link].A.1
Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each.
For example, describe a context in which a total number of objects can be expressed as 5 × 7.

Social Studies:
3 – G4.0.1 Describe major kinds of economic activity in Michigan today, such as agriculture, forestry, manufacturing,
services and tourism, and research and development, and explain the factors influencing the location of these
economic activities.
Objectives (I can statements):
Students will be able to draw an array of given multiplication whole number problems with no more than 1 incorrect

Assessment (Formative, Summative): (ie. thumbs up/down, exit ticket, quiz, chapter test, rubric (attach if appropriate), etc.)
Formative Assessment: Students will be given an exit ticket that is attached below about Michigan cherries. Students should get
2/3 of them correct.
Introduction/Hook/Anticipatory Set/Activating Prior Knowledge: (Warm-up, review of previous day’s lesson, check for
understanding of previous knowledge, questions you will ask)

[Link]
This is a short video that is very student friendly about the History of our Michigan Cherries. I will expect students
to listen and learn about the history of the importance of our cherries. This will bring into our math lesson on using
cherries to learn multiplication arrays.
I will start this lesson out by showing the video and explain to students’ what cherries mean to Michigan. My plan
will be to give students a “Michigan” cherry when they turn in their exit ticket to eat (No allergies to cherries in
class)
1. Students will all be upfront while the video plays and the lesson is explained.
2. I will start by writing 4X3 on the board and have students turn and talk about how they would say this
problem and get the product (if they know how). After about 2 minutes I will call on 3 groups to explain
their partner talk.
3. I will then explain that 4X3 can be said “4 groups of 3 cherries in each group” We will then draw and array.
4. MODEL (I do): What’s and Array? I will write this on the board “An array is an arrangement of objects,
pictures or numbers in a column.”
5. After some examples of an array, I will show them the problem we started out with using an array.
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4 groups of 3 cherries
6. I will show them two ways to figure this out. The addition way and the multiplication way. The addition
way, I will show 3+3+3+3=12 (known as 4 groups of 3). Then the multiplication way 4X3 (which is what they
will be asked to do by the end of the unit).
7. (We do): I will now ask students to help me with 5X2. I will have them help me make an array of 5 groups of
2 cherries in each.

5 groups of 2 cherries
8. Students and I will add 2+2+2+2+2 to get 10. Then we will multiply 5X2=10.
9. Before I send students off, I will ask if they have any questions.
10. (You all do): After questions I will send then off with partners to do an activity rolling dice and making
arrays. Attached are the direction.
(You do): Individual work for extra practice to show what they know. (Also attached)
Closure/Wrap Up:

I will have students share one of their arrays with the class that they came up with, with their partner. (They must
show their answer also). I will let a few students share as it may take a while for some students.

Extension Activity:
An extension activity will be an online activity that I am able to monitor. It is on Khan Academy.
[Link]
with-arrays
Accommodation /Modification:
Specific Student/Group:
Student who has low vision. I will make sure that this student in in the group of my group of students and they will
be given large dice to do the activity.

Student with ADHD: I will make sure this student has a moving chair when everyone is up front. I will make sure
that my student has a partner that is willing to help him stay on task.

Differentiation:
What will I differentiate? How will I differentiate? Content Process Product Environment
Explain:
I will differentiate by using visuals, letting students feel the objects they are using and letting students read and
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write as they please. So, for visuals, I will show students the examples on the board, for kinesthetic I will allow
students to use manipulatives like bears, cherries and blocks to do their activity and for auditory learners, will
check in on them and explain and elaborate with words.

Technology: I will allow students to use iPad’s for Khan Academy and YouTube for introduction video.
Diversity:
If students have never seen or heard of Michigan cherries, I will pull up many pictures and more videos if needed. I
understand that some students have no knowledge of certain fruits as actual cherries are not as common as
strawberries or blueberries. All students will get to try one once they turn their exit ticket in.
Reflection/ Teacher Notes:
How can I help students take a step further and challenge themselves? I feel like I did a great job at including social
studies into this lesson. I will elaborate more as I go through the unit. Students will hear about cherries as we move
through the unit. Students will bring all their knowledge together at the end of this unit.
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Resource for squares and circles partner activity: [Link]

about-the-math-learning-targets-and-rigor
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Exit Ticket:
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Individual worksheet:

