PSE Lesson Plan Format



I. HEADING:

Zachary Singer

May 1st, 2012

Social Studies

1st Grade

30 minutes

II. RATIONALE AND BACKGROUND:

The purpose of this lesson is to introduce the country of Chile to the students. Explain the location of Chile in South American and its location on a globe.

The students are familiar with the United States and its location on a map. Students are familiar with Pennsylvania and its location in the United States. Students are also familiar with using a SMART board, using worksheets, and participating in activities.

III. LESSON OBJECTIVES:

After reviewing the Chile flag, students will compare the similarities and differences between the U.S. and Chile flags with 95% accuracy (PA Geography Standard 7.1.3.B, group/individual, cognitive, informal)

While using a visual diagram, students will create the Chile flag using geometric shape stencils with 100% accuracy (PA Geography Standard 7.1.3.B, individual, cognitive, informal).

IV. LIST OF MATERIALS/RESOURCES: Provide a complete list of resources (books, articles, websites, etc.) including materials that supplement available textbooks, teachers’ manuals, and/or resources to extend knowledge of the unit topic. (Use APA format.) In addition, list materials needed to teach the lesson including audio-visual aids and equipment, technology, outside speakers, student texts, materials, and teacher-made resources.

V. PROCEDURES: (Logical and sequential; number the steps for ease of use in the classroom)

A) Introduction and Motivation - The introduction will include a:

1. Show a map/globe. Ask the students what state, country, and continent we live in.

2. Then show the distance from the US to Chile.

3. Introduce the continent of South America. Be sure to emphasize that there are seven continents. United States is on the continent of North America and Chile is on the continent of South America.

4. Ask students where they think South America would be on a globe or map. The answers from the students should state that South American is probably south of North America.

B) Lesson Body – The lesson body will include:

1. Reveal to the students that South America is below North America.

2. Pass out the “Passports” to each student. Have students turn to the first page and color in the country of Chile on the map of South America. Have students outline Chile using their pencil or black crayon.

3. Next, explain the size of Chile compared to the U.S. and Pennsylvania. Is it bigger? Smaller? Or around the same size?

4. Ask the students whether Chile is on the coast. What state in the United States looks similar to Chile? It is also on the coast.

5. Explain that Chile is twice the size of California and six times the size of Pennsylvania.

6. Then ask the students what physical features are. They may say physical features of people are details of what they look like (Hair color, skin color, height, weight, and etc.).

7. Explain that we will be focusing on physical features of land. Explain that physical features of land are hills, mountains, rivers, lakes, valleys, desserts, and volcanoes.

8. Have students write in their passports, different physical features from around the U.S.

9. Go over that Chile has the same physical features as the U.S.

C) Lesson Closure – The closure will include one or more of the following:

1. Have students review and compare a flag of the United States of America and a flag of Chile.

2. Teacher will compare and contrast both flags, with the students, using a Venn diagram.

3. Students will fill in their own Venn Diagrams at their seats while the teacher fills out the SMART board diagram.

4. Students will then create their own flag of Chile using their math stencils and a worksheet template.

5. Students will make a square box with one star in it and two strips.

6. The teacher will show an example of their own flag and one example on the SMART board.

NOTE: The Lesson Closure is not a homework assignment. If homework is assigned, note it in a separate section following the closure section.

VI. EVALUATION:

A) Student Assessment:

1. Informal assessment – students will be assessed by their completion of their Venn diagram. The teacher will assess if the students have the correct information and have written the information in the correct locations. Students will also be assessed on their creation of the Chile flag. The teacher will assess students’ use of the geometric shapes. Did the students use the correct shapes and are they drawn in a way that replicates the real flag of Chile?

B) Self-Evaluation*:

Reflect on the teaching of this lesson and respond to the following items:

1. Identify and list three (3) strengths of this lesson.

2. Identify and list three (3) elements or areas that need improvement.

3. Based on the closure and student evaluation portions of this lesson plan, identify any students (use initials, not names) who were not successful in meeting the stated objectives. Indicate how shortcomings will be addressed with these students to ensure success.

* Include this section in the lesson plan. Only after this lesson is taught can responses be made to these questions.

Rev. 11/06

I. HEADING:

Zachary Singer

May 2nd, 2012

Social Studies

1st Grade

30 minutes

II. RATIONALE AND BACKGROUND:

• The purpose of this lesson is introducing the geographical landscape of Chile. Explaining deserts, rivers, mountains, and valleys. This lesson also explains the climate, or weather, of Chile. It also compares the weather of Chile to the weather of the U.S.

• The students are familiar with the United States and its location on a map. Students are familiar with Pennsylvania and its location in the United States. Students are also familiar with the landscape of the U.S. and Pennsylvania. Students have become familiar with the location of Chile and its location compared to the U.S. Students are also familiar with using a SMART board, using worksheets, and participating in activities.

