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My Place in the WorldGeography Social Studies Unit

Grade Level 2

By: Marissa Tupper

Unit Topic __My Place in the World______________________________________________

KNOW UNDERSTAND DO

What a map is.

Vocabulary: map and cardinal directions

Facts about social studies environments

North, South, East, West

World, Continent, Country, State, Community, Family, and Self.

State SymbolsNational Symbols

Where we live in the world:The seven environments of social studies starting with self and ending with World

Understand that there is a world around us or outside

of our own communities

Have self-awareness

See the big picture of the world

Our roles in the world

Point out where we live on different maps

Write what they know about their community

Use Google Earth

Find Directions/Use Routes

Daily Geography

Compare our community/country to others

Geography Centers

“My State” Booklet

“I Pledge” statements

My grade level: ____2 nd Grade ____________________________________________________

My unit topic: ____My Place in the World________________________________________

My big idea or essential question: Where in the World do we live?

Unit Summary

My Place in the World

A social studies unit focusing on seven social studies environments including: self, family, community, state, country, continent, and world as well as a unit on maps and cardinal directions. This unit integrates literacy, geography, economics, civics and history to teach about social studies environments that we inhabit. Inquiry, technology, communication, and differentiation are ideas used throughout to make this unit appropriate for a variety of learners. This particular unit is set for students living in Wisconsin, but could be adjusted accordingly.

Big Idea

“Where in the World do we live?”

Standards

Wisconsin Model Academic Standards for Social Studies:

A.4.1 Use reference points, latitude and longitude, direction, size, shape, and scale to locate positions on various representations of the earth's surface

A.4.2 Locate on a map or globe physical features such as continents, oceans, mountain ranges, and land forms, natural features such as resources, flora, and fauna; and human features such as cities, states, and national borders

A.4.4 Describe and give examples of ways in which people interact with the physical environment, including use of land, location of communities, methods of construction, and design of shelters

A.4.5 Use atlases, databases, grid systems, charts, graphs, and maps to gather information about the local community, Wisconsin, the United States, and the world

A.4.7 Identify connections between the local community and other places in Wisconsin, the United States, and the world

A.4.8 Identify major changes in the local community that have been caused by human beings, such as a construction project, a new highway, a building torn down, or a fire; discuss reasons for these changes; and explain their probable effects on the community and the environment

B.4.1 Identify and examine various sources of information that are used for constructing an understanding of the past, such as artifacts, documents, letters, diaries, maps, textbooks, photos, paintings, architecture, oral presentations, graphs, and charts

B.4.3 Examine biographies, stories, narratives, and folk tales to understand the lives of ordinary and extraordinary people, place them in time and context, and explain their relationship to important historical events

C.4.1 Identify and explain the individual's responsibilities to family, peers, and the community, including the need for civility and respect for diversity

D.4.6 Identify the economic roles of various institutions, including households, businesses, and government

E.4.2 Explain the influence of factors such as family, neighborhood, personal interests, language, likes and dislikes, and accomplishments on individual identity and development

E.4.3 Describe how families are alike and different, comparing characteristics such as size, hobbies, celebrations, where families live, and how they make a living

E.4.9 Explain how people learn about others who are different from themselves

E.4.12 Give examples of important contributions made by Wisconsin citizens, United States citizens, and world citizens

CCS for English Language Arts & Literacy:

RI.1.7 Reading Standards for Informational Text K-5: Integrations of Knowledge and Ideas.

RL.2.4: Describe how words and phrases supply rhythm and meaning in a story, poem or song.

C3 Framework for Social Studies State Standards:

D2.Geo.2.K-2: Geographic Representations: Spatial views of the World: Use maps, graphs, photographs, and other representations to describe places and the relationships and interactions that shape them.

D2.Geo.3.K-2: Geographic Representations: Spatial Views of the World: Use maps, globes, and other simple geographic models to identify cultural and environmental characteristics of places.

Assessment

After this lesson students will be to identify what social studies environments they live in. Students will become familiar with maps and cardinal directions. Students will gain self-awareness and be able to place themselves in environments starting with the smallest environment of self and working out to the largest environment of the World. A final summative assessment at the end of the unit will determine their knowledge objectives obtained in the unit.

Pedagogical Strategies

This unit uses a variety of learning strategies to reach a variety of learners in the most effective ways possible. Prior knowledge was taken into consideration when the lesson was created and it is appropriate for grade 2 students. Some of the materials were adapted from reputable sources cited on each lesson. There are accommodations for each lesson ranging from students with difficulties, at level students and students in need of a challenge. Prior knowledge is also listed on each lesson plan. Most of it was some academic geography vocabulary and basic ideas about the world around us. I felt it was necessary to have the lessons on Maps and Cardinal Directions at the beginning of this unit in order activate prior knowledge and ensure that there was prior knowledge on those things before diving into

lessons on the social studies environments. I used the UWS lesson plan template in planning my lessons and the standards I used are listed on each lesson. Other than the fact that these are not tested lessons, I hope all would go well with each. With formative assessment I would be able to change the lessons as need be in the future.

Teacher Education Program

Daily Lesson Plan

Teacher Candidate’s Name: Marissa Tupper

Preliminary InformationLesson Following Routes on a Map Date: 5/3/2015Grade: 2Number of Students: 22

Course/Subject: Social Studies

Unit/Theme: My Place in the World Period/Time: Social Studies BlockEstimated Duration: 45 minutes

Where in the unit does this lesson occur?(Double click box to activate check mark.)

Beginning of the unitMiddle of the unitEnd of the unit

Structure(s) or grouping for the lesson (Check any that apply) (Double click box to activate check mark.)

Whole classSmall groupOne-to-oneOther: Specify:

What are your goals for student learning, andwhy are they appropriate for these students at this time?

Respond to each in the spaces provided.

Big Idea or Concept Being TaughtWhat is the essential question students will be able to answer after the lesson is complete?

How to read a map.What the difference between wants and needs is.Rationale/ContextWhy is this lesson at this time; how does it connect to previous or succeeding lessons? OR Why is this an appropriate topic for an advisory session?

This lesson is at the beginning of the unit because getting familiar with maps is prior knowledge needed for the following lessons.Prior Knowledge and ConceptionsWhat knowledge and/or skills must students already know to be successful with this lesson?

There should have been some introduction to maps prior to this lesson, but not entirely necessary.Student Learning Objective(s)Identify 1 or 2 student learning objectives. Begin your objectives with: The students will be able to ….Remember: these are NOT activities. Activities are used to assist students with reaching the learning objectives.

The students will be able to locate places on a map. The students will be able to follow routes on a map.The students will be able to identify and analyze rules for following routes on a map.The students will be able to differentiate between wants and needs.

How you will communicate the learning objectives to students?

I will verbally communicate the learning objectives through readings and modeling visual aids. Expectations for Student LearningWhat are your expectations for student performance in meeting the learning objectives? Specifically, describe expectations for each of the following types of student performance: exceeds expectations, meets expectations, and below expectations performance. Please note that this does not address student behavior; instead, it addresses student performance as they strive to reach learning objective expectations. Include a rubric with criterion for each: exceeds, meets, and below. REMEMBER: You are measuring the learning objectives, not student behavior or student participation.

Exceeds: Colors each place on the map, traces a route that does not go down any road more than once, follows and traces partner’s directions on map.Meets: Colors each place on the map, traces a route that does not go down more than one road twice, and follows and traces partner’s directions on map.Below: Colors some of the places on the map, traces an inadequate route, and doesn’t trace partner’s directions correctly.Evidence and Assessment of Student LearningHow will you know whether students are making progress toward your learning goal(s), and/or how will you assess the extent to which they have met your goal(s)? Hint: use academic language such as (but not limited to) “monitor,” “formative,” “summative,” and “observe.” Be certain you are accessing the progress of ALL students. Some formative strategies will not allow for effective concurrent monitoring of every student.

I will observe the student’s feedback and answers to the discussion questions and address any misconceptions. I will monitor their progress in tracing their routes. I will monitor their progress when they work in partners and offer encouragement or re-teaching to anyone who needs. I will use summative strategies to assess their final “Map Route” worksheet.Student FeedbackHow will you provide students with feedback? Use academic language within your response.

I will provide students with feedback through interactions during their work time and partner work. I will provide encouragements and offer open ended questions to spark their discussions about want and needs and mapping routes. I will return their “Map Route” to them with a sticker for exceeding and meeting expectations work, and I will provide time for corrections on below expectations work. StandardsList the standards that are most aligned with your learning objectives. Clearly identify if you are using Wisconsin Academic Standards or CCS.

Wisconsin Model Academic Standards for Social Studies: D.4.6 Identify the economic roles of various institutions, including households, businesses, and governmentA.4.5 Use atlases, databases, grid systems, charts, graphs, and maps to gather information about the local community, Wisconsin, the United States, and the worldAcademic LanguageIdentify academic language, particular words/phrases that are essential to understanding the content of this lesson. In other words, what academic language must students already know to be successful with this lesson?

Students must know what “tracing” is so they can trace the route. Student’s need to have little prior knowledge because this lesson is at the beginning of the unit. Some prior knowledge or previous introduction on government, wants and needs would be useful.

How will you support students to meet your goals?Respond to each in the spaces provided.

Launch/HookHow will you get the lesson started? What questions, texts, inquiry, modeling, and/or other techniques will you use to engage students? REMEMBER: This is the 60 seconds at the start of the lesson that grabs attention and bridges prior learning with the new content.

I will start by posing a question: “does anyone know what a route is?” Take answers without giving them much feedback whether anyone is right or wrong. Then say “Pull out your social studies book and turn to p. 92 so we can find out!”. ExploreHow will students engage with ideas/texts to develop understandings; what questions will you ask; how will you promote question generation/discussion; how will you address the academic language demands; detail your plan.

This section should read like a cookbook. A guest teacher should be able to take this section and duplicate your entire lesson.1. Pose the question: “Does anyone know what a route is?” Take answers without giving

them much feedback whether anyone is right or wrong. Then say “Pull out your social studies book and turn to p. 92 so we can find out!”.

2. Read p. 92 to the class. Ask them to use their fingers to traces the routes that Carl will take to get a feel for routes.

3. Ask: “what building does Carl pass on the corner of Hillside Avenue and Brandon Street?” then “Find another rout Carl could take to the store.” Finally ask “How does following a route on a map help Carl? How might it help you?”

4. After that, create lists with the categories: wants, needs and government. Explain that wants are things that are not necessary for a person to live, needs are things a person must have in order to live, and what the government gives us e.g.: libraries and schools.

5. Pass out the “Map Route” worksheets to each student. As a class read the places that Max has to make deliveries to. Going in order down the list, ask students trace with their finger the route in which Max will take to make deliveries.

6. Starting with Dee’s Day Care ask “What kind of place is Dee’s Day Care?” Take reasonable answers. Then ask if we had to put it on the chart where it would go. Do the same for the rest of the stops on Max’s delivery list. Complete the wants, needs, and government list and allow for as much discussion as needed about places in a community. Connect what kinds of stops Max has to make to what would be equivalent in our community.

7. Challenge the students to write directions on a separate sheet of paper and make a route where Max does not need to travel down the same street twice. As they work if students finish they can color the town until everyone is on the same step.

8. Use the popsicle sticks to pick partners. Have the partners read their directions to the other one and allow for the other partner to trace (with a different color crayon) the directions their partner has wrote. Each should read their directions to one another and trace the route.

9. As partners finish have discussions with them asking questions like “what other route could Max take? Or is it the same distance as the route you traced?”

10. At the end, refer to the chart for wants, needs and government again.11. Ask the students to name some wants, needs and government places in their

community that they can think of.12. Staple on directions and turn in “Map Route” worksheet.

ClosureHow will you bring closure to the lesson? Do not merely state you would release the students to their next class.

The lesson will conclude through whole class discussion about some wants, needs and government places that we can travel to in our community.Differentiation/ExtensionHow will you provide successful access to the key concepts by all students at their ability levels?

Students who need re-teaching: would provide one on one instruction or small group instruction returning to the map on p. 92-93 of the text. Go over all the possible routes tracing with their fingers that Carl could travel on the map. For a challenge: ask the students to find a way for Max to travel back to Dee’s Daycare Center. Or ask them to create their own map of our community going from the grocery store to our school.Students with poor fine motor skills could be offered an enlarged map to trace on.What IfsBe proactive. Anticipate what might not go as planned with the lesson; what will you do about it?

If we run short on time, I would cut out the coloring part and save it for later if at all. If students are not understanding the needs, wants and government idea I would create a review for economic ideas and give it its own lesson rather than combining geography and economics together in learning to read maps.Resources and MaterialsIdentify all resources and materials used for this lesson.

“Map Route” worksheetCrayonsPencilExtra sheet of loose leaf or scratch paperSocial Studies booksPopsicle stick jar to pick partnersSMART board

This lesson was adapted from: People Together Adventures in Time and Place a Macmillan/McGraw-Hill Social Studies text printed by National Geographic Society. This was not the entire lesson word for word. I tweaked it and made it my own by adding economic ideas and other more interactive ideas.


Daily Lesson Plan


Preliminary InformationLesson Cardinal Directions Date: 4/19/2015Grade: 2nd GradeNumber of Students: 23










How can we use directions and a compass rose on a map?Rationale/ContextWhy is this lesson at this time; how does it connect to previous or succeeding lessons? OR Why is this an appropriate topic for an advisory session?

The lesson is at the beginning of the unit because knowing directions will be prior knowledge needed for the rest of the unit.Prior Knowledge and ConceptionsWhat knowledge and/or skills must students already know to be successful with this lesson?

Familiarity with maps and some familiarity with cardinal directions. Vocabulary such as: directions, map, symbols, and compass. Student Learning Objective(s)Identify 1 or 2 student learning objectives. Begin your objectives with: The students will be able to ….Remember: these are NOT activities. Activities are used to assist students with reaching the learning objectives.

Students will be able to use a compass rose to describe position and movement on a map.Students will be able to locate and name Earth’s continents and oceans.How you will communicate the learning objectives to students?

Discussing, modeling, and visual instruction will be used to communicate the learning objectives.Expectations for Student LearningWhat are your expectations for student performance in meeting the learning objectives? Specifically, describe expectations for each of the following types of student performance: exceeds expectations, meets expectations, and below expectations

performance. Please note that this does not address student behavior; instead, it addresses student performance as they strive to reach learning objective expectations. Include a rubric with criterion for each: exceeds, meets, and below. REMEMBER: You are measuring the learning objectives, not student behavior or student participation.

Exceeds: Answers all five questions correctly on worksheet.Meets: Answers 3-4 questions correctly on worksheet.Below: Answers 2 or less questions correctly on worksheet.Evidence and Assessment of Student LearningHow will you know whether students are making progress toward your learning goal(s), and/or how will you assess the extent to which they have met your goal(s)? Hint: use academic language such as (but not limited to) “monitor,” “formative,” “summative,” and “observe.” Be certain you are accessing the progress of ALL students. Some formative strategies will not allow for effective concurrent monitoring of every student.

Students are learning for use and their evidence of assessment will be observed through formative assessment of their progress in the activity. Informal assessment of students’ worksheets will be checked for understanding. Student FeedbackHow will you provide students with feedback? Use academic language within your response.

Students will be provided with verbal feedback throughout the activity. Students will be provided with extended help or one-on-one instruction as feedback for below expectation work and students meeting or exceeding will be provided with verbal praise for their work.StandardsList the standards that are most aligned with your learning objectives. Clearly identify if you are using Wisconsin Academic Standards or CCS.

CCS for English Language Arts & Literacy: RI.1.7 Reading Standards for Informational Text K-5: Integrations of Knowledge and Ideas.C3 Framework for Social Studies State Standards:D2.Geo.2.K-2: Geographic Representations: Spatial views of the World: Use maps, graphs, photographs, and other representations to describe places and the relationships and interactions that shape them.D2.Geo.3.K-2: Geographic Representations: Spatial Views of the World: Use maps, globes, and other simple geographic models to identify cultural and environmental characteristics of places.

Academic LanguageIdentify academic language, particular words/phrases that are essential to understanding the content of this lesson. In other words, what academic language must students already know to be successful with this lesson?

Cardinal directions, compass rose, continents, directions, map, map skills, symbol.



I will grab their attention by reading a poem aloud about cardinal directions called “Geese on the Go”. Before reading, ask the students to listen for directional words. Ask them to raise their hand when they hear one. Invite the class to read aloud the last two lines of each verse in response to the question in the first two lines, which you will read.Explore

How will students engage with ideas/texts to develop understandings; what questions will you ask; how will you promote question generation/discussion; how will you address the academic language demands; detail your plan.

This section should read like a cookbook. A guest teacher should be able to take this section and duplicate your entire lesson.1. Follow directions in launch/hook: Reading poem: “Geese on the Go” etc. 2. Introduce the compass rose: Write the word “rose” on the board and ask students what

it is. Ask if it can be something besides a flower. Write “compass” before “rose” on the board. Explain that a compass rose is a symbol that shows directions on a map.

3. Explore the World Map: Project the map titled “The World”. Ask a volunteer to point to the compass rose and name the letters around it. Explain that the N stands for “north”. Write on the board what N represents, having students help to name the other directions for S, E, and W. You can help students remember the clockwise order of the directions on a compass rose with the phrase “Never Eat Soggy Waffles”.

4. Explain that this map shows the world. Earth is made up of large bodies of land and water. Ask “what is farthest south on this map?” (Antarctica). Point out that Antarctica is a continent-a large body of land which we will learn more about in a few weeks-For now ask students to come up to the board and point to a place/continent that is to the north of South America. (North America). East of Europe? (Asia). West of Australia? (Africa). Help them read the names of continents as there is little prior knowledge on them yet.

5. Ask: What is all the way to the west on this map? (Pacific Ocean). Briefly explain that an ocean is a very large body of salt water-which we will also learn more about at a later date. Which ocean is east of Africa? (Indian). Which ocean is north of all the continents? (Arctic). Again, help with names of oceans as there is little prior knowledge on them yet.

6. Finally, have the students use the compass rose. Give each student a copy of the Using a Compass Rose worksheet. Have them use the compass rose to determine the direction words for each blank line.

ClosureHow will you bring closure to the lesson? Do not merely state you would release the students to their next class.

Check students’ worksheets for understanding and address any misconceptions. Take questions about compass rose and have brief class discussion before ending the lesson.Differentiation/ExtensionHow will you provide successful access to the key concepts by all students at their ability levels?

Students will need more experience with the world map/continents/oceans, assure them that further understanding of these concepts is to come in the following weeks. For further understanding for exceeding students- have them write four sentences using different cardinal directions in each sentence.What IfsBe proactive. Anticipate what might not go as planned with the lesson; what will you do about it?

If we run out of time, we would take another day to finish any learning or extend learning cardinal directions and using compass rose. It is necessary to learn this concept before moving on to the next lessons. If there is confusion about the little knowledge on continents and ocean, then I would re-teach this lesson after learning about continents and oceans as well to assure an understanding of directions.Resources and Materials

Identify all resources and materials used for this lesson.

Pencils, World Map image, projector or SMARTboard, Cardinal Directions Poetry: “Geese on the Go”, Using a Compass Rose worksheet, Internet access. Worksheet links:http://media.education.nationalgeographic.com/assets/file/Cardinal_Directions_Poetry.pdfhttp://media.education.nationalgeographic.com/assets/file/Using_a_Compass_Rose.pdf

Lesson adapted from: National Geographic.com: http://education.nationalgeographic.com/education/activity/cardinal-directions-and-maps/?ar_a=1

http://education.nationalgeographic.com/education/activity/cardinal-directions-and-maps/?ar_a=1

http://media.education.nationalgeographic.com/assets/file/Using_a_Compass_Rose.pdf

http://media.education.nationalgeographic.com/assets/file/Cardinal_Directions_Poetry.pdf


Daily Lesson Plan


Preliminary InformationLesson Self in Social Studies Date: 4/10/2015Grade: 2nd GradeNumber of Students: 23










Self-awareness: Who am I?Rationale/ContextWhy is this lesson at this time; how does it connect to previous or succeeding lessons? OR Why is this an appropriate topic for an advisory session?

This lesson is at the beginning of the unit because it focuses on egocentrism which is the starting point for learning self in social studies environments.Prior Knowledge and ConceptionsWhat knowledge and/or skills must students already know to be successful with this lesson?

Students need basic computer skills to successful with this lesson.Student Learning Objective(s)Identify 1 or 2 student learning objectives. Begin your objectives with: The students will be able to ….Remember: these are NOT activities. Activities are used to assist students with reaching the learning objectives.

The students will be able to identify characteristics of themselves. How you will communicate the learning objectives to students?

I will communicate the learning objectives to the students by modelling the activity and desired outcome to them on the SMARTboard using myself as an example. I will give an example of how to reflect on the activity and give reasoning behind why we want to learn about self. Expectations for Student LearningWhat are your expectations for student performance in meeting the learning objectives? Specifically, describe expectations for each of the following types of student performance: exceeds expectations, meets expectations, and below expectations performance. Please note that this does not address student behavior; instead, it addresses student performance as they strive to reach learning objective expectations. Include a rubric with criterion for each: exceeds, meets, and below. REMEMBER: You

are measuring the learning objectives, not student behavior or student participation.

Exceeds: Creates “avatar” with completely realistic characteristics to self; relates self to poem and tries to find shadow, making inferences about his/her characteristics and makes comparisons to others.Meets: Creates “avatar” with similar characteristics to self; relates self to poem and tries to find shadow.Below: Creates “avatar” with no connection to self in mind; does not try to find shadow.Evidence and Assessment of Student LearningHow will you know whether students are making progress toward your learning goal(s), and/or how will you assess the extent to which they have met your goal(s)? Hint: use academic language such as (but not limited to) “monitor,” “formative,” “summative,” and “observe.” Be certain you are accessing the progress of ALL students. Some formative strategies will not allow for effective concurrent monitoring of every student.

I will monitor their progress creating an avatar, I will assess the final product of their avatar, and I will observe their interactions in finding their shadow and making inferences to self and others characteristics.Student FeedbackHow will you provide students with feedback? Use academic language within your response.

I will provide verbal feedback, asking an open ended question to each student as I assess their final avatar product. I will give a smiley face on their exit slip if they can name one characteristic of themselves.StandardsList the standards that are most aligned with your learning objectives. Clearly identify if you are using Wisconsin Academic Standards or CCS.Wisconsin Model Academic Standards for Social Studies:

E.4.2 Explain the influence of factors such as family, neighborhood, personal interests, language, likes and dislikes, and accomplishments on individual identity and development

E.4.3 Describe how families are alike and different, comparing characteristics such as size, hobbies, celebrations, where families live, and how they make a living

E.4.9 Explain how people learn about others who are different from themselvesAcademic LanguageIdentify academic language, particular words/phrases that are essential to understanding the content of this lesson. In other words, what academic language must students already know to be successful with this lesson?

“Me, myself, and I”. Words: describe and characteristics: external and internal.



First, I will ask the students to raise their hand to describe me. When they do, note the difference between internal (inside) and external (outside) characteristics. Explore

How will students engage with ideas/texts to develop understandings; what questions will you ask; how will you promote question generation/discussion; how will you address the academic language demands; detail your plan.

This section should read like a cookbook. A guest teacher should be able to take this section and duplicate your entire lesson.1. Take class to the computer lab, have them sit in front of the SMARTboard.2. First ask them to describe you. When they do, note the difference between internal

(inside) and external (outside) characteristics.3. Model on the SMARTboard how to get to starfall.com which they have done in

computer lab previously. Then show them where you want them to go once on starfall.com. Click on the avatar, and start the “Who am I?” activity. Model what they will do, by using yourself as an example. Create the avatar making inferences to what the students gave you as characteristics.

4. Pass out headphones and allow for students to go log-in to their computer and start the “Who am I?” avatar activity.

5. Set a timer for 10 minutes so that we stay on task but allows enough time for them to explore.

6. They should raise their hand when finished, and you should assess their final avatar, asking an open ended question about their creation and then noting their expected student learning.

7. Students who finish can explore with their avatar until the whole class is finished.8. Navigate to the home page of starfall and show the students how to get to the poem:

click “its fun to read”> “poetry” > “My Shadow”. The students should watch/listen to the poem “My Shadow” by Louis Robert Stevenson.

9. Return to the classroom, turning of the lights and closing blinds and using lamps and flashlights to create a room that allows for shadows- Have the student’s pair up, find their shadows and compare to each other the similarities and differences of their shadows. Set a timer for 5 minutes.

10. Gather at the SMARTboard. Write categories for hair colors, birthday month/season, and what city/town they live in. Allow each student to come up and tally under the category they fall under. Start with hair color, after all students go, discuss as whole group how many different hair colors there are, why that might be, and how that affects us. Do the same for the other categories following with birthday month/season and city town in which they live.

11. Return to desks, pass out exit slips: “Who are you?” Name one characteristic that makes you different from others.

12. Turn in exit slips before they can pack up for the day.13. Save exit slips for next morning circle rug, pass out and allow the students to read aloud

their exit slip to the group.ClosureHow will you bring closure to the lesson? Do not merely state you would release the students to their next class.

I will use an exit slip for self-reflection on the lesson and then use those the next day to bring light to what they learned about themselves and how they are different from others.Differentiation/ExtensionHow will you provide successful access to the key concepts by all students at their ability levels?

For at risk students I can perform the computer activity with that student at the SMARTboard,

reflecting on each options when creating avatar, so verbally asking them “what color is your hair, eyes, skin, etc.”For exceptional learners, I would allow them to continue with their avatar to the next step which talks about what they have at home, pets, kitchen, bathroom, body etc. to elaborate on the activity beyond physical characteristics.What IfsBe proactive. Anticipate what might not go as planned with the lesson; what will you do about it?

If we run out of time, I will shorten the shadow time and I will cut out one of the tallying questions in whole group at the SMARTboard. If there is extra time, I would add topics for the questioning at the SMARTboard or I would like to do a venn diagram comparing students in partners. If we have to get into the computer lab during social studies block, I will need to schedule that ahead of time. If we have some sort of computer or internet dysfunction, it will have to wait for another day, and we could still perform SMARTboard questions and create a venn diagram- but do the avatar another day.Resources and MaterialsIdentify all resources and materials used for this lesson.

SMARTboard, morestarfall.com authorized access, internet, computer lab enough computers for each student, lamps and flashlights, exit slips.http://more.starfall.com/n/poetry/myshadow/load.htm?fhttp://more.starfall.com/m/welcome/index/load.htm (click on the person to play the avatar game)

Exit Slip:

I am ________________________________________________________________

Because I ____________________________________________________________

(Give me one reason that you are you!)


http://more.starfall.com/m/welcome/index/load.htm

http://more.starfall.com/n/poetry/myshadow/load.htm?f

Daily Lesson Plan


Preliminary InformationLesson Family Origin Map Date: February 17, 2015Grade: 2nd

Number of Students: 23Course/Subject: Social Studies- Geography

Unit/Theme: My Place in the World Period/Time: 2:15 pm Social Studies BlockEstimated Duration: 45 min


Beginning of the unitMiddle of the unit

End of the unit


Whole classSmall groupOne-to-oneOther: Specify: Family Help




Where their family originated from.Rationale/ContextWhy is this lesson at this time; how does it connect to previous or succeeding lessons? OR Why is this an appropriate topic for an advisory session?

This lesson is at the beginning of the lesson because we are talking about family origin. In this unit we will proceed to work our way from self out to World. Family comes after self, therefore this would be our family environment lesson in the beginning of the unit.It is a part of the My Place in the World unit. It is in the middle because earlier in the lesson they have to learn about the world and maps, then they can recognize continents. Prior Knowledge and ConceptionsWhat knowledge and/or skills must students already know to be successful with this lesson?What a map is, knowledge of continents, countries, states. Vocab word: ancestors. Prior knowledge about Native Americans in American and other persons coming to America.Student Learning Objective(s)Identify 1 or 2 student learning objectives. Begin your objectives with: The students will be able to ….Remember: these are NOT activities. Activities are used to assist students with reaching the learning objectives.The students will be able to identify the countries in which their ancestors originated. The students will be able to share one or two facts about their ancestors/culture/origin country.How you will communicate the learning objectives to students?I will communicate the objectives through verbal directions and show them an example of my own origins and what the final product will look like. Expectations for Student Learning

What are your expectations for student performance in meeting the learning objectives? Specifically, describe expectations for each of the following types of student performance: exceeds expectations, meets expectations, and below expectations performance. Please note that this does not address student behavior; instead, it addresses student performance as they strive to reach learning objective expectations. Include a rubric with criterion for each: exceeds, meets, and below. REMEMBER: You are measuring the learning objectives, not student behavior or student participation.Exceeds: Completes activity map, precisely colors the correct origins of their family, can name the country in which their family originated, can share two or more facts about their family’s origin/ancestors/culture/country with the class. Meets: Completes activity map, colors the correct origins of their family, can name the country or attempts to pronounce the name of the country in which their family originated, can share one fact about their family’s origin/ancestors/culture/country with the class.Below: Doesn’t complete activity sheet, cannot share where his family originated from, hasn’t found any facts AND/OR doesn’t ask for alternative help. (To acknowledge that not all students would have the opportunity or help at home to learn about their ancestor’s origins, there will be an alternative option to research a country, find it on a map, name it, and find one fact about that country to share with the class.)Evidence and Assessment of Student LearningHow will you know whether students are making progress toward your learning goal(s), and/or how will you assess the extent to which they have met your goal(s)? Hint: use academic language such as (but not limited to) “monitor,” “formative,” “summative,” and “observe.” Be certain you are accessing the progress of ALL students. Some formative strategies will not allow for effective concurrent monitoring of every student.At the beginning of the unit, I will send home a note to parents to please fill out with their child and return to me. It will ask for where their ancestors came from and ask for a few facts. Once those are returned (whoever doesn’t get one returned, I will assign a country and fact myself so nobody will be left out of the activity due to lack of parent help) I will monitor their progress as they work on their own at their desks. As they finish they will come present it to me (as they will to the class later) to practice it so I can formatively assessaccess them. They will not be able to present without presenting to me first so I will assessaccess every student individually. I will give feedback and they will have a chance to perfect their map.Student FeedbackHow will you provide students with feedback? Use academic language within your response.I will communicate with students how well their knowledge, understanding, and skills developed by giving them Exceeds, Meets, or Below on their rubric. I will also give them verbal feedback using praise for the things I liked most about what they taught us. StandardsList the standards that are most aligned with your learning objectives. Clearly identify if you are using Wisconsin Academic Standards or CCS.Wisconsin Model Academic Standards for Social Studies: A.4.2 Locate on a map or globe physical features such as continents, oceans, mountain ranges, and land forms, natural features such as resources, flora, and fauna; and human features such as cities, states, and national bordersA.4.3 Construct a map of the world from memory, showing the location of major land masses, bodies of water, and mountain rangesA.4.7 Identify connections between the local community and other places in Wisconsin, the United States, and the worldE.4.3 Describe how families are alike and different, comparing characteristics such as size,

hobbies, celebrations, where families live, and how they make a living.Academic LanguageIdentify academic language, particular words/phrases that are essential to understanding the content of this lesson. In other words, what academic language must students already know to be successful with this lesson?Ancestors, Continents, Countries, States, Origins, Migrating, Culture.

How will you support students to meet your goals?Respond to each in the spaces provided.Launch/HookHow will you get the lesson started? What questions, texts, inquiry, modeling, and/or other techniques will you use to engage students? REMEMBER: This is the 60 seconds at the start of the lesson that grabs attention and bridges prior learning with the new content.“Did you know I came from France?” Take reasonable answers and explanations. I will lead the lesson by reading “Coming to America” children’s book by Betsy Maestro. It will introduce the idea of migration to America to review that we were not always just here in America. I will then model the map activity with my own information.ExploreHow will students engage with ideas/texts to develop understandings; what questions will you ask; how will you promote question generation/discussion; how will you address the academic language demands; detail your plan.

This section should read like a cookbook. A guest teacher should be able to take this section and duplicate your entire lesson.Students will engage in the story I read at the beginning to understand that everyone comes from different countries. They will engage in and learn the information provided to them, filled out by their parents about their ancestor’s origins. I will ask questions about what facts they learned, I will contribute what I know about their countries. The academic language demands will be addressed earlier in the unit and reviewed as we use them again in this activity.

1. Assemble to circle rug. Since we have prior knowledge on Native Americans not migrating, just review that as a reminder. Read “Coming to America”. When finished return to desks.

2. Explain their task by modeling what you would do for your origin: have a filled out worksheet similar to what theirs is with your info. Then imitate how you would complete your continent/countries map outline with from what your “parents” worksheet. This would be: with the given info on your families origins, find the country your family migrated from and color and label it. Then write one interesting fact that you learned from the info on parent worksheet. With final product, model how you would then present it to the class by showing the map, pointing out where they migrated from, name it for the class and tell the interesting fact.

3. Pass out parent worksheets and continents maps. Re-iterate that they are using the parent worksheet to find what they need to complete their activity map. Explain they should work alone on this.

4. When they are finished they should come present it to the teacher. Give feedback and correct any mistakes. Wait for the class to finish and then have each student present them one at a time in front of the class. The students can pick the next student as long as they pick within 3 seconds, otherwise pick for them. Continue until all students have finished.

[1.] ClosureHow will you bring closure to the lesson? Do not merely state you would release the students to their next class.The lesson will come to an end when the students finish sharing their maps and facts. I would then take volunteers to share what they learned or what they found interesting about each other’s origins/cultures/ancestors.Differentiation/ExtensionHow will you provide successful access to the key concepts by all students at their ability levels?I will offer the alternative if the parents do not return their origin information so they all have the opportunity to share the activity map. Anyone who needs one-on-one will receive it during my observations as they work. Each student will also receive one-on-one help when they initially present what they did to me before they actually present. Any IEP’s or 504’s or accommodations would be supported. What IfsBe proactive. Anticipate what might not go as planned with the lesson; what will you do about it?What might not go well is the time we have to present. If we run out of time working, presenting, and sharing ideas, we will just present half the class today and half the next. Or work one day and present the next. If the children do not have enough prior knowledge to understand this activity, we will have to review before we can begin or move on. Resources and MaterialsIdentify all resources and materials used for this lesson.Coming to America by Betsy Maestro, Parent worksheet sent home to be completed and returned, continent/countries map outline, crayons, colored pencils, pencil, my own activity map to model, ELMO to present my map.


Daily Lesson Plan


Preliminary InformationLesson My Community Date: 3/8/2015Grade: 2ndNumber of Students: 20








Respond to each in the spaces provided.Big Idea or Concept Being TaughtWhat is the essential question students will be able to answer after the lesson is complete?What makes up our community?Rationale/ContextWhy is this lesson at this time; how does it connect to previous or succeeding lessons? OR Why is this an appropriate topic for an advisory session?Previously in the unit we have learned about ourselves and families. This lesson about our community can be at after those because that is the next social studies environment in the eight circles of awareness. We are working our way to bigger environments.Prior Knowledge and ConceptionsWhat knowledge and/or skills must students already know to be successful with this lesson?Know that the community is one of the smallest of places that we are in the world. Vocabulary: continent, country, state, city. Knowledge of self in the world. Know what a KWL chart is.Student Learning Objective(s)Identify 1 or 2 student learning objectives. Begin your objectives with: The students will be able to ….Remember: these are NOT activities. Activities are used to assist students with reaching the learning objectives.The students will be able to identify community contributors.How you will communicate the learning objectives to students?

I will communicate the objectives very “lightly”. I will allow the students to form their own ideas about the community through a KWL chart. Then I will provide an outline for them to use as a guide throughout to gather and organize the information they obtain.Expectations for Student LearningWhat are your expectations for student performance in meeting the learning objectives? Specifically, describe expectations for each of the following types of student performance: exceeds expectations, meets expectations, and below expectations performance. Please note that this does not address student behavior; instead, it addresses student performance as they strive to reach learning objective expectations. Include a rubric with criterion for each: exceeds, meets, and below. REMEMBER: You are measuring the learning objectives, not student behavior or student participation.Exceeds: extensively completes KWL chart, completes outline and can ultimately name 5 or more things that make up our community.Meets: completes KWL chart, completes outline and can name 2-4 things that make up our community.Below: puts little to no effort into KWL chart and/or puts little to no effort into outline knowing 1 or less things about what makes up our community.Evidence and Assessment of Student LearningHow will you know whether students are making progress toward your learning goal(s), and/or how will you assess the extent to which they have met your goal(s)? Hint: use academic language such as (but not limited to) “monitor,” “formative,” “summative,” and “observe.” Be certain you are accessing the progress of ALL students. Some formative strategies will not allow for effective concurrent monitoring of every student.I will monitor their progress on the KWL chart and offer open ended questions to get them thinking. I will observe their willingness to seek out new information. I will formatively assess their completed work. As long as they are putting effort forth and on relevant subject matter, I will be happy to see their inquiring of information in this lesson.Student FeedbackHow will you provide students with feedback? Use academic language within your response.I will provide encouraging feedback that will aide the students in inquiring more information. I will provide verbal feedback that is positive as to encourage their investigative learning. I will display their work in the classroom. A sticker on their KWL chart and/or finished product to show that they meet or exceed expectations.StandardsList the standards that are most aligned with your learning objectives. Clearly identify if you are using Wisconsin Academic Standards or CCS.Wisconsin Model Academic Standards for Social Studies: A.4.7 Identify connections between the local community and other places in Wisconsin, the United States, and the worldA.4.8 Identify major changes in the local community that have been caused by human beings, such as a construction project, a new highway, a building torn down, or a fire; discuss reasons for these changes; and explain their probable effects on the community and the environmentC.4.1 Identify and explain the individual's responsibilities to family, peers, and the community, including the need for civility and respect for diversity

D.4.6 Identify the economic roles of various institutions, including households, businesses, and government

Academic Language

Identify academic language, particular words/phrases that are essential to understanding the content of this lesson. In other words, what academic language must students already know to be successful with this lesson?Students must know about: Continents, countries, states, cities, community. They will need to have had prior knowledge of fire station, police station, library, etc. KWL=Know, Want, Learn.

How will you support students to meet your goals?Respond to each in the spaces provided.Launch/HookHow will you get the lesson started? What questions, texts, inquiry, modeling, and/or other techniques will you use to engage students? REMEMBER: This is the 60 seconds at the start of the lesson that grabs attention and bridges prior learning with the new content.I would read the book “Whose Hat is This?” by Sharon Katz Cooper a story about community helpers. I would pass out the KWL chart and give them plenty of time to work on that.ExploreHow will students engage with ideas/texts to develop understandings; what questions will you ask; how will you promote question generation/discussion; how will you address the academic language demands; detail your plan.

This section should read like a cookbook. A guest teacher should be able to take this section and duplicate your entire lesson.1. Gather at circle rug to read Whose Hat is This? About community helpers. 2. Return to desks to individually work on KWL charts. Pass them out and ask for some

individual work on it, 4-5 minutes or after most have had a chance to individually fill out the Know portion, allow for collaboration, move around the room to get ideas from others on what they want to know.

3. A virtual field trip is in order! This will call for participation and collaborative discussions. Have a clear white board ready as well.

4. Ask for volunteers to discuss the KWL chart. Discuss what we do know and what we want to know. Help answer their “want to know” questions by searching your community on google maps.

5. Search and google maps and the internet to find the answers to their questions. When they get an answer to a question they can write it on the white board and also on their KWL chart.

6. Skies the limit here. Go with the flow and let the students run the show.7. After we have answered a good majority of their questions and filled out the rest of

their KWL chart, they can turn their KWL chart into the bin.8. Pass out the “My Community” worksheet. Allow them to fill it out.9. Give about 10 minutes to work on this, ask each student to share one of their squares

they completed from the worksheet. Then they can turn it in to the basket.ClosureHow will you bring closure to the lesson? Do not merely state you would release the students to their next class.The lesson will come to an end after everyone has shared something that they have learned in their “my community” worksheet. I would verbally explain that I think they will all become very important members of a community one day and that my job is to make them educated so that they can become successful people. I would relate learning in school to becoming an educated citizen.Differentiation/ExtensionHow will you provide successful access to the key concepts by all students at their ability levels?

I would differentiate the lesson for students who maybe can’t keep up with the discussion, I would put them in the back with their own ipads with an aide. They could search what they want at their own pace. As for students who struggle with writing, I would allow them to draw pictures of what they view the community as. What IfsBe proactive. Anticipate what might not go as planned with the lesson; what will you do about it?What might not go as planned would be the time. I would really be concerned with the time frame of this lesson because when there is free discussion and investigating, it is easy to get off track or just lose track of time. I would consider completing the “my community” worksheet the next day. If that was the case I would ask them to keep their KWL charts in their social studies folder to use the next day when we finish the “my community” worksheet. Resources and MaterialsIdentify all resources and materials used for this lesson.White board, dry erase markers, “Whose Hat is This?” book, ipad, SMARTboard, “my community” worksheet, KWL chart template, crayons.


Daily Lesson Plan


Preliminary InformationLesson Geography Centers Date: 2-18-2015Grade: 2ndNumber of Students: 23








Respond to each in the spaces provided.Big Idea or Concept Being TaughtWhat is the essential question students will be able to answer after the lesson is complete?Where is Wisconsin? Where are we in Wisconsin? What shape is Wisconsin and what is its bordering states?Rationale/ContextWhy is this lesson at this time; how does it connect to previous or succeeding lessons? OR Why is this an appropriate topic for an advisory session?The middle of the unit would be appropriate because we need the prior knowledge of what a map is and what states are. It would come after the self, family, and community lessons. Then we can dive into centers to learn more in depth and become more familiar with the United States.Prior Knowledge and ConceptionsWhat knowledge and/or skills must students already know to be successful with this lesson?What a map is, where we live in the U.S, and Vocab: map, states, and directions. Student Learning Objective(s)Identify 1 or 2 student learning objectives. Begin your objectives with: The students will be able to ….Remember: these are NOT activities. Activities are used to assist students with reaching the learning objectives.The students will be able to identify where Wisconsin is on the United States map. The students will be able to become familiar with the United States through a variety of learning techniques.

How you will communicate the learning objectives to students?I will communicate through explanation of centers in detail and center expectations. I will briefly model the centers expectations. Expectations for Student LearningWhat are your expectations for student performance in meeting the learning objectives? Specifically, describe expectations for each of the following types of student performance: exceeds expectations, meets expectations, and below expectations performance. Please note that this does not address student behavior; instead, it addresses student performance as they strive to reach learning objective expectations. Include a rubric with criterion for each: exceeds, meets, and below. REMEMBER: You are measuring the learning objectives, not student behavior or student participation.Exceeds: Can within 1 seconds time point to Wisconsin on a U.S Map and maybe even some surrounding states.Meets: Can within 2-3 seconds time point to Wisconsin on a U.S Map.Below: Is delayed more than 4 seconds or cannot at all find where Wisconsin is on a U.S Map.Evidence and Assessment of Student LearningHow will you know whether students are making progress toward your learning goal(s), and/or how will you assess the extent to which they have met your goal(s)? Hint: use academic language such as (but not limited to) “monitor,” “formative,” “summative,” and “observe.” Be certain you are accessing the progress of ALL students. Some formative strategies will not allow for effective concurrent monitoring of every student.Centers will be monitored by me and classroom aide to observe whether tasks are being completed correctly. Allow for student sharing to make students accountable for participating at centers. I will access the time limit for each center to make sure we have enough time to suffice learning. Student FeedbackHow will you provide students with feedback? Use academic language within your response.I will provide immediate verbal feedback during centers that is specific to what they are achieving in their centers. I will be at one center and able to give one-on-one feedback to each student.StandardsList the standards that are most aligned with your learning objectives. Clearly identify if you are using Wisconsin Academic Standards or CCS.Wisconsin Model Academic Standards for Social Studies: A.4.1 Use reference points, latitude and longitude, direction, size, shape, and scale to locate positions on various representations of the earth's surfaceA.4.4 Describe and give examples of ways in which people interact with the physical environment, including use of land, location of communities, methods of construction, and design of sheltersA.4.5 Use atlases, databases, grid systems, charts, graphs, and maps to gather information about the local community, Wisconsin, the United States, and the worldAcademic LanguageIdentify academic language, particular words/phrases that are essential to understanding the content of this lesson. In other words, what academic language must students already know to be successful with this lesson?Map, Country, State, and Directions.

How will you support students to meet your goals?Respond to each in the spaces provided.Launch/HookHow will you get the lesson started? What questions, texts, inquiry, modeling, and/or other techniques will you use to

engage students? REMEMBER: This is the 60 seconds at the start of the lesson that grabs attention and bridges prior learning with the new content.“What state do we live in?” “Does anyone know what shape Wi is or what it looks like?” Take responses, but do not give the answer away. Acknowledge good guesses and say “Well we are going to find out in centers today”. “You know how we do centers for writing? Well we are going to do some new fun centers with ipads, playdough, music, and coloring pages today.” My plan is to get their interest peaked with the question about what shape Wisconsin is known to be and reel them in with their interest in ipads, playdough, music and coloring. ExploreHow will students engage with ideas/texts to develop understandings; what questions will you ask; how will you promote question generation/discussion; how will you address the academic language demands; detail your plan.

This section should read like a cookbook. A guest teacher should be able to take this section and duplicate your entire lesson.1. After the introduction stated above, explain expectations and model each center (set up

ahead of time): Playdough center: explain that they should mold playdough into shapes of WI and after that find other states they want to make the shapes of. Have them make predictions about what shape Wisconsin looks like to them. Music Center: use headphones on ipad watch and listen to youtube video: Tour the States-Official Music Video (link below or just go to youtube.com and type in the name.) Ipad center: Show them the app (Enjoy Learning U.S. Map Puzzle, its green) that they should be working on and show how to drag the states on the app. Directions center: tell them to meet at the table and they will be asked to give directions from one state to our home in WI when they get there. Explain which center comes next when rotating.

2. Ask for questions about the centers.3. Pick groups of 4-5 from the popsicle stick jar to make the center groups. Have them

stay seated until they are appointed a group so it does not get noisy when calling all names. Break into groups.

4. Set timer for 6 minutes per center. Change at the beeping.5. You station at the “Giving Directions” center. Use the laminated outline of U.S states

map and dry erase markers, ask the students to find “said” state. Then tell them to give us directions with the marker home to Wisconsin, saying which states they would drive through when their dry erase marker crosses it.

6. After all groups have made each center, ask to tidy up the center they are at and then return to seats.

ClosureHow will you bring closure to the lesson? Do not merely state you would release the students to their next class.I would bring closure to the lesson by thanking them for cooperation. I would then call them to my desk one-by-one to point out on a U.S map, where WI is. This is where I would access what they learned during centers, if they can find WI in a timely manner. If it was time to go home they could point out the state and tell me what shape WI looks like, and then head to their lockers, almost like a verbal exit slip. Differentiation/ExtensionHow will you provide successful access to the key concepts by all students at their ability levels?Each center is appealing to a different leaning modalities including: Music, Hands-on, Visual, and Teaching. Each center will be utilized by every child so that each student will have the

chance to learn each differentiated instruction.What IfsBe proactive. Anticipate what might not go as planned with the lesson; what will you do about it?Time management might not go as planned, if we start to run short on time, we can either shave a minute from each center, or we can cut out the exit slip until the next day. I would not start the centers unless we were running on schedule to begin with. If we have technology issues, I would have to leave my station to help fix presumable the music station. If the music station failed us, say the youtube site wasn’t working we would just have longer time on the ipads or find another ipad app and have two app centers.Resources and MaterialsIdentify all resources and materials used for this lesson.Ipads, headphones, playdough, laminated U.S maps, dry erase markers. (All centers and materials would need to be set up prior to beginning activity). Youtube link: HYPERLINK "https://www.youtube.com/watch?v=_E2CNZIlVIg"https://www.youtube.com/watch?v=_E2CNZIlVIg I borrowed the centers idea from the provided lesson linked below, but I created my own centers. http://www.holliston.k12.ma.us/placentino/DI/Gr%202%20-Social%20Studies%20Centers/Grade%202%20SS%20Centers.htm

http://www.holliston.k12.ma.us/placentino/DI/Gr%202%20-Social%20Studies%20Centers/Grade%202%20SS%20Centers.htm

http://www.holliston.k12.ma.us/placentino/DI/Gr%202%20-Social%20Studies%20Centers/Grade%202%20SS%20Centers.htm


Daily Lesson Plan


Preliminary InformationLesson Fifty States, One Country Date: 3/17/2015Grade: 2ndNumber of Students: 20






Whole classSmall groupOne-to-oneOther: Specify: Individual Work


Respond to each in the spaces provided.Big Idea or Concept Being TaughtWhat is the essential question students will be able to answer after the lesson is complete?That the U.S is made up of fifty different states comprised in one country.Rationale/ContextWhy is this lesson at this time; how does it connect to previous or succeeding lessons? OR Why is this an appropriate topic for an advisory session?This lesson should follow a lesson on our state. If we are working our way from concept of self in community out to self in the world, this lesson on our state would come in the middle after learning about community and state but before learning about countries and continents. Prior Knowledge and ConceptionsWhat knowledge and/or skills must students already know to be successful with this lesson?Knowledge about maps. Concept of community/cities/ our homes location.Student Learning Objective(s)Identify 1 or 2 student learning objectives. Begin your objectives with: The students will be able to ….Remember: these are NOT activities. Activities are used to assist students with reaching the learning objectives.Students will be able to locate one’s state on the U.S map. Students will understand that the U.S is made up of 50 states and that we live in a state as well as a country.Students will recognize that each state has its own symbols: a state flag, bird, flower, and tree.

How you will communicate the learning objectives to students?I will use music to tell the name of each state. I will then orally explain what we will learn today. I will show pictures of the state symbols so they can visualize them and I will use reading from the text to communicate the objectives. Expectations for Student LearningWhat are your expectations for student performance in meeting the learning objectives? Specifically, describe expectations for each of the following types of student performance: exceeds expectations, meets expectations, and below expectations performance. Please note that this does not address student behavior; instead, it addresses student performance as they strive to reach learning objective expectations. Include a rubric with criterion for each: exceeds, meets, and below. REMEMBER: You are measuring the learning objectives, not student behavior or student participation.Exceeds: Makes relevant predictions about the U.S., and completes My State booklet.Meets: Makes reasonable predictions, and completes My State booklet.Below: Does not make predictions or offers off task information, and completes My State booklet with little to no effort if at all.Evidence and Assessment of Student LearningHow will you know whether students are making progress toward your learning goal(s), and/or how will you assess the extent to which they have met your goal(s)? Hint: use academic language such as (but not limited to) “monitor,” “formative,” “summative,” and “observe.” Be certain you are accessing the progress of ALL students. Some formative strategies will not allow for effective concurrent monitoring of every student.I will monitor all student’s progress throughout the listening, reading, predicting and writing process. I will be available to answer questions about the topic and activity. I will observe their progress as they create their My State booklet. I will formatively asses and use a rubric as guideline to assess their learning of this lesson.Student FeedbackHow will you provide students with feedback? Use academic language within your response.I will display their My State booklets on the “Student Work” bulletin board. I will verbally praise their engagement in learning throughout the activity. Their My State booklets will be returned to them with a sticker and a word of encouragement such as: Exceeds=Outstanding Meets= Well done or Below= Ok and offer a suggestion how they could do better next time.StandardsList the standards that are most aligned with your learning objectives. Clearly identify if you are using Wisconsin Academic Standards or CCS.Wisconsin Academic Standards for Social Studies:



A.4.7 Identify connections between the local community and other places in Wisconsin, the United States, and the world

CCS:

RI.2.10 By the end of year, read and comprehend informational texts, including history/social

studies, science and technical texts, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.

W.2.8 Recall information from experiences or gather information from provided sources to answer a question.

SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.Academic LanguageIdentify academic language, particular words/phrases that are essential to understanding the content of this lesson. In other words, what academic language must students already know to be successful with this lesson?Vocabulary: Earth, Map, City, State, Country, Flag. ‘Capital’ will be added to their academic language after this lesson.

How will you support students to meet your goals?Respond to each in the spaces provided.Launch/HookHow will you get the lesson started? What questions, texts, inquiry, modeling, and/or other techniques will you use to engage students? REMEMBER: This is the 60 seconds at the start of the lesson that grabs attention and bridges prior learning with the new content.I will grab their attention by playing a song: Fifty Nifty United States by Ray Charles. The song names each state therefore opening their eyes to the fact that there are fifty states in the U.S. My hopes are to bridge their learning then from fifty states in the U.S. to our specific state and place in the U.S.ExploreHow will students engage with ideas/texts to develop understandings; what questions will you ask; how will you promote question generation/discussion; how will you address the academic language demands; detail your plan.

This section should read like a cookbook. A guest teacher should be able to take this section and duplicate your entire lesson.1. Tell them to take out their social studies text book and turn to page 40. 2. Ask if anybody can tell you how many states are in the U.S.3. Play the song naming all of the states and ask them to listen for their state’s name to

be called.4. Ask what state we live in.5. Write the word abbreviation on the board and explain that it is a shorter way of

writing something. Offer the abbreviation for the United States of America as well as your state.

6. Invite a volunteer to read the lesson title aloud. Ask the children to explain what the title means. Then have them predict what they might learn about the U.S in this lesson. Keep a list of their ideas on the white board. During the lesson, give children opportunities to revise or add their predictions.

7. Read aloud, and call on student readers to read through the text. Write Capital, definition, and our Capital on the board when you come to it in the reading. Continue reading.

8. When finished, ask them to find Wisconsin on their map. Then ask which states touch

your state.9. Pass out My State booklet papers.10. Verbally go over each page as whole group and completing each page, asking for

predictions of what our state (flag, bird tree etc) is, and give the right answer. Write the answer on the board so they can see the correct spelling. Take 5 minutes or more if available on each page.

11. Assemble My State booklets and turn them in to be “graded” (stickered and responded to) and hung on the My Work bulletin board.

ClosureHow will you bring closure to the lesson? Do not merely state you would release the students to their next class.I will evaluate their understanding by inviting children to answer my open ended questions such as: what is something you like about your state? And their country?Differentiation/ExtensionHow will you provide successful access to the key concepts by all students at their ability levels?An ELL student could be helped by asking other students to provide definitions and allowing the ELL student to describe it in their own words to create an understanding of the concept or vocabulary. If re-teaching is needed for some students, have a U.S map available. Pair up two (or more) students into teams, name a state and challenge players to find it on the map. Give points to the winner to create a game. To challenge students, if they have extra time, have them pair up to create State and Capital flashcards and quiz each other on them. What IfsBe proactive. Anticipate what might not go as planned with the lesson; what will you do about it?As always, time may be a difficult factor in completing the lesson. If time is running short, I would go through the My State booklet so that the students could write the answer, then I would have them return to the coloring/drawing portion of it the next day or during bell work time.Resources and MaterialsIdentify all resources and materials used for this lesson.Fifty Nifty United States recording, computer and speakers, Social Studies text, My State worksheets, scissors, crayon, pencils, stapler, SMARTboard, white board, dry erase markers.

People Together Adventures in Time and Place by Macmillan / McGraw-Hill

"Unite 2: Earth, Our Home"- Lesson 1: Fifty States, One Country.

Although I did not copy the lesson word for word, I did get a round-about idea and the workbook sheets from the book.


Daily Lesson Plan


Preliminary InformationLesson Continents Date: 4/4/2015Grade: 2nd GradeNumber of Students: 23








Respond to each in the spaces provided.Big Idea or Concept Being TaughtWhat is the essential question students will be able to answer after the lesson is complete?What are the seven continents and what is continental driftRationale/ContextWhy is this lesson at this time; how does it connect to previous or succeeding lessons? OR Why is this an appropriate topic for an advisory session?This lesson on continents comes at the end of the unit because it is one of outer most social studies environments for children to learn. It should come after the countries lesson and before the world lesson. Prior Knowledge and ConceptionsWhat knowledge and/or skills must students already know to be successful with this lesson?Students need prior knowledge about maps and directions as well as some academic science vocabulary including: fossils and species.Student Learning Objective(s)Identify 1 or 2 student learning objectives. Begin your objectives with: The students will be able to ….Remember: these are NOT activities. Activities are used to assist students with reaching the learning objectives.Students will be able to name the seven continents.Students will be able to explain Pangea.

How you will communicate the learning objectives to students?I will orally communicate the learning objectives and use visuals to better explain what we will learn.Expectations for Student LearningWhat are your expectations for student performance in meeting the learning objectives? Specifically, describe expectations for each of the following types of student performance: exceeds expectations, meets expectations, and below expectations performance. Please note that this does not address student behavior; instead, it addresses student performance as they strive to reach learning objective expectations. Include a rubric with criterion for each: exceeds, meets, and below. REMEMBER: You are measuring the learning objectives, not student behavior or student participation.Exceeds: Students can solely name seven continents and explains Pangea in a detailed, extensive way referencing Alfred Wegener’s theory. Meets: Students can name the seven continents, maybe with a little aide giving the first sounds of a few of the continents to get them started, and can explain Pangea briefly.Below: Can name only 2 or less continents even with aide, and does not know relevant information about Pangea.Evidence and Assessment of Student LearningHow will you know whether students are making progress toward your learning goal(s), and/or how will you assess the extent to which they have met your goal(s)? Hint: use academic language such as (but not limited to) “monitor,” “formative,” “summative,” and “observe.” Be certain you are accessing the progress of ALL students. Some formative strategies will not allow for effective concurrent monitoring of every student.I will monitor their learning throughout the lesson by being interactive and asking questions throughout the videos we watch to re-iterate what key ideas we should take away from the video. I will allow for predictions to be made before we dive into learning about Pangea and I will allow time to reflect on the predictions after we learn about Pangea. I will formatively assess their knowledge on naming the seven continents by asking them to recite them as a whole. I will observe and make note of who is confidently naming the continents and who is struggling. Student FeedbackHow will you provide students with feedback? Use academic language within your response.I will provide feedback through verbal praise throughout the lesson and I will provide a smiley face on their completed exit slip which requires them to write which continent they live on and which one they would like to visit or live someday. StandardsList the standards that are most aligned with your learning objectives. Clearly identify if you are using Wisconsin Academic Standards or CCS.Wisconsin Model Academic Standards for Social Studies:



B.4.1 Identify and examine various sources of information that are used for constructing an understanding of the past, such as artifacts, documents, letters, diaries, maps,

textbooks, photos, paintings, architecture, oral presentations, graphs, and charts

B.4.3 Examine biographies, stories, narratives, and folk tales to understand the lives of ordinary and extraordinary people, place them in time and context, and explain their relationship to important historical events

Academic LanguageIdentify academic language, particular words/phrases that are essential to understanding the content of this lesson. In other words, what academic language must students already know to be successful with this lesson?Words fossils and species to understand Alfred Wegener’s Pangea theory. Vocabulary: “drift”. Prior knowledge on using a map.

How will you support students to meet your goals?Respond to each in the spaces provided.Launch/HookHow will you get the lesson started? What questions, texts, inquiry, modeling, and/or other techniques will you use to engage students? REMEMBER: This is the 60 seconds at the start of the lesson that grabs attention and bridges prior learning with the new content.I will play the “Sid Shuffle” brain break on youtube- link below. They have done this before so they will be excited to do a brain break during social studies block, but when the brain break is over, I will ask them “What is Continental Drift?” (In the video they do the “drift” etc.) I will ask them to think about why the dance they were doing is called the continental drift and what that means. Take predictions. ExploreHow will students engage with ideas/texts to develop understandings; what questions will you ask; how will you promote question generation/discussion; how will you address the academic language demands; detail your plan.

This section should read like a cookbook. A guest teacher should be able to take this section and duplicate your entire lesson.1. Play Sid shuffle HYPERLINK "https://www.youtube.com/watch?

v=uMuJxd2Gpxo"https://www.youtube.com/watch?v=uMuJxd2Gpxo. Then ask, we just did the “Continental Drift, but what does that mean?” Take predictions.

2. Using world map, connect where we live city, state, country, and then show the continent. Then explain that there are seven continents.

3. Pass out continents outline sheet to each student. With the whole class, find the continents one at a time on the map, then write them on the board. Ask the students to outline that continent on their paper with a different color for each one to get to know their shapes and names.

4. Then ask them to cut them out and clear their desk of only those shapes.5. Watch the Alfred Wegener video: https://www.youtube.com/watch?

v=rDKiNwTwaNw6. Show them the primary source of a Pangea map. Ask the students to make Pangea

with their continent shapes.7. Then show them the primary source of a current world map and ask the students to

create that map with their shapes. (Use this site to show the primary sources of those

https://www.youtube.com/watch?v=rDKiNwTwaNw


maps: http://content.wisconsinhistory.org/cdm/ref/collection/maps/id/202)8. As a class talk about questions or ideas they have about Alfred Wegener’s theory of

Pangea. This should take less than 5 minutes.9. Ask the whole class to respond in unison to these review questions: “What is it called

when all of the continents may have been together?” –Pangea. “Who proposed the idea of Pangea?” –Alfred Wegener. “How many continents are there?” –Seven “Name the continents as I point to them on the map.” – name all seven.

10. Finally, give exit slip to be turned in before they clean up for the day.

ClosureHow will you bring closure to the lesson? Do not merely state you would release the students to their next class.Closure of the lesson will be the review questions as a whole group and then the exit slip so the students can reflect on what they learned alone. The exit slip is simple, but effective in creating a relationship between themselves and the continents. Differentiation/ExtensionHow will you provide successful access to the key concepts by all students at their ability levels?For students who are not grasping the concept, I will allow for them to work with another student who is to help show and say the names of the continents together, or if an aide is available he/she can work with the few students who need one-on-one with this. If students are struggling to pronounce the names of the continents, I will slow down and annunciate the names with them. For students who are exceeding expectations, I would provide a globe for them to explore and allow for them to find the continents on the globe if they have spare time during the lesson.What IfsBe proactive. Anticipate what might not go as planned with the lesson; what will you do about it?Time is always a concern, if time is running low I would cut the Sid Shuffle brain break short and I would also keep use a sand timer for cutting out the continents so we don’t waste time leisurely cutting out our continent shapes. If the videos or resources didn’t work for some reason, I would search an alternative video on youtube to hold us over until we can get the right video working. If there was extra time, I have a word search to find the names of continents that I would use for the next morning’s bell work that we could use during the lesson instead if need be.Resources and MaterialsIdentify all resources and materials used for this lesson.Primary Sources at: HYPERLINK "http://content.wisconsinhistory.org/cdm/ref/collection/maps/id/202"http://content.wisconsinhistory.org/cdm/ref/collection/maps/id/202 Sid Shuffle at: https://www.youtube.com/watch?v=uMuJxd2GpxoWegener’s Pangea Theory at: https://www.youtube.com/watch?v=rDKiNwTwaNwSmartboard, computer, internet access, continents outlines, crayons/markers, scissors, pencil, exit slips, continents word search on hand, whiteboard, world map and space to do the Sid Shuffle.


https://www.youtube.com/watch?v=uMuJxd2Gpxo

http://content.wisconsinhistory.org/cdm/ref/collection/maps/id/202

Need to blow up and put the names on each one for them.

Name _________________Continents Exit Slip

What continent do we live on?

_________________________________________________________

Name a continent that you want to visit or live someday?

__________________________________________________________

How many continents are there?

_________________________________________________________


Daily Lesson Plan


Preliminary InformationLesson Giraffes Help Others- World Civics

Date: 4/23/2015

Grade: 2Number of Students: 23








Respond to each in the spaces provided.Big Idea or Concept Being TaughtWhat is the essential question students will be able to answer after the lesson is complete?Are you willing to “stick your neck out” to make a difference?Rationale/ContextWhy is this lesson at this time; how does it connect to previous or succeeding lessons? OR Why is this an appropriate topic for an advisory session?This lesson is towards the end of the unit because it is the outermost social studies setting for students to learn about. It should be after learning about continents.Prior Knowledge and ConceptionsWhat knowledge and/or skills must students already know to be successful with this lesson?Prior knowledge on the smaller social studies settings such as continents, countries, states, neighborhoods and self are important prior concepts to know before this lesson.Student Learning Objective(s)Identify 1 or 2 student learning objectives. Begin your objectives with: The students will be able to ….Remember: these are NOT activities. Activities are used to assist students with reaching the learning objectives.Students will recognize helping someone else can make a difference in the world.Students will identify qualities of leaders.Students willHow you will communicate the learning objectives to students?I will verbally communicate the learning objectives and model the activities we will utilize in learning.Expectations for Student Learning

What are your expectations for student performance in meeting the learning objectives? Specifically, describe expectations for each of the following types of student performance: exceeds expectations, meets expectations, and below expectations performance. Please note that this does not address student behavior; instead, it addresses student performance as they strive to reach learning objective expectations. Include a rubric with criterion for each: exceeds, meets, and below. REMEMBER: You are measuring the learning objectives, not student behavior or student participation.Exceeds: Completes entire pledge form and makes at least three promises that are relevant to making a difference.Meets: Completes pledge form and makes at least 2 promises that are relevant to making a difference.Below: Completes pledge form and makes 1 or less promises that may or may not be relevant to making a difference.Evidence and Assessment of Student LearningHow will you know whether students are making progress toward your learning goal(s), and/or how will you assess the extent to which they have met your goal(s)? Hint: use academic language such as (but not limited to) “monitor,” “formative,” “summative,” and “observe.” Be certain you are accessing the progress of ALL students. Some formative strategies will not allow for effective concurrent monitoring of every student.I will monitor their participation in reading and listening. I will formatively assess their knowledge on how to make a difference in the world by checking their “I Pledge” form. I will evaluate their learning through a closing activity which will assess their knowledge on how to make a difference and what they learned in this lesson.Student FeedbackHow will you provide students with feedback? Use academic language within your response.I will provide feedback through displaying “I Pledge” forms on the “Wow Work” bulletin board. I will provide verbal feedback throughout the lesson and give praise where praise is needed and re-teach where need be.StandardsList the standards that are most aligned with your learning objectives. Clearly identify if you are using Wisconsin Academic Standards or CCS.Wisconsin Model Academic Standards for Social Studies:

A.4.4 Describe and give examples of ways in which people interact with the physical environment, including use of land, location of communities, methods of construction, and design of shelters

C.4.1 Identify and explain the individual's responsibilities to family, peers, and the community, including the need for civility and respect for diversity

E.4.12 Give examples of important contributions made by Wisconsin citizens, United States citizens, and world citizens

CCS: Language Arts:RL.2.4: Describe how words and phrases supply rhythm and meaning in a story, poem or song.Academic LanguageIdentify academic language, particular words/phrases that are essential to understanding the content of this lesson. In other words, what academic language must students already know to be successful with this lesson?Continents, countries, states, neighborhoods, community, family and self-recognition. Have an idea of what a “club” is.

How will you support students to meet your goals?Respond to each in the spaces provided.Launch/HookHow will you get the lesson started? What questions, texts, inquiry, modeling, and/or other techniques will you use to engage students? REMEMBER: This is the 60 seconds at the start of the lesson that grabs attention and bridges prior learning with the new content.I will warm us up with a read aloud of the poem: Necks. It is a humorous selection to spark discussion about the fact that giraffes have long necks. Then relate the poem to the lesson by telling the children that this lesson is about a group of people who call themselves the Giraffe Club.ExploreHow will students engage with ideas/texts to develop understandings; what questions will you ask; how will you promote question generation/discussion; how will you address the academic language demands; detail your plan.

This section should read like a cookbook. A guest teacher should be able to take this section and duplicate your entire lesson.1. Start social studies block by asking the children to get out their social studies book. 2. Then warm up by reading the poem “Necks” by Rowena Bennett (p. 98 of teacher

book).3. Ask questions following the poem reading such as: What kind of neck does a swan

have? A camel? How does the poem describe a giraffe’s neck? What do we know about a giraffe’s neck?

4. Then tell the children that this lesson is about a group of people who call themselves the Giraffe Club.

5. Call on volunteers to read pp. 98-99 in the textbook.6. Ask questions about the reading such as: What does the Giraffe Club do? Or say

“Members of the Giraffe Club promise to “stick their necks out”. What do you think that means?” and Why are Giraffes good leaders?

7. Then pass out blank paper and ask the students to draw pictures showing at least three ways the Giraffes have made a difference. Children can draw the Giraffes providing food, birthday parties, and holiday gifts. Take about 5-7 minutes on this only.

8. As a class have children brainstorm ways that they can help people, animals, and the environment. Write them on the board.

9. Encourage each child to choose three things from the list they would be willing to do to make a difference.

10. Next pass out the pledge form and ask them to write the date, their names, signature, and what they promise to try to do.

11. Encourage children to keep their promises. Discuss how they plan to keep them by asking: What will you do first? What do you think will be the easiest for you? And what might be the most difficult?

12. Have the students bring their finished pledge to you to check over, and then hang them on the Wow Work bulletin board.

13. Finally I will show a video “Kid President-How to Change the World (a work in progress)” that will tie together the lesson very nicely!

ClosureHow will you bring closure to the lesson? Do not merely state you would release the students to their next class.The lesson will come to an end when they have made their pledges and talked about how they can keep their promises. I will play a short video clip called “Kid President-How to Change the World (a work in progress)” that will tie together the lesson very nicely.Differentiation/ExtensionHow will you provide successful access to the key concepts by all students at their ability levels?Reteaching: invite children to show in words and pictures how the Giraffe Club make a difference. Challenge: have children role play being members of the Giraffe Club and create projects of their own that would help the community and how doing that helps make the world be a better place.What IfsBe proactive. Anticipate what might not go as planned with the lesson; what will you do about it?Some students may not understand the hypothetical terms of “Giraffes” when it refers to “Giraffe Club Members” and not real giraffes. I would explain this, that it is not real giraffes but speaking of the members who are like giraffes because they “stick their necks out”. It would be helpful if students understood what a simile is and that is a route I could take to explaining it. If we run low on time, I would cut short the drawing picture time and help with the discussion and ideas for what promises we can make. If worse came to worse, we would put our pledge in the make-up folder and finish it later.Resources and MaterialsIdentify all resources and materials used for this lesson.People Together teacher book and student books. Poem: Necks by Rowena BennettWhiteboard and MarkersPledge worksheetsBlank paperPencilsCrayonsSMARTboard and video “Kid President: How to Change the World” at: https://www.youtube.com/watch?v=4z7gDsSKUmU

https://www.youtube.com/watch?v=4z7gDsSKUmU

Advanced 2 Proficient 1.5 Basic .5

Maps: Answers 10 questions correctly. Answers 8-9 questions correctly. Answers 6-7 questions correctly.

Directions: Knows all four directions and can point to where they are on a compass and maybe even in real life.

Knows all four directions names and can point to where they go on a compass.

Knows two or less of the directions names.

Self: Creates “avatar” with completely realistic characteristics to self; relates self to poem and tries to find shadow, making inferences about his/her characteristics and makes comparisons to others.

Creates “avatar” with similar characteristics to self; relates self to poem and tries to find shadow.

Creates “avatar” with no connection to self in mind; does not try to find shadow.

Family: Can point to where their family originated from on a map, can name the country, and knows facts about ancestors.

Can point to where their family originated from on a map and knows the name of the country.

Maybe knows the name of the country but cannot point it out on a map or vice versa.

Community:

Can ultimately name 5 or more things that make up our community.

Can ultimately name 2-4 things that make up our community.

Can name 1 or less things that make up our community.

State: Exceeds: Can within 1 seconds time point to Wisconsin on a U.S Map and even some surrounding states.

Meets: Can within 2-3 seconds time point to Wisconsin on a U.S Map.

Below: Is delayed more than 4 seconds or cannot at all find where Wisconsin is on a U.S Map.

Country: Exceeds: Makes relevant predictions about the U.S. and completes My State booklet.

Meets: Makes reasonable predictions about the U.S. and completes My State booklet.

Below: Offers off-topic predictions and completes My State booklet with little to no effort if at all.

Continents: Students can solely name seven continents and explains Pangea in a detailed, extensive way referencing Alfred Wegener’s theory.

Students can name the seven continents; maybe with a little aide giving the first sounds of a few of the continents to get them started, and can explain Pangea briefly.

Can name only 2 or less continents even with aide, and does not know relevant information about Pangea.

World: Completes entire pledge form and makes at least three promises that are relevant to making a difference.

Completes pledge form and makes at least 2 promises that are relevant to making a difference.

Completes pledge form and makes 1 or less promises that may or may not be relevant to making a difference.

Name:_____________________________ Points: /15

My Place in the World Unit Assessment

(1 point) Circle the continent we live on.

(2 points) Circle the country you live in. What Country do you live in?____________________________

(2 points) Circle the state you live in. What state do you live in? ______________________

(2 points) Put an X where you live in your state. What city do you live in?________________________

(4 points) Write the cardinal directions given in the right place on the compass:

North South East West

(4 points) Draw a picture of yourself:

(1 point each) Extra Credit:

How many continents are there? __________

Name a state you want to visit _____________

What planet do we live on? ________________

(The directions will be read verbally to the whole class and students will work individually at their desk)

Documents

ssed331spring.weebly.com€¦ · Web viewA.4.7 Identify connections between the local community and other places in Wisconsin, the United States, and the world A.4.8 Identify major