Student: Alex Swink School: Riverview Elementary School

IWU Supervisor: Dr. Soptelean Co-op Teacher: Mrs. Sweeney

Teaching Date: April 18, 2018 Grade Level: 1st

Indiana Wesleyan University

Elementary Education Lesson Plan Template
Social Studies: DSS LESSON PLAN
2007 ACEI Standards

READINESS
I. Goals/Objectives/Standard(s)

A. Goal(s)— Students will identify and describe the seven continents and five oceans.

B. Objective(s)
1. Given multiple technology stations, students will explain the differences
between continents through a collaborative presentation to their peers.
2. After the stations, students will be able to identify the location of all the
continents and oceans on a map.

C. Standard(s):
NCSS: People, Places, and Environments

IAS: 1.3.2 Identify and describe continents, oceans, cities and roads on maps and
globes.

ISTE: 3a. Students: plan and employ effective research strategies to locate
information and other resources for their intellectual or creative
pursuits.

II. Materials & Management

A. Materials: Paper plates (at least 20), IPads, computers, markers or crayons,
scissors, glue, 20 copies of the two worksheets, four large pieces of paper,
eleven post-it notes, Doc camera, and PowerPoint.
B. Time: (Rough Outline) Anticipatory set = 5 minutes, PowerPoint presentation
= 5 minutes, Purpose statement = 1 minute, General instructions with
presentation of groups = 3 minutes, transition to groups = 1 minute, specific
group instructions = 1-2 minutes, station time = 10 minutes, transition = 1
minute, station time = 10 minutes, final transition to seats = 1 minute, closure
= 2 minutes
C. Space: During the anticipatory set, the students will be sitting in their seats,
watching the video. For the PowerPoint presentation and general
instructions, the students will sit on their carpet spots so that everyone can
see from every angle. After the presentation and instructions, the students
 will be split into four groups and will go to their designated area to start one
of the stations. After the time allotted for the one station, the students will
transition to the next and final station. There will be two reflecting stations,
so two stations will be on one side of the room and there will be the same two
stations on the other side of the room. One of the stations will be at the back
kidney table, two at a cluster of tables, and one at the computers that will
then meet at the carpet in the front. After the stations, students will clean up
and return to their seats for the closure.
D. Behavior: In addition to Mrs. Sweeney’s management style, I will implement
a couple of other ideas to help focus the students on the tasks before them. I
will ask students to walk like a robot during the transition song (which will be
the “Continent Song” from the anticipatory set). This will hopefully help the
students remain undistracted as they move to the next station or part of the
lesson. Also, if a student is off task, I will ask the leaders of a station to keep
the students accountable and if I notice the students acting out, I will call
them by name and challenge them to remain on task.
E. Technology: I will be using the Doc Cam to display the “Continent song”, the
PowerPoint presentation, and any other information that I need the students
to see. Additionally, the students are going to use the class IPads and
computers. They are expected to treat the technology appropriately, as they
would with Mrs. Sweeney.

III. Anticipatory Set

First of all, I will pull up the “Seven Continents Song” off of YouTube
(https://www.youtube.com/watch?v=K6DSMZ8b3LE) and display it on the smart
board. Before I show the video, I will give students one of four stickers that will later
decide where the students will go for centers. Then, I will ask the students to turn
their eyes to the screen and ask the students some introductory questions. I am
going to ask some questions about where we live and I want everyone to, first, think of
the answer, and then when I point to the class, you can all say the answer out loud at
the same time. Allowing the students to say the answers as a class will help every
students voice to be heard instead of calling on the same people every time and then
students that are less confident about sharing their answers in front of the class will
not have the pressure of being wrong. First of all, what city do we live in? Marion.
What state do we live in? Indiana. What country do we live in? The United States of
America. Now, this is a tricky question, and we are going to learn about them today,
but does anyone know what continent we live on? Allow students to guess or answer
the question. Continents are large pieces of land that hold countries in them. We are
going to watch a video that will tell us the names of the seven continents of Earth. Play
the “Seven Continents Song” from YouTube.

IV. Purpose: Today we are going to learn about the different continents and oceans
around the world.
PLAN FOR INSTRUCTION
III. Adaptation to Diverse Students--
A. Remediation – In order to make sure that the stations run smoothly and that
the students stay on task, I will strategically place the students of Mrs.
Sweeney’s class into groups. I will not place students together that do not get
along as well as students that are friends and will distract one another.
B. ELL – There are a couple of students in the class that may not understand some
of the vocabulary used on the worksheets and activities for each station, so I
will make sure that the leaders in charge of the station clearly explain the
instructions (given to them ahead of time) so that every student understands.
Also, for the technology station, I will make sure that the English Language
Learners are looking at the correct information on the computer/IPad and that
they understand the instructions, the information on the computers/IPads, and
what to write.
C. Exceptional Needs – There are some students that work at a slower pace than
others, so I will make sure to monitor their progress slowly. I will allow these
students to work closely with the other children in their station groups.

