Lesson Plan #1

Grade: 1st Grade Social Studies Strand: Geography

Submitted By: Rebecca Waltz

EDEL 453: Teaching Elementary School Social Science Nevada State College Spring 2014 Instructor: Karen Powell

Lesson Plan #1 - Geography

B. Summary of the Lesson Plan:

submitted by: Rebecca Waltz

This social studies lesion is designed to teach 1st grade students to become familiar with a globe as a representation of the Earth and be able to distinguish between land and water on a map. This lesson uses the Houghton Mifflin Social Studies textbook School and Families (p. 74-79). C. Basic Information: Grade Level: 1st Grade Time to Complete this Lesson: Approximately 50 minutes Groupings: Individual and Whole Class

D. Materials: Reading Skills: Compare/ Contrast Worksheet ( Unit Resources page 18) for each student (Sample at the bottom of TE 74) Vocabulary Guide & Study Guide (Unit Resources page 18) For each student (Same at the bottom of TE 76) 1 Globe (minimum) 1 outline map of the world per student Pencils E. Objectives: o

NV State Social Studies Standards

G5.1.1 Differentiate between and identify water and land on a map and globe and use the terms ocean and continent. G5.1.2 Describe maps as representations of places.

Student-Friendly Standards

G5.1.1 - I can find water and land on a map and globe and understand that they are different. G5.1.1 I can tell you what the words Ocean and Continent mean. G5.1.2 I know maps are pictures or symbols of real places.

F. Vocabulary globe a model of Earth continent one of the seven (7) largest landmasses on Earth ocean a large body of salty water

Nevada State College

EDEL 453 - Spring 2014

Karen Powell- Instructor

page 2

Lesson Plan #1 - Geography

G. Procedure: 1. Get Set to Read (Refer to page 74). o o o

submitted by: Rebecca Waltz

Preview the lesson by having students in partners look at the picture on page 74 and ask the students what they think the lesson will be about. Explain the Compare & Contrast worksheets that we will fill out together as we read as a whole class. Active prior knowledge and schema by either asking the question in Get Set to Read (TE 74) or Background (TE 76). Have students use think-pair-share and call on partnerships to answer these questions as a whole class. Introduce Vocabulary (globe, continent, ocean). Use Introduce and Repeat as a whole class. Initiate and discuss Opening Routines (TE 74). As a whole class. Ask questions listed in the margins of page 75 of the TE after reading for comprehension check. Provide a set of index cards to each table of four. Each card will have a question below. Use Kagan Quiz-Quiz-Trade at the table for answering these questions. Focus on these questions about our world: What is the name of world? What two things make up Earths surface? What is a globe and what does it show? What is an ocean?

o o

2. Read pages 74-75 as a class. o

Students should fill in any answers independently (although they can discuss with their table group) theyve learned from the text so far on their worksheet. The rest of the answers will appear after completion of reading. Model Think-Aloud strategy in order to demonstrate how to predict and infer about what the rest of the lesson will be about. Again use think pair share to have students discuss this.

3. Read pages 76-77 as a whole class (Either teacher reading, popcorn reading, or partner reading using read-retell strategy). o Ask questions listed in the margins of page 76 of the TE after reading for comprehension check. Like before, use the Quiz-Quiz-Trade strategy with table groups. Focus on these questions: o What is a continent? How many continents does Earth have? What continent do we live on? (and again for review) What is an ocean?

Students should fill in any unanswered questions on their worksheet independently, but may discuss with table groups.

Nevada State College

EDEL 453 - Spring 2014

Karen Powell- Instructor

page 3

Lesson Plan #1 - Geography

o

submitted by: Rebecca Waltz

Discuss facts and opinions about our world as a class. Refer to Critical Thinking in the margins of page 76 and model the think aloud.

