Lesson Plan #1

Grade: 1st Social Studies Strand: Geography

Submitted By: Michele Stering

EDEL 453: Teaching Elementary School Social Science Nevada State College Spring 2014 Instructor: Karen Powell

Lesson Plan #1 - Geography

Summary of the Lesson Plan:

submitted by: Michele Stering

This first grade social studies lesson will teach students about the areas of the Earth called land and water using a picture of Earth, and identifying the difference between the two. This lesson uses the Houghton Mifflin Social Studies textbook Our Earth (p. 74-77). B. Basic Information: Grade Level: 1st Time to Complete this Lesson: approximately 50 minutes Groupings: whole group reading & discussions, small group activity, and independent for assessment.

C. Materials: Houghton Mifflin 1st Grade Social Studies Book: Our Earth (p. 74-77) for each student World-Continent Map (see attached) Template can be found under Education Place/Outline maps. One copy for each table group and one for the teacher to use with the SMART Board. One globe which is located on the shelf in the classroom library. Pencil and paper Whiteboard Blue and green crayons D. Objectives: 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 G5.1.1 I can tell the difference between and show where water and land is on a map and globe using the words ocean and continent. E. Vocabulary Ocean- A large area which is made of salty water Continent- A very large area of land Globe-A smaller copy of what Earth looks like Map-A flat drawing of Earth on paper

Nevada State College

EDEL 453 - Spring 2014

Karen Powell- Instructor

page 2

Lesson Plan #1 - Geography

F. Procedure:

submitted by: Michele Stering

1. Begin warm up by using the notes (TE p. 74) Get Set to Read Preview: Have students look at pages 74 and 75 and make predictions about what they think the lesson is about. Identify & discuss: Using the Globe, walk around to each table group and allow students to touch, feel, and spin the globe. Next, have students look at the map on page 75. Identify and discuss what the students see and things which are different about the two examples of Earth. Introduce Vocabulary: Write student friendly definitions on the board, and let the students help in wording them. (ocean, continent, globe, map.) 2. Echo Reading: As a class, read p. 74-75 and stop to ask questions using the TE information contained in the margins. 3. Before turning to p. 76-77 ask students to help predict what they think we will read about next based on what has been read so far. (Model using a think aloud if students are having difficulties with this strategy). 4. Finish reading p. 76-77 using the TE information contained in the margins on p. 76 to check for understanding while reading. 5. Activity: As students point out continents and oceans using the map on p. 76 I will write down the names on the whiteboard. Working in their small groups, each table will receive the blank world continent map. Students will work together to fill in their map with the names of continents and oceans, and color them. (blue=water, green=land). 6. Ask Questions: Put up the teachers blank copy of the world continent map on the SMART Board. Call on students to come up and help fill in the map for everyone to see. Continue to have a class discussion using the following review questions. What is an ocean made of (TE p. 75)? In what way is the globe like Earth (TE p. 75)? What things did you notice about the map? Tell me something you know about continents and oceans (TE p. 87)? How can you tell the difference between land an ocean on your maps?

G. Assessment: What will you use to measure student understanding? Drawing & sentence writing: What does the Earth look like? Using paper, pencil, and two crayons, the students will draw two pictures of Earth showing a map and a globe. The students will write two sentences: one telling what they know about oceans, and the other about continents using the terms ocean and continent. Explain how you will know students understand the concepts from the lesson. Students will differentiate between and identify water and land on a map and globe and use the terms ocean and continent. Creating the drawing will allow me to see if students understand the difference between a map and globe, and identify that Earth is made up of both land and water through the coloring. The sentences will allow me
Nevada State College EDEL 453 - Spring 2014 Karen Powell- Instructor page 3

Lesson Plan #1 - Geography

submitted by: Michele Stering

to see if students can express their thoughts in writing, telling the differences between an ocean and a continent. H. Closure: Quick discussion: What are some things you learned about Earth from looking at the globe today? I. Reflection: 1. Which part of the lesson do you think will be the easiest for you to teach? I think it will be easier to teach students about the differences between an ocean and a continent because of the two visual examples the students will have. I think the globe will be especially helpful. 2. Which part will be most challenging for you to teach? I think naming and remembering the continents and ocean names will be more of a challenge. Some students might be familiar with North America or the Pacific Ocean. However, I think most will only be familiar with a simpler version of Earth showing only blue and green with no labeling. 3. How will you follow up or extend this lesson? I really like the extension activity at the end of the lesson (TE p. 78-79). It would be a great way for students to explore the ocean and tie in a science activity. 4. What can you do for students who dont grasp the concepts? For students who are having difficulty with the concepts, I would do a mini lesson using the compare and contrast organizer pictured (TE p. 74) to help students identify differences as they read the text. 5. Which part of the lesson, if any, do you think might need to change? I felt the lesson covered enough information for a first grade student. However, there are many students who have never been to the ocean who might not have any frame of reference. I would like to find a video clip which would slowly zoom in from space down to earth for students to get a better visual during the warm up. 6. When you were writing this lesson plan, what was the most difficult part? As I was writing this lesson, I found myself wanting to provide learning activities which would appeal to a variety of learners. This is why I decided to incorporate more hands on activities. For example: letting students study the globe, and providing ways for students to share their knowledge up on the SMART Board.

Nevada State College

EDEL 453 - Spring 2014

Karen Powell- Instructor

page 4

Lesson Plan #1 - Geography

submitted by: Michele Stering

Nevada State College

EDEL 453 - Spring 2014

Karen Powell- Instructor

page 5