MUNU Template



Geography First Grade Lydia Bolls EDUC 327 December 7, 2011Table of Contents Introductory sheet………………………………………………….Pages 2-4 Standards……………………………………………………………Pages 5-6 Curriculum map……………………………………………Page 7Letter to parents………………………………Page 8Trade books……………………………………………Pages 9-11Bulletin board…………………………………Page 12Field trip/guest speaker……………………………..Page 13Pre-test/Post-test……………………………………………………….Pages 14-15 Technology and literature…………………………………..Page 16Lesson plans……………………………………Pages 17-62Introductory Sheet Grade Level and typical learner This thematic unit is intended for first grade. Typically, students in first grade should be completing hands-on activities and experimental activities. Children at this age level usually like games and rules which give the ability to problem solve. Children at this age level usually have an open mind and most of the time listens to others and their opinions. For social studies, hands on activities would work much better for them to get a deeper understanding of the concept. Social Studies for Early Childhood and Elementary School Children: Preparing for the 21st Century." Web.Rational Students need to participate in this unit of study because learning geography is important. It is important because students need to know about cultural differences outside of their own, they also need to know about maps and natural resources. Being able to use a map to locate a different city, country or continent can help with traveling and communication between other places. Learning about climate change helps with knowing when to grow crops so that we have our basic living needs. Learning about natural disasters is also a key factor too. Learning geography is so much more than learning about maps and globes, it’s about cultures, natural disasters, climate change and it also helps us to understand places and the relationships that the entire world has with other places. This unit is taught so that students get a deeper understanding of how the world works and how things work right in their own community. Goals For my students to understand the concept of cardinal directions. Know the difference between North, South, East and West Be able to identify the 7 continents and their location on a map or globe Understand why maps are very important and why the symbols are important to include on a mapUnderstand the effect of seasonal change on people, animals and plants Understand the difference between the four seasons and what happens during each Students will understand that there are different cultures other than their own. Some cultures have many different similarities and differences Be able to identify the 4 major oceans Recognize different weather patterns. Know that weather can change daily Know the difference between human features and physical features Learning objectives Students will correctly show the right directions on a given map of the U.S., receiving a 4/4. Checkmark given if students have created their own compass on paper that includes directions; North, South, East and West. Given a worksheet with only the outlined shapes of the 7 continents on them, students must glue each puzzle piece in the correct spot. Given the appropriate materials, students must create a poster containing the 7 continents correctly labeled. Given the appropriate materials, students will create a map of the classroom using at least 6 pictures and symbols to represent where things are.Given the appropriate materials, students will create a treasure hunt to be completed in the classroom including at least 6 hints on their worksheet. Give the appropriate materials, students will write a postcard to the person of their choice including what they want to say, the address and the date. Students will draw a picture of the current season on their postcards: Fall Students will complete the seasons fill in the blank worksheet and earn at least a 4/5. Students will create a list of things that given natural resources are used for in their school and community. The students will be able to recognize and know what a natural resource is. Using a compare and contrast worksheet, students will compare and contrast things of their culture with things of the children mentioned in the book Gracias*Thanks including at least 4 different things. Given a sheet of lined writing paper, students will write in complete sentences at least 5 things that they are thankful for. With the materials given, students will create the four major oceans out of Jell-o and be able to correctly identify which is which. With the materials given, students will color the oceans on the worksheet. Students will observe the weather and record notes for an entire week making sure to include at least one weather description for each time of day. Students will write a summary over the weather they observed at the end of the week making sure to include similarities and differences between the days. The first graders will create a poster that explains the effect of season change for plants, animals and people of 2 different seasons. Given a list of human made things and things that have occurred in nature, students will decide which item goes in each section.StandardsThe World in Spatial Terms1.3.2Identify and describe continents, oceans, cities and roads on maps and globes.The World in Spatial Terms 1.3.1Identify the cardinal directions (north, south, east and west) on maps and globes.Human systems 1.3.7Draw simple maps using symbols that show how space is used in the classroom at school and in the neighborhood.1.3.3Identify and describe the relative locations* of places in the school setting.Physical Systems1.3.6Explain the effect of seasonal change on plants, animals, and people.Writing: Application 1.5.5Write for different purposes and to a specific audience or person.Example: Write a thank-you note to the store manager after a field trip to the local supermarket.Environment and Society Give examples of natural resources found locally and describe how people in the school and community use these resources.Geography: Human Systems1.3.8Compare cultural similarities and differences, such as family traditions and customs, and the traditional clothing and food of various ethnic and cultural groups found in Indiana. (Individuals, Society and Culture)Writing: Sentence Structure1.6.2 Write in complete sentences.The World in Spatial Terms1.3.2Identify and describe continents, oceans, cities and roads on maps and globes.Physical Systems1.3.5Observe and record the weather on a daily basis.Explain the effect of seasonal change on plants, animals, and people.Identify and describe physical features* and human features* of the local community including home, school and neighborhood.Unit WebLetter to ParentsDear parent/guardian, For the next upcoming weeks, we will be working on a unit that focuses on geography. I have created many fun and exciting lessons that will keep your child engaged in learning about many different parts of geography. We will be spending so much time on this unit because I feel that students should understand the importance of geography and how it helps us daily. The lessons are divided into weeks so that all of this information will not be too much for the students and so that they will not feel so overwhelmed with information. Here are a couple of activities that we will be working on; learning the cardinal directions, learning about natural