Sie sind auf Seite 1von 6

KINDERGARTEN SOCIAL STUDIES Pirate Treasure: A mini unit on mapping Alaska Standard:

Social Studies: Geography Time: 1 week

A. A student should be able to make and use maps, globes, and graphs to gather, analyze, and report spatial (geographic) information. 1) A student who meets the content standard should: use maps and globes to locate places and regions; 2) A student who meets the content standard should: make maps, globes, and graphs; 3) A student who meets the content standard should: understand how and why maps are changing documents; 4) A student who meets the content standard should: use graphic tools and technologies to depict and interpret the worlds human and physical systems; 5) A student who meets the content standard should: evaluate the importance of the locations of human and physical features in interpreting geographic patterns; and 6) A student who meets the content standard should: use spatial (geographic) tools and technologies to analyze and develop explanations and solutions to geographic problems.

Language Arts
A. A student should be able to speak and write well for a variety of purposes and audiences. A student who meets the content standard should: 1) apply elements of effective writing and speaking; these elements include ideas, organization, vocabulary, sentence structure, and personal style; 2) in writing, demonstrate skills in sentence and paragraph structure, including grammar, spelling, capitalization, and punctuation;

Art
A. A student should be able to crate and perform in the arts. 1) Participate in dance, drama, music, visual arts and creative writing 3) Appropriately use new and traditional materials, tools, techniques and processes in the arts Students will learn about the continents and oceans of Earth, features of maps, and then they will create their own maps Mapping Direct instruction, class participation (whole group), technology, multiple subject integration

Goal: Topic: Methodology:

Objective(s):
Students will Label a map with continents and oceans Create a topographic map Create a map and use a title, compass rose, symbols and a map key Read basic directions from a compass Describe different jobs in the community Describe how we may use maps Demonstrate quality work by using good handwriting, creative drawing and coloring Demonstrate a positive attitude about learning and trying new things

Student Assessment:
Ongoing observation Participation in group discussion Student created map Topographic art map Labeled continents map Read directions from their compass (N, NE, NW, E, S, etc.) Drawing of what I want to be Kindergarten writing/drawing rubric 14 for self-assessment

Materials: List all materials used, including technology. Blank ocean and continent map (2 for each student, 1 printed on cardstock) Blue and green food dye Corn syrup White liquid glue Shaving cream Visuals of different types of maps Paper and crayons/markers/pencils Map template (attached) Paper plate (1 each student) Brads (1 each student) Cardstock Scissors Jobs People Do (Houghtin Mifflin Curriculum, Kindergarten Unit 6) Online technology options: Brainpop Junior Short Videos (www.brainpopjr.com) (http://www.brainpopjr.com/socialstudies/geography/continentsandoceans/) (http://www.brainpopjr.com/socialstudies/geography/readingmaps/) National Geographic Interactive Website (http://www.nationalgeographic.com/kids-world-atlas/maps.html)

Activities: What will the teacher and children do to address the objectives? Introduction

Build excitement with a hook: Pirate week! Integrate pirate fun into the day with brain breaks that include swabbing the deck, climbing the rigging, and swimming away from sharks. Use pirate fun (coins, treasure and more) to add themed fun to each day. What does a pirate use to find his treasure? A map! And now were going to learn all about them

Learning Activities

DAY 1 Introduce continents with video

(http://www.brainpopjr.com/socialstudies/geography/continentsandoceans/)

Introduction to maps o What do all maps have on them? (title, map key, symbols, compass rose) o What does each of these parts do? o Show various kinds of maps and point out these features o Have students circle each of the parts DAY 2 Students will label a blank map with the names of the continents and oceans. 1. Review first by using the interactive online map. This map may be left on the board to help differentiate the lesson, allowing students who need to copy the names the opportunity to look at the map. http://www.nationalgeographic.com/kids-world-atlas/maps.html 2. Then they will use a different blank map as a template for finger painting: o Mix corn syrup with blue food dye to use for painting the ocean o Mix one part glue, one part shaving cream, and one drop green food dye to use for puff paint on the continents. DAY 3 1. More mapping fun! Hook with a video: http://www.brainpopjr.com/socialstudies/geography/readingmaps/ 2. Reading symbols on a map Review symbols and demonstrate how they are simpler versions of what they represent. 3. Coordinates Demonstrate how to use a grid to find coordinates. Have students practice by finding symbols on a grid map. Have them read right first then up (or down). Students will enjoy coming up and finding their symbol on an interactive board!

