EDEL 453 Unit Plan

Unit Planner: The World in Spatial Terms Submitted By: Jana Cantos

EDEL 453: Teaching Elementary School Social Science

Nevada State College – Spring 2014

Instructor: Karen Powell

EDEL 453 - Spring 2014 Karen Powell- Instructor

UNIT PLANNER: The World in Spatial Terms Submitted By: Jana Cantos

Summary of Lesson Plan NV State Social Studies Objectives Notes

MO

ND

AY

This is a 1st grade social studies lesson about the shape of the earth and the continents and oceans. This lesson uses the Houghton Mifflin Social Studies textbook “School and Family” (p. 74-77). This lesson is day 1 of a 5-day unit on geography.

NV State Social Studies Standards

G5.1.1 Differentiate between and identify water and land on a map and globe and use the terms ocean and continent.

Student-Friendly Standards

I can explain the difference between water and land on a map and globe by using the words ocean and continent.

Have copies for each student:

• Vocabulary, • Graphic organizer • Study Guide • Find the Continent and

Oceans Worksheet

TUES

DA

Y

This is a 1st grade social studies lesson about identifying the United States on a map. This lesson uses the Houghton Mifflin Social Studies textbook “School and Family” (p. 110-111). This lesson is day 2 of a 5-day unit on geography.


G5.1.3 Recognize the shape of North America on a world map.


I can recognize the shape of North America on a world map.


• Vocabulary study guide

• Reading skill worksheet

Get art supplies out.

WED

NES

DA

Y

This is a 1st grade social studies lesson about how maps are a representation of places. This lesson uses strategy #5 Images as Primary Sources, by using images of the students and their families and various images of different places around the city. This lesson is day 3 of a 5-day unit on geography.


G5.1.2 Describe maps as representations of places.


I can describe maps as representations of places.


• Blank map of the school

Have images ready.

Have googled images ready.

Have Google map of city ready.

THU

RSD

AY

This is a 1st grade social studies lesson where students learn Use simple maps to illustrate direction. This lesson is day 4 of a 5-day unit on geography.


G5.1.4 Use simple maps to illustrate direction.


I can use simple maps to illustrate direction.



Have atlas ready

Have globe ready

Have Google map of city ready.

FRID

AY

This is a 1st grade social studies lesson where students learn that to visually display geographic information using simple lists, graphs, and maps. This lesson uses strategy #7; Developing Map Skills, by having the students create their own maps. This lesson is the last of a 5-day unit on geography.


G5.1.5 Visually display geographic information using simple lists, graphs, and maps.


I can visually display geographic information using simple lists, graphs, and maps.



Get art supplies out.

Unit Plan: The World in Spatial Terms Lesson Plan for Monday Grade: 1 Social Studies Strand: Geography

Submitted By: Jana Cantos




Your cover sheet image should relate to the assignment.

Lesson Plan for Monday Strand: Geography submitted by: Jana Cantos

Nevada State College EDEL 453 - Spring 2014 Karen Powell- Instructor page 2

B. Summary of the Lesson Plan:

This is a 1st grade social studies lesson about the shape of the earth and the continents and oceans. This lesson uses the Houghton Mifflin Social Studies textbook “School and Family” (p. 74-77). This lesson is day 1 of a 5-day unit on geography.

C. Basic Information:

• Grade Level: 1st grade

• Time to Complete this Lesson: Approximately 50 minutes

• Groupings: Whole group for reading and discussions, individual for activity and assessments

D. Materials:

• Vocabulary, graphic organizer, & Study Guide (Unit Resources pgs. 18 & 19) for each student – (sample at the bottom of TE 74 & 77)

• Houghton Mifflin 1st Grade Social Studies Book: School and Family (p. 74-77)- for each student

• Find the Continent and Oceans Worksheet • Paper and pencils

E. Objectives:

o NV State Social Studies Standards

§ G5.1.1 Differentiate between and identify water and land on a map and globe and use the terms ocean and continent.

o Student-Friendly Standards

§ I can explain the difference between water and land on a map and globe by using the words ocean and continent.



