Lesson Plan Template: GCU College of Education

GCU College of Education
LESSON PLAN TEMPLATE
Section 1: Lesson Preparation LESSON ONE OF UNIT
Teacher Candidate Melanie Long

Name:
Grade Level: 3rd Grade
Date: August 18, 2019
Unit/Subject: Arizona’s 5 C’s/Social Studies
Instructional Plan Title: Cattle and Copper
Lesson Summary and Students will explore 2 of the 5 c’s of Arizona, cattle and copper. Students will
Focus: learn of how today’s cattle ranches are different from Arizona’s early cattle
ranches and the different types of cattle in Arizona. Students will learn of the
importance of copper and how its removed from the Earth.
Classroom and Student The classroom consists of 14 male students and 16 female students. Four
Factors/Grouping: students are ELL (all at Tier 2 RTI for reading), four students are Learning
Disabled (one is at Tier 3 RTI for reading), one student is emotionally disabled,
one student has hearing aids, one student is diabetic, and one allergy to
peanuts. In total, there is one student at Tier 3 RTI for Reading, five at Tier 2 RTI
for reading, three at gifted level. When doing centers or group work, students will
be broken according to their reading level. There will be a total of six groups.
Four groups will have five students, one group with six and one group with four
students.
National/State Learning 3.E1.1 Describe and discuss industries and occupations that have shaped
Standards: Arizona (Arizona Department of Education, 2019).
3.E1.2 Identify various forms of earning income in the state of Arizona (Arizona
Department of Education, 2019).
3.G3.1 Describe the movement of people in and out of Arizona over time
(Arizona Department of Education, 2019).
3.G4.1 Describe how Arizona has changed over time (Arizona Department of
Education, 2019).
3.H1.1 Utilize a variety of sources to construct an historical narrative exploring

Arizona’s cultures, civilizations, and innovations (Arizona Department of
Education, 2019).
3.RI.1 Ask and answer questions to demonstrate understanding of a text,

referring explicitly to the text as the basis for the answers (Arizona Department
of Education, 2019).
3.RF.4 Read with sufficient accuracy and fluency to support comprehension

Specific Learning Students will list 2 of Arizona’s 5 Cs. Students will describe how cattle ranches
Target(s)/Objectives: have changed overtime in Arizona. Students will list types of cattle raised in
Arizona. Students will describe two ways that copper is removed from the Earth
and the importance of copper.
Academic Language
 Ranching-to manage or work on a ranch
 Ranchers-people that work on a ranch
 Imported-items brought from another country with intent of selling
 Mines-a place where minerals may be obtained
 Shafts-long, narrow tunnels dug into the earth
Content specific vocabulary will be pre-taught to the students during the

anticipatory set. Vocabulary word will be listed on the whiteboard and while
reviewing, the definitions will be written down for the students.
Resources, Materials,
Equipment, and  YouTube video on cattle in Arizona https://www.youtube.com/watch?
Technology: v=ICdHaKnX_3Y
 YouTube video on copper mining in Arizona
https://www.youtube.com/watch?v=BucmR-kWwmo
 Reading worksheets (class set)
 Reading question sheet
 Social Studies Interactive notebook (class set)
 Whiteboard
 Computer
 Easel paper
 Easel markers
 Dry erase markers
 Dry eraser
 Pencils (class set)
 Online images of cattle and copper
Section 2: Instructional Planning

Anticipatory Set Time

Needed
 I will use a visual in the form of images, one of cattle and of copper. I will ask
students why cattle and copper important for Arizona. 10 mins.
 I will record their ideas and answers on separate pieces of easel paper. I will inform the
students that we will be learning about 2 of the 5 C’s of Arizona.
Multiple Means of Representation Time

