Social Studies Lessons

Landforms of NJ and Transportation of NJ

Standards Addressed

Lesson 1

Landforms of New Jersey


NJCCCS 6.1.4.B.6 Compare and contrast characteristics of regions in the United States based on culture, economics, politics, and physical environment to understand the concept of regionalism.

CCSS ELA/Literacy W.2.2: Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.

CCSS.ELA-LITERACY.W.2.8: Recall information from experiences or gather information from provided sources to answer a question.

Lesson 2



NJCCCS Social Studies: 6.1.2.C.14: Compare different regions of New Jersey to determine the role that geography, natural resources, climate, transportation, technology, and/or the labor force have placed in economic opportunities.

CCSS Math: 2.MD.D.10: Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph.

NJCCCSS Art: 1.3.2.D.1: Create two- and three-dimensional works of art using the basic elements of color, line, shape, form, texture, and space, as well as a variety of art mediums and application methods.

Lesson 3

Human Resources

NJCCCS Social Studies 6.1.4.C.6 Describe the role and relationship among households, businesses, laborers, and governments within the economic system

Lesson 4

Using Natural Resources

NJCCCS Social Studies: 6.1.4.B.8: Compare ways people choose to use and divide natural resources.

NJCCCS Science: 5.4.2.G.4: Identify the natural resources used in the process of

making various manufactured products.


Use sentence-level context as a clue to the meaning of a word or phrase.

Lesson 5


Differentiation for Specific Disabilities

ELL/ESL -- Provide photographs of different types of landforms with the English label as well as written in Spanish to help make a connection. In student journal, he will have a copy of the vocabulary written in both English and Spanish. The teacher will utilize an online source to translate for the student. Student will write in English but have a typed out version in Spanish.

Cerebral Palsy- The student will be provided with a copy of all definitions typed out. They will utilize an app for painting their illustration to their definitions. Educreation is an app that the student can record their notes, write as well as paint their definitions and notes. This will help the student remain on task. Educreation is a great app for students to create visuals along with text feature.

ADHD- The student with ADHD will have various ways to remain on task by utilizing the app Scribble Press to write and create an illustration for their vocabulary words. During the read aloud, student will be allowed to draw on their iPad what they are hearing to remain active. During the other activities, they will be collaborating with peers, which will lessen off task behavior. Scribble Press is a great app to have for students to illustrate their work, especially if they are a visual learner or an artist.

ASD: This student uses the app Comic Life that will have an already pre-made teacher created booklet, where they will match flashcard word with the appropriate flashcard photo. Comic Life provides students with the ability to create a small booklet in which they can print their work. It creates a real life comic for students in connection to their task.

Different forms of transportation used today?

This is a great video for young children that describes the different modes of transportation that we use today!

Modes of Transport for Children | Kids Hut
Community Helpers Video

This brain pop video explores the various jobs that help our community run smoothly!

Differentiation for Specific Disabilities

ELL/ESL: Teacher will demonstrate directions to student through physical movements and pictures. He will be paired with the other Spanish speaking student to help with directions. Students will be wearing name tags with their jobs written in English as well as a picture to represent what each job does (ex. presenter will have a microphone, writers will have a pen, researcher will have a computer, and the illustrator will have a crayon). This will help student to make connections between the jobs and the English words.

Cerebral Palsy: Student will be provided with Etext of the book using the software Read: Out Loud, where they can highlight various natural resources in the text. He is able to transfer the information into a Microsoft Word processor where he can type the definitions on the computer. If the student becomes tired from typing, the aide can become the scribe. During the cooperative group activity, he will become the scribe if it is permissible by him. With the help of his aide and utilizing his assistive technology LiveScribe, he will be able to complete the task seamlessly.

ADHD: Student will be given the job as the illustrator in her group in order to keep her on task. Keep a self checklist that reminds the student to remain on task during her activities. Student will have directions repeated clearly to check for understanding, additionally, the student will have directions written down for her to go back to. Student will be provided with a “BREAK CARD” for a short break during class time.

ASD: Student will be provided with talk pad. Teacher will have pictures of various human resources in the machine and record the name of the resource in her own voice. Additionally, during the group activity, he will be assigned the task of illustrator by utilizing his app Educreations. This will help him become an important member of his groups, but also provide visuals for all the students in the classroom.

Differentiation for Specific Disabilities

ELL/ESL: Photocopied book is modified with bigger font and shorter sentences. Create small booklet with illustrations and the name of the natural resource that would be most useful or used by the student. I would have them repeat these words out loud and practice their pronunciation and writing the vocabulary words down. Captions provided during video.

Cerebral Palsy: 1:1 aide assists him with highlighting during read aloud.

ADHD: Provide her with an index card that outlines the order of the lesson and question prompts beforehand so that she can stay focused and on task. Ask her that I want to see her match at least 4 different resources before I come back to check in with her during the concluding activity to give her a goal to work towards and focus on.

ASD: During read aloud, give story kit box with objects to him for him to touch and make a connection with. Have each object labeled. In addition to memory game, offer him the option of the T-chart worksheet.