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3/1/2016

Social Studies Lesson Plan

Public Services

Objectives:

● Students will be able to read aloud the sections about public services.

● Students will be able to decide which public service they feel is most important

and come up with evidence and reasons.

● Students will be able to debate with their peers on why they feel their service is

important.

Standards:

●   CCSS.ELA-LITERACY.SL.3.6  Speak in complete sentences when appropriate to task and situation

in order to provide requested detail or clarification. (See grade 3 Language standards 1 and 3 here 

for specific expectations.)

●   CCSS.ELA-LITERACY.SL.3.1.D 

Explain their own ideas and understanding in light of thediscussion.

●   CCSS.ELA-LITERACY.SL.3.1  Engage effectively in a range of collaborative discussions

(one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building

on others' ideas and expressing their own clearly.

●   CCSS.ELA-LITERACY.RI.3.4 Determine the meaning of general academic and domain-specific

words and phrases in a text relevant to a grade 3 topic or subject area.

Materials:

● TCI Social Studies website curriculum

● Paper

● Pencil

Procedure:

1. Prior to this lesson we have talked about what a private vs. public service is. To start off

we will discuss that again and go over what we learned yesterday.

2. I will let students know that today we will be learning about four different public services

and it’s their job to decide what they think is the most important to have in our

community. The four services will be: police, firefighters, public school, and health care

services.

3. We will read the different sections of each service as a whole class. These readings will

be projected onto the board and be interactive from the TCI website. Students will

popcorn each other and I will ask questions throughout the readings and guide students.

We will make sure to stop and make any connections or personal experiences that

students can share out.

4. After we have finished reading all four sections of the services I will present the four

different services on different sides of the room. For example, police will be on the south

side, health care on the north, ect. I will ask the students to choose which service they

http://www.corestandards.org/ELA-Literacy/RI/3/4/http://www.corestandards.org/ELA-Literacy/RI/3/4/http://www.corestandards.org/ELA-Literacy/SL/3/1/d/http://www.corestandards.org/ELA-Literacy/SL/3/6/http://www.corestandards.org/ELA-Literacy/RI/3/4/http://www.corestandards.org/ELA-Literacy/SL/3/1/http://www.corestandards.org/ELA-Literacy/SL/3/1/d/http://www.corestandards.org/ELA-Literacy/L/3/http://www.corestandards.org/ELA-Literacy/SL/3/6/

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feel is the most important for our community and walk to that side of the room. The

students then will have 10 minutes to work as a group and answer the following

questions. Only one person will have to write down their answers (it can be in bullet

points or notes form).

i. Why did you choose this service?

ii. What reasons do you have for this service?iii. What evidence do you have to support these reasons?

iv. Do you have any personal experiences? If so, what?

5. After students have written down their reasons and evidence we will have a formal

debate. I will go over the rules and respect when having a debate and how everyone’s

voice is important and equal.

6. During our debate students will be allowed to switch sides/services if another group

changes their mind.

7. For their final task I will ask students to write down 3 new things they learned about a

service, 2 thing they already knew, and 1 thing you wanted to say but didn’t. This will be

their exit slip to head to lunch.