edel453 spring2014 ashleyhewitt unit plan

Unit Planner: Places Around MeSubmitted By: Ashley Hewitt

EDEL 453: Teaching Elementary School Social ScienceNevada State College – Spring 2014Instructor: Karen Powell

UNIT PLANNER: Places Around Me Submitted By: Ashley Hewitt

Summary of Lesson Plan NV State Social Studies Objectives Notes

MO

ND

AY

This lesson is a social studies lesson that has been geared for 2nd grade students to learn about how to read a globe and identify the different parts of the globe or a map. This lesson uses the Houghton Mifflin Social Studies textbooks “Neighborhoods” (p.72-73).

G5.2.2 Recognize spatial patterns, i.e., political units, physical features, on a map and globe.

Find enough globes for class

TUES

DAY

This lesson is a social studies lesson that has been geared for 2nd grade students to learn about learning the different landforms and bodies of water. This lesson uses the Houghton Mifflin Social Studies textbooks “Neighborhoods” (p.74-79).


Get enough maps

WED

NES

DAY

This lesson is a social studies lesson that has been geared for 2nd grade students to learn about maps at different times in history. This lesson uses Strategy 25 from the textbook “Integrating Language Arts and Social Studies: 25 Strategies for K-8 Inquiry-based Learning” (p.180-186).

G6.2.6 Show that different locations have different addresses.

G6.2.7 Locate his/her city and state on a map.

Have continents cut out

THU

RSD

AY

This lesson is a social studies lesson that has been geared for 2nd grade students to learn about where they live and their address. This lesson uses the Houghton Mifflin Social Studies textbooks “Neighborhoods” (p.66-69).

G5.2.3 Construct a map key from given symbols and choose a map title.

G5.2.4 Give and follow simple oral directions to move from one location to another.

Have all student addresses available

FRID

AY

This lesson is a social studies lesson that has been geared for 2nd grade students to learn about mapping out different locations. This lesson uses Strategy 7 from the textbook “Integrating Language Arts and Social Studies: 25 Strategies for K-8 Inquiry-based Learning” (p. 48-54).



Have students ready for map walk

EDEL 453 - Spring 2014 Karen Powell- Instructor

Unit Plan: Places Around Me

Lesson Plan for MondayGrade: 2ndSocial Studies Strand: Geography

Submitted By: Ashley Hewitt

EDEL 453: Teaching Elementary School Social Science

Nevada State College – Spring 2014

Instructor: Karen Powell


B. Summary of the Lesson Plan :

This lesson is a social studies lesson that has been geared for 2nd grade students to learn about how to read a globe and identify the different parts of the globe or a map. This lesson uses the Houghton Mifflin Social Studies textbooks “Neighborhoods” (p.72-73).

C. Basic Information:

Grade Level: 2nd grade

Time to Complete this Lesson: 50 minutes

Groupings: whole group during the discussion and partner/small group activity when identifying places on the globe.

D. Materials:

Paper and Pen

Coloring utensils

Houghton Mifflin 2nd Grade Social Studies Book: Neighborhoods (p.72-73- for each student

Map of the USA and of world

A globe (preferably one for each table if possible)

E. Objectives:

o NV State Social Studies Standards


o Student-Friendly Standards

I can recognize different places and aspects on a globe

F. Vocabulary

Globe- a round ball which shows the world displayed on it, with continents and oceans

Equator- the imaginary line in the center of the world which separates the northern and southern hemispheres

Hemispheres- the areas above and below the equator

Poles- the most northern and southern points of the earth

G. Procedure:

1. Display the globe for the class to see or have them look at their globes

o Talk to students about the vocabulary and see if they know where the equator, hemispheres, and poles are


o After the students discuss in their groups then talk about the location of each

2. Have the students find where they live and figure out which hemisphere they live in.

3. Have students work in partners to find different places on a map

o Have the student color different things on a map (hemispheres, poles, equator)

H. Assessment:

What will you use to measure student understanding?

I will use their drawing of the hemispheres and equators to assess their understanding of the concept.

Explain how you will know students understand the concepts from the lesson.

Students will “be able to identify different places and aspects on a globe.” Students will show this through drawing.

I. Closure:

Ticket out the door- Have students name one thing they learned about reading a globe

J. Reflection:

1. Which part of the lesson do you think will be the easiest for you to teach?

I think the easiest part will be teaching the different aspects of the globe.