resources, oceans, continents and so much more! I have come up with many goals that I would like for the students to achieve by the end of the unit. There are 10 different lessons that will be taught. Each lesson comes with an activity and some form of assessment that test your child over the material learned. At the end of the unit, your child should have a deeper understanding of how the world works. Your child will be bringing some of his/her projects home and you will have the chance to see some of the projects that he/she has been working on. A field trip to the Shedd Aquarium in Chicago, IL has also been considered as a part of the unit but it has not been fully thought out yet. More details will be sent home within the next couple of days or so, informing you whether there is a field trip or not. If you have any questions regarding the unit and what we will be working on in class, you can reach me at my school email which is lbbolls@spartans.manchester.edu or my school phone (555-123-4567) Sincerely, Miss Bolls Annotated List of Trade Books for Geography Barrett, J. 1978. Cloudy With a Chance of Meatballs. New York, NY: Atheneum Books for Young ReadersSummary: Cloudy With a Chance of Meatballs is about a man that was telling his grandchildren a bedtime story. He told them about a town called Chewandswallow. The town was really small and included stores, houses and a schoolhouse. The only thing that the town did not have was a food store. The town did not need one because food fell from the sky for breakfast, lunch and dinner. All of the townspeople food supply came from the sky. The town never had normal weather like rain, snow or wind. At the end, the food was starting to get too large and out of control, so the town decided to travel and move to a different town. This book ties into this geography theme because it talks about the weather. Students can see that weather is always changing. Borden, L. 1989. Caps, Hats, Socks, and Mittens. Broadway, NY: Scholastic Inc. Summary: Caps, Hats, Socks, and Mittens is about the four seasons. It explains each season and the special parts of each one. It shows pictures of children playing and changing through each season. The book opens up many questions to be asked like why the children in the book were putting on hats, gloves, and boots to go outside in the winter. The book also has great pictures for children. Caps, Hats, Socks, and Mittens ties into this unit because it explains the differences between each season. It also teaches children about the effects that seasonal changes have on plants, people and animals. Capua, S. 2002. We Need Directions. Canada: Children’s Press Summary: This book teaches children the concept of using a compass and a map. It explains how to use the sun to find the cardinal directions. It includes pictures of different compasses and uses real life examples of situations on getting lost and being able to find your way back home. It shows pictures of neighborhoods and how to find your way around. This book would tie into this unit because it talks about maps and directions. The pictures would be great to show to students to get a better understanding of the directions. Gonzales, D. 2008. Up North and Down South: Using Map Directions. Capstone Press Summary: This book teacher students the difference between North, South, East and West. It also talks about compasses and how to use them. It shows many different maps. The colorful maps are much easier to show students than just a regular map. They will learn the concept of using one much easier with this book. This ties into the geography them because it focuses on maps and directions which is a topic in this unit. Hynes, M. 2010. Oceans and Seas. London: Macmillan Children’s Books Summary: Oceans and Seas is a very coloring and informational book. It talks about oceans, life in the oceans, seas and so much more. It has a total of 48 different sections that would be great to use when introducing oceans. It includes pictures of many different animals that live under water and it also explains what they animals eat. When looking through the book, you sort of get the feeling that you are under water with the amazing pictures included in the book. Oceans and Seas ties into this unit because it focuses on oceans which is one of the topics in the unit. Students will have the opportunity to see the different mammals that live under water and how they live. Kleven, E. 1996. Hooray, A pi?ata! PuffinSummary: Hooray, A pi?ata! was about a little girl named Clara whose birthday was coming up. So Clara, her mom and her friend Samson decided to go buy a pi?ata for her party. Clara found a puppy pi?ata that she fell in love with. She took the puppy everywhere; to the park, to school, played with it at her grandmother’s house, and on a merry-go-round. Then on the day before her party Samson came over to help her stuff the pi?ata with candy but Clara had become too attached to it. On the day of her party Samson showed up with another pi?ata from the store that they had seen and they bust it open at the end of her party and got lots of candy. This book fits into this unit because it focuses on different cultures. Littlefield, C. 2006. Awesome Ocean Science. Williamson Books Summary: This book is filled with great information on ocean life. It talks about the 4 oceans and also the water cycle. It is divided into 6 different sections that explore different parts of the ocean. The book also includes mini lessons for teachers to use in the classroom. The book has many hands on activities and has many great pictures that students can look at so see the life under water. This book ties into this unit because it talks about oceans and ocean life. Oceans is one of the topics in this unit. Mara, W. 2005. The Seven Continents. Canada: Scholastic, Inc. Summary: This book teaches students about the seven continents. The book explains each continent and shows a picture of it. It includes questions that the students can answer as they are going through the book. The pictures are a great way for students to see the difference between the seven continents. This book ties into the unit because learning about continents is the topic of one of the lessons. It teachers children the different continents and shows pictures so that students can get a better understanding. Provenson, A. 1976. A Book of Seasons. Broadway, NY: Random House Childrens Books Summary: A Book of Seasons is about the four seasons. The book explains each season in great detail and includes illustrations to show differences between them. It is a very simple and easy book to use when introducing seasons. In the book it has children playing outside during each season and some of the outside activities that they like to do. Many children can relate to the book. This book ties into this geography unit because it explains the differences between the seasons. It explains the effects that seasonal changes have on plants, animals and people. Sweeney, J. 1996. Me on the Map: Crown Publishers Summary: Me on the Map is about a little girl that is describing her house, her room, the town she lives in, the state she lives in and the country. She draws pictures that represent things in her house, town and so forth. The girl describes how all of these places become a whole part of her map that she is creating. The book includes a note to parents and teachers. It also includes 2 pages of activities that children can do. It explains to children what a map is for and why it is important. The book includes a map of the United States and shows which state the little girl lives in. this book ties into the geography unit because it talks about maps. Children will get a better understanding of map lesson if this book was read. Bulletin Board Where are we?? -41910033655Where do you live? (Take post it note and stick it where you live!) North Manchester Community Seasons (Which is your favorite?) Students put a sticker next to their favorite season. There will be a pocket full of sheets of stickers. Field trip/ Guest Speaker A field trip to the Shedd Aquarium in Chicago, IL would be a good place to take the students so that they get a deeper understanding of the concepts being taught during this lesson. One event that they hold for grade 1 is called animals in action. This lab/workshop teaches students about the ways animals live and the diverse habitats. Pre-test and Post Test Assessments Name ____________________ Pre-test assessmentDraw a map of your room Name the 4 seasons ________________, ______________, ______________, _____________ Which season is this? ______________________Look outside of the window, what does the weather look like? _______________________________________________________________List something that you have different from the person sitting next to you. _____________________________________________________________Post-test assessmentName__________________________________Circle the correct answer. Which of these directions do not belong? North South West Silver Circle the four seasons. Summer November Winter Fall Spring Natural resources List 2 ways that water can be used _______________ _______________ 2771775381000Circle one.Spring, Summer, Winter or Fall Flowers blooming…… Human or physical features? River_________________ Building _________________Oceans: Fill in correct letter to complete word… a, c, l, r,A_ ctic Ocean Indi_ n Ocean Pacifi _ Ocean At_ antic Ocean Technology and Literature For many of the lessons listed in the lesson section of this unit plan, technology is incorporated. The three forms of technology being used are the smart board, the Elmo, and a computer. The smart board will be used in lesson five to show a list of events from the book There's a Barnyard in My Bedroom that was read aloud in class. The computer will be used for lessons two and seven to show informational videos on YouTube teaching students the 7 continents and the 4 major oceans. The Elmo will be used for lesson three to show the students a map of the classroom. The computer will also be used for research which will be done by the teacher not the students. Activities could have also been created where the students would also be using technology rather than just the teacher. Lesson PlansBy Lydia BollsGeography: Lesson Plan #1Lesson: Which way to go? Length: 45 minutes Age or Grade Level Intended: 1st grade Academic Standard(s):The World in Spatial Terms 1.3.1Identify the cardinal directions (north, south, east and west) on maps and globes.Performance Objective(s):Students will correctly show the right directions on a given map of the U.S., receiving a 4/4. Checkmark given if students have created their own compass on paper that includes directions; North, South, East and West. Assessment: My assessment for the compass assignment will be to grade students on if they have written the right directions on the correct sides of the compass that each of them has drawn. The assessment for the whole group; in class activity will be participation points given to students who are paying attention and participating during the lesson. There will be a checklist used. Students will be given a map of the U.S. and must correctly label North, South, East and West. Advance Preparation by Teacher: Direction signs Globe Maps with states numbered and color code Markers/ crayons Compass Poster boards White computer paper Flashcards with directions North, South, East and West Procedure:Introduction/Motivation:I will introduce the lesson by saying “Ok class, today we are going to talk about the four different directions! Does anyone know the four different directions? Have any of you ever been riding in the car with a family member or friend and there was a letter on the rearview mirror? (Gardner: Verbal/Linguistic Bloom: knowledge) Well those are cardinal directions! They are North, East South, and West! I have a way that you can remember them too. Never eat slimy worms!! That sounds gross right?” The students will chant this aloud. Teacher will get out the four direction signs that are to be posted around in the classroom. She will choose 4 students in the classroom that are interested in helping the teacher go around the classroom and hang them on the wall. Step-by-Step Plan: I will have each of the four students take one of the directions. The teacher will start off with North and take it to the part of the classroom that faces north. She will put tape on the back of it and hand it to the student to put up onto the wall. She will do this for each direction. The teacher will then go over each direction with the students making sure they are understanding them. She will walk to each area of the classroom and have the students shout out which direction the teacher is standing at. She will read the directions aloud and have the students practice spelling them. After the teacher feels that the students understand everything, she will pass out the flashcards and go over them. The students will practice with the flashcards saying each word and paying close attention to which way the arrow is pointing. The teacher will then have the students gather around the big globe in the classroom and show it to them. The teacher must show each direction on the globe and make sure students understand. Students must point out North, South, East and West. The teacher will stick post it tabs on the globe to show the different directions. The teacher will also explain that the North Pole is usually connected to Santa Claus and Christmas. Teacher will give example each direction. The flashcards will be used to help point to the directions. Next, the students will sit back at their desk and the teacher will show them what a compass is. The teacher will explain its functions and show that it also has the directions on it. Teacher will then pass out blank sheets of computer paper for the students to create their own compass. The students will draw huge circles and create any type of compass they would like. It only has to include the 4 directions. After students have created their very own compass making sure to include North, East, South and West, they will present them to the class. (Gardner: Intrapersonal, Bloom: Comprehension) At the end of this activity, students will tape them up out in the hallway. Teacher must make sure to check names on list for participation grades. Teacher will then have students sit at their desks. She will then show a map to the students. Each student will receive a picture of the U.S. The states will be numbered. Students will be told to take out markers or crayons. Students must color the map depending on the color code on the worksheet. Students must mark North, South, East and West. Once students are finished, they will go find a buddy and share their map with each other for corrections. After sharing and correcting, students go back to their