Relative Location

Author:CharlyHolik
Datecreated:10/29/20164:06PMCSTDatemodified:03/06/20177:53PMCST

VITALINFORMATION
Date Taught on October 31, 2016

Subject(s) Geography, Language Arts (English), Social Studies

Topic/Unit of Study & Time

Allotment

Grade/Level Grade 1

Standards (TEKS)
TX- Texas Essential Knowledge and Skills (TEKS) (2012)
Chapter: Chapter 110. English Language Arts and Reading
Subchapter: Elementary
Grade/Course: Grade 1
Standard:
(29) Listening and Speaking/Teamwork. Students work productively with others in teams. Students continue to apply earlier standards with
greater complexity. Students are expected to follow agreed-upon rules for discussion, including listening to others, speaking when recognized,
and making appropriate contributions.

Chapter: Chapter 113. Social Studies

Subchapter: Elementary
Grade/Course: Grade 1
Standard:
(4) Geography. The student understands the relative location of places. The student is expected to:
Student Expectation:
(B) describe the location of self and objects relative to other locations in the classroom and school.

Standard:
(18) Social studies skills. The student communicates in oral, visual, and written forms. The student is expected to:
Student Expectation:
(B) create and interpret visual and written material.

Objective LOTS: The student will apply agreed-upon rules for discussion such as actively contributing to discussion and listening to the teacher and peers.

HOTS: The student will construct a written sentence describing their relative location to a pumpkin (according to their drawing.)

Summary Students will use a mini pumpkin and a bucket to learn relative location. I will first put the pumpkin in different places relative to the bucket (such as on
top of, under, beside, etc.) and have the students describe the pumpkins location to me. Next I will provide a written sentence and have the students
interpret it with the pumpkin and bucket. (Sentence example: The pumpkin is inside the bucket.) Finally, I will have students draw a picture
of themselves and a pumpkin and then construct a sentence telling their relative location to the pumpkin in their drawing.

IMPLEMENTATION
Background Knowledge

Materials Teacher:

Pre-written sentences

Students:

1 mini pumpkin (per group)

1 bucket (per group)

paper, pencil, and coloring tools (per student)

Introduction Anticipatory Set (inquiry): Ask the students to think of as many different ways as they can describe their location. Introduce sentence frame "I am
located ____________." If students are slow to answer, provide an example such as "I am located in front of Mrs. Magill's desk." After brief discussion,
introduce the term relative location.

Procedure Teacher demonstration: After introducing and defining the term "relative location," I will describe the relative location of our manipulatives (a
pumpkin and bucket.) Ex: Place pumpkin in front of the bucket. I would say, "The pumpkin is located in front of the bucket. What is the relative
location of the bucket?" I will repeat this activity 3-5 times. Then I will provide a written sentence explaining the relative location of the pumpkin or the
bucket and have the students interpret it with the objects.

Activity: Students will draw a picture of themselves with a pumpkin and write a sentence describing their drawing. The sentence must tell their relative

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 location to the pumpkin.

Closure 1) At the end of the lesson: I will ask the class what they learned today? What is relative location? Why is relative location an important thing to know?

2) As students complete their drawings and sentences, I will ask the students about their work to check comprehension of the idea of relative location.

3) I will collect student work and check for understanding.

ASSESSMENTAndEXTENSIONACTIVITY
Assessment/Rubrics I will briefly "interview" students about their work and check it (and their participation) based on the attached checklist.

Attachments:

1. Social Studies Relative Location Checklist.docx

Extension Activity For student who finish early: I will allow them to color their drawing if they haven't yet. Next, I will ask the student to write a second sentence but this
time about the relative location of the pumpkin.

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