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Brittany Cole SST309-04 Prof. Laninga March 18, 2014

1st Grade Unit Plan:

Maps and More! : Investigating Geography

Around Us

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Table of Contents:

OverView, Rationale p.

KUDS p.

Assessment Ideas p.

Sequence of Instruction p.

Vovabulary p.

Recource Attachments:

A p.

B p.

C p.

D p.

Citation Page p.

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Overview/Introduction:

The primary focus of a 1st grade classroom focusing on Geography is to build the understanding of the concept of maps and the world around us. This understanding is deepened through the students’ spatial perspective of things such as aerial views, personal directions, globes, physical and human characteristics, and boundaries. The end result of the standard is to begin developing a deeper understanding of geography by using maps, globes, directions and boundaries. Students also understand the differences between physical landforms and human additions to the land and how these characteristics directly affect them.

Teacher Reflection/ Rationale on this Unit:

This unit: “Maps and More!: Investigating Geography Around Us”, prepares students to deepen their understanding of how to use maps and their understanding of the world around them. This unit is designed to help students understand what geography entails, including spatial ideas, directions and different views, characteristics and the relationship between geography and human life. The emphasis of this unit is for students to use their immediate environment (school and home) to understand all of the unique qualities that geography entails. This unit includes lessons that will be short activities, as well as projects that may take a significant amount of time. This unit will require significant preparation time by the teacher as well as collecting resources. This unit will be lots of work for the teacher, but the students will benefit greatly from these lessons that they will carry with them throughout their lives. This unit plan is developed for 7-9 weeks of a school year. This all depends on the comprehension of the information by the student and the teaching speed. GLCE and Verb 1 – G1.0.1

Construct simple maps of the classroom to demonstrate aerial perspective. Construct and Demonstrate- synthesize

Knowledge (K) Understand (U) DOL: Demonstration of Learning (DO)

Vocabulary I Can

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Students will

know that maps

are used as

representations

of areas.

Students will

know that aerial

means looking

down at an area

from above.

Maps- a

representation of

a certain area of

the earth's

surface

Aerial- view

from above

Students will understand that we can make maps of places we know and they are constructed looking down on the space.

Students will construct aerial maps of their classroom with partners on large paper. After, they will individually construct an aerial map of their homes.

Maps Aerial

I can make an aerial map of my classroom.

GLCE and Verb 1 – G1.0.2 Give examples of places that have absolute locations (e.g. home address, school address) Give examples- comprehend

Knowledge (K) Understand (U) DOL: Demonstration of Learning (DO)

Vocabulary I Can

Students will know what the term absolute location means, and how it is represented by addresses. Students will know the absolute locations of places they are familiar with, such as their homes and school. Absolute location- a point on the earth’s

Students will understand what it means for a place to have an absolute location and what absolute locations of certain places are.

Students will draw a picture of their house and label it with their address. Have students place their houses on a larger scale map of their hometown.

Absolute location, Street address .

I can tell about places that have addresses in my neighborhood.

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surface expressed by a coordinate system such as latitude and longitude Street address- the address where a person or organization or place can be found

GLCE and Verb 1 – G1.0.3

Use personal directions (left, right, front, back) to describe the relative location of significant places in the school environment. Describe- Knowledge

Knowledge (K) Understand (U) DOL: Demonstration of Learning (DO)

Vocabulary I Can

Students will know that personal directions include left, right, front and back and what they mean. They will know that relative location means the location of a subject in relation to another point. Left- relating to the side of a human body that is to the west when the person is facing

Students will understand how to describe their relative location using their personal directions.

Split children into small groups and have them complete a scavenger hunt in the classroom using personal directions provided. Children will review their personal directions while dancing the “Hokey Pokey”.

Left, Right, Front, Back, Relative location

I can explain relative locations by using personal directions.

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north Right- relating to the side of a human body that is to the east when they person is facing north Relative location- is a location that is located by explaining other locations that are nearby

GLCE and Verb 1 – G1.0.4

Distinguish between landmasses and bodies of water using maps and globes. Distinguish- analyze

Knowledge (K) Understand (U) DOL: Demonstration of Learning (DO)

Vocabulary I Can

Students will know that a landmass is a large area of land, such as a continent or island. They will know that bodies of water are large pools of water such as oceans, ponds, lakes etc. They will know that bodies of water are represented on a map or globe with shades of

Students will understand that landmasses and bodies of water are different and they will be able to show this, they will understand that landmasses and bodies of water are represented on globes and maps and we can tell the difference.

Using a map or globe, students will pick out a landmass and a body of water and paint a picture of each on paper.

Landmass, Body of water

I would change it to; I can tell the difference between a landmass and a body of water using a map.

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blue and landmasses are represented differently according to the key. Landmass- a continent or other large body of land Body of water- rivers, lakes or ocean.

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Vocabulary Words 1 – G1.0.1 Construct simple maps of the classroom to demonstrate aerial

perspective.

1 – G1.0.2 Give examples of places that have absolute locations (e.g. home address,

school address)

1 – G1.0.3 Use personal directions (left, right, front, back) to describe the relative

location of significant places in the school environment.

1 – G1.0.4 Distinguish between landmasses and bodies of water using maps and

globes.

Lesson Objectives

The focus of this lesson is to make the vocabulary of all the GLCEs and lessons presented concrete in the children’s minds. By the end of this lesson, children should be able to master the vocabulary words presented. The vocabulary activities and materials presented in this lesson can be used throughout the unit as strengthening tools before the final assessment.

Assessment

The game “Pictionary” will provide students with their vocabulary tied with a representation (picture, symbol) of the word. The classroom will be split into two even groups. Each group will be provided with a word list of the vocabulary words. In an alternating order, each group will send a representative to the board/projector etc. to draw their representation of the selected vocabulary word the instructor presents to them. The instructor will help the students through these activities, until the students are confident with the words as well as representations. They will then be put into pairs to play mini-games of Pictionary with representations different than were presented as a collective game.

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Procedure Instructional Strategies

Students will be presented the designated vocabulary words for the lesson at the beginning of each lesson. This will be ongoing throughout the unit. The instructor will present each word to the class and place it on the word wall. As the students are presented with each word, they will then do a think-pair-share activity:

- Students will be split in pairs in which they will each be designated a word to use in

a sentence. They will then present their sentences to the class as a pair.

After the students have a general feeling of easiness with the vocabulary words, flash cards will be made for each word. A flash card will contain:

- The vocabulary word on the front

- The students’ representation of the word with symbols/pictures or the definition in

their words.

This will be duplicated for each vocabulary word for each lesson. Students will be provided with a ring to place these flash cards on to keep with them throughout the unit. As more flash cards are made for each lesson, they should be added to the ring. By the end of the unit, the ring should have every vocabulary flash card on it for the students to reference.

Vocabulary Words :

Maps

Aerial

Absolute Location

Street Address

Left

Right

Front

Back

Relative Location

Landmass

Body of Water

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List of needed resources

3x5 notecards (hole punched in upper left corner)

Markers

Colored pencils

Crayons

Rings

Lesson Chart Lessons: How will you take them where they need to go? (Step by Step plan from A-Z)

Instructional strategies/Social constructs: How will they work?

(AND what will YOU do?)

Resources needed: What materials and resources

will they need? (Page #s read, graphic organizers, books, posters, realia, etc…)

Lesson 1: Making Aerial Maps G-1.0.1 – Construct simple maps of the classroom to demonstrate aerial perspective.

- Vocab Cards - Read “Me on the Map” by Joan

Sweeney - Describe what an aerial view looks

like, using Google Earth for examples

- Students will construct simple maps of their classroom from an aerial view, with labeling

- Students will then create an aerial view of their house or a certain room in their house

- Students will be given 2 minutes to complete an exit card, asking the students to describe aerial view and provide a symbol/practice

- “Me on the Map” by

Joan Sweeney - Access to a

computer with internet

- Large paper - Construction paper - Markers, crayons,

colored pencils - Note cards for exit

cards

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Lesson 2: Absolute Location G-1.0.2 – Give examples of places that have absolute location (home address, school address)

- Vocab Cards - Students will have discussion

about what absolute location means and give examples

- Students will get into groups and brainstorm places in their neighborhood that have absolute location by using alphabet graffiti and then check their absolute location online as a class

- Students will create a picture of their house, labeled with its absolute value and place it on a larger scale map of the area

- Poster board - Markers, crayons,

colored pencils - Construction paper - Large paper to

create general map of the area

- Alphabet Graffiti worksheet (ATTACHMENT A)*

- Access to a computer with internet

Lesson 3: Using Personal Directions G – 1.0.3 - Use personal directions (left, right, front, back) to describe the relative location of significant places in the school environment

- Vocab Cards - Read “All About Where” by Tanya

Hoban - Students will have 3 minutes to

complete a KWL about personal directions.

- Students will use their bodies to model personal direction by dancing to the “Hokey Pokey”

- Students will use their personal directions to complete a scavenger hunt through their classroom

- Students will create a short scavenger hunt for a family member to complete in their home.

- “All About Where”

book by Tanya Hoban

- Note cards for the KWL

- “Hokey Pokey” recording

- Scavenger Hunt worksheet (ATTACHMENT B)*

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Lesson 4: Land and Water G – 1.0.4 - Distinguish between landmasses and bodies of water using maps and globes.

- Vocab Cards - Students will be given a worksheet

with names of landmasses and bodies of water and be ask to identify each as either a landmass or body of water

- Read “Land and Water” on Raz-Kids website

- Split children into two groups to make landmass and body of water creations

- Have children complete a 3-2-1 on a note card

- Landmass and body of water worksheet (ATTACHMENT C)*

- Access to a computer with internet

- Clay (assorted colors)

- Poster board - Note cards

Lesson 5:

Lesson 6: