SUNY Potsdam CE/EC Lesson Plan Template

AUTHOR: Madison Fortier

Background information
Date and Time of Lesson
3.12.19
11:00-11:30

Grade 4th

Subject Area Social Studies

Pre-Requisite Knowledge/Skills
 13 Colonies
 American Revolution (causes)
 British Rule
 Maps and Flags basic skills
Time Allotment
1.5 Minutes (3, 30-minute periods)

Curriculum: Standards
4.3b Colonial New York became home to many different peoples, including European immigrants,
and free and
enslaved Africans. Colonists developed different lifestyles.
Students will trace colonial history from the Dutch colony of New Netherland to the English
colony of New
York, making note of lasting Dutch contributions.
Student will investigate colonial life under the Dutch and the English, examining the diverse
origins of the
people living in the colony.
Students will examine the colonial experience of African Americans, comparing and contrasting
life under
the Dutch and under the British.
Learning Objectives/Targets
 I can create a map of my colony
 I can create laws for the people of my colony
 I can choose a location for my colony based on location and other factors
 I can draw a flag that represents my colony
 I can analyze the importance of factors to my colony and what they stand for

Instructional Strategies I will use are:

 Read Aloud
 Small Group Work/Centers
  Art Work
 Writing Prompts

Assessments I will use are:

 Informal observation
 Final product (each completed sheet)
 Art projects (blue prints, map, flag)

Lesson Procedures
Anticipatory Set/Minds On
TW read “The Thirteen Colonies” and “Colonial Uprising” on Social Studies Weekly
SW discuss readings and implications of the British Rule on American Colonists
Procedures
TW explain procedure for the centers and group students. Students will be given the first
sheet and explained instructions (see attachment)
Students will do this project at their own pace, as a student finishes a sheet, the teacher
will check, and students will continue.

Day Two
Centers-
Map Creation-Students will create a map with landmarks and cities important to their
colony
Constitution- Students will create laws and rules for their colonists to abide by.
House Blue Prints- Students will create a sample house that their colonists live in.
Flag Creation- Students will create a flag that represents their country

Closure/Go back to learning targets

On the final day, students will participate in a jigsaw, sharing the details of their colonies with
their classmates.

Universal Design for Learning (UDL)

Some will be for whole class, groups of students, individual students.

Principle #
7.1 Optimize individual choice and autonomy
7.3 Minimize threats and distractions
8.3 Foster collaboration and community
2.1 Clarify vocabulary and symbols
Evidence
Students make all the decisions for their colony
and create their project
Students will be reminded to be respectful and
remain with their groups to avoid distraction
Students will work in groups to create their
colonies
Each sheet and vocabulary will be discussed
with students as they move from level to level
9.3 Develop self-reflection and assessment
6.1 Guide appropriate goal-setting
3.2 Highlight big ideas
6.2 Support strategies for goal setting
Students decide amongst each other when they
are ready to move on to the next level
Students will need to set goals to finish their
project within the three days
Students will investigate what it takes to create
their own rules and regulations for a new land
Teacher will help students achieve their goals
by splitting up work and working together as a
group