Lesson+Plan+Unit

Lesson Plan Unit

** Overview: ** Students of 2nd grade Social Studies class will actively learn about maps, cardinal directions, locations, and cultural differences using an array of technology and materials. ** Analyze the learner: ** Social Studies 2nd Grade **Benchmarks:** · **S.S.B.1.1.2** uses simple maps, globes, and other three dimensional models to identify and locate places. · **SS.2.A.1.2** Utilize the media center, technology, or other informational sources to locate information that provides answers to questions about a historical topic. · **VA.A.1.1.1** uses two-dimensional and three-dimensional media, techniques, tools, and processes to depict works of art from personal experiences, observation, or imagination. · **VA.C.1.1.2** understands how artists generate and express ideas according to their individual, cultural, and historical experiences. · **SS.2.G.1.2** Using maps and globes, locate the student's hometown, Florida, and North America, and locate the state capital and the national capital. · **SS.2.G.1.3** Label on a map or globe the continents, oceans, Equator, Prime Meridian, North and South Pole. **NET-S:** · Use a variety of media and technology resources for directed and independent learning activities. · Use developmentally appropriate multimedia resources (e.g., interactive books, educational software, elementary multimedia encyclopedias) to support learning. · Use technology resources (e.g., puzzles, logical thinking programs, writing tools, digital cameras, drawing tools) for problem solving, communication, and illustration of thoughts, ideas, and stories. · Work cooperatively and collaboratively with peers, family members, and others when using technology in the classroom. · Gather information and communicate with others using telecommunications, with support from teachers, family members, or student partners. ** Objectives: ** · Students of 2nd grade social studies class will indentify and apply cardinal directions with 80 % accuracy. · Students of 2nd grade social studies class will examine simple maps to identify and locate places with 80% accuracy. · Students of 2nd grade social studies class will recognize and label cardinal directions and map locations with 80% accuracy. · Students of 2nd grade social studies class will design a picture of a personal cultural item and explain what it means to them with 80% accuracy. · Students of 2nd grade social studies class will recite state locations, while also extending research to a more specific focus (state) with 80% accuracy. · Students of 2nd grade social studies class will recognize parts of a map and locations and will be formally tested with 80% accuracy. ** Select Methods, Media, and Materials: ** · Social Studies textbook, digital camera, computer, printer, tape, scissors, and 4 compasses. · Computers, Kidspiration, paper, pencil, and printer. · Family interview sheet, crayons, colored pencils, computer, book, and paper. · Computer with projector, white board and markers, scavenger hunt sheet, computers, and pencils. · Computer with projector, test papers, answer sheet, and coloring sheets. · Reserve computer lab for some of the activities. · Class will use digital camera to take pictures of locations which will then be uploaded and printed out. · Students will create Kidspiration documents to show understanding of maps, directions, and locations. · Students will create illustrations of a cultural item special to them. · Students will locate places on a map from the computer and will then use computers to complete scavenger hunt worksheet. · Students will review material that will be covered on the test and then the students will be formally tested. · Day 1: Cardinal Directions o **Procedure:** Review chapter in textbook about cardinal directions and make sure students have firm grasp of the concepts. Next in the class the students will be broken up into 4 groups and given compasses, maps of school, and the teacher will have the digital camera. On the map will be four different circled locations from around school grounds and an arrow indicating where they are starting from (the classroom). The class will then go on a scavenger hunt around school and find these circled locations using their knowledge of cardinal directions and maps. Once they get to the specific circled destination on their map the teacher will take a picture of what they see and then move on to the next location. After this is done at all four locations everyone will return to the classroom where the photos will be uploaded onto a computer. Once all the photos have been uploaded and printed, the teacher will attach the correct pictures to a larger map where the students can see if they have correctly identified the locations. If not all locations are correct discuss as a class what was wrong and why it was wrong. · Day 2: Pirate Map o **Procedure:** First have the students open a new Kidspiration document and type their name in upper left corner. Next have the students import a pre-chosen map of all continents and oceans (flat) that is not labeled. Second, the students should choose a name for their pirate and write a short story on a sheet of paper of 4 countries/continents their pirate sailed to and in what directions they sailed (using cardinal directions and Florida being the starting point*). After that have the students add points to each destination their pirate sailed to including the starting point of the trip (label as starting point). Label each location to where each point is and include identifying the last point as well. Then connect the first point to the second point using the line tool or drawing tool so that the destinations are now all linked in order of where the pirate sailed. Make sure the students also label the ocean(s) the boat is sailing through, the Equator, Prime Meridian, North Pole, and South Pole. Lastly have the students choose a graphic/image that they want to portray the image of their pirate and place it on the top left of the document; then have the completed maps printed out and turned in. *Take home family interview sheet. · Day 3: Family Culture o **Procedure:** Have the students bring home an interview sheet for a family member to help fill out. Then the next day have the students in class draw a picture of something that is culturally significant to them. If they need help with ideas allow the students to use in class computers and books to come up with ideas. After each student is finished drawing pictures which should take about 30 minutes, have each student present their picture in front of the class. The student should explain why they chose that item to draw and include what that item means to them and their culture (*using information collected in family interview sheet). The teacher can grade the student based on the guidelines in the project rubric. · Day 4: State Research o **Procedure:** First in class the teacher will pull up a non labeled map of the United States and project it onto the white board. Then the students will take turns labeling the different states, our state’s capitol (Tallahassee), the country’s capitol (Washington D.C.), cardinal directions, and oceans on the white board. After the map has been completed the class will go to the computer lab where the teacher will hand out the scavenger hunt sheets to each student. The teacher will review what needs to found for the scavenger hunt then the students will have thirty minutes to complete this activity. · Day 5: Review and Assessment o **Procedure and Assessment:** First the teacher will project a quick study review on the board that allows the student to refresh their minds about all they have learned in the week. Then the teacher will pass out the test and the students will have 40 minutes to complete the test. When they turn in the test they will pick up a coloring sheet and will quietly color at their desks until all students have completed and turned in the test. (Test graded out of 100 points.) Assessment to be given at the end of the same week is best for the students to recall information learned. All activities except for the final test, state scavenger hunt sheet, and cultural presentation are graded for completion. The final test is graded out of 100 points, the worksheet is out of 50, and the cultural presentation is out of 30 points. This rubric is an example of something I would use to grade this lesson plan. Also, instead of doing a school wide photo scavenger hunt it is probably easier to set up something in the classroom as an alternative.
 * Utilize Methods, Media, and Materials: **
 * Learner Participation: **
 * Evaluate and Revise **