III. LESSON OBJECTIVES:

After learning about the seasons of Chile, students will match the months of the year with the correct season that occurs during those months with 95% accuracy (PA Geography Standard 7.1.3.B, group/individual, cognitive, informal)

Using an drawing and writing worksheet, students will show the type of activities would take place in Chile during the month of December with 95% accuracy (PA Geography Standard 7.1.3.B, individual, cognitive, informal).

IV. LIST OF MATERIALS/RESOURCES:

• SMART board

• SMART notebook lesson

• Seasons Worksheet

• Drawing/Writing Worksheet

VII. PROCEDURES:

A) Introduction and Motivation - The introduction will include a:

1. Open the lesson by reviewing the material from the day before. Ask students what continent Chile is located on!

2. Next, explain to students that Chile’s seasons and weather are much different than ours.

3. Open the SMART notebook lesson.

4. Show students a globe map with the equator line present. Explain that the closer people are to the equator line the hotter the weather will be.

5. Then begin to explain that seasons in Chile are the same but that the months that they occur are different than here in the U.S.

B) Lesson Body

1. Show students a simple diagram. Four pictures that represent each season and a pre-grouped months of the year.

2. Have students discuss which season belongs to which months. For example, Spring belongs to March, April, and May. Summer belongs to June, July, and August. Fall belongs to September, October, and November. Winter belongs to December, January, and February.

3. Students should work their way to these answers above based on their experiences with the seasons in the U.S.

4. After students have come up with the correct answers. Explain that the seasons in Chile are completely opposite.

5. The time of the year that winter occurs in the U.S., summer is actually occurring at the same time in Chile. Explain this for each season.

6. Students should then begin filling out their matching worksheet about Chile!

7. Give examples to the students. For example, people in Chile celebrate Christmas during the season of summer. Therefore, on Christmas Day many people go to the beach.

8. Ask children: Can you imagine going to the beach on Christmas?

C) Lesson Closure – The closure will include one or more of the following:

1. To close the lesson, the students will draw a picture that shows what they would be doing in Chile during the month of December.

2. Create a list on the SMART board, on the types of clothing, activites, weather, and etc. that would be present during the month of December here in Pennsylvania.

3. This list may include: snowing, cold, winter coat, boots, scarfs, gloves, ear muffs, sleds, snowmen, snowball fights, and etc.

4. Then create a list on the SMART board on the types of clothing, activites, weather, and etc. that would be present during the month of December in Chile!

5. Remind students that this point that during the month of December in Chile it is actually summer time.

6. This list may include: shorts, squirtguns, water balloon fights, pools, beaches, hot, sunburns, sunglasses, bathing suits, amusement parks, etc.

7. Have students draw their picture of what they think children are doing in the month of December in Chile. Students should refer to the second list made in order to help them think of a picture to draw.

NOTE: The Lesson Closure is not a homework assignment. If homework is assigned, note it in a separate section following the closure section.

VIII. EVALUATION:

A) Student Assessment:

1. Informal Assessment – Students will be assessed on their participation during the SMART board lesson and their answers on the matching worksheet. Students will also be assessed on their pictures and their sentences on their December worksheet. Ensure that students drew and wrote about correct activities that would take place during December in the country of Chile.

B) Self-Evaluation*:

Reflect on the teaching of this lesson and respond to the following items:

4. Identify and list three (3) strengths of this lesson.

5. Identify and list three (3) elements or areas that need improvement.

6. Based on the closure and student evaluation portions of this lesson plan, identify any students (use initials, not names) who were not successful in meeting the stated objectives. Indicate how shortcomings will be addressed with these students to ensure success.

* Include this section in the lesson plan. Only after this lesson is taught can responses be made to these questions.

Rev. 11/06

I. HEADING:

Zachary Singer

May 3rd, 2012

Social Studies

1st Grade

30 minutes

II. RATIONALE AND BACKGROUND:

The purpose of this lesson is to introduce simple culture and customs of Chile. This lesson informs students of different customs dealing with times of the day when people of different countries eat meals. This lesson also introduces generic information about importation and exportation of goods from Chile to the U.S.

The students are familiar with the United States and its location on a map. Students are familiar with Pennsylvania and its location in the United States. Students are also familiar with the location of South America and the location of Chile on the continent. Students are also familiar with the time of year that the four seasons occur in Chile and how it compares to the seasons of the U.S.

III. LESSON OBJECTIVES:

After learning about different meal times in Chile, students will draw the correct times on an analog and digital clock with 95% accuracy (PA Mathematics Standard 2.3.1.C, group/individual, cognitive, informal)

After receiving a baggie of grapes, students will separate their grapes into equal groups, based on the question, with 95% accuracy (PA Geography Standard 2.1.1.C, individual, cognitive, informal).