F. Vocabulary

• Continent – one of the seven largest landmasses on Earth.

• Ocean – a large body of salty water.

G. Procedure:

1. Start with “Get Set to Read” in TE page 74.

• Students look at first picture in lesson, teacher asks, “what do you think this lesson is about?”

• Explain the chart that students will be filling in during reading. • Show students globe and ask them to describe the shape and to name

globe. • Introduce vocabulary – continent & ocean.

2. Class reads pages 74-77 together, pausing to answer question in TE margin “talk about

it.”

3. Students record in the chart while reading.

4. Teacher will gage understanding by asking questions in the “talk about it” section in TE page 77.

§ What is a continent?

§ How many continents does earth have?

§ What continent de we live on?

5. Students complete the “Find the Continent and Ocean” worksheet.

H. Assessment:

• What will you use to measure student understanding?

To assess if the students are able to differentiate between and identify water and land on a map and globe and use the terms ocean and continent the students will complete the “Find the Continent and Ocean” worksheet.

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

I will know if the students understand the concepts from the lesson by their answers to the questions during discussions while reading and their answers on the “Find the Continent and Ocean” worksheet.

I. Closure:

• Review the names of the oceans and continents using the graphic organizer 1 shown in TE page 77.

J. Reflection:

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



I think the easiest part of the lesson to teach will be using the chart while reading. We have used charts in the past while reading.

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

I think the most challenging part of the lesson to teach will be the names of the oceans and continents.

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

I will follow up or extend this lesson by having the students make their own map using paper plates to name the four oceans and seven continents.

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

For students who don’t grasp the concepts of the lesson we will put a continent map on the smart board and label each ocean and continent as a class.

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

I don’t think I would change any part of the lesson. This lesson is simple and does a good job explaining the oceans and continents.

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

The most difficult part of writing this lesson plan for me was the format it is written in as I am used to using the NSC format.

Unit Plan: The World in Spatial Terms Lesson Plan for Tuesday Grade: 1 Social Studies Strand: Geography





Lesson Plan for Tuesday Strand: Geography submitted by: Jana Cantos



This is a 1st grade social studies lesson about identifying the United States on a map. This lesson uses the Houghton Mifflin Social Studies textbook “School and Family” (p. 110-111). This lesson is day 2 of a 5-day unit on geography.



• Time to Complete this Lesson: approximately 50 minutes

• Groupings: Whole group, individual

D. Materials:

• Student’s writing journals

• Pencils

• Vocabulary study guide

• Reading skill worksheet

• Construction paper

• Crayons

• Colored pencils

• Markers

• Various art supplies

E. Objectives:


§ G5.1.3 Recognize the shape of North America on a world map.


§ I can recognize the shape of North America on a world map.

F. Vocabulary

• State – a larger community of cities, suburbs and towns.

• Citizen – a person who belongs to a community, state or country.

G. Procedure:

1. Teacher asks students, “What city or town do you live in?”

2. Teacher points to Nevada on the United States map on the wall and says, “we live in a state, and a state is a part of a country.”



3. Teacher writes on SmartBoard “write a sentence about a place in Nevada you have visited.” Students record the sentence in their journals.

4. Students and teacher choral read pages 100-111 pausing to fill in the reading skill worksheet.

5. After reading teacher asks, “What is the name of our country? How many states are there in our country?”

6. Teacher shows students where the United States is on the world map.

7. Teacher shows students different world maps on the SmartBoard and asks students to identify the United States.

8. Teacher and students discuss what a citizen is.

9. Students work individually to complete the vocabulary and study guide.

10. Teacher asks where Nevada is on the map. Students name three more states.

11. Teacher will model how to draw the United States and label the states on the SmartBoard.

12. Students draw the United States on construction paper and label the states.

H. Assessment:


Teacher will informally assess students based upon the discussion.