[Link]
rigor
Recourse:
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Lesson Three: Language Arts

Name: Kaci Parker Date: 4/15/2020
Curriculum/Course: Language Arts Mackinaw
Grade level: 3rd grade
Bridge
Time/Period: 60 minutes Materials: Mackinac Bridge by Gloria Whelan, worksheet
Standards: List the state or national standards that you are using in this unit/lesson. This section also includes technology
standards.
[Link].3.1
Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the
answers.
Social Studies:
3 – G4.0.3 Describe some of the current movements of goods, people, jobs, or information to, from, or within Michigan
and explain reasons for the movements.
4 – E1.0.8 List goods and services governments provide in a market economy and explain how these goods and services
are funded.
Objectives (I can statements):
Students will be able to ask and answer questions accurately from the text.
Students will understand the importance of the Mackinaw Bridge by answering questions.

Assessment (Formative, Summative): (ie. thumbs up/down, exit ticket, quiz, chapter test, rubric (attach if appropriate), etc.)
Students will be asked by a show of fingers about how well they understood the topic of the Mackinaw Bridge. 1 being I don’t get it.
5 being I can teach it

Introduction/Hook/Anticipatory Set/Activating Prior Knowledge: (Warm-up, review of previous day’s lesson, check for
understanding of previous knowledge, questions you will ask)

To introduce this topic of the Mackinaw Bridge, I will play this video [Link]
v=YBuHboTtwpw
This was a huge milestone for the state of Michigan that student need to know.
Steps in the lesson:
1. We will be reading a story called Mackinac Bridge by Gloria Whelan.
2. Before we read, Teacher will ask students questions about what they already know about the bridge and if
anyone has every been there or crossed it.
3. While reading I will stop and ask some questions to get the students thinking.
4. When we have finished the story, students will turn and talk with a partner about what they thought of the
book and their feelings if they were Mark. Teacher will give them about 2 minutes to do this.
5. We will talk about the key importance’s of this story and why we were reading it.
The Bridge brought so many jobs to Michigan but also took a few away.
6. The teacher will show students some pictures of the bridge and how it has brought lots of transportation to
Michigan. It is now a big place that lots of lower peninsula people travel to.
7. The teacher will then talk about the importance of asking and answering questions from the text. These
questions will include who, what, when, where, why and how. This will be writing on an anchor chart for
students to refence back to.
8. The teacher will demonstrate this by asking and answering a question like:
Who was the main character in the story? The teacher will then answer Mark.
9. The teacher will then ask the class to help her make a question up and answer it as a class.
10. Modeling is how students will understand the concept of questions and answering. Once we have understood
this, students will be sent to work on an independent worksheet answering questions from the story.
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Closure/Wrap up: This may be in the form of independent practice, a chance to share, or explicit restatement of the goals of the lesson.
This will be the independent worksheet that students will do. This will be attached below.

Extension Activity:
For students that are ready to move on, they will work on creating their own question and answers that may go along
with their story that they are reading.
Accommodation /Modification:
Specific Student/Group:
Student who is ELL: For my Spanish student that is learning English, I would love to find this story in a Spanish version
if it is available because it is good for students to see their language next to the English version.
Student with for my student that has a visual impairment, I will be sure to let them have their own copy while doing
the question and answer sheet. It would be very helpful for the student to see what they heard.

Differentiation:
What will I differentiate?
Content Process Product Environment
Explain:
I will change the room tone when independent work is going.
How will I differentiate?
For readiness By interest Learning profiles Ability level Affect
Explain:
I will be dimming the lights and play soft music during this time. For my students that struggle with noise, I will have
extra headphones for them. During independent work time, I am a huge believer in classroom tone change. It helps
students focus and do better.
Technology: We will be using the internet to look at different pictures of the bridge and YouTube.
Diversity:
Many students have not heard or seen of the bridge. It will be very important for me as a teacher to teach and show
students the bridge. As a teacher, it’s important to understand that some students have no idea what the bridge is or
what it’s used for.