desk. Teacher will collect assignment to grade. Closure: We will review what the four directions are. Students will orally explain what they are and why they are important to include on a map and globe. (Gardner: Verbal/Linguistic) (Bloom: analysis)Students will have the chance to go back out in the hall and talk about their compasses that they all created. (Gardner: Intrapersonal) Teacher will ask questions like have they ever been on a road trip before and it their parents used a map. (Gardner: Interpersonal)Teacher will end the lesson by saying “ok students well now you know the directions which are North, South, East and West. You’ve also learned how to use a compass and get around!” Adaptations/Enrichment:Student with Learning disability in reading comprehension:Read words on flashcards Student with ADHD:The activities are a get up and move around activities. For the activities that aren’t, students can get clay and work on creating arrows for the directions. Student with Gifts and Talents in Creativity:Since this student will most likely finish early, they can draw a picture of a map Student with Autism:Use encouraging words to help students do better. Repeat everything and make sure to ask if the assignment directions are clearly understood. Teacher will provide student with extra props/ pictures for better understanding Self-Reflection: Write out the questions that you will use to evaluate yourself.What could be change about this lesson to make it more interesting and make the students want to be more engaged? Did most of the students understand the lesson on the directions on a map and globe? Should the students have had more time to work on the worksheets? Complete/ No complete Checklist “What to do” worksheetStudent name:CompleteNot complete FlashcardsNORTH SOUTH EAST WEST Lesson PlanBy Lydia BollsGeography: Lesson Plan #2Lesson: Let’s learn about the continents! Length: 50 minutes Age or Grade Level Intended: 1st grade Academic Standard(s):The World in Spatial TermsIdentify and describe continents, oceans, cities and roads on maps and globes.Performance Objective(s):1. Given a worksheet with only the outlined shapes of the 7 continents on them, students must glue each puzzle piece in the correct spot. 2. Given the appropriate materials, students must create a poster containing the 7 continents correctly labeled. Assessment: My assessment will be a checklist/grade sheet. For the worksheet activity, students have the opportunity to earn 1 point for each continent glued in the correct spot. For the poster activity, students must write the name of the continent under each cut-out on poster created. Each continent must be correctly labeled in order for students to receive full credit. 2 points given for each correct continent labeled on poster. Advance Preparation by Teacher: Continents video Scissors Glue Crayons/ markers Printout of continents Construction paper/ poster boards Globe Continents flashcardsProcedure:Introduction/Motivation:I will introduce the lesson by saying “Ok 1st graders, today we are going to learn about the seven continents! (Gardner: Verbal/ Linguistic Bloom: knowledge) Have any of you ever visited a different continent and would like to share with the rest of the class?” (Gardner: Interpersonal, Verbal/Linguistic) Teacher will then show continents video found on YouTube and have students sing the song along with the video. Teacher will show video several times for students to get the idea and be able to sing the song together. Teacher will then ask students if anyone knows which continent we are from. (Gardner: Musical/Naturalist) Step-by-Step Plan: Teacher will have students gather around the globe that’s in the classroom. Teacher will show students the seven continents and have the closer students point to them on the globe. Teacher will explain a few facts about each different continent. After teacher has reviewed the continents on the globe and all of the students have gotten a chance to see the globe up close, students will return back to their seats Teacher will then pass out the continents outline worksheets, and the pieces that students are to glue in the correct spot. After every student has received all materials, the teacher will read directions to students and make sure everyone understands what the assignment is. As students are finishing up worksheet given, the teacher will go around with the checklist and check off students that have completed the assignment. Teacher needs to make sure students did the activity correct. If there are errors, they must be circled to show students where the error occurred. After each student has finished and all of their names are checked, students are to put their work off to the side and review the continents song learned at the beginning of the lesson. After reviewing the continent song, the next activity will begin. Teacher will have the students’ pair up. One poster board will be passed out to each group. Students’ will take out crayons and or markers. Have students find their own space around the classroom for them to have room to complete their projects (Gardner: Interpersonal)Teacher must pass out the printout of the continents to each group. Teacher will go on to explain the activity to the students. Students must create a poster board with all of the seven continents on them. Posters can be decorated however they like. (Gardner: Visual/Spatial) As students are working on assignment, see if anyone has questions and check the names off of the students who have completed it. Once everyone is finished, posters will be hung around in the classroom. Closure: We will review what the seven continents are. Students will orally explain what they are and the teacher will point to them on the globe. (Gardner: Verbal/Linguistic) (Bloom: analysis)Students will have the chance to explain to the rest of the students their poster and designs they chose to use. (Gardner: Interpersonal) Teacher will end the lesson by saying “ok class well now you know the seven continents. Here are some flashcards so that you can practice at homeAdaptations/Enrichment:Student with Learning disability in reading comprehension:The only reading in this lesson is being able to recognize the spelling of the continents when making their posters and the directions on the worksheets. Teacher will reread everything for the student and pair them up with someone in the classroom that is above reading level or have a reading recovery teacher come in to help. Student with ADHD:The activities are a get up and move around activities. For the activities that aren’t, students can get clay and work on creating continents. Student with Gifts and Talents in Creativity:Since this student will most likely finish early, they can draw a picture of a map Student with Autism:Use encouraging words to help students do better. Repeat everything and make sure to ask if the assignment directions are clearly understood. Teacher will provide student with extra props/ pictures for better understanding Self-Reflection: Write out the questions that you will use to evaluate yourself.What could be change about this lesson to make it more interesting and make the students want to be more engaged? Did most of the students understand the lesson on the continents? Could students follow along with the song? Should the students have had more time to work on the worksheets? Grade sheet“Let’s learn about the continents” worksheet and posterStudent name:Worksheet 1% / 100% Poster % / 100% Name________________________________Continent OutlineWorksheet will be drawn up and printed by teacherNot able to make outline of continents on the computerContinents coloring sheets FLASHCARDS; Lesson PlanBy Lydia BollsGeography: Lesson Plan #3Lesson: Can you find the hidden object! Length: 50 minutes Age or Grade Level Intended: 1st grade Academic Standard(s):Human systems 1.3.7Draw simple maps using symbols that show how space is used in the classroom at school and in the neighborhood.1.3.3 Identify and describe the relative locations* of places in the school setting.Performance Objective(s):1. Given the appropriate materials, students will create a map of the classroom using at least 6 pictures and symbols to represent where things are.2. Given the appropriate materials, students will create a treasure hunt to be completed in the classroom including at least 6 hints on their worksheet. Assessment: My assessment will be a checklist. Students have the opportunity to earn a checkmark for each activity completed. Students must write the name of the continent under each cut-out on poster created. For the worksheet, students glue continents in correct space. Advance Preparation by Teacher: Crayons, markers, color pencils Glue Maps/outline of the classroom Materials to hide around the classroom for treasure hunt Procedure:Introduction/Motivation:I will introduce the lesson by saying “Ok class; remember how we have been learning about maps? Can you name some of the things that are on a map? Well today you all get to create your own map of the classroom and create your very own treasure hunt! How exciting right? Have any of you ever done a treasure hunt before? If so what was it for?” (Gardner: Intrapersonal, Verbal/Linguistic) (Bloom: Knowledge) You each will get to pick a partner to help you create the treasure hunt and switch with another group to actually find the hidden treasure in the classroom! Step-by-Step Plan: Teacher will show a map of the classroom to the students on the Elmo. The teacher will explain to the students that maps have symbols that represent something specific. Teacher will explain the importance of including symbols on a map. The teacher will explain symbols and give examples of what symbols they can use for example: draw a door for the door, or a desk for where the desks are located. Teacher will then pass out sheets of paper so that students can create their own maps of the classroom. Only 6 symbols have to be used to represent something in the classroom. They will also need to write the names of items on the maps. Students can use markers, crayons, pencils or coloring pencils. After the directions and materials are given, students will start creating their maps. (Gardner: Visual/Spatial) As students are finishing up, the teacher will go around with the checklist and check off students that have completed the assignment. Teacher will need to make sure that each student has at least 6 things from the classroom on their maps. After each student has finished and all of their names are checked, students are to put them on the teacher’s desk and sit down for the next activity. Teacher will then have the students pair up and have one person from each team come to the front of the classroom to get a white sheet of paper. After each team has a sheet of paper teacher will explain the instructions. (Gardner: Interpersonal)Each team has to create a treasure hunt for another team to find. Students will write hints on the sheet of paper given for ex. the item is across from the teacher’s desk, turn left and walk straight. The students must use words like across, in front of, behind etc. After each team has completed their hints, they will switch with another team. The entire class will go out into the hall and each team will be given an item to hide. Only 4 teams are allowed to go in at a time. The students will have 5 minutes to find the hidden items. Once each team has had the chance to find the hidden item in the classroom and the teacher has checked names on the checklist for completion, students will return to their desk for the closing of the lesson. Closure: We will review what symbols are and why they are used on maps. Students will talk about the maps that they drew. Teacher will ask “why do you think it is important to have maps and to use symbols? They will then put them in their class mailboxes to take home. (Gardner: Verbal/Linguistic) (Bloom: Comprehension) (Bloom: Analysis) Students will also talk about the treasure hunt activity. We will discuss what made it hard or easy for them. Ask the students “what would have happened if you were all in the classroom at the same time trying to do the treasure hunt? (Bloom: Synthesis) Adaptations/Enrichment: Student with Learning disability in reading comprehension:The student will be partnered up with one of the higher readers in the classroom to help with directions for the treasure hunt and the list of hints on the worksheet. Teacher will read directions as many times as needed. Student with ADHD:The activities are a get up and move around activities. For the map activity, the student can find a map puzzle in the back of the classroom to put together. Student with Gifts and Talents in Creativity:Since this student will most likely finish early, they can try to draw a map of the entire school. Student with Autism:Use encouraging words to help students do better. Repeat everything and make sure to ask if the assignment directions are clearly understood. Teacher will provide student with extra props/ pictures for better understanding Self-Reflection: Write out the questions that you will use to evaluate yourself.What could be change about this lesson to make it more interesting and make the students want to be more engaged? Did most of the students understand the map lesson? Should the students have had more time to work on the map or the treasure hunt? Complete/ No complete ChecklistCan you find it?Student name:Map assignmentComplete/No complete Treasure huntComplete/No complete Treasure HuntTeam member’s names:________________________________________Directions: Make a list of hints for a different team to find the hidden treasure. 1.______________________________________________________2.______________________________________________________3.______________________________________________________4._____________________________________________________5.______________________________________________________6.______________________________________________________7.______________________________________________________8.______________________________________________________9.