Professional Documents
Culture Documents
Teacher(s) Name: ___Jashira Lopez, Madison Skonie, Ashley Keim, Michelle De La Rosa ___________________
Thematic Unit Theme/Title/Grade Level: Second Grade; Mappin it Out While Travelin About_____________
Weebly space address: http://ucfgr2geographyf14.weebly.com/_____________________________________
Daily Lesson Plan Day/Title: ___Day 2; Lets label a map! _______________________________________
Learning Goals/Objectives Learning Goal:
What will students accomplish be able
to do at the end of this lesson? Be sure
to set significant (related to
SSS/CCSS), challenging and
appropriate learning goals!
NCSS Themes
Common Core State
Standards (CCSS)
Next Generation
Sunshine State Standards
(NGSSS) List each standard.
Cutting and pasting from the
website is allowed.
http://flstandards.org.
Students will be able to identify map elements, use different types of maps to locate
specific places, and label a map or globe correctly.
Learning Objectives:
1. The student will learn the seven continents.
2. The student will identify the five oceans and its names.
3. The student will be able to distinguish between the north and South Pole.
4. The student will be able to distinguish between the equator and the prime
meridian.
NCSS theme(s):
People places and environment
Language Arts Florida Standard(s):
LAFS.2.W.1.1 Write opinion pieces in which they introduce the topic or book
they are writing about, state an opinion, supply reasons that support the
opinion, use linking words (e.g., because, and, also) to connect opinion and
reasons, and provide a concluding statement or section.
LAFS.2.L.1.2 Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing.
a. Capitalize holidays, product names, and geographic names.
Assessment
How will student learning be
assessed? Authentic/Alternative
assessments?
Does your assessment align with
your objectives, standards and
procedures?
Informal assessment (multiple
modes): participation rubrics, journal
entries, collaborative
planning/presentation notes, etc.
SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)
students by walking around the classroom and observing their worksheets that they
will put into their atlas. After reading the book Aunty Dots Adventure Atlas, I will
also see what they see what they know about the previous days lesson on atlas by
their letter that they write to Aunty Dot. They will use a scale of 0, 1, 2, 3, or 4 to tell
me if they understand the lesson being taught.
0-I do not understand anything.
1-I need help to understand what is being taught.
2-I am starting to understand but I still need help.
3-I understand what is being taught.
4-I understand completely and I can teach another student!
1. During the Language Arts block I would begin by asking the students: What
is an atlas?
2. Once we have reviewed the definition on the board, I would remind the
students that they had created an atlas the day before about the types of maps
there are and key elements. ESOL and ESE: writing the definitions on the
board.
3. Then I would say: Now we are going to read a story about Aunty Dot and her
adventure atlas. While I read the story to you all, I want you to notice what she
included in her atlas.
4. I would read the story and then have the students break into their groups
(already assigned to groups from the beginning of the school year) and discuss
what else they noticed in the story that was included in an atlas. ESOL and
ESE: having the cooperative groups will encourage scaffolding.
5. Once they had finished talking, they will write a letter to Aunty Dot explaining
what else they noticed that goes into an atlas. They would explain their
opinions by using linking words. ESOL and ESE students could draw a picture
instead of writing what they learned or orally say what they noticed goes into
an atlas.
6. After a few minutes of writing their brief letter to Aunty Dot we would then
begin discussing key vocabulary such as: map, atlas, globe, and continents.
7. The students would be given a graphic organizer to take notes. ESOL and
ESE: I would have a bullet list on the board for students to take notes as well
as the graphic organizer.
8. During the Social Studies block, I would begin by playing two songs. One
about the seven continents. The other about the five oceans. ESOL and ESE: a
song that is rhythmic and repetitive will help students to remember easier.
9. I would then take a few minutes and ask the students to reflect on the song:
What was your interpretation of the song? What did you understand from the
song?
10. After discussing briefly what the students interpreted from the song, and they
have discussed that the song was about the oceans and continents, I would
explain that we are going to be learning about the seven continents and oceans
first.
11. I would have them take out their atlas and I would distribute their worksheets.
12. I would pull up the flipchart that would help to discuss the names and facts
about the continents and oceans. The flipchart would also discuss features that
are labeled on a globe or a map as well which are the North and South Pole,
the Equator, and the Prime Meridian.
13. Each worksheet would have a picture of the continent and a few lines
underneath. ESOL and ESE: the students could draw a picture instead of
writing down facts. They also could be given extra time to work on their
worksheets as I go through the websites and explain the facts about the
continents and the oceans.
14. As I went through the flipchart the students would write the continent name
and write down important facts of each continent as I talk about them using
SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)
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SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)
Resources/Materials
Discussion Notes: Make comments here related to ideas for assessment measures, parent involvement, field trips, or extension to
the unit plan ideas.
There are so many wonderful field trip ideas that could be done for this unit. I believe that it could vary from going to a theme park
and using the map and what was learned about the compass rose and find certain rides. Another fun field trip would be to have a
scavenger hunt around a park, or theme park, or even the school. The teacher could hide clues that would make the student refer
SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)
back to their map and they would be able to learn more about their hometown-which is a standard they learned about. An extension
could be to have the students parents come in. The parents could tell the students which continent they are from as well as their
families and research more into it. Another cool field trip would be to go to the beach and have the students take note of the beachthe climate, the sand, the water, the temperature, etc. They could go home and research another ocean and compare it with that one
and note the differences. Going to Sea World and seeing the Penguin exhibit and Polar Bear exhibit would show the students
animals found on different continents. An extension would be to discuss animals found on different continents. For assessment,
just viewing that the students understand the material they write on their worksheet will help to see which students are
understanding the material they are learning.