Teacher will formally assess students based upon the vocabulary and study guide.


I will know the students understand and recognize the shape of North America on a world map based upon what they identify as the United States on the world map.

I. Closure:

• Teacher and students will review where the United States in on a world map.

J. Reflection:


I believe that the easiest part of this lesson to teach will be where the United States is on a world map.


3. I believe that the most challenging part of the lesson to teach will be teaching the students to draw the United States and label it.


To extend this lesson I will teach the students more about maps.




For students who don’t grasp the concept I will work one on one with them or pair them with another student who shows mastery of this concept.


I don’t think I would need to change any part of this lesson.


8. The most difficult part of this lesson was coming up with an activity to assess the standard.

Unit Plan: The World in Spatial Terms

Lesson Plan for Wednesday Grade: 1 Social Studies Strand: Geography





Lesson Plan for Wednesday Strand: Geography submitted by: Jana Cantos



This is a 1st grade social studies lesson about how maps are a representation of places. This lesson uses strategy #5 Images as Primary Sources, by using images of the students and their families and various images of different places around the city. This lesson is day 3 of a 5-day unit on geography.


• Grade Level: 1st Grade


• Groupings: whole group, individual

D. Materials:

• Images of maps found from googling “maps”

• Images of students and family members in different places around the city that students have brought in.

• Google map of your city.

• Blank map of the school for each student

E. Objectives:


§ G5.1.2 Describe maps as representations of places.


§ I can describe maps as representations of places.

F. Vocabulary

• Symbol – any character or graphical representation that may be used on a map to indicate an object or a particular property including letters, numbers, diagrams and pictures to indicate a number of things.

• Key – a section on a map that explains what the symbols on the map mean.

G. Procedure:

1. Teacher asks questions to engage students and build upon their prior knowledge. (Have you ever been lost? What did you do to find your way? Has your family ever been looking for someplace while driving? What did they use to help them find it? Why do you think we have maps? How do you make a map?” Have you ever been in an airplane or tall building and looked down at the ground?



2. Teacher will explain that maps are from an overhead view looking down. Teacher and students will discuss that maps are visual representations on paper of places around them.

3. Teacher shows students a variety of images (images that students brought in and that teacher located) on the ELMO and on Google maps. Teacher and students discuss what they see in the photos. (Who is in the photo? What do you notice about the background? Can you determine where the photo was taken? Can you tell when the photo was taken? Where is this located on the map?)

4. Teacher and students record the location of picture on the city map located in the classroom.

5. Teacher will hand out map of school with no words on it. Students will go back to their desks. Teacher will take map of school without key or words on it and use it on the ELMO. Teacher will ask students if they recognize this map. Teacher will ask students what symbols they should use in the key to identify each place, for example, a fork for the cafeteria. Teacher will demonstrate how to draw key and symbols on their map.

6. Teacher will ask students to help identify the various parts of the map. Where is the library? Where is the office? Where is the café? Where is the gym? Where is the playground? What do the squares represent? Students and teacher will come up with simple symbols to represent each place on the map.

7. Together, teacher and students will identify each place on the map, using the symbols they agreed on. Students will individually fill in their maps, using the symbols/key developed together on the projector. If they have time, they can color in their maps with crayons/markers.

H. Assessment:


Teacher will informally assess the students’ knowledge of maps as representations of places by the discussion.

Teacher will formally assess the students’ knowledge of maps as representations of places by the finished product of their individual maps.


I will know that the students understand the concepts from the lesson based upon their answers to my questions and the maps they label.

I. Closure:

• Teacher and students will review different places in the city on the city map and different places in the school on the school map.

J. Reflection:


I believe that the easiest part of this lesson to teach will be what a map is.




I believe that the most challenging part of the lesson to teach will be how the symbols and the key tie into the map.


To extend this lesson I will have the students draw a route on the map using directional words the next day.




I don’t think that I would need to change any part of this lesson.


The most difficult part of this lesson was integrating the strategy of using images as a primary source.