2. Which part will be most challenging for you to teach?

I think the most challenging part will be helping the students find where they live.

3. How will you follow up or extend this lesson?

I would extend the lesson by having them learn about the other symbols on the globe.

4. ’What can you do for students who don’t grasp the concepts?

I can pull students to a small group with me to further enhance their understanding of the topic.

5. Which part of the lesson, if any, do you think might need to change?

Since anything can happen and all students learn differently, some students might not catch on as easily. I would change the partner activity possibly if it doesn’t work out.

6. When you were writing this lesson plan, what was the most difficult part?

The most difficult part for me is usually the assessment. Its hard to find an assessment that intertwines perfectly with the standards.



Lesson Plan for TuesdayGrade: 2ndSocial Studies Strand: Geography





K. Summary of the Lesson Plan :

This lesson is a social studies lesson that has been geared for 2nd grade students to learn about learning the different landforms and bodies of water. This lesson uses the Houghton Mifflin Social Studies textbooks “Neighborhoods” (p.74-79).

L. Basic Information:



Groupings: whole group during the discussion and partner/small group activity when identifying places on the globe.

M. Materials:

Paper and Pen

Coloring Utensils

Houghton Mifflin 2nd Grade Social Studies Book: Neighborhoods (p.74-79- for each student)


A globe (preferably one for each table if possible)

N. Objectives:





I can recognize different places and aspects on a globe

O. Vocabulary

Landform- a natural shape of land

Valley- low land between mountains

Lake- a body of water with land all around it

P. Procedure:

4. Ask students what they know about continents and the major bodies of water

o Have the list of the seven continents on the board and the four major bodies of water.

o Have the students try and figure out where each continent and body of water is located

o Explain where each is located on the globe and/or world map.

o Students will identify different landforms on a map.

2. Discuss where we live and places we have visited.

3. Students will work in partners to color the different specified landforms with the coordinating colors

Q. Assessment:


I will use their drawing of the landforms to assess their understanding of the concept.


Students will “be able to identify different places and aspects on a globe.” Students will show this through drawing.

R. Closure:

Ticket out the door- Have students name two landforms they have visited, for example, continents, bodies of water, or mountains.

S. Reflection:


I think the easiest part of the lesson to teach would be the oceans



I think the most challenging part to teach will be the continents


I would have the students try to think of the different types of landforms they would like to visit.




Since anything can happen and all students learn differently, some students might not catch on as easily. I would change the partner activity possibly if it doesn’t work out and make it more of a whole group discussion.




Lesson Plan for WednesdayGrade: 2ndSocial Studies Strand: Geography





T. Summary of the Lesson Plan :

This lesson is a social studies lesson that has been geared for 2nd grade students to learn about maps at different times in history. This lesson uses Strategy 25 from the textbook “Integrating Language Arts and Social Studies: 25 Strategies for K-8 Inquiry-based Learning” (p.180-186).

U. Basic Information:




Groupings: small group to determine the differences between the two maps

V. Materials:

Paper and Pen

Maps of the world from two different time periods (pangea continents and todays continents)

W. Objectives:


2. G5.2.2 Recognize spatial patterns, i.e., political units, physical features, on a map and globe.


I can tell the differences between the landforms on two maps from two different time periods.

X. Vocabulary

Maps- picture to show the landforms of the world

Y. Procedure:

5. Give the students two different maps

o Have students compare and contrast the two maps.

o Have them try and find where the different continents moved to.

2. Use cut outs of the continents so the students can move the continents around on their desk to match the maps in order to help a little better.

3. The students can construct maps of their own rooms and compare them to their classmates

Assessment:


I will use the list of comparisons and contrasts to assess the student’s understanding of the concept.


Students will “be able to identify the differences between the two maps.

Z. Closure:


Ticket out the door- Have the students draw/write what they believe was the major difference between the two maps

AA. Reflection:


I think the easiest part of the lesson to teach would be being able to look at and see the difference between the two maps


I think the most challenging part to teach would be to get teach the students how to put their ideas down on paper


I would have the students draw a map of their home with their parents








Lesson Plan for ThursdayGrade: 2ndSocial Studies Strand: Geography






BB. Summary of the Lesson Plan :

This lesson is a social studies lesson that has been geared for 2nd grade students to learn about where they live and their address. This lesson uses the Houghton Mifflin Social Studies textbooks “Neighborhoods” (p.66-69).

