Melanie Post
Mrs. Livolsi
3/27/19
Social Studies formal observation lesson
Time: 12:00
1. Essential question
What are characteristics of a neighborhood?
2. Standards
Standard - 7.2.K.A: Describe the characteristics of homes and businesses located in the
community to gain an understanding of physical features.
3.
Learning Objectives Assessments
Students will be able to identify The teacher will collect student papers and check
characteristics of a neighborhood. their answers and drawings to determine if they
identified a characteristic of a neighborhood.
4. Materials
What I Like About my Neighborhood worksheet
Smartboard/ white board
Picture cards
5. Pre lesson assignment/ prior knowledge:
Students will have begun the “What is in my neighborhood?” chapter of the
Social Studies Alive lesson guide book. They will be familiar with what makes up
a neighborhood.
6. Lesson beginning
At their table groups each group of students will get a set of picture cards. Students
will be instructed to work with their classmates at their table to sort the cards. They
will determine where the cards fit in the two categories of something outside in a
neighborhood versus something not found outside in a neighborhood.
The teacher will allow five minutes to sort the card and then bring the students
attention to the front. The teacher will review the cards the students have. Then
volunteers will place the cards on the board in either category based on what their
group decided.
7. Instructional plan:
Students will be called to the carpet to listen and sing along to the neighborhood song
they learned earlier in the week. This song is from the curriculum book.
The teacher will project the page about neighbors onto the smartboard. The teacher will
read this to the students and hold a discussion about who neighbors are.
Following learning about neighbors, the teacher will begin probing students to brainstorm
things/ people found in neighborhoods. Students will turn and talk to their partners to
help gather ideas.
The teacher will call on students to share their ideas. These ideas will be listed on the
board.
Next, the teacher will model the worksheet students will be doing for their activity. The
teacher will read the worksheet and explain the directions. They will then model how the
students should work on the paper. The paper will be passed out and students will be sent
to their seats.
Students will work quietly at their table on their worksheet. The teacher will circulate to
help students.
8. Closing
Students will sit in a circle on the carpet and share their idea out loud. The teacher
will make a graph to show how many students favorited various neighborhood
characteristics. The teacher will then collect students work.
9. Questions
What is a neighborhood?
Who is in a neighborhood?
What buildings might you see?
Are neighborhoods all the same or different?
Why do you think we have neighborhoods?
What do you see in your neighborhood?
10. Differentiation
Students who are unable to write will be individually told to draw a picture on their
paper.
Students who are at a higher level with their writing will be asked to write a second
sentence.
Students who have trouble seeing the board will be allowed to sit on the carpet to see the
brainstorm list of neighborhood characteristics if they need to.
11. Transitions
Students will be called to the carpet by table number.
Students will be dismissed back to their table by carpet square color.
12. Classroom management
Students will be reminded of the carpet rules while learning on the carpet.
The teacher will ask students to repeat the directions back to the class before
dismissing them from the carpet.
The teacher will wait to give directions or teach for the students to all be paying
attention.