(ACEI 3.2)

IV. Lesson Presentation (Input/Output)

After the video is finished playing for the anticipatory set, I will say the
purpose statement. Then I will ask the students to join me at the front of the
classroom on their designated carpet square spot. What were some of the
continents mentioned? Raise your hand if you remember. Call on a couple of
students. That’s right! I will click to the first slide on my PowerPoint presentation.
Continents are the Earth’s big pieces of land that hold countries and states in them.
Continue to the next slide that shows a break down of North and South America. I
will point to North America. In this picture, the continent is North America. In North
America, there is the country the United States of America, and in the United States
there is the state of Indiana, which is where we live. I will show the students how the
continents break into countries and states to scaffold the information for future
use. They will then be able to have some context as to how North America holds the
state of Indiana. If there is time, I can point out a couple of other countries in South
America. Then I will go on to the next slide. There are seven continents and they are
North America, South America, Europe, Asia, Africa, Antarctica, and Australia. Point
to the continents as I mention them and then go on to the next slide. Has anyone
seen the ocean before? Oceans are very different from the lakes and ponds we have in
Indiana. Oceans are large expanses of water, and are very salty. Lots of fish, dolphins,
and sharks live in the ocean. There are four oceans, the Pacific Ocean, the Atlantic
Ocean, the Arctic Ocean, and the Indian Ocean. Click onto the next slide and show
the students the oceans and where they are located in relation to the different
continents.
 Now, we are going to take some time to learn more about continents and
oceans. We are going to work at two different stations that will give you more
information. At the beginning of class, I gave you a sticker of a certain color. When it
is time, if you have the color that I say, you will stand up and go to the station that I
tell you to. For now, listen carefully, each of you are going to learn at two different
stations. One station will use the computers/IPads and the other will be with a
teacher. I will call your color and you will go to the station I say. You will be there for
ten minutes and then we will switch stations. You have all done this before with your
math and reading rounds, so I know you will be experts at participating and
switching when I ask you to. You will get more directions at the station you are at.
Once I have explained the process, I will tell the students what station they will
start at.
As mentioned before, each station will be ten minutes long. One station is a
technology station. At this station, students will be on a DK Findout website
(https://www.dkfindout.com/us/earth/continents/). I will be in charge of the two
parallel technology stations for the two rounds. I will first give every student the
technology round research sheet with their name and a certain continent written
on it. The pairing of student to continent will be decided in advance. Once I give the
students the sheet, I will explain the activity. On this sheet, it has your name and a
continent at the top. When it is time, you will go on either the IPads or the computers
to the website already on the screen. You will click on the continent that is on your
paper. Model how to find the correct continent to the students and how to find the
right answers. You will click on your continent and write down two animals that live
there, circle whether the continent is mostly hot or cold outside (simplified language
of temperature), and what oceans are by the continent you have. In the last square
you will draw a picture of what your continent looks like. You will have seven minutes
to do this. Then we will all come together again. (Both technology stations). During
the first seven minutes that students have to research, I will monitor their progress
and make sure they stay on task. After seven minutes, I will call all of the students
together. They will then share with those at the technology station about the
continents they researched. This will help the students gain a better understanding
of the environments of all the continents and surrounding oceans. Raise your hand
if you had ____________ continent? Then I will ask them to take turns sharing the
information they learned.
In the other station, the students will be participating in an art activity. For
this station, there will be a leader on each side of the classroom helping (Mrs.
Sweeney and Ellie Stemple). The students will be coloring the continents according
to a color code given to the station leaders. Then they will color the paper plates
blue. After they have colored everything, they will cut out the continents and ocean
names and place them correctly on the plate “map”. After the students have
completed cutting and gluing the continents and ocean names, the leader of the
station will ask the students to listen to her as she reads a couple of facts from an
article about the ocean. She will then ask the students to write one fact they
learned on the back of their paper plates.
 After ten minutes, the groups will move to their second station. Once the
students have done both stations, I will ask them to go back to their original seats,
and we will move on to the closure.

V.Check for understanding.