CC. Basic Information:



Groupings: whole group during beginning discussions and partner activity when identifying places on the map

DD. Materials:

Paper and Pen

Houghton Mifflin 2nd Grade Social Studies Book: Neighborhoods (p.66-69- for each student

Study Guide/Homework sheet


EE. Objectives:


G6.2.6 Show that different locations have different addresses.

G6.2.7 Locate his/her city and state on a map.


I can say and write down my address

I can show where I live on a map

FF. Vocabulary

Country- a land where people have the same law and leaders

State- a part of a country

Continent- a very large body of land

Address- where a place is located


GG.Procedure:

6. Refer to notes on TE 66

o Introduce a map of the United States to the students

o Discuss the differences between a town/city, state, and country.

o Discuss what community, state, and country the students live in.

7. As a class, read p. 66-69, using the questions in the margins to help engage the students

8. Have students work in partners to find different places on a map

o Have students locate and identify where they live (town, state, country)

o Have students locate places they have visited

HH.Assessment:


I will measure student understanding by using the lesson review.

I will have the students answer the questions on p.69

Writing a sentence that tells where you live and show by coloring the country, state, and continents on a map

They will do the activity on p.69- write on an envelope with their address and a friend’s address.


Students will “be able say and write down their address” and “be able to identify different places on a map.” They are able to do this by being able to write and identify the different locations.

II. Closure:

Ticket out the door- write down their address and mark the city they live on a map given.

JJ. Reflection:


I think the easiest part of the lesson to teach would be the difference of a country, state, and city on a map


I think the most challenging part of the lesson to teach would be the children’s addresses. This will be difficult because there will be a lot of students with different addresses.


I would extend the lesson by having the students go home and talk to their families about what different addresses they have had and states they lived and countries they are from.



I can pull students to a small group to help them grasp the concept. I would show them the different types of maps and show them different locations or states.


Since anything can happen and all students learn differently, some students might not catch on as easily. I would change the partner activity possibly if it doesn’t work out.



22. Describe your experience collaborating on this lesson plan.

Collaborating is very helpful when creating a lesson plan. I enjoyed it because I was able to bounce ideas off of each other. We did have mixed feeling about some of the teaching procedures we would do so that was the difficult part of the lesson.


Lesson Plan for FridayGrade: 2ndSocial Studies Strand: Geography






KK. Summary of the Lesson Plan :

This lesson is a social studies lesson that has been geared for 2nd grade students to learn about mapping out different locations. This lesson uses Strategy 7 from the textbook “Integrating Language Arts and Social Studies: 25 Strategies for K-8 Inquiry-based Learning” (p. 48-54).

LL. Basic Information:



Groupings: whole group during the discussion and partner/small group activity when mapping out school

MM. Materials:

Paper and Pen

Coloring Utensils

Ruler

Grid Paper

Clip Boards

NN.Objectives:





I can make a map with a key and choose a map title.

I can move in different directions to get to a different place by using my listening skills.

OO.Vocabulary

Key- uses symbols to identify different things concepts on a map

Map- shows the structure of a given location

PP. Procedure:

9. Start the class off with talking about maps and how they can give us directions to get from one location to another.


o As a class, the students will go on a map walk while talking about how to get from one location to another.

o The teacher will draw the map with the assistance of the students

10. Once back in the classroom

o The students will then discuss what symbols they will use for the variety of objects around the school (ex. Bathrooms, water fountains, doors)

o The students will write down the symbols they choose for their map.

o The students will place their symbols on the teachers map on the board

Assessment:


I will use their keys to assess whether they understand the concept of keys

I will use their participation in the map walk to assess whether they can oral listen and give directions to get from one place to another.


Students will “be able to make a map with a key and be able to get from one location to another through oral directions” Students will show this through being able to identify the different symbols for their map.

QQ. Closure:

Ticket out the door- Have students be able to verbally explain how to get from one place to another in the school

RR. Reflection:


I think the easiest part of the lesson to teach would the map walk


I think the most challenging part to teach would be the symbols


I would have the students draw a map of their home with their parents







edel453 spring2014 ashleyhewitt unit plan

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