______________________________________________________ 10._____________________________________________________Lesson PlanBy Lydia BollsGeography: Lesson Plan #4Lesson: Seasonal Postcard Length: 45-50 minutesAge or Grade Level Intended: 1st grade Academic Standard(s):Physical Systems1.3.6Explain the effect of seasonal change on plants, animals, and people.Writing: Application 1.5.5Write for different purposes and to a specific audience or person.Example: Write a thank-you note to the store manager after a field trip to the local supermarket.Performance Objective(s): Give the appropriate materials, students will write a postcard to the person of their choice including what they want to say, the address and the date. Students will draw a picture of the current season on their postcards: Fall Students will complete the seasons fill in the blank worksheet and earn at least a 4/5. Assessment: The postcard activity will be assessed by using a checklist. As long as the complete it they will receive credit. The fill-in-the-blank worksheet will be assessed and students will receive a grade for it. Students must have at least 4/5 answers correct to receive full credit. Advance Preparation by Teacher:Leaves Blank postcards Seasons of the year fill-in-the blank worksheets Book: The Reasons for Seasons by Gail GibbonsProcedure:Introduction/Motivation:“Ok class, remember how we were talking about maps and locations the other day? Well today we are going to be creating postcards to send to a special someone in our homes and we are also going to be learning about the seasons! We have four different seasons during the year. Can anyone name all four of them? Can anyone tell me what season it is now? (Once a student says the correct answer which would be fall, pass around one or two leaves to each student). “Ok now look at what I just gave you. Does everyone notice that the leaves are all different colors? Red, yellow, dark orange and brown. During the fall season, all of the leaves change different colors and then fall off the trees”. (Have students put all leaves back in a bag). Have the students gather around over by the reading/sharing chair. Introduce the book to the students. Step-by-Step Plan: Read the story aloud to the students. As the book is being read, ask the students comprehension questions such as What are some of the things that happen during the winter time? Name the season where the days are long and hot? Which season is when the flowers are blooming? How are the two seasons After the book is finished have the students return to their seats. Review the four seasons and important things that happen during each one. Mention popular holidays that usually occur during those certain seasons. Pass out seasons of the year worksheets and explain directions. Read all of the questions aloud to the classroom. Students must fill in the blank with a correct answer for each question. A checklist will be used to assess. (Write seasons on the board so that students can see how to spell them correctly) After each student’s name has been checked, teacher will then introduce the next activity. Teacher will pass out blank postcards to students. Have them take out crayons, pencils and markers. Teacher will ask students if everyone knows what a postcard is. Teacher will explain that a postcard is something you send to someone that maybe is far away. Teacher will show what a postcard looks like on the Elmo. Teacher will point to where the name, address date, and the writing go. Teacher will ask students to think of someone they would really like to write to. Give examples of people like parents, brothers, sisters, etc. As students are thinking of who they would like to write to, have them draw on the front side of the postcard. They must draw things that connect to fall. It can be leaves, etc. The teacher will go around and help students with spelling. Teacher will make sure students have included pictures that relate to fall on the front of the post card. The students will be given a set time of 15-20 minutes to complete their postcard. After the set time is up, students will share their postcards (optional) with the rest of the classroom. They can share (to a buddy or the entire class) who they wrote their postcard to and why they chose this person. (Gardner: Interpersonal, Verbal/Linguistic) (Gardner: Intrapersonal) If there is extra time, students can write a poem or song to the person they are writing to. (Gardner: Linguistic/Musical) Once students are done sharing and the teacher has checked their name for completion, they will put their postcards in their mailboxes to take home. Closure: End the lesson by reviewing what the four seasons are. Have students give some examples of specific things and holidays that occur during each season. Explain to the students the effects that the changing of the seasons, have on people, plants and animals. Review questions: What are the four seasons we learned from the book? (Bloom: Knowledge) What are some things that happen during winter? Summer? Spring? Fall? What would happen if one of us decided to go outside in the winter time with shorts and a t-shirt on? (Bloom: Synthesis) How would you create or designed a new postcard if it was winter? (Bloom: Synthesis) How are the four seasons from the story different? (Bloom: Comprehension)Name one thing that the book mentioned how the changing of the seasons effects some animals. If you were an animal like a bear, squirrel or bird, what you do to survive the cold winter weather? How would you solve the problem of the cold weather? (Bloom: application) Explain to students that tomorrow they will be learning about the environment and natural resources. Give example of how trees are used to make the paper and pencils that we use every day for school. Adaptations/Enrichment:Student with Learning disability in reading comprehension:Read all directions aloud to the student. Repeat if needed. Work closely with the student and select one of the higher readers in the classroom to help the student with the questions on the season’s worksheet. Student with ADHD:Give this student extra things to work on like puzzles, or drawing paper. Student can draw a picture for each season. Student with Gifts and Talents in Creativity:Give the student an extra postcard to design and give to another special person. Or give the student an envelope and a blank sheet of writing paper to send the person a poem. Student with Autism:Make sure to repeat all directions so that student understands what is expected of him/her. Reward student if staying on task and following directions. Motivate student and give positive feedback. Self-Reflection:Write out the questions that you will use to evaluate yourself.Did the students appear to understand the four different seasons? Were the students given too much/too little time to work on their postcards? Was it easy or difficult for the students to come up with a person to write to and actually write them? What would I change about this lesson?-352425-413385Name______________________Seasons of the yearWinter, Summer, Spring & FallDirections: Fill in the blank with the correct answer. Name the season that when it snows, some animals go far away to a warmer place. ________________________Which season is when you can wear flip-flops and go to the beach? ________________________Which season is when all of the leaves change colors and fall off the trees? ________________________Which season is when the flowers are blooming? ________________________Name all four seasons. _________________________________________________________ Complete/ No complete ChecklistStudent name:Seasons: Fill in blank Complete/No complete Postcard Note/ address/ date Lesson PlanBy Lydia BollsGeography: Lesson Plan #5Lesson: What is this used for? Length: 30-45 minutes Age or Grade Level Intended: 1st grade Academic Standard(s):Environment and Society1.3.9 Give examples of natural resources found locally and describe how people in the school and community use these resources.Performance Objective(s): 1. Students will create a list of things that given natural resources are used for in their school and community. 