Reflection/ Teacher Notes:

I will do some reflecting after reading this story. It is heavy with text but it is a great text to teach what the bridge did
then and what it is going now.
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Name:_______________________

Hunt High and Low

You will find the answers to these questions in the book Mackinac
Bridge. Search high and low to find the answers. Have fun!
1. Name the engineer of the bridge__________________________
2. What were the three stars of the Upper
Peninsula?_________________________________________________
3. In what year did the bridge open to traffic?_________________
4. What fraction of the bridge is underwater?__________________
5. How tall are the towers?________________________________
6. What was placed at the top of the towers?__________________
7. What type of bridge is the Mackinac?_____________________
8. What holds up the floor of the bridge?_____________________
9. Where was the Aurora sent?_____________________________
10. Name the city on the north side of the bridge _____________

Resource Idea: [Link]

Lesson Four: Science (Life Cycle of Robin)

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Name: Kaci Parker Date: 4/15/2020

Curriculum/Course: Science (Life cycle of a
Grade level: 3rd grade
Robin)
Time/Period: 1 hour 30 minutes Materials: Anchor charts, laptops,
Standards: List the state or national standards that you are using in this unit/lesson. This section also includes technology
standards.
3-LS1- Develop models to describe that organisms have unique and diverse life cycles, but all
1. have in common birth, growth, reproduction, and death. 
ART.D.I.3.2 Explore non-locomotor/axial movements (in personal space) using different
parts of the body. Use directional changes.
[Link]-LITERACY.W.3.3
Write narratives to develop real or imagined experiences or events using effective technique,
descriptive details, and clear event sequences.

Objectives (I can statements):

Student will be able to identify the stages of an American Robin bird by creating a narrative.
Assessment (Formative, Summative): (ie. thumbs up/down, exit ticket, quiz, chapter test, rubric (attach if appropriate), etc.)
I will assess students by their short narrative of the life cycle of a Robin
Introduction/Hook/Anticipatory Set/Activating Prior Knowledge: (Warm-up, review of previous day’s lesson, check for
understanding of previous knowledge, questions you will ask)

[Link]
To start the lesson, we will watch this video that gives a short description of the American Robin.
Steps in the lesson:
1. To start the lesson, we will talk about what we learned in the video.
2. The teacher will have students turn and talk with their partner about what they learned in the video and
come back to the group after 2 minutes.
3. I will ask students what they may have known before that video about bird or Robins to build prior
knowledge.
4. Students will then be told about how the Robin is Michigan’s bird. Every state has their own bird and
Michigan is proud to the Robin our state bird.
5. We will then work as a class to build and anchor chart of the cycle of a Robin. It will include the following
Birth: After the egg is hatched, the baby Robin’s will hatch in about 12-14 days
Growth: They take about 31-45 days to become full independent and be on their own completely.
Reproduction: They breed/mate in spring when they return from the south in the Winter
Death: Most Robins die after their first year of living because life is so critical to them. There have been
reports of some learning life skills and living to 5 or 6 years. The longest reported robin to live is 17 years.
These will all be in a form of a cycle shape so the students can understand the process.
6. Students will now have understood the cycle, and they will use the narrative standard we learned a few
weeks back and make a narrative of the life cycle of a robin. Directions will be attached.

Closure/Wrap up: This may be in the form of independent practice, a chance to share, or explicit restatement of the goals of the
lesson.
Students will work to complete their life cycle narrative. These will be creating by using online materials like PowerPoint, Prezi or a simple
word doc. They may choose how they want to show their cycle by creating a narrative. The narrative does not have to be a typical word doc.
It can be a variety of slides with pictures to tell their story.

Extension Activity:
Students that may be finished will have an extension activity of creating a life cycle of any animal that they want.
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They will research this on their own and complete a life cycle chart, like what we did as a class.
Accommodation /Modification:
Specific Student/Group:
Student who has low vision: I will have sure that my chart paper is very large and with large print, so the student
is able to see it from their seat.
Student with ELL will be allowed to write their narrative in Spanish. This will allow for a very neat and unique
product.

Differentiation:
What will I differentiate?
Content Process Product Environment
Explain:
I will not give a complete concrete example. I want students to be creative.
How will I differentiate?
For readiness By interest Learning profiles Ability level Affect
Explain:
Students will have the directions and the ability to ask any questions. I want them to do their best on this to their
ability. I do not want them to feel like they are doing it right or wrong. This may be tougher, so I want them to form
this how they want.
Technology:
Students will be allowed to use their computers to create a narrative and they can use any visual to show their
understanding.
[Link]. Communication and Collaboration-2. identify how different software applications may be used to share
similar information, based on the intended audience (e.g., presentations for classmates, newsletters for parents)
Diversity:
Some students may not know what a robin looks like. If the weather allows, we will go outside to explore nature
to find a robin so the students can see it up close.