Unit Plan: The World in Spatial Terms Lesson Plan for Thursday Grade: 1 Social Studies Strand: Geography





Lesson Plan for Thursday Strand: Geography submitted by: Jana Cantos



This is a 1st grade social studies lesson where students learn Use simple maps to illustrate direction. This lesson is day 4 of a 5-day unit on geography.



• Time to Complete this Lesson: approximately 50 minutes

• Groupings: Whole group, pairs, and individual

•

D. Materials:

• Atlas

• Globe

• Google map of the city

• School map

E. Objectives:


§ G5.1.4 Use simple maps to illustrate direction.


§ I can use simple maps to illustrate direction.

F. Vocabulary

• North – the direction that is to your left when you are facing the rising sun: the direction that is the opposite of south.

• South – the direction that is to your right when you are facing the rising sun: the direction that is the opposite of north.

• East - the direction where the sun rises: the direction that is the opposite of west.

• West - the direction where the sun sets: the direction that is the opposite of east.

G. Procedure:

1. Teacher will write and go over the directional words on the SmartBoard (north, south, east, west, left, right, straight).

2. Teacher will ask whether students have ever used a map before. When and where? Teacher will ask if students know of different kinds of maps. Teacher will write list on the SmartBoard (GPS, Google maps, Mapquest, atlas, etc.) Teacher will write what students say.



3. Teacher will show students examples of different types of maps, such as an atlas, a globe, a city map and map of the school. Teacher will ask students what kinds of things are on a map. Teacher will write on SmartBoard the students’ responses (streets, directions, etc.).

4. Teacher will ask students to raise their right hands, and then raise their left hands, to review those directional words. Teacher will ask students to point to the four directions as prompted by teacher north, east, south and west.

5. Teacher will explain to students how to play “Simon Says North, South, East, West.” Teacher will give directions saying “Simon Says take to steps north.” “Simon Says make two hops south.” “Simon says, take three baby steps east,” etc.

6. Teacher will ask students if they could explain how to get from their classroom to the library without using a map. Ask for a volunteer to explain how to get to library. Then ask for a volunteer to describe how to get to the cafeteria.

7. Teacher instructs students to take out their maps from the day before.

8. With teacher guidance, students will individually draw their route they will use to go to six places on the map (library, office, lunchroom, P.E. Room, playground and back to their classroom). Teacher will model using words correctly when discussing how to get places. Teacher will use phrases such as “turn left, go straight, turn right, head north, etc.” Teacher will review these words as she is using them.

9. Students and teacher will take their maps on a tour of the school. Students will carry their own maps. Teacher will gather students at the classroom door. Teacher will ask students which direction they need to go to get to the library. Following student-led suggestions, class will walk to the library. Teacher will model speech by talking about turning left, right, straight and going north, south, east, and west.

10. When the class arrives at the library, teacher will ask how they get to the office. Following student suggestions, they will walk to the office.

11. At the office, teacher will ask students how to get to the lunchroom and gym. Following student suggestions, they will walk to the lunchroom and gym.

12. Teacher will ask students how to get to the playground. Following student suggestions, they will walk to the playground.

13. Teacher will ask students how to get to their classroom. Following students suggestions, they will arrive back in class.

14. On the side of their map, students will use their directional vocabulary to describe how to get from one place to another place identified on the map. They will use words such as left, right, north, south, straight, etc. (Teacher will give each student random places within the school to describe).

H. Assessment:


Teacher will informally assess the students based upon the directions given during the tour of the school.




I will know students can use simple maps to illustrate direction based upon the maps they create and the language they use in their description.

I. Closure:

• Teacher and students discuss how they can use simple maps to illustrate direction. Students share their maps with their shoulder partner.

J. Reflection:


I think the easiest part of this lesson for me to teach would be the part where we go from place to place.


I think the most challenging part of this lesson for me to teach will be the part where the students have to create their own directions and maps.


Students will use their directional vocabulary to describe how to get from one place to another place within the school and create a map using a blank map of the school showing the route.