2. The students will be able to recognize and know what a natural resource is. Assessment: Students will be making a list of natural resources explaining what each is used for in their community. This will be assessed with a checklist. Advance Preparation by Teacher:Small poster boards MarkersThere's a Barnyard in My Bedroom by David Suzuki Cup/ bottle of water Smart boardPlants Tube of dirt Procedure:Introduction/Motivation:“Ok boys and girls, I am going to pass around pencils, paper, a tube of dirt, and this plant. I want you all to pay close attention to all of these items. They are very important and are going to help us through our lesson today!” As students are just about done passing around materials, get the book There's a Barnyard in My Bedroom and go to the front of the class. Show the front cover to the students and ask them to predict and give suggestions on what they think the book is really about. Ask them if there could really be a barnyard in someone’s bedroom. Ask the students if they think the kid on the cover is just dreaming or is there really a barnyard in his room. (Gardner: Intrapersonal, Verbal/Linguistic) Step-by-Step Plan: After the students are done predicting, have them gather around over in the reading/sharing area of the room. Read the book aloud. Ask the students comprehension questions such as How do Jamie and Megan feel as they figure out that mostly everything comes from nature? (Bloom: Comprehension)Why do you thing Jamie and Megan feel this way when they find out all of the magic that is going on in their room and backyard? (Bloom: Analysis)What is one thing Jamie and Megan found in their room that is made from a natural resource? After the book is done, have the students quietly go back to their seats. Review the book by making a list of events that happened in the story. Write on board. (Bloom: Knowledge) Have a student volunteer and retell the story in their own words. (Bloom: Comprehension) Show them the pencils, paper, a tube of dirt, and plant that was shown at the beginning. Explain to the students what natural resources are and how they help us in our everyday lives. Explain to students that water is one of the most important natural resources. It’s used for mostly everything like cooking, cleaning, drinking to stay alive and so much more. Explain each item to students and how we use them every day. When explaining trees and how they are used, have two students come to the front of the classroom and pose like a tree. (Gardner: Bodily/ kinesthetic) Pass around a poster board to each student. Ask them to take out markers and coloring pencils. Explain to students that we will be making a list of natural resources and what they are used for in our community. Turn on smart board and have students turn their attention to it. Write natural resources at the top. Have the students do the same on their poster boards. Give an example of a natural resource: Tress, paper, wooden pencils, houses, etc. Students can also draw pictures of each natural resource on their poster boards. (Gardner: Visual/Spatial) Have the students come up with a couple of natural resources that they know about. Once students are done giving answers, write more on the smart board. Water, tress, soil, air, plants, coal, and rocks. Also mention corn because this is very popular in the state of Indiana. After the list is complete and there is at least 3 items under each natural resource, have students color and decorate their poster boards. Closure: Have some students try to read one of the lists of natural resources and give an example. Help student if struggling to remember. Review what a natural resource is and many different ways we use them at school and in our community. Have students hang posters in the hallway for the rest of the school to see. Adaptations/Enrichment:Student with Learning disability in reading comprehension:Have student sit next to one of the higher readers in the classroom. The only reading done is the words on the smart board. Repeat all words written on smart board. Student with ADHD:Give the student an extra list of natural resources and have them try to guess some things that would fit under each one. Student with Gifts and Talents in Creativity:Have student create another natural resource board and only using pictures this time instead of words. Show how the natural resources are used. Student with Autism:Repeat directions making sure the student understands what is being expected. Give positive feedback and encouraging words. Self-Reflection:Write out the questions that you will use to evaluate yourself.Did the students appear to understand what natural resources are?Were the students given too much/too little time on their posters?What would I change about this lesson?Complete/ No complete ChecklistWhat is this used for? Student name:Complete/No complete Lesson Plan By Lydia Bolls Geography: Lesson Plan #6Lesson: Culture Age or Grade Level Intended: 1st grade Academic Standard(s):Geography: Human Systems1.3.8Compare cultural similarities and differences, such as family traditions and customs, and the traditional clothing and food of various ethnic and cultural groups found in Indiana. (Individuals, Society and Culture)Writing: Sentence Structure1.6.2 Write in complete sentences.Performance Objectives: Using a compare and contrast worksheet, students will compare and contrast things of their culture with things of the children mentioned in the book Gracias*Thanks including at least 4 different things. Given a sheet of lined writing paper, students will write in complete sentences at least 5 things that they are thankful for. Advanced Preparation by Teacher:The book Gracias*Thanks by Pat Mora Lined writing paper Compare and Contrast worksheets Lesson Plan: The teacher will discuss what a culture is and how everyone’s culture is different. The teacher will give examples of how our culture may be different from someone sitting in the classroom and The teacher will read the book Gracias*Thanks to the entire class. The teacher will review with the students how the children in the book have such a different culture than them and how they even had a different language which is Spanish. The teacher will pass out, compare and contrast worksheets. Teacher will read directions. The teacher will do the worksheet with the students. Go through book and write down things that were mentioned in book that are not part of our culture. Once students are finished, they will be given the lined writing paper. Students are to write down at least 5 things they are thankful for using complete sentences. Review and tell students that they will be learning about the oceans. Assessment:The teacher will collect the student’s thankful sentences. If each sentence is a complete sentence then the students will receive full credit. All students will receive a completion grade for the compare and contrast worksheet done together.Name __________________________________Compare and Contrast In the bookYour cultureSimilaritiesLesson Plan By Lydia Bolls Geography: Lesson Plan #7Lesson: My very own oceans! Age or Grade Level Intended: 1st grade Academic Standard(s):The World in Spatial Terms1.3.2Identify and describe continents, oceans, cities and roads on maps and globes.Performance Objectives: With the materials given, students will create the four major oceans out of Jell-o and be able to correctly identify which is which. With the materials