Needed
 I will use a video of cattle and a video of copper to the students. YouTube link 20 mins.
https://www.youtube.com/watch?v=ICdHaKnX_3Y for cattle, and
https://www.youtube.com/watch?v=BucmR-kWwmo for copper
 As a class, we will then review the vocabulary words. Students will record the definitions
in their Social Studies interactive notebook.
 Students will break into their groups (determined by reading level), and then receive a
reading comprehension worksheet on cattle and copper.
 As a class, we will choral read the worksheet one time. Students in their groups will read
the sheet an additional time.
Explain how you will differentiate materials for each of the following groups:
 English language learners (ELL): No differentiation on the reading worksheet, since it

was read aloud to students. Will reread sheet to students as groups begin to work and
will be available if students need additional support.
 Students with special needs: Students will be located towards front of room to be closer
to whiteboard for video and easel work. Subtitles will be utilized during the video for
students.
 Students with gifted abilities: Working together as a class, there will be no differentiation
needed for students.
 Early finishers (those students who finish early and may need additional
resources/support): Working together as a class, no additional resources needed.
Multiple Means of Engagement Time

Needed
 Students will work on the Cattle and Copper Reading Worksheet. Students will work 15 mins.
together in their group to answer questions from their reading.

 As students are working on their worksheet, I will pose depth of knowledge questions
during this section.
-Why did cattle and copper make people settle in Arizona?
-How are cattle ranches different from Arizona’s early cattle ranches?
-Why are some towns in Arizona are called “ghost towns?”
-How is copper removed from the Earth today?
 Will have student utilize Think, Pair, Share within their groups to discuss the depth of
knowledge questions that are being posed to them.
 As a class we will discuss then discuss the depth of knowledge questions.
Explain how you will differentiate activities for each of the following groups:
 English language learners (ELL): Students will be provided a differentiated worksheet if
needed.
 Students with special needs: Students will be able to sit closer to the whiteboard and the
teacher during whole class instruction. Students will be provided a differentiated
worksheet during the group reading if needed.
 Students with gifted abilities: Will be asked an additional DOK question: What were the
Spanish explorers searching for when they found copper?
resources/support): Students will help teacher pass out the materials for the classroom
activity.
Multiple Means of Expression Time

Needed
 Students will now be instructed to work on the activity sheet for Arizona 5 C’s cattle
and copper. 20 mins.
 Students will be able to work in their small groups to complete the activity sheet.
 Once students are finished with their activity sheet, they will have to write one-
paragraph reflection on if they would rather work as a rancher or a miner. Students
writing must be clear on their opinion and support it with text evidence from the reading
worksheet.
 Throughout the lesson, students will take part in formative assessments such as think-
pair-share discussions and the reading worksheet and the activity sheet.
Explain how you will differentiate assessments for each of the following groups:
 English language learners (ELL): Students will have the option of writing or typing their
paragraph on the computer.
 Students with special needs: Students will have the option of writing or typing their
 Students with gifted abilities: Students will have the option to write why being a rancher
or a miner is better than the other occupation.
resources/support): Students will have the option to write why being a rancher or a miner
is better than the other occupation.
Extension Activity and/or Homework Time

Needed
There will not be a homework assignment included in this lesson.
0 mins.
ARIZONA’S CATTLE AND COPPER READING WORKSHEET