IV. LIST OF MATERIALS/RESOURCES:

• SMART board

• SMART notebook lesson

• Chile Meal Time Worksheet

• Diving Grapes Worksheet

• Baggie of 12 Grapes (per student)

• 24 Sheets of Paper Towels (one per student )

• Mini Clocks (each student as one in their math baggies)

V. PROCEDURES:

A) Introduction and Motivation - The introduction will include a:

1. Open the lesson by reviewing some material that we have learned before.

2. Ask students these questions:

• What continent is Chile located on? (South America)

• Is Chile a long country or a short country? (Long)

• Do the seasons in Chile take place at the same time as the U.S.? (No)

• How are seasons in the U.S. and Chile different? (They occur during opposite times of the year)

• If it is summer here in the U.S. than what season is it in Chile? (Winter)

3. Teacher should help students remember the answer to each question. Provide clues for each question but allow students to recall the answer on their own.

4. Show students the first page of the SMART notebook file. Ask students what they predict we will be talking about today.

5. Consider many predictions from the students.

B) Lesson Body

1. Help students figure out that today we will be discussing the times that people in Chile eat meals and we will also be talking about grapes.

2. Show students the slide of the clock. Ask students what time they eat breakfast, lunch, and dinner.

3. Write the time next to the word and have students come up to the board and drag the clock hands to the correct positions.

4. Change the clock hands before children come to the board and ask if the times are correct.

5. Have students use their own clocks at their desk to work through each time.

6. Next, explain to the students that people in Chile eat their meals at different times.

7. Pass out the meal times worksheet to each student.

8. Read the first question with the students. Reveal to the students that people in Chile eat breakfast at 7 o’clock in the morning. Ask students if this time is a big difference from our breakfast time.

9. Have students use their clocks to make the correct time of 2 o’clock. Teacher should walk around room to check clocks. Have a student explain where each hand of the clock should be on the clock. Then ask students how to write the same time in digital form. Help students see the connection between the digital clock form and the 5 minute time increments of an analog clock.

10. Ensure that students record the correct answers of both clocks on their worksheet.

11. Read the second question and reveal to students that people in Chile eat lunch at 2 o’clock in the afternoon. Follow the same steps before to answer this question with the students.

12. Read the final question and reveal to students that people in Chile eat dinner at 9 o’clock at night. Follow the same steps before to answer this question with the students.

C) Lesson Closure

1. Next, have students answer a question that reviews yesterday’s lesson and introduces our next topic.

2. Read the question to the students: “What happens to trees in the winter time?”

3. Have students read each answer and use thumbs up and thumbs down for each.

4. Have a student come up the SMART board to hit the answer that they think is correct.

5. Ensure that students hear the sound of each answer and that they understand why the third answer is the correct one.

6. Next, show students a map of North and South America. Ask the students this question:

• If trees cannot grow grapes during the winter, than how does the U.S. sell grapes at stores during the winter time?

7. Pass around a bag that grapes come in. Have students examine the bag and ask if they see a familiar word on the board.

8. Show students, with the grapes on the SMART board, that during the winter seasons Chile sends grapes to the U.S. because some part so Chile grow grapes all of the time because it doesn’t get cold enough for the trees/vines to stop growing.

9. Pass out the worksheet, a baggie of grapes, and a towel to each student.

10. Explain that the students cannot eat their grapes until the end of the lesson. Therefore, the teacher should not see any grapes being eaten during the lesson.

11. Explain to the students that they will be using their grapes to figure out fraction problems by splitting their grapes into groups.

12. Once the correct answer is discussed and shown, students can draw their grape groups on their worksheet space.

13. Read the first question and have students use their grapes to figure out the problem. Go over the problem with the students and ensure they have the correct answer.

14. For the second problem have students figure out the answer using their grapes.

15. However, the teacher should call four students to the front of the room to figure out the problem using construction paper grapes.

16. Have student volunteers divide the grapes into the correct equal amount.

17. Read and answer question three the same way as question number one.

18. Finally, read the final question and have students shade in ¼ of the grape for the ants.

19. Model this on the SMART board and ensure that students have 4 equal parts, ¼ written in each part, and one part (1/4) shaded.

20. Sum up our activities of the day and collect their worksheets to add to their passports.

VI. EVALUATION:

A) Student Assessment:

1. Informal Assessment – Students will be assessed their answering of the questions in the beginning of the lesson. Students will also be assessed on their participation during the SMART board lesson. Also, the teacher will assess the students’ worksheets. Also, the teacher will be looking for the correct times for both the analog and digital clocks. Students should also have the correct answers for the fraction worksheet due to the fact it was completed together in class.

B) Self-Evaluation*:

Reflect on the teaching of this lesson and respond to the following items:

7. Identify and list three (3) strengths of this lesson.

8. Identify and list three (3) elements or areas that need improvement.

9. Based on the closure and student evaluation portions of this lesson plan, identify any students (use initials, not names) who were not successful in meeting the stated objectives. Indicate how shortcomings will be addressed with these students to ensure success.

* Include this section in the lesson plan. Only after this lesson is taught can responses be made to these questions.

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download