Reflection/ Teacher Notes:

Make sure to show pictures of robins.
Be sure to check in with students. Do not require it to be done online. If students would rather write and draw a
picture, that is just fine.
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Directions:

Students will fill out their graphic organizer to help direct them when they are creating their narrative.

Students may create a visual of their choice to tell their story. They may pretend to be the Robin, or they may create a
story of a Robin that tells the story of their life. They must include all parts of the robin’s life to show their
understanding. I will ask that at least one picture is included. Rubric will be attached

Graphic Organizer:

Rubric:
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Lesson Five: Social Studies (Great Lakes)

Name: Kaci Parker Date: 4/15/2020
Curriculum/Course: Social Studies (The Great
Grade level: 3rd grade
Lakes)
Time/Period: 30-40 minutes Materials: Laptop, YouTube, scissors, glue, colored pe
Standards: List the state or national standards that you are using in this unit/lesson. This section also includes technology
standards.
3 – G2.0.2 Describe different regions to which Michigan belongs.
Health: 1.2 Describe the importance of choosing a variety of ways to be physically active.

Objectives (I can statements):

Students will be able to describe the different bodies of water attached to Michigan and one that is not by labeling
on a map
Assessment (Formative, Summative): (ie. thumbs up/down, exit ticket, quiz, chapter test, rubric (attach if appropriate),
etc.)
Exit ticket. Students will be assessed by correctly filling out the exit ticket.
Introduction/Hook/Anticipatory Set/Activating Prior Knowledge: (Warm-up, review of previous day’s lesson, check for
understanding of previous knowledge, questions you will ask)

[Link]
This is the music portion. We will start the lesson out listening and watching this video. We will also listen to it
during work time.
Steps in the lesson:
1. Prior Knowledge. What is the difference between a lake and an ocean? List what students say with a
compare and contrast bubble
2. What is a great lake? The great lakes are a group of 5 lakes that make up 95,160 square miles. These are
all freshwater
3. The most important things the great lakes are used for is transportation off many different goods.
4. The five different lakes include: Lake Michigan, Lake Superior, Lake Huron, Lake Erie and Lake Ontario.
One way we will work on learning these and remembering them is remember the acronym H.O.M.E.S.
5. We will be working on creating a visual to understand the location of these lakes. 4/5 of the Great Lakes
touch our beautiful Mitten State.
6. While doing this, we will talk about the different activities that people do on the lakes. We will talk
about the different exercises that can be done (Kayaking or canoeing). This will be great for physical
health.
7. Attached is the worksheet we will be working on together.

Closure/Wrap up: This may be in the form of independent practice, a chance to share, or explicit restatement of the goals of the
lesson.

I will have students share out any experiences that they have had with any of the Great Lakes and I will
have students that haven’t been there say which lake they would like to visit.

Extension Activity: For students that may go ahead or have more knowledge than other students, they will be
given a word search to complete if needed revolving around the great lakes.
Accommodation /Modification:
Specific Student/Group:
Student who has low vision: They will receive a much larger copy than the rest of the students so they can easily
learn the location and areas of the Great Lakes
Student with ELL: They will be allowed to write their words in Spanish but must also follow along with English
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and write both. This may require more work for the student but at least the student is learning.

Differentiation:
What will I differentiate?
Content Process Product Environment
Explain:
For some students, this may seem complicated. I will require them to follow along with me.
How will I differentiate?
For readiness By interest Learning profiles Ability level Affect
Explain:
I will direct them in the right direction, and we will have a verbal conversation after to make sure they have an
understanding of this work done.
Technology:
We will be using the YouTube and students will be able to research different facts about the great lakes if they
want.
Diversity:
There will be many students that have never been to a Great Lake so I will be sure to show lots of picture from
personal experience and have students talk with their classmates to help get a better understanding.

Reflection/ Teacher Notes:

As a teacher, I will be sure to check that I have met the requirements to the standard.
Assure that student is understanding and remembers all great lakes
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Activity that we will color and label as a class.