Name:__________________________________
People settled in Arizona for one or more of Arizona’s 5Cs. The 5 Cs included cattle, copper,
cotton, citrus, and climate. Today, Arizona’s economy is based on more than just the 5 Cs, but
each plays a very important part in our state’s past, present, and future.
Arizona’s Cattle
Cattle ranching is one piece of Arizona’s economy. Spanish missionary Father Kino started the
first cattle ranch in Arizona. He taught Native American cowboys how to round up wild cattle,
sheep, and horses in Mexico and lead them back to the missions in Arizona. The first Native
American ranchers learned how to raise cattle for milk and meat.
Bill Kirkland
In 1857, American rancher Bill Kirkland brought 200 Mexican cattle to a ranch south of Tucson.
After the Civil War, other cattle ranches were started, and beef was sold to United States Army
posts and Native American reservations.
CATTLE RANCHES
In 1870, there were about 5,000 cattle in Arizona. By 1891, there were over one million cattle!
As more people settled in Arizona, there was less room for the 4,000-acre farms it took to raise
cattle. Cattle ranches soon were replaced by housing developments, schools, shopping centers,
and golf courses. To raise cattle in less space, today’s cattle ranchers have changed the way
they feed their cattle. Most ranchers no longer allow their cattle to graze in open fields. Instead,
cattle are fattened in smaller areas known as feedlots.
HOLSTEIN COWS
Holsteins are the largest types of dairy cows. With patterns of black and white or red and
white, they are easy to spot. They also have black ears and white feet. Dutch farmers
from the Netherlands brought the first black and white cows to America in the early 1600s.
By the end of the 1800s, the United States had imported more than 8,000
Holsteins. Holsteins can weigh up to 2,400 pounds and eat large amounts of grass.
Compared to other dairy cows, they are known to produce the greatest amounts of low fat
milk.
Hereford Cows
In 1817, the first Hereford were brought to the United States from England. Herefords are
raised for their beef, so they are large and can weigh up to 4,000 pounds. Herefords have
red bodies with white spots on their heads, necks, stomachs, legs, and tips of their tails.
Angus Cows
In 1873, four Angus bulls were transported from Scotland to a farm in Kansas. These
were the first Angus cows in the United States. Angus are beef cows, just like Herefords,
but they are hornless and solid black in color. They produce milk like the other cows, but
their milk is not used for humans. Angus can get as large as Herefords, weighing in at a
huge 4,000 pounds. Angus is easy to raise because they live well in different types of
climates.
Copper
Copper in Arizona was formed millions of years ago beneath the surface. The first
Spanish explorers that arrived in Arizona were searching for gold. Few found gold, but
some of the found a mineral just as important as gold. At the time, they did not realize that
the important mineral was copper.
Arizona’s Copper Mines
In the late 1800s, Arizona’s copper mines helped Arizona grow. The invention of the
electric motor, the telephone, and the light bulb kept copper in high demand. Today,
Arizona’s copper mines still produce about one billion dollars-worth of copper each year.
Mining Copper
In the early days of Arizona, copper was mined from the Earth using ordinary picks and
shovels. The miners carried the copper by mule trains to other locations. This is where the
mineral could be made into useful items. Today, we have very different ways of mining
copper. Bulldozers, cranes, and other special digging machines are used to remove
copper. Large trucks and trains transport copper to other places.
OPEN PIT MINING
Some copper minerals lie near the surface of the Earth. These copper minerals are
mined by using the open pit method of mining. Open pit mines create connected
step-like rock ledges called benches. These benches serve as roadways and
railways for trucks and trains carrying copper minerals out of the mine.
Underground Mining
Other copper minerals lie deep below the Earth’s surface. These copper minerals
are removed by using the underground mining method. Underground mines use
tunnels and shafts below Earth’s surface so miners can dig the minerals out of the
ground. Underground miners carried canaries with them to test dangers in the air.
A canary’s lungs are more sensitive than a human lungs. If the canary got sick, the
miner knew that it was time for him to leave the mine.
GHOST TOWNS
In the early days of Arizona, copper was plentiful in Bisbee, Globe, Miami,
Superior, Ajo, Jerome, and Ray. These towns built their entire lives around copper
mining. When the copper had been removed, the mines were permanently closed.
Families packed up and moved to find jobs in other towns. Many of these early
mining towns became “ghost towns.” The only people believed to be living in these
towns were ghosts.
TODAY’S COPPER MINES
Today, copper mines are still operating in many cities throughout Arizona. Our state is
responsible for producing about half of the nation’s copper. The copper mine in Morenci is
the largest mine in North America. Copper is needed to make electrical wires, cables,
roofing materials, copper tubing and piping, motors, appliances, air conditioners, and
heating units. Look around your own house. You will see that just like in the 1800s, today’s
copper mines are still supplying important jobs to many people living in Arizona’s mining
cities and towns.
ARIZONA’S CATTLE AND COPPER WORKSHEET
Name:___________________________________
1. Who started the first cattle ranch in Arizona? ________________________________
______________________________________________________________________
2. The first American rancher in Arizona was _________________________________.
3. Which of Arizona’s cows have red bodies with white spots? ___________________
_____________________________________________________________________
4. The first Spanish explorers were looking for _______________________________.
5. In early Arizona, how did copper miners remove copper from the Earth? _________
_____________________________________________________________________
6. Why did miners carry canaries with them into the underground mines? ____________
______________________________________________________________________
7. What are Ghost Towns? _______________________________________________
______________________________________________________________________
8. Describe when miners would use the Open Pit Mining method. _________________
______________________________________________________________________
9. Describe when miners would use the Underground Mining method. _____________
_____________________________________________________________________
ARIZONA’S CATTLE AND COPPER WORKSHEET
Name:___________________________________
1. Who started the first cattle ranch in Arizona?

