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Lauren Frisone

Oct 2011

EDC 31

Prof. Pinzone



                                Overview of New York State:

                                Jeopardy Game Social Studies


Grade: 3-4th

Time Allotted: 60 Minutes




  1. I want the children to understand the geography of New York. The significance of it's landmarks and importance of rivers
  2. The children should be able to understand the diversity & culture in New York & history New York's influx of immigrants 
  3. The goal I set for this activity is for the children to learn how to work together to come up with answers ( Jeopardy Game-New York)




  • Culture- The behaviors, beliefs & characteristics of a particular social, ethnic group which is passed down from generations.
  • Geography-The study of the earth's landscapes, people, environments and places.
  • Diversity- the inclusion of different types of people: according to their race, ethnicity and cultures
  • Economy-The wealth and resources of a country or region




  • Handouts for each table, categorized in sections of:geography, history, landmarks, culture
  • Play money 
  • 4 small prizes & 1st place prize for everyone at the table
  • Jeopardy board or Powerpoint




I will give a pamphlet to each of the 5 tables

Then I will review the handout with the children

Next I will explain the jeopardy game & rules

After have the children work together as a group to find the jeopardy answers in the booklet, after answering each questions within 40 seconds they will receive either the play money in that questions given amount or pass it along to the next table.

After the game is over, I will have the children count their money, whatever table has the most money will win 1st place all other tables will receive 2nd place prizes


DRAFT: This module has unpublished changes.
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DRAFT: This module has unpublished changes.

Lauren Frisone                                                                    Nov 17, 2011

 EDC 31

                              Social Studies Overview Reflection



The Social Studies Overview on New York, was purposeful towards my educational experience. This opportunity opened doors and enlightened my understanding of children and how a classroom is managed. I'll start by saying from my viewpoint, the morning of, was nerve-racking but confident in my knowledge and lesson plan. Though I did not know what to expect with interacting with the kids was a completely different experience for me, oppose to one on one teaching.

My work was prepared and organized and I had all my intentions planned out, but later I would learn not everything goes to plan. 

Mrs. Braider started me off by quieting down the anxious students, than introduced me to the students who were unfamiliar with my name. From there on in I had the floor. I was nervous/ but focused, I was determined to show the students I was enforcing the rules and sharing some fun activities with them, otherwise they wouldn't take me seriously.

The kids were eager and ready to see what I had in store, and once they got a glimpse of the powerpoint/ smart-board, they saw the words NEW YORK, which excited them. It was a subject that Mrs. Braider had been reviewing with them, so they knew a few prior facts. 

Beginning the lesson with pictures of geography, showing them some maps on New York, I had them interacting with the lesson immediately. This didn't have them bored from lecturing and had me relaxed with them participating. The kids were quick and sometimes snobbish with their answers to my questions because apparently they already were taught that. After that unit, I went into culture, foods and landmarks. They liked the pictures and were intelligent with answering my questions.

Briefly after that review, most of that information I had shared with the students was integrated into my Social Studies Jeopardy game. When I annoyed the game we would plan the children automatically became loud and anxious.  Mrs. Braider stepped in, quieting the kids down initially. Then I started by stating the rules of the game and breaking them up into groups to play. I had them pick 1 from each table, a person who would speak for the table. When we began to play the kids were continuously rowdy and screaming with laughter. After about 10 questions  we would have to tally up all the points to see who won. After I announced the winning team the students were extremely annoyed with my decision, and felt this was unfair. So, I decided to give out table tickets to the entire class for participating, though I announced the overall winning team ( for bragging rights). 

I overall imagined this lesson to go smoother, though It was successful and purposeful into what I would do next time I teach a class. The students participated, in all activities, knew the answers to my questions and I found my material educational to them. The jeopardy game exposed the students to working together as a team, discussing ideas, and learning new things. So I find that my lesson on New York with the 4th graders was truly inspiring and helpful to my future teaching. This was a great experience!!

DRAFT: This module has unpublished changes.