During this lesson, I have implemented many strategies that will allow me to check
for the understanding of the students. First of all, during the technology station, I
will be able to analyze the worksheets they fill out to see if the students filled out the
correct information and see if they understood the materials. Plus, when the
students share about the continents I will be able to see if all of the students
retained the information they were expected to. Additionally, the paper plate maps
that all of the students will create, will be a great assessment of whether the
students followed instructions or not and if they placed the continents/oceans in the
correct place on the map. Lastly, the closing activity will allow me to further see if
the students understood where continents and oceans are located.

VII. Review learning outcomes / Closure

At the end of the stations, I will explain the closing activity. I am going to pull up a
blank map of the Earth and we are going to play a game called “Pin the Name on the
Continent or Ocean”. It is like pin the tail on the donkey but with the Earth. I have the
names on sticky notes, I will call one out, and if you know where it is raise your hand and
come put the sticky note where it belongs on the map. Call on eleven different students;
if they are struggling to remember where the continent or ocean is, I will guide them
to the right answer. Wow, I am so proud of all of you all! You learned about all of the
continents and oceans on Earth. Now you can show your maps to your moms, dads,
grandmas, grandpas, sisters, and brothers to impress them with your knowledge of
continents and oceans. Thank you for participating!

PLAN FOR ASSESSMENT

A. Formative: Once the students have completed their last station, we will play “Pin
the Name on the Continent or Ocean” as the closing activity. This activity will help
me assess whether the students can transfer the information they learned about the
continents and oceans to an activity or not. Since I will not be able to ask all of the
students to place a sticky note on the map (11 of the 16 will be able to), I will also
analyze the maps that the students created in the art station to make sure they
understood where the continents and oceans were.
(ACEI 4.0)
REFLECTION AND POST-LESSON ANALYSIS
1. How many students achieved the lesson objective(s)? For those who did not, why
not?
2. What were my strengths and weaknesses?
3. How should I alter this lesson?
4. How would I pace it differently?
5. Were all students actively participating? If not, why not?
6. What adjustments did I make to reach varied learning styles and ability levels?
a. Bloom’s Taxonomy
b. Gardner’s Multiple Intelligences
7. What went well during the two stations?
8. Were all of the students able to identify the seven continents and four oceans?
Ocean Facts!
From National Geographic Kids

Top ten ocean facts

1. Around 70% of the Earth’s surface is covered by oceans.
2. The largest ocean on Earth is the Pacific Ocean, covering
around 30% of the Earth’s surface.
3. The name “Pacific Ocean” comes form the Latin name
Tepre Pacificum, “peaceful sea”.
4. The deepest known area of the Earth’s oceans is known
as the Mariana Trench. It’s deepest point measures 11km.
That’s a long dive down!
5. The world’s oceans are home to incredible creatures that
are masters of disguise! Take a look for yourself…

6. The longest mountain range in the world is found under

water. Stretching over 56,000km, the Mid-Oceanic Ridge is a
mountain chain that runs along the centre of the ocean
basins.
7. About 70% of the oxygen we breathe is produced by the
oceans.
8. The sea is home to the world’s largest living structure –
the Great Barrier Reef. Measuring around 2,600km, it can
even be seen from the Moon!
9. We have only explored about 5% of the world’s oceans.
There’s a lot more to be discovered!
10. The sea can be described as the planet’s mega museum.
There are more artefacts and remnants of history in the
ocean than in all of the world’s museums combined!
Instructions for Leaders of Art Stations:

1. Ask students to write their names small on the back of their paper plates.

2. Tell students to color the seven continents with crayons according to the
color code below:

North America: Green

South America: Orange
Europe: Purple
Asia: Red
Africa: Yellow
Antarctica: Gray (or if not enough Gray crayons, then leave white)
Australia: Pink

3. DO NOT color the ocean names blue ONLY the paper plates.

4. Tell the students to color the paper plate blue with a blue crayon.

5. Have the students cut out all of the continents and ocean names.

6. Follow the completed example, and show students where to glue the
continents and ocean names.

7. IF THERE IS TIME, read the “Ocean Facts!” article to the students and ask
them to write down one of the facts they learned about the oceans on the back
of their paper plate. OR ask the students to come up with a collaborative fact
that they enjoyed and write the fact on the back of a paper plates.
Name: _________________________________________

Continent: _____________________________________

DK Findout Continents

What are two animals that live What are two oceans around
in your continent? your continent?

1. _____________________________
1. ____________________________

2. _____________________________
2. ____________________________

Circle one. Is your continent: Draw a picture of your

continent.

HOT

or

COLD
]
 Resources:

https://docs.google.com/file/d/0B-
A9qMIF_l6UX052SjJJbkFSZGVoc0Fwakk3WlVrdw/preview (cut out continents/ocean
names)

https://www.natgeokids.com/uk/discover/geography/general-geography/ocean-
facts/#!/register (article)