given, students will color the oceans on the worksheet. Advanced Preparation by Teacher:The Magic School Bus: On the ocean floor by Joanna Cole An educational ocean video cutters in the shapes of oceans Blue Jell-OOceans worksheet- 4 major oceans: Arctic, Indian, Pacific, Atlantic Lesson Plan: The teacher will first show the oceans video at the beginning of the lesson. Then, review with the students what was mentioned in the video and the most important facts.Refresh students memories of how we learned about cultural differences during the last lesson. Explain to students that the four major oceans are all different and have different characteristics just like different cultures do. Read the book The Magic School Bus: On the ocean floor to the class and ask comprehension questions at the end. Get Jell-O materials ready and have students make the ocean shaped Jell-O. Discuss the importance of oceans with the students. Have the students point to each jell-o shaped ocean and say the name aloud. Review at least 3 times. Have students eat the Jell-O. Explain to students that the next lesson for tomorrow will be on learning about the weather and its patterns. Assessment:Students will be given a complete/ no complete grade. There will be a checklist for both the Jell-O activity and the oceans worksheet. Name _________________________Color oceans. Lesson Plan By Lydia Bolls Geography: Lesson Plan #8Lesson: Weather Age or Grade Level Intended: 1st grade Academic Standard(s):Physical Systems1.3.5Observe and record the weather on a daily basis.Performance Objectives: Students will observe the weather and record notes for an entire week making sure to include at least one weather description for each time of day. Students will write a summary over the weather they observed at the end of the week making sure to include similarities and differences between the days. Advanced Preparation by Teacher:A weather chart Paper calendars Lesson Plan: Explain to students that weather is always changing. You can never be too sure of what the weather is going to be. Explain that one minute it could be hot and sunny and the next minute is could be pouring raining. Pass out weather charts and paper calendars to each student. Explain that they will be recording the weather for an entire week. For each day they are to record data in the morning time (breakfast), in the evening (lunch) and then again at night (dinner) before bed. Explain to students that if they forget the assignment one day to ask a parent or sibling what the weather was for that day. Check the students work each day. At the end of the week have the students write a summary of what the weather was like for the entire week. Was it mostly hot, cold, sunny, or rainy? At the end of the week, make a bar graph of the different weather forecast. Review and ask questions. Talk about what the next lesson will be about. Assessment:Students will be given a complete/ no complete grade for the assignment. Assignment must include the weather chart and summaryName____________________________Weather Chart B, L, D Sunday MondayTuesdayWednesdayThursdayFriday Saturday B LDKey: B- Breakfast time L- Lunch time D- Dinner time Complete/ No complete ChecklistStudent name:Weather ChartComplete/No completeSummaryComplete /No completeLesson Plan By Lydia Bolls Geography: Lesson Plan #9Lesson: Spring, Summer, Winter or Fall? Age or Grade Level Intended: 1st grade Academic Standard(s):Explain the effect of seasonal change on plants, animals, and people.Performance Objectives: The first graders will create a poster that explains the effect of season change for plants, animals and people of 2 different seasons. Advanced Preparation by Teacher:White drawing paperDifferent color construction paper Cut-outs of different pictures Cut-out letters Lesson Plan: Teacher will discuss how they were learning about the seasons the day before. The teacher will write the four seasons on the smart board and have the students name their favorite things to do during each season. Teacher will then explain that they will be doing an activity on seasons again today where they have the chance to create a season’s poster to display in the hall. Teacher will explain the effects that season’s changing have on plants, animals and people. Teacher will then pass out materials and have students pick their 2 favorite seasons. Students must include at least 2 things for plant, person and animal on each side of poster board. For example on one side a student may have summer. They must include at least 6 effects that summer has on plants (2), animals (2) and people (2). On the other side of the board they must include 6 for whichever other season they decide to pick. Students can use cut-outs passed around by the teacher or they can draw items on their poster boards. After everyone is done with their work, they will share with the class and the poster boards will be hung out in the hall. Assessment:The teacher will collect posters and make sure that each student included at least 2 effects on plants, animals and people for both seasons chosen. Students will receive completion grade for completed work. Complete/ No complete ChecklistStudent name:Posters Complete/ No complete Check mark- Complete X- No complete Lesson Plan By Lydia Bolls Geography: Lesson Plan #10Lesson: Human vs. Nature Age or Grade Level Intended: 1st grade Academic Standard(s):1.3.4Identify and describe physical features* and human features* of the local community including home, school and neighborhood.Performance Objectives: Given a list of human made things and things that have occurred in nature, students will decide which item goes in each section. Advanced Preparation by Teacher:Human vs. Nature worksheets Pictures of physical and human features Lesson Plan: Teacher will begin lesson by showing a picture of a mountain, a hill, a road and then a city. Students will pass around each pictured and guess if the items in the pictures were made by people or did they just happen in nature. Explain to students the difference between physical features and human features. Explain that human features are things that were made by human. The teacher will explain that physical features occur naturally. The teacher will show more examples of physical and human features. The teacher will then have the students give examples. The teacher will then need to pass out human vs. nature worksheets and read directions aloud. Students must write human or nature next to each item given. Walk around the classroom and check students work. Help if needed. As students are finishing up, collect work to grade. Explain to students what the next lesson will be for tomorrow. Assessment:Students will be assessed by the amount of questions that got right no their worksheet. There will be a total of 10 listed items. Students must complete worksheet getting at least 8/10 right. Name__________________________________Human vs. Nature Directions: Decide whether each item is a human made feature or a nature feature. Oceans _____________________________Mountains _____________________________Rivers _____________________________Highways _____________________________Buildings ______________________Cities __________________________Railroad tracks ________________________Dams ___________________________Bridges _________________________ Lakes __________________________ ................
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