DAY 4 1. Community Helpers Read book Jobs People Do (Houghtin Mifflin Curriculum) Group discussion When I grow up, I want to be Students will illustrate what they want to be when the grow up 2. Make a compass Either use a paper plate or cut out circles from card stock. Cut out a needle from card stock and connect with a brad. Students should be able to label N, S, E, W. Following creation, assess the students knowledge by having them answer where is my compass pointing as well as show me NW. As this is a new concept for many students, those needing additional help can be assessed later in the week. DAY 5 Students will use a template (attached) to create their own map of either the classroom or their bedroom. The maps should have a title, compass rose, symbols, and map key. Students will share their maps as a class.

Closure

After sharing and reflecting on their work, they will each receive a Pirate Certificate and small gift (chocolate gold coin, eye patch, etc.)

Extended Activities:

Have a class treasure hunt where students where their assigned coordinate to find a chocolate coin or other small surprise. Have students create a treasure map of the classroom and hide their own small surprise then trade maps with classmates. Center activities The Pirates color and read leveled reader, coin counting and identifying games. Journal writing: If I found a treasure chest, inside I would find.

Differentiation for special learners:


Multiple Intelligence learners: Interactive presentations provide a strong visual, audio and kinesthetic value to lessons. Below level: Additional assistance is provided to students needing help with activities. During group learning activities, below level learners may be asked a question that was previously answered in group or a review question. Assessment of compass reading was leveled as needed (N versus NW). Above level: During group learning activities, students will be challenged with questions that ask them to connect what theyve learned to their own lives or the

community around them.

How is this lesson sensitive to cultural and language issues?:


Social studies is a great opportunity to discover other cultures. In these lessons, we focus on mapping. We emphasize finding our own town because we all live here. We then looked at countries all over the world. When discussing jobs we talked about how all jobs work together in a community.

For discussion with host teacher or supervisor: Examples of questions for prior to the lesson: What is the objective of the lesson? How will you know if the students have met the objective? There are many objectives to this lesson as its a mini-unit. The main objectives are for students to be able to recognize that there are different types of maps and different purposes; recognizing the key parts of a map; recognizing compass directions; and reading basic coordinates. There are several assessments throughout the week. The primary assessment is the final day of creating a map and reading the directions on the compass theyll make. What provisions are you making for faster and slower learners? Learning times are differentiated through questions and feedback during group time and assessment times. More details are included in the differentiation for special learners section above. How does this lesson fit into the overall curriculum? The lesson on jobs that people do is part of the required Houghton Mifflin curriculum. The mapping mini-unit has been designed to meet many of the geography state standards. Have you changed the lesson plan at all? I did add onto the Houghton Mifflin requirement by having students illustrate what they wanted to be when they grew up. This mapping mini-unit is one that I planned. We did adjust the journal writing topic on Friday to prep students for the upcoming week.

Examples of questions for reflection after the lesson: How did the lesson go? The lesson went well. The art project was great. The compasses and final map creating assessment were both right on target for skills and were developmentally appropriate. Having the students write the names of the continent and oceans was challenging for all the students, even though they were copying. It was challenging and I dont think they really gained anything from it. I think they really learned more from the smartboard interactive and projects. I wouldnt do that one again but I would do everything else. Did the students meet the objective? How do you know? I had a lot of built in assessment and it really allowed me to know what I needed to review the following day. Making the compasses allowed me to work one on one assessing each students understanding at their level as they finished at different speeds. Then they could go on to decorate their compass. The students group assessed each others maps at the end. We integrated pirates throughout the week so it was easy to throw out assessment questions for ongoing observation throughout the day. Were there any unexpected events? How effectively did you respond? We had a few other curriculum needs that went longer than planned so we had to reduce time planned on Wednesday for activities. I simply adjusted the lesson I had to make it a bit shorter but still allowed for plenty of time. I reviewed the next day. We were going to do maps and a follow up treasure hunt on Friday, but again, due to time, we had a matey to full pirate graduation complete with an award and eye patch prize. Comment on one student who did particularly well and one who did not meet your expectations. Why did this happen? What can you do to follow up with the student who did not do well? This took place over a week. All students met expectations. There was no student who stuck out or one that really struggled. I feel that this is partially due to the developmentally appropriate techniques and material that I used as well as my greater ability to adjust the lessons as Im teaching them to meet the individual needs of learners. This lesson was taught at the end of my solo teaching weeks so it made a big difference in my ability as an effective teacher. Are there any changes you would make in this lesson if you could do it again? Why? Again, the only part Id change was the copying the continent and ocean names off the board onto their map. I think it was too challenging and the time could have been better spent. I did, however, find that about half the class was using continent and ocean names more later in the week during our group times. So while it wasnt completely wasted, Id leave it out next time.