a. Father Kino b. Spanish explorers
c. Bill Kirkland d. The United States Army
2. The first American rancher in Arizona was-

a. a Spanish Explorer b. Father Kino
c. The United States Navy d. Bill Kirkland
3. Which of Arizona’s cows have red bodies with white spots?

a. Holstein cows b. Jersey cows
c. Hereford cows d. Angus cows
4. The first Spanish explorers were looking for-

a. copper b. zinc
c. gold d. silver
5. In early Arizona, how did copper miners remove copper from the Earth?
a. bulldozers b. cranes
c. trucks and trains d. picks and shovels
6. Why did miners carry canaries with them into the underground mines?
a. they were lonely b. canaries ate spiders
c. canaries sang for the miners d. they needed to test the air
7. What are Ghost Towns?

a. a place where families live b. ghosts are the only ones living there
c. towns that have mines still open d. towns that were once mining towns in AZ.
8. Describe when miners would use the Open Pit Mining method.
a. when copper was in the water b. when copper was near the surface
c. when copper was deep in ground d. when there was no copper
9. Describe when miners would use the Underground Mining method.

a. when copper was deep in water b. when copper was deep into the ground
c. when copper was near the surface d. when there was no copper
Section 1: Lesson Preparation LESSON TWO OF UNIT

Name:
Instructional Plan Title: Cotton and Citrus
Lesson Summary and Students will explore 2 more of the 5 c’s of Arizona, cotton and citrus. Students
Focus: will learn why cotton is a major cash crop for Arizona and describe the uses for
cotton. Students will learn of the citrus that is grown in Arizona.
students.
Education, 2019).

Education, 2019).


Specific Learning Students will list 2 more of Arizona’s 5 Cs. Students will describe what it means
Target(s)/Objectives: that cotton is a major cash crop in Arizona. Students will describe ways that
cotton is used. Students will list the three most popular types of citrus and how
long each takes to produce fruit.
Academic Language  Fertilizing-to make land more productive by adding nutrients

 Sprouting-to start to grow up
 Margarine-a butter substitute
 Transplanted-being moved from one place to another
 Mandarins-a small flattish citrus fruit with yellow-orange skin

Resources, Materials,  YouTube video on cotton in Arizona https://www.youtube.com/watch?

Equipment, and v=7er_jFyFYAA
Technology:  YouTube video on citrus in Arizona
 Whiteboard
 Computer
 Easel paper
 Easel markers
 Dry eraser
 Online images of cotton and citrus

Needed
 I will use visuals of both cotton and examples of citrus. I will ask students why are
cotton and citrus and important for Arizona. 10 mins.
 I will record their ideas and answers on separate pieces of easel paper.
 I will ask students to list off the first 2 C’s that we have learned about, and then place
those easel papers next to the new ones created.
 I will inform the students that we will be learning about 2 more of the 5 C’s of Arizona.
Needed
 I will use a video on cotton and show to the students. YouTube link 15 mins.
https://www.youtube.com/watch?v=7er_jFyFYAA
reading comprehension worksheet on cotton and citrus.

students.

Needed
 Students will work on the Cotton and Citrus Reading Worksheet. Students will work 20 mins
together in their group to answer questions from their reading.
-How is cotton used?

-What does it mean that cotton is a major cash crop in Arizona?
-How is citrus beneficial to people and cattle?
-How does citrus connect Arizona to other states?
needed.
activity.

Needed
 Students will now be instructed to work on the activity sheet for Arizona 5 C’s cotton
and citrus.
paragraph reflection on how cotton and citrus has helped Arizona’s economy.
Students writing must be clear on how citrus and cotton have helped Arizona and
support it with text evidence from the reading worksheet.
 Students with gifted abilities: Students will have the option to write an additional opinion
piece on which is better to grow, cotton or citrus.
resources/support): Students will have the option to write an additional opinion piece on
which is better to grow, cotton and citrus.

