Chelsea Schmieding

EDUC 461 Student Teaching

TWS #3: Short Range Plan
South Carolina History 3rd grade
Based on the South Carolina Social Studies standards, South Carolina history is taught in the
third grade. In this unit, several learning objectives will be taught through various learning strategies
and instruction. The objectives for this unit include:
Students will show an understanding of places and regions in South Carolina and the roles of
human systems in the state.
Students will be able to describe the location and characteristics of significant features of
South Carolina, including the six landform regions, major river systems, and major cities of the
state.
I designed this South Carolina history unit to include independent, cooperative learning groups, and
whole-group learning activities, keeping all students in mind. Throughout this unit, students will be
taught through direct instruction, hands-on investigations and activities, and visual aids to benefit all
learners. Fine arts areas, such as music, art, and dance, will be integrated in several lessons during this
SC history unit. Students will be exposed to a song about the regions of South Carolina early in the
unit to serve as both an attention getter as well as an introduction to the unit. The objectives of this
3rd grade social studies unit are to locate and identify the characteristics of the six landform regions
and major river systems of SC through various learning strategies and instruction. Various means of
technology will also be used in this unit. Students will have the opportunity to take a closer look at the
characteristics of each South Carolina landform region as well as the major river systems and cities
using Google Earth. Several opportunities for conversation and discussion will be provided in either
whole-class, small group, or partners. The students will also be exposed to several visual aids such as
maps, diagrams, and images to deepen their knowledge on the different areas of the state. Students
will be given opportunities to label the regions and major cities on maps, complete journal entries and
a SC regions booklet, and participate in several review games. In order to meet both objectives within
this unit, each activity included will assist in accommodating the various learning styles within the
class.
One of my goals of this unit was to allow for differentiated instruction for the diverse learning
levels in the classroom. The plan provided for students who are remediated, on-level, and advanced.
Various learning strategies are used to identify the characteristics of the six landform regions and
major river systems of South Carolina. I will be conscious to reach each learning style while
implementing these lessons, including visual, auditory, and kinesthetic learners. Throughout this unit,
appropriate instructional strategies and decisions will be made to provide accommodations for
students who are below, on, and above grade level. The chosen activities for this particular unit are to
aid students in their success. The activities planned will be beneficial in helping students learn and
understand physical and human features in each region as well as their geographical locations,
identify the major river systems and their locations, and locate the major cities and their significance

to South Carolina. Assessments will be given throughout this unit as well as upon completion to assess
their levels of understanding on the objectives taught.

Unit Objectives

Activities/Instructional
Strategies

Assessment of
Objective

Accommodations
Adaptations

SC Social Studies
Standard 3-1.1:
Categorize the six
landform regions of
South Carolina-the
Blue Ridge, the
Piedmont, the Sand
Hills, the Inner Coastal
Plain, the Outer
Coastal Plain, and the
Coastal Zone
according to their
climate, physical
features, and natural
resources.

Whole class
o Students who have
Regions song (with
discussion (Q
difficulty copying
dance movements)
& A)
notes in a timely
Guided note-taking via
Correctly label
manner will receive
information on
the Blue Ridge
a notes outline
PowerPoint
and Piedmont
handout to complete
SC regions map
regions on a
as the information is
Google Earth App to
map
presented to help
view the regions with
Exit Slip: Name
with time
technology
3 physical
management as well
features and 1
as keep those
human feature
students from falling
of the Blue
behind. The notes
Ridge and
are provided on the
Piedmont
PowerPoint
regions; List
Presentation that is
the bordering
presented in class.
geographical
o In the event of
features of SC
students who may
Quiz
be struggling with
understanding the
information, those
students will be
pulled in a small
group to receive
extra assistance.

When given
information on the
Sand Hills and Inner
Coastal Plain regions,
students will be able
to describe the
physical and human
features of each
region with 90%
accuracy.

Turn and
o Student desks are
Regions song (with
Talk (observe
placed in
dance movements)
and take note)
cooperative learning
Guided note-taking via
Correctly label
groups; therefore,
information on
the Sand Hills
lower-leveled
PowerPoint
and Inner
students will be
SC regions map
Coastal Plain
partnered with
Google Earth App to
regions on a
higher-leveled
view the regions with
map (including
students to benefit
technology
the Fall Line)
their Turn and Talk

When given facts and

information on the
Blue Ridge and
Piedmont regions,
students will be able
to describe the
physical and human
features of each SC
region with 90%
accuracy.

 Turn and Talk SC Social Studies

describe the
Standard 3-1.1:
characteristics of each
Categorize the six
region (Sand Hills and
landform regions of
Inner Coastal Plain)
South Carolina-the
Blue Ridge, the
Piedmont, the Sand
Hills, the Inner
Coastal Plain, the
Outer Coastal
Plain, and the
Coastal Zone
according to their
climate, physical
features, and
natural resources.

When given
information on the
Outer Coastal Plain
and Coastal Zone
regions, students will
be able to describe the
physical and human
features of each
region with 90%
accuracy.
SC Social Studies
Standard 3-1.1:
Categorize the six
landform regions of
South Carolina-the
Blue Ridge, the
Piedmont, the Sand
Hills, the Inner Coastal
Plain, the Outer
Coastal Plain, and the
Coastal Zone
according to their
climate, physical
features, and natural
resources.

Regions song (with

dance movements)
Guided note-taking
via information on
PowerPoint
SC regions map
Google Earth App to
view the regions with
technology
My South Carolina
Regions Book
Cooperative group
discussion on each
region/review game
I have, Who has?

Exit Slip: Name

conversation.
3 physical
o Notes outline sheets
features of the
are provided for
Sand Hills and
students who need
Inner Coastal
them. The notes are
Plain regions;
provided on the
1 human
PowerPoint
feature of
Presentation that is
each
presented in class.