Exit Ticket:

1. What is the acronym for the Great Lakes? _____________________________

2. Label all 5 Great Lakes.
____________________________________________________________________________________
____________________________________________________________
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Culminating Activity/ Lesson Six.

Name: Kaci Parker Date: 2/5/2020
Curriculum/Course: Social Studies Grade level: 3rd
Materials: Pizza boxes, Michigan outlines, paint, flour, salt,
Time/Period: 2 hours total- 2 days
water, toothpicks, construction paper
Standards: List the state or national standards that you are using in this unit/lesson. This section also includes technology
standards.
3-G5.0.1      Locate natural resources in Michigan and explain the consequences of their use.
3-G1.0.2      Use thematic maps to identify and describe the physical and human
characteristics of Michigan.
[Link]-LITERACY.W.3.2.D
Provide a concluding statement or section
Objectives (I can statements):
Students will be able to identify the difference between physical and human characteristics of a region.
Students can use a map to find cities, towns, roads, bridges, etc. and different landforms of Michigan.
Students will be able to conclude their projects with a small description including 4 importance’s.
Assessment (Formative, Summative): (ie. thumbs up/down, exit ticket, quiz, chapter test, rubric (attach if appropriate), etc.)
There will be a Rubric attached for this project.
Introduction/Hook/Anticipatory Set/Activating Prior Knowledge: (Warm-up, review of previous day’s lesson, check for
understanding of previous knowledge, questions you will ask)
Students will work together to conduct a small list of characteristics that they think is important to place on a map
of Michigan.
Steps in the lesson:
We will be making salt dough map of Michigan. Students will be given an outline of the state so they can form their
salt dough around it. They will then place their important cities, landforms and rivers on their maps with the labeled
flag.
1. Students will bring their lists of important cities, rivers, landforms and characteristics down to the front of
the room. (We have been working on this for quite a few weeks, so students have a lot of information)
2. We will review some key cities and places that they will be required to place. (These include Lansing, Grand
Rapids, Detroit, Mackinaw Island, Great Lakes, Grand River)
3. I will have students all grab a pizza box. (This is where their salt dough maps will be placed in).
4. They will then grab a piece of paper that is the outline of Michigan.
5. They will make their salt dough out of water, flour and salt. (NO allergies to flour in my class)
6. We will work together as a class to make sure the dough is not to sticky or to runny.
7. Students will be asked to the form their dough to the Michigan outline.
8. When they are finished, they will come to the flag making station that has toothpicks with construction
paper attached to look like a flag. They will make their flags of the required cities/characteristic.
9. They will need to pick 6 more than required of their choice (must be important) to show they understand
the importance of this.
Students will place their flags WHERE they belong. Then begin painting their maps. They are required to add in the
bridge (using brown/black), they are required to add in the rivers with blue, the great lakes with blue, the land with
green and use extra salt dough to form any higher points in Michigan like the porcupine mountains.
Closure/ Wrap up:
Students will display their projects at the end and let their classmates walk around. It will be like a museum.

Extension Activity:
Once students are finishing up, they will write or type a small description that includes 4 of their important places
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they labeled on their map. They need to give the location of the place they are writing about along with it’s
importance.

Accommodation /Modification:
Specific Student/Group:
One student has a visual impairment and cannot see small objects unless he is very close. I will accommodate for
this student by giving him a larger pizza box and a larger outline. He will be able to see everything he is doing, and
his flags will be much larger, so he is able to read them.

Another student has a ADHD. I will make sure that she knows what we are doing before we do it. I will make sure that
she has additional time to work on her project and she had her own workspace in a more controlled area. The
classroom will be a little noisy as music will be playing and students will be working but, she will be able to focus at her
own pace and workspace.

Differentiation:
What will I differentiate? Content Process Product Environment
Explain:
I will differentiate my instruction by having a few models for students to look at. I will show different examples of other
options students have. I will want them to know that their product can be different then everyone’s. I want them to be
creative.

Technology:
Students will be allowed to use a Chromebook if they need to look up the structure of a place or the location.
Diversity:
This classroom is a bit more diverse. We have many different cultures. There may be some students who have
traveled everywhere in Michigan while I have some students who have not been outside of Grand Rapids.

Reflection/ Teacher Notes:

Questions before: What can I do to make sure students are learning from this?
How can I help them but not give them the answer?
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Example:
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Rubric: