I wanted to let you see some of my consecutive lesson planning this is a social studies unit the first lesson is from the Saskatchewan Curriculum Our Community: Module 1 and this is followed by two lesson Our Community: Module 2 the beginning of a mapping unit
Content:
Unit 1, Identity
Module One-Classroom and School Community
Learning Objectives:
Social Studies:
-Compare schools
-That schools have similarities and differences
Common Essential Learnings (CEL’s):
Communication focuses on improving students’ understanding of language used in the social studies.
Lesson Preparation
Equipment/materials:
Have materials ready to go:
-Globe
-Laptop
-Projector
-Screen
-Internet Cord
Presentation
Set(7min)
-Have a globe at the front of the classroom along with Google Earth on the board.
-Bring the KWL chart out and point out all the things we have at our school and point to big book made in lesson 2 ask students what have we been talking about. Do you think all school all over the world are the same? Are there school in Regina, China, Australia? What do you think the difference would be.
-“What time do you think is when children go to school? What do you think they wear to school? Do you think they have computers, What do they have for school supplies?”
Development (20min)
-Explain to students that this is Google Earth and its much like the globe except that its on the computer. On Google Earth we are going to travel to different places around the world and we are going to visit different people from different countries and you need to pay attention because at the end your going to go to your social studies duo tang and write down four differences between Raymore School and the other schools, so make sure that you are being a good listener so that you will be able to finish the assignment quickly when we are done playing on Google Earth.
Tell the students that since were in Raymore, Saskatchewan that this is where we are going to start, what do we see? Teacher points out rivers, fields, lakes and roads, next take the students to Regina and zoom in on Taylor Field or Airport to give the students some sense of direction, point out how we are looking like were in an airplane over top.
-Explain that we are going to fly from Regina to Galand, Uttar Pradesh, India read about Asan
http://www.timeforkids.com/TFK/specials/articles/0,6709,214518,00.html
-Mexico City, read about Scarlett
http://www.timeforkids.com/TFK/specials/articles/0,6709,176453,00.html (point out similarities and differences)
-Egypt and read about Amar
http://www.timeforkids.com/TFK/teachers/aw/ns/article/0,28138,536075,00.html
- Throughout each person point out different parts of this day and how they are the same and how they are different. Make sure there are books available to show pictures of each place while the computer is loading the new places
-Ask questions how did Scarlett get to school, When is Amar dinner, when do you eat dinner, whose school was run by nuns, what is the difference between a private school and a public school? Would you be able to wake up as early as some of the students.
Lesson Plan
Name: Rochelle Anderson Date: October 7, 2008
Subject: Social Studies Grade:2
Content: Unit 1-Idenity
Module 2- Our Community
Maps
Teaching Strategy:
In direct
Exploratory
Learning Objectives:
Concept of “what is a map?”
Assessment:
Pre-assessment
-Define “map” in their dictionary
-Anecdotal records of how students worked in a group
Common Essential Learnings (CEL’s):
Creative and Critical Thinking:
-Using the vocabulary of critical thinking themselves
-Requiring students to defend their assertions with reasons.
Personal and Social Skills
-Ability to work within a group, able to give feedback and encourage other group members
Prerequisite Learning:
-Have somewhat seen a map
- Have some idea what a map shows
Lesson Preparation
Equipment/materials:
-Gobles
-Atlas
-Wall Map
-Stations with activity sheet
-Booklets for each group
Advanced preparation:
-Preparing all items and mapping booklets
Presentation
Set(10 min)
- “I want you to look at all these items and in your head I want you to think about what about all these items is the same, do not say it out loud”
-On the board write globe, atlas, maps can someone tell me one attribute of the globe, maps and atlas. (try to get five attributes of each one)
Development ( 35 min)
-There are three different stations set up around the room. –Explain to the students that they will only have 3 minutes to complete the activity card at the stations, explain each station/ demonstrate.
-As soon as you get into your group you are assigned a reader and they will read your activity card so that you as a group can work together to finish the activity, one person is the recorder, one person is a leader (gets the materials and leads group to next station) and one person is the “On tasker” they make sure that there group is working hard and staying on task. Give each person in the group a job
-If you are the recorder I want you to hold up your pencil that you will take to every station (give this person the piece of paper with questions), if you are the reader hold up your hand, if you are the leader touch your nose, and if you are the “On-tasker” point your finger. Ask the students to restate the jobs
Station #1 Globes
1)Have each person spin the globe once pushing their finger against it. How many landed on ocean and how many landed on land?
2) Name one thing that is special about a globe?
Station #2 World Maps
1) What is there more of water or land?
2) Each person takes the sticky paper with there name and puts it on the world map where they would like to visit. Write down all these places.
Station #3 Atlas
1)On the atlas go to page ___ (Canada), what color is Canada?
2) Have each person walk across Canada with there finger tips, write down how many finger steps they took?
Lesson Plan
Name: Rochelle Anderson Date: October 10, 2008
Subject: Social Studies Grade:2
Content: (Topic)
Unit 1: Identity
Module 2: Our Community
Mapping
Teaching Strategy:
Direct
Learning Objectives:
Concept: Maps
-access information from various resources including maps.
Assessment:
-Page 1 in there mapping booklet
-did they remember to write the word “map” in their dictionaries
Common Essential Learnings (CEL’s):
Independent Learning involves the creation of opportunities and experiences necessary for students to become capable, self-reliant, self-motivated, and life-long learners who see learning as an empowering activity of great personal and social worth.
Communication focuses on improving students’ understanding of language used in the social studies. Prerequisite Learning:
-Realization that there are different types of maps which was learned in lesson one
Lesson Preparation
Equipment/materials:
Advanced preparation
-Mapping Booklet
-Globe
-Atlas
Presentation
Set(4 min)
-Does anyone remember what this is call (hold up the globe, then the atlas and maybe the map)
-what’s the same about all these items? (They are all different types of maps)
-If I grabbed the cell phone (from bucket) and asked you to summarize what a map is for someone what would you say.
-Come up with a definition for the word “map” [ a map is a picture that shows us a place]
-Explain to students that within a dictionary the word are given a definition (meaning), so within our dictionary we are going to make a definition for words that we learn in different this classes. When we are talking about the world and Raymore than we are dealing with a class called social studies. The first word that we are going to place on our social studies page is “map” write the definition on the board
Development (15min)
-Explain to the students that maps can show a “room, school, street, city, county, body, world, solar system, pretend world.”
-Explain page one of mapping booklet. “All of these words are different types of maps. I want you to look at the pictures and then match the pictures to the words
-Encourage students to spell the words correctly the words are the same page.
-Order of work
1) Write the definition of map in your dictionary
2)Social Studies (1 page)
3)Read quietly
Closure(3 min)
-If time correct the page together
Closure(7 min)
-Have the students come to the front of the classroom and sit in their groups
- **If time ask the recorder some of the questions from the activities****
-What was your favorite station and why?
-If I grabbed the cell phone (from bucket) and asked you to summarize what a map is for someone what would you say.
-Turn to the last page in your dictionary and in the first space I want you to write the word “Map-” and then I want you to make your own definition for the word map.