Needed
For this lesson plan, there will not be an extension activity or homework assignment.
0 mins.
ARIZONA’S COTTON AND CITRUS READING WORKSHEET

Name: _______________________________________________
Cotton is a major cash crop in Arizona. This means cotton earns a large amount of money for
our state. This is very important to Arizona’s economy. Cotton provides many jobs for Arizona’s
2,000 cotton farmers. Arizona produces about 10% of the nation’s cotton. Most of this cotton is
shipped to Asia.
GROWING COTTON
In Arizona, cotton is planted from March through May and is picked from August to October.
Before farmers can plant cotton, they must prepare the area by fertilizing the soil and plowing
the ground.
Cotton seeds are planted by a mechanical planter that digs the hole, drops the seed, and covers
it over with dirt. The seed usually sprouts about 14 days after planting.
After sprouting, cotton plants must be thinned to avoid overcrowding. Development of the cotton
boll or fruit of the cotton plant begins with a tightly closed bud, just like you would find on a rose
before it opens. The bud soon opens into a cream-colored flower which falls off after about a
day. After the flower fades, the boll is left containing the cotton’s seeds and fibers.
Boll Weevils
Cotton plants have many enemies that farmers must control to avoid losing their crops. The
best-known enemies of cotton are boll weevils. Boll weevils have been responsible for millions
of dollars-worth of damage. They have long, curved snouts for drilling into the cotton boll. They
eat the contents of the boll. A farmer’s best defense against boll weevils is poison which kills the
creatures.
Uses for Cotton
Cotton plants have many uses. For example, cotton seeds are removed from cotton plants,
crushed, and used for oils found in margarine. The most important part of the cotton plants is
the fiber called lint. Lint is used to make paper, furniture upholstery, and even film for cameras.
Cotton in the clothing that you are wearing was made from the long fibers that were removed
from the seed. This fiber is in great need because it is strong, can be dyed different colors, and
is easy to care for. Most importantly, cotton lasts a long time.
Check the label on what you’re wearing today and see if you have any cotton in your clothing. If
you do, you are helping to keep cotton alive as one of Arizona’s 5 Cs!
Citrus
The United States grows more citrus fruit than any other country. Arizona’s warm
climate and long growing season helps add to the 585 million boxes of fruit grown each
year in our country.
Arizona’s Citrus
Citrus, like Arizona’s other 5 Cs, helps our economy by providing jobs for farmers and
fruit pickers. Arizona’s citrus also brings money into our state through the sale of citrus
to states and countries that do not have citrus growing weather.
Oranges, lemons, grapefruits are the most popular citrus fruit grown in Arizona. These
fruits can be eaten fresh, squeezed for their juices, and used for their vitamins to keep
us healthy. The outer peel of the citrus fruits can also be used for cattle food.
ORANGES
Oranges are the oldest and most popular of all citrus fruits. Oranges make up 65% of all citrus
grown. More than three-fourths of oranges grown in the United States are processed into fresh,
canned, or frozen juice. Some orange crop is sold as fresh fruit. The rest is used for candy,
jams, salads, and soft drinks.
Oranges come in different types, shapes, and colors. The most popular orange is the sweet
orange, but oranges can also be sour, bitter, or mandarins. Oranges can be round, oval, pink,
and even dark red!
Orange trees begin their lives as buds in special nurseries. They are transplanted when they are
6 to 12 months old and begin bearing fruit four or five years later. Some orange trees may
produce fruit for 50 or more years.
LEMONS
Lemons are oval-shaped fruits that make up about 10% of the citrus grown in the United States.
Unlike oranges, lemons are usually not eaten fresh because of their bitter taste. Instead, lemons
are grown for use in beverages, such as lemonade, or in candy, cakes, cookies, and salads.
Lemons have a pleasant smell. The juice from lemons is used for household cleaning products,
soap, perfume, and other beauty products. Lemon trees grow from 22 to 25 feet tall. They are
covered with thorns and have long, pointed, pale green leaves. Like oranges, lemon trees are
grown from buds in special nurseries. It takes about four years for a lemon tree to produce fruit.
GRAPEFRUITS
Grapefruits are large round citrus fruits that make up another 10% of all citrus grown in the
United States. Grapefruits grow in clusters, like grapes, and produce a tart juice that is enjoyed
by many people as a breakfast drink.
Grapefruits can range in color from white to pink to red and may or may not contain seeds.
Grapefruit trees grow about 30 feet tall and have dark green leaves and white flowers.
Grapefruit plants also start as buds and may not produce fruit for up to seven years.
ARIZONA’S COTTON AND CITRUS ACTIVITY SHEET

Name: _______________________________________________
1. Why is cotton a major cash crop in Arizona? ____________________________________

__________________________________________________________________________
2. What time of year is cotton planted in Arizona? __________________________________

__________________________________________________________________________
3. After sprouting, what must happen to the cotton plants?___________________________

_________________________________________________________________________
4. What are boll weevils? And what do they do to the cotton plant? ___________________
________________________________________________________________________
5. Which country grows the most citrus? ________________________________________

________________________________________________________________________
6. What did you learn about Arizona’s citrus from the reading sheet? _________________
________________________________________________________________________
7. How long does it take a lemon tree to produce fruit? _____________________________

_________________________________________________________________________
8. What is the range in color of grapefruit? ______________________________________

_________________________________________________________________________
ARIZONA’S COTTON AND CITRUS ACTIVITY SHEET

Name: _______________________________________________
1. Why is cotton a major cash crop in Arizona?

a. It costs a lot to grow cotton b. cotton pickers find money in the field
c. cotton makes a lot of money d. cotton is not important to Arizona
2. What time of year is cotton planted in Arizona?
a. March through May b. June through August
c. August through October d. October through December
3. After sprouting, what must happen to the cotton plants?
a. they are picked immediately b. they are destroyed
c. they are dug up and replanted d. they are thinned to avoid overcrowding
4. Why are boll weevils’ enemies of the cotton plant?
a. they contained poison b. they eat the contents of the boll
c. they scare farmers d. they are nice and don’t cause damage
5. Which country grows the most citrus?
a. France b. The United States
c. Spain d. Italy
6. What did you learn about Arizona’s citrus from the reading sheet?
a. citrus is not sold to other states b. citrus is not one of Arizona’s 5 Cs
c. oranges, lemons, and grapefruit are popular d. Arizona’s citrus cannot be eaten
7. How long does it take a lemon tree to produce fruit?

a. 6 to 12 months b. 7 years
c. 4 years d. 50 years
8. What is the range in color of grapefruit?
a. white to pink to green b. white to pink to red
c. white to pink to orange d. white to pink to blue
Section 1: Lesson Preparation LESSON THREE OF UNIT

Name:
Instructional Plan Title: Climate and Travel Brochure
Lesson Summary and Students will be introduced to the final of the 5 Cs of Arizona, climate. Students
Focus: will learn of how the climate in Arizona is important to its economy. Students will
know of all the 5 Cs of Arizona and why they are important to the economy.
students.
Education, 2019).

Education, 2019).


VA.CR.1.3a Create an imaginative artwork (such as a work that responds to a

story or an invented fantasy) and add details (Arizona Department of Education,
2015).
VA.CR.3.3 Elaborate visual information by adding details in an artwork (Arizona

Specific Learning Students will explain what climate is and how it is important to Arizona’s
Target(s)/Objectives: economy. Students will correctly list the 5 C’s and how they are important to
Arizona’s economy by creating and illustrating a travel brochure.
Academic Language
 Precipitation-is rain, snow, sleet, or hail that falls to the ground
 Plateau-an area that is level high ground
 Tourism-when people vacation or visit places of interest
 Petrified-changed into a stony substance
 Region-an area that has the same characteristics

Resources, Materials,
Equipment, and
Technology:  YouTube video on climate in Arizona https://www.youtube.com/watch?
v=YNsG-X1a0og
 Whiteboard
 Computer(s)
 Easel paper
 Easel markers
 Dry eraser
 Online images of climate
 Blank white copy paper (class set)
 Crayons (class set)
 Markers (class set)
 Brochure template example
 Brochure template program from www.lucipress.com

Needed
 I will use visuals of climate for the students. I will ask students, why is climate important
for Arizona. 10 mins
 I will record their ideas and answers on separate pieces of easel paper.
 I will ask students to list off the other 4 C’s that we have learned about, and then place
those easel papers next to the new ones created.

 I will inform the students that we will be learning about climate, the last of the 5 C’s of
Arizona.
Needed
 I will use a video on climate for Arizona and show to the students. YouTube link
https://www.youtube.com/watch?v=YNsG-X1a0og 10 mins
reading comprehension worksheet on climate.

students.

Needed
 Students will work on the Climate Reading Worksheet. Students will work together in
their group to answer questions from their reading. 15 mins
-What is climate?
-Describe how the climate is important to Arizona’s economy, and give an example?
-How does “snow birds” help the Arizona economy?
needed.
activity.

Needed
 Students will now be instructed to work on the activity sheet for Arizona 5 C’s climate. 15 mins
paragraph reflection on how the climate has helped Arizona’s economy. Students
writing must be clear on how climate has helped Arizona and support it with text
evidence from the reading worksheet.
 As a unit assessment, students will be asked to create a travel brochure, promoting the
state of Arizona. The brochure must contain each of the 5c’s and why it is important to 30 mins
Arizona. Students will complete this project in class and will be allowed to use their
reading sheets from the past 2 lessons.
 Students will have option of using computer program or hand creating.
 I will model an example to the students of what is required
paragraph on the computer. Students will have option to hand create or use computer for
brochure project
paragraph on the computer. Students will have option to hand create or use computer for
brochure project.
 Students with gifted abilities: Students will have the option to include why Arizona is the
best state to visit.
resources/support): Students will have the option to include why Arizona is the best state
to visit.

Needed
No extension or homework will be assigned.
0 mins
ARIZONA’S 5 CS CLIMATE READING SHEET

Name: _____________________________
Climate is the average condition of weather over a period of years. This included temperature
and precipitation. Those of us who live in Arizona know that our state is described by visitors as
hot and dry. This is because Arizona lies in an area known as Arid America. Less than 20
inches of precipitation falls in Arid America each year.
Arizona’s Three Regions
We know that Arizona’s climate is more than just hot and dry. Each of Arizona’s three regions
divides our state into different climates. The Desert region is a hot dry area receives less than
ten inches of precipitation each year. The Mountain region features cool summers, cold winters,
and snow. The Plateau region is cooler than the Desert region, but not as wet as the Mountain
region.
Climate and the Economy
Climate is important to Arizona’s economy for many reasons. A warm climate is needed for
growing crops of cotton and citrus, two of Arizona’s other 5 Cs. Cotton is a major cash crop in
Arizona. This means cotton supplies many jobs and brings in a lot of money into our state.
Citrus trees grow well in Arizona’s warm weather, supplying more jobs and bringing in more
money into our state. The orange, grapefruit, or lemon that is picked in Arizona is ripened by the
Arizona sun.
Arizona’s Tourism
Climate is the most important to our state because of tourism. Most people visit Arizona
because of our steady supply of sunshine. In the eastern part of the United States, the winters
get very cold. People look for a warmer place to spend from the months of November through
May. Arizonians have nicknamed these people as “snow birds.” These winter visitors help our
economy by staying in hotels, eating in restaurants, and visiting points of interest in Arizona.
Escaping the Heat
The months of June, July, and August are the hottest in the Desert region of Arizona. During
these months, many Arizonians and their visitors head for the Mountain and Plateau regions for
cooler temperatures. These temperatures can be 20 to 30 degrees cooler. They go camping,
fishing, or visiting the Petrified Forest or Grand Canyon National Park. Winter months will bring
snow to the Mountain region. Visitors and residents of Arizona enjoy playing in the snow or
relaxing by the fire drinking hot chocolate. Whenever you spend time in Arizona, the difference
in climate makes your time here enjoyable. Arizona’s climate makes it possible to stay active all
year round.
ARIZONA’S 5 CS CLIMATE ACTIVITY SHEET
Name: ______________________________
1. The average condition of weather over a period of years is known as what? _____________
____________________________________________________________________________
2. After reading about Arizona’s Three Regions, you learned what about the Desert region? ___
____________________________________________________________________________
3. The nickname “snow birds” means what? _______________________________________
__________________________________________________________________________
4. What are the Three regions in Arizona? ________________________________________
__________________________________________________________________________
ARIZONA’S 5 CS CLIMATE ACTIVITY SHEET

