1 st Grade Lesson Plan Physical Geography

ENMU LESSON PLANS: ELED/SPED

Title: Physical Geography- Connections with Land Regions and the World (1st Grade Geography)

Date: September 25, 2012

NM Standards and Benchmarks in Social Studies

1 st Grade Benchmark II-B: Distinguish between natural and human characteristics of places and use this knowledge to define regions, their relationships with other regions, and patterns of change.

1. Identify and classify characteristics of places as human or natural.

2. Explain weather, characteristics of places, and human origins and relationships.

1st Grade Benchmark II-D: Understand how physical processes shape the Earth’s surface patterns and bio systems.

1. Describe the Earth-Sun relationship and how it affects living conditions on Earth.

Common Core Standards

Speaking and Listening Standards 1 st Grade

1. Participate in collaborative conversations with diverse partners about grade 1 topics and texts

with peers and adults in small and larger groups.

a. Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).

b. Build on others’ talk in conversations by responding to the comments of others through

Writing Standards 1 st Grade

1. Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.

2. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.

Reading Standards for Literature 1 st Grade

1. Ask and answer questions about key details in a text.

Language Standards for 1 st Grade

1. Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.

a. Print all upper- and lowercase letters.

b. Use common, proper, and possessive nouns.

c. Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop).

d. Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their; anyone, everything).

f. Use frequently occurring adjectives.

i. Use frequently occurring prepositions (e.g., during, beyond, toward).

j. Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.

Objectives:

Audience – 1st grade Geography Students

Behavior- The students will be following along by listening while the teacher reads Our Earth, by Anne Rockwell. The students will then relate to places they or their classmates have been to the places on our earth, and will engage in an activity that includes drawing, writing, and coloring (all surrounding the reading).

Conditions- The students will listen, access prior knowledge, ask questions, extend on conversation, develop deeper thinking into the topic, elaborate, make connections, and follow directions.

Materials Needed:

Children’s Book (Our Earth) Other Book Sources (Places, People, An Island Grows, Quick as a Cricket) Over Head Projector White Board with Writing Utensils White 8x10 Sheets of Paper Larger paper for modifications Pencils for students Crayons for students Flashcards Word search worksheet

Anticipatory Set (Introduction to the Lesson): As an introduction the teacher will present a world globe. The teacher will then ask the students what they know about the world globe. The students will be allowed time to raise their hands and present whatever information they have about the topic which is being brought about. The teacher will begin writing down all of the student’s prior knowledge on the board. After the students have been given a chance to share all of their prior knowledge, the teacher will then present the book Our Earth, by Anne Rockwell.

Modeled Practice: The teacher will explain to the students that she/he will read the book aloud, and that they will be able to review the book on the overhead projector as the story is being read. The students will be told to pay close attention and listen to what is being read. The students will be directed to remember the places which are being discussed. The teacher will begin reading to the class pausing occasionally to ask if the students have any questions.

Guided Practice: When the story has been read, the teacher will then gather back with the class for further discussions. The teacher will ask about questions the students may have, ideas about the book, opinions, and will ask the students to share what places they have visited. These ideas and places will be related to the systems of land regions, which were discussed in the reading.

Independent Practice: For an independent practice the teacher will pass out a piece of white 8x10 paper to each student. While modeling the instructions, the teacher will then ask the students to fold their paper like a hot dog to make their paper look like two rectangles. The teacher will instruct the students to all write their names on the top of the paper and then turn their papers over. The students will then be told to use what they learned from the reading and from the places they have visited to complete this assignment. The teacher will explain that she/he would like for them to draw either a place learned about from the book or a place they have visited in each of the squares. After completing their pictures the students are to label their picture (the teacher will give an example) and write three words that describe the places they have drawn. After they have completed these tasks the students will then color their pictures. The teacher will have the instructions written on board like so…

#1 Draw the place

#2 Label drawing and write three words to describe the place

#3 Color

As the students complete the assignment and to further the student’s knowledge, the teacher will pair the students up and have them play a card game with flashcards containing continents and oceans. After the students have had time to practice with the flash cards they will be given a word search worksheet which will contain the words they have just finished learning about from the flash cards.

Application/Evaluation: After the students each have at least one place drawn and described on their worksheet the teacher will have them share with the class at least one of the systems. As the students finish presenting their personal sheet they will respectfully listen to the other students present.

Differentiated Instruction:

Student with Writing Disability

Allow students that have trouble a large amount of trouble with writing to type, copy, and paste.

Allow students who write better with bigger text to have papers with large amounts of room to write.

Extended time for completion of assignments Time for repeated review or drill (multiple exposures) Oral, short-answer, modified paper Independently recall facts Increase vocabulary through reading, listening and interacting.

Student with Reading Disability

Topics and instructions will be written large and clearly on board. Emphasis on successes Extended time for completion of assignments Time for repeated review or drill (multiple exposures) Oral and short-answers. Independently recall facts Increase vocabulary through reading, listening, and interactions over reading selection. Flash cards with picture of animal or ocean and what part of the world it can be found.

Gifted Student (Two Grade Levels Above)

Allow student to extend on assignment by doing four places of interest. Allow student to assist teacher with helping other students if student completes

assignments early. Access to multiple higher leveled books (People and An Island Grows)

Student Two Grades Behind

Personal one-on-one time with tutor Topics and instructions will be written large and clearly on board. Emphasis on successes Extended time for completion of assignments Time for repeated review or drill (multiple exposures)

Oral and short-answers. Independently recall facts Increase vocabulary through reading, listening, and interactions over reading selection Extra time to work with flashcards Access to multiple lower level books (Places and Quick as a Cricket)

Students with ADHD

Bunge cord along bottom of desk legs to provide action to do with feet while studying topic.

Taped off area to work around while completing given activity. Semi quiet working environment to help with concentration. Time for repeated review and drill (multiple exposures) Oral and short-answer Independently recall facts

Closure: In closing the teacher will again ask the students if they have any questions or further ideas on the topic covered. Also, the teacher will tell the students if they need more time to complete their assignments they may take their work home. The student must however; bring the paper fully completed to class tomorrow. The teacher needs to stress if they have any questions they should raise their hand and ask their question or they may also refer back to the reading selection

Resources:

Rockwell, A. (1998). Our earth. Orlando, Florida: Permissions Department, Harcourt, Inc.

Stickland, P. (1998). Places. Milwaukee, Wisconsin: Gareth Stevens Publishing.

Stickland, P. (1998). Places. Milwaukee, Wisconsin: Gareth Stevens Publishing

Schaefer, L. An island grows. Harper Collins Publishers.

Wood, A. (1982). Quick as a cricket. Singapore: Child's Play (International) Ltd.

Other Resources to Further Lesson Topic:

Maxim, G. (2010). Dynamic social studies for constructivist classrooms. (9th ed.). Boston, MA: Pearson Education, Inc.

-This text provides numerous ideas on teaching social studies in the class.

Geography World. (2012). Geography world. Retrieved from http://geographyworldonline.com

-This website is very wide-ranging and could be used in order to extend more on this