H. Assessment: What will you use to measure student understanding? Vocabulary Guide & Study Guide (TE 77) as ticket out: Students will be asked to complete this work sheet. It asks the following the students to find an ocean on the map and write the letter O on it and then find a continent on the map and write the letter C on it. It then asks the students to write down two things they learned about oceans. Assessment Question: Write a sentence telling what continent you live on. Explain how you will know students understand the concepts from the lesson. Students will demonstrate their ability to differentiate between water and a map by appropriately identifying a continent and ocean. This also helps to convey their understanding of the terms oceans and continents. Furthermore, by answering the question about oceans, the students will express their understanding of the term ocean. Also, the Assessment Question will determine if the students understand that a continent is on just a location on a map, but a real place where they live. I. Closure: o Provide extra support by preforming a leveled practice. Explain to students we will use the outline map to identify each continent and ocean. Ask students to trace each continent with their fingers as we say each continents name aloud. Ask each student to draw an O on each ocean as we say each oceans name aloud.

J. Reflection: 1. Which part of the lesson do you think will be the easiest for you to teach? I think the easiest part of the lesson will be modeling the think-alouds. I have had extensive practice with doing this when reading aloud and during guided reading sessions. 2. Which part will be most challenging for you to teach? I think most challenging part of the meson for me to teach is the names of the four oceans and seven continents. Although it is in the reading and in the extra support activity, I think it will be difficult to convey where the boundaries are for each and

Nevada State College

EDEL 453 - Spring 2014

Karen Powell- Instructor

page 4

Lesson Plan #1 - Geography

submitted by: Rebecca Waltz

finding a mechanism for student recall because it isnt an objective or supportive follow up activity. 3. How will you follow up or extend this lesson? Although the book provides an extension on oceans on pages 78-79, I would have opted to perform the Reteach Minilesson listed on page 77. Students may not have grasped that there are seven continents and four oceans since it was listed on the tail end of the reading. Another way to supplement this activity would be instructing students to color in their outline global map. Each continent or ocean would be given a specific color to create a visual. 4. What can you do for students who dont grasp the concepts? Pictures, Pictures, Pictures! Although this lesson had pictures in the reading, I feel that it needed supplemental materials to support their understanding. I would have displayed pictures of each individual continent with their name and the same with the oceans. I also would have displayed the new vocabulary with a picture on a word wall. Again, I would have included a map coloring activity as listed above. Also, I think if my students had table groups, I would cover the desks with brown butcher paper and explained that the carpet was water. Now our classroom was like a globe where landmasses are surrounded by water and each landmass was a continent. In addition, when it came time to ask questions about each segment of reading, I would have employed a partner or group sharing technique like Think-Pair-Share or Answer-Retell before we talked about the answer aloud.

5. Which part of the lesson, if any, do you think might need to change? In general, I felt the lesson was straight forward and thoroughly checked for comprehension throughout the lesson. Aside from removing Opening Routines, because I think it interrupted the flow of the lesson, my only main concern was regarding the assessment. The assessment, which Ill address in questions 6, would be changed to better assess my objectives. For example, the homework might have asked students to first color all the water on the map blue and then all the land brown. Then it would have asked students to label an ocean or continent including placing star on the continent where they live. Then I would have asked them to write a sentence telling what a map or globe can show us about the world we live in.

Note: I changed the homework assignment to a ticket out assignment for assessment. After finding out that according to Clark County District policy teachers cannot assign homework for grades, I discussed this with many teachers
Nevada State College EDEL 453 - Spring 2014 Karen Powell- Instructor page 5

Lesson Plan #1 - Geography

submitted by: Rebecca Waltz

in Carson City District. While this is not a policy, there is a mixed feeling in elementary schools on whether or not this is a proactive policy. Some teachers use it and others dont. For better use of those that dont live in the Carson City District, I altered the lesson plan to reflect that policy. 6. When you were writing this lesson plan, what was the most difficult part? The hardest part of this lesson was their form of assessment. Their objectives didnt match with mind and their worksheet and question didnt truly assess their objectives either. I didnt feel the best way to assess the content of the lesson was through that worksheet or question.

Revised on 2/22/2014

Nevada State College

EDEL 453 - Spring 2014

Karen Powell- Instructor

page 6