I like the flow of the unit and the lessons involved and don’t believe I would have to change the lesson.


The most difficult part of writing the lesson was finding the right break in the lesson for the next day.

Unit Plan: The World in Spatial Terms Lesson Plan for Friday Grade: 1 Social Studies Strand: Geography





Lesson Plan for Friday Strand: Geography submitted by: Jana Cantos



This is a 1st grade social studies lesson where students learn that to visually display geographic information using simple lists, graphs, and maps. This lesson uses strategy #7; Developing Map Skills, by having the students create their own maps. This lesson is the last of a 5-day unit on geography.




• Groupings: Whole group, individual

D. Materials:

• Map from yesterday with symbols and key

• Blank map of the school.

• Crayons

• Colored pencils

• Markers

• Various Art Supplies

E. Objectives:


§ G5.1.5 Visually display geographic information using simple lists, graphs, and maps.


§ I can visually display geographic information using simple lists, graphs, and maps.

F. Vocabulary

• Symbol – any character or graphical representation that may be used on a map to indicate an object or a particular property including letters, numbers, diagrams and pictures to indicate a number of things.

• Key – a section on a map that explains what the symbols on the map mean.

• North – the direction that is to your left when you are facing the rising sun: the direction that is the opposite of south.

• South – the direction that is to your right when you are facing the rising sun: the direction that is the opposite of north.

• East - the direction where the sun rises: the direction that is the opposite of west.



• West - the direction where the sun sets: the direction that is the opposite of east.

G. Procedure:

1. Students will take out their maps of the school from the day before and review the key and symbols they chose and review the key vocabulary, and review the school tour using directional vocabulary as the teacher writes it on the SmartBoard.

2. Students will individually use their directional vocabulary to describe how to get from one place to another place within the school and create a map using a blank map of the school showing the route. They will use words such as left, right, north, south, straight, etc. (Teacher will give each student random places within the school to describe).

3. Students may use crayons, colored pencils, markers or any other art supplies they wish to construct their maps.

H. Assessment:


Teacher will formally assess students based upon the final maps they create.


I will know students understand how to visually display geographic information using simple lists, graphs, and maps based upon the maps they create and the language they use in their description.

I. Closure:

• After the lesson, teacher will ask students what direction is north, east, south and west. Teacher will ask students for other places they could locate on their map. Teacher will ask students what they found difficult or easy about using the map.

J. Reflection:


I think the easiest part of this lesson for me to teach would be the review from the day before.


I think the most challenging part of this lesson for me to teach will be the part where the students have to create their own directions and maps.




To extend this lesson I could have the students create their own map of their house and describe how to go from one room to another using the vocabulary and have them draw the route.




I absolutely love this lesson and think that the students will as well, so I wouldn’t change anything about it.


The most difficult part of writing this lesson plan was integrating strategy #7, Developing map skills into the lesson.

Unit Plan: The World in Spatial Terms Submitted By: Jana Cantos

Nevada State College EDEL 453 - Spring 2014 Karen Powell- Instructor

Unit Plan: Reflection Page

1. Where did you get the ideas and materials for this unit plan? Include website names, URLs, book titles and authors.

I got my materials and ideas for this project from:

• The Houghton Mifflin Social Studies textbook “School and Family”. • http://teachers.net/lessons/posts/4489.html • Integrating Language Arts and Social Studies by Leah M. Melber &

Alyce Hunter

2. What were the easiest and most challenging parts of writing this unit plan?

The most challenging part of writing this unit plan was integrating the strategies into the lesson plans and arranging the lessons to create a nice flow from lesson to lesson from day to day. The easiest part of writing this unit was finding the resources to write actually write the unit.

3. What suggestions do you have for yourself for the next time you write unit plans?

I would suggest being a bit more familiar with the standards I am working with before writing a unit. I believe this will allow for a much easier time creating the unit and more specifically the flow of the unit.

EDEL 453 Unit Plan

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