Cooperative
group
discussion
(observe and
take note)
Correctly
label all six
landform
regions on a
map,
including the
Fall Line and
3 bordering
features.
(Grade)
Exit Slip:
Name 3
physical
features of
the Outer
Coastal Plain
and Coastal
Zone regions;
1 human
feature of
each

o Student desks are

placed in
cooperative learning
groups; therefore,
lower-leveled
students will be
partnered with
higher-leveled
students to benefit
their cooperative
group discussion.
o Students who have
difficulty copying
notes in a timely
manner will receive
a notes outline
handout to complete
as the information is
presented to help
with time
management as well
as keep those
students from falling
behind. The notes
are provided on the
PowerPoint

 Regions Book
Presentation that is
(Checked
presented in class.
when
o In the event of
completed
students who may
for
be struggling with
completeness
understanding the
and
information, those
correctness)
students will be
pulled in a small
group to receive
extra assistance.

Students will be able

to describe and label
on a map the
Savannah River system
and the Santee River
system with 80%
accuracy.
SC Social Studies
Standard 3-1.2:
Describe the location
and characteristics of
significant features of
South Carolina,
including landforms;
river systems such as
the Pee Dee River
Basin, the Santee River
Basin, the Edisto River
Basin, and the
Savannah River Basin;
major cities; and
climate regions.

Students will be able

to describe and label
on a map the Edisto
River system and the

Guided note-taking
via information on
PowerPoint
SC river systems map
Google Earth App to
view the river
systems with
technology
SC River systems
brochure

Whole class
discussion
(Where are
these rivers
located?)
Correctly label
the Savannah
and Santee
river systems
on a map

o Students who have

difficulty copying
notes in a timely
manner will receive
a notes outline
handout to complete
as the information is
presented to help
with time
management as well
as keep those
students from falling
behind. The notes
are provided on the
PowerPoint
Presentation that is
presented in class.
o In the event of
students who may
be struggling with
understanding the
information, those
students will be
pulled in a small
group to receive
extra assistance.

Guided note-taking
via information on
PowerPoint
Google Earth App to

Whole class
discussion
(Where are
these rivers

o Students who have

difficulty copying
notes in a timely
manner will receive

Pee Dee River system

with 80% accuracy.
SC Social Studies
Standard 3-1.2:
Describe the location
and characteristics of
significant features of
South Carolina,
including landforms;
river systems such as
the Pee Dee River
Basin, the Santee River
Basin, the Edisto River
Basin, and the
Savannah River Basin;
major cities; and
climate regions.

When locating
Greenville and
Columbia on a map,
students will be able
to understand their
contribution and
importance to SC
history.
SC Social Studies
Standard 3-1.2:
Describe the location
and characteristics of
significant features
of South Carolina,
including landforms;
river systems such as
the Pee Dee River
Basin, the Santee
River Basin, the
Edisto River Basin,
and the Savannah

view the river

systems with
technology
SC River systems
brochure
Students will choose
one river system to
illustrate and
describe

Greenville
Columbia
Essential QuestionWhat makes these
cities important to
South Carolina? - Turn
and Talk discussion
Note-taking
Mapping cities (map
key and legend)
SC Map (visual aid)

located?)
a notes outline
Collect
handout to complete
brochure for
as the information is
grade
presented to help
Correctly draw
with time
label the four
management as well
river systems
as keep those
on a map of SC
students from falling
River
behind. The notes
illustration
are provided on the
and
PowerPoint
description
Presentation that is
will be
presented in class.
collected for a o In the event of
grade
students who may
be struggling with
understanding the
information, those
students will be
pulled in a small
group to receive
extra assistance.
Exit slip: What
makes these
cities
important to
South
Carolina?
Labeled maps

o Student desks are

placed in
cooperative learning
groups; therefore,
lower-leveled
students will be
partnered with
higher-leveled
students to benefit
their Turn and Talk
conversation.
o Notes outline sheets
are provided for
students who need
them. The notes are
provided on the
PowerPoint
Presentation that is
presented in class.

River Basin; major

cities; and climate
regions.

When locating
Charleston and
Myrtle Beach on a
map, students will be
able to understand
their contribution and
importance to SC
history.
SC Social Studies
Standard 3-1.2:
Describe the location
and characteristics of
significant features of
South Carolina,
including landforms;
river systems such as
the Pee Dee River
Basin, the Santee
River Basin, the Edisto
River Basin, and the
Savannah River Basin;
major cities; and
climate regions.

Myrtle Beach
Charleston
Essential QuestionWhat makes these
cities important to
South Carolina? Turn and Talk
discussion
Note-taking
Mapping cities (map
key and legend)
SC Map (visual aid)
Locate Greenwood
after major cities
have been discussed

*Study Guide will be

reviewed for unit test

Exit slip: What

makes these
cities
important to
South
Carolina?
Labeled maps

o Student desks are

placed in
cooperative learning
groups; therefore,
lower-leveled
students will be
partnered with
higher-leveled
students to benefit
their Turn and Talk
conversation.
o Notes outline sheets
are provided for
students who need
them. The notes are
provided on the
PowerPoint
Presentation that is
presented in class.

Unit test

I consider these learning objectives to be developmentally appropriate for my students.

Exposure to various instructional strategies is provided to meet all students needs throughout this
unit. Students have many hands-on activities, visual aids to have a better understanding, and creative
ways to remember facts and information. All student needs are met throughout this unit because
they will participate in cooperative learning activities and lessons, engaging hands-on activities, and
benefit from the use of visual aids. The learning objectives for this unit could be challenging for some
students, but appropriate accommodations and modifications are put in place to assist in the success
of all students.