Name: ______________________________
1. The average condition of weather over a period of years is known as what?
a. temperature b. precipitation
c. climate d. Arid America
2. After reading about Arizona’s Three Regions, you learned what about the Desert region?
a. is cool and wet b. is colder than the Plateau region
c. gets less than 10 inches of precipitation d. is colder than the Mountain region
3. The nickname “snow birds” means what?
a. birds that live in the snow b. Mountain region birds
c. visitors that come in winter d. birds that travel to the Desert
4. What are the Three regions in Arizona?
a. Mountain, Ocean, Plateau b. Ocean, Plateau, Desert
c. Desert, Mountain, Ocean d. Desert, Mountain, Plateau
Arizona’s 5 Cs Travel Brochure Example

(Front side)
(back side)

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GCU College of Education

LESSON PLAN TEMPLATE

Section 1: Lesson Preparation LESSON ONE OF UNIT

Teacher Candidate Melanie Long

Grade Level: 3rd Grade

Date: August 18, 2019

Unit/Subject: Arizona’s 5 C’s/Social Studies

Instructional Plan Title: Cattle and Copper

3.H1.1 Utilize a variety of sources to construct an historical narrative exploring

3.RI.1 Ask and answer questions to demonstrate understanding of a text,

3.RF.4 Read with sufficient accuracy and fluency to support comprehension

Content specific vocabulary will be pre-taught to the students during the

Section 2: Instructional Planning

Anticipatory Set Time

Multiple Means of Representation Time

 English language learners (ELL): No differentiation on the reading worksheet, since it

Multiple Means of Engagement Time

together in their group to answer questions from their reading.

 As a class we will discuss then discuss the depth of knowledge questions.

Multiple Means of Expression Time

Extension Activity and/or Homework Time

ARIZONA’S CATTLE AND COPPER READING WORKSHEET

ARIZONA’S CATTLE AND COPPER WORKSHEET

1. Who started the first cattle ranch in Arizona? ________________________________

2. The first American rancher in Arizona was _________________________________.

4. The first Spanish explorers were looking for _______________________________.

7. What are Ghost Towns? _______________________________________________

ARIZONA’S CATTLE AND COPPER WORKSHEET

1. Who started the first cattle ranch in Arizona?

2. The first American rancher in Arizona was-

3. Which of Arizona’s cows have red bodies with white spots?

4. The first Spanish explorers were looking for-

7. What are Ghost Towns?

9. Describe when miners would use the Underground Mining method.

Section 1: Lesson Preparation LESSON TWO OF UNIT

Teacher Candidate Melanie Long

Grade Level: 3rd Grade

Date: August 18, 2019

Unit/Subject: Arizona’s 5 C’s/Social Studies

Instructional Plan Title: Cotton and Citrus

3.H1.1 Utilize a variety of sources to construct an historical narrative exploring

3.RI.1 Ask and answer questions to demonstrate understanding of a text,

3.RF.4 Read with sufficient accuracy and fluency to support comprehension

Academic Language  Fertilizing-to make land more productive by adding nutrients

Content specific vocabulary will be pre-taught to the students during the

Resources, Materials,  YouTube video on cotton in Arizona https://www.youtube.com/watch?

Section 2: Instructional Planning

Anticipatory Set Time

 English language learners (ELL): No differentiation on the reading worksheet, since it

Multiple Means of Engagement Time

-How is cotton used?

 As a class we will discuss then discuss the depth of knowledge questions.

Multiple Means of Expression Time

Extension Activity and/or Homework Time

ARIZONA’S COTTON AND CITRUS READING WORKSHEET

ARIZONA’S COTTON AND CITRUS ACTIVITY SHEET

1. Why is cotton a major cash crop in Arizona? ____________________________________

2. What time of year is cotton planted in Arizona? __________________________________

3. After sprouting, what must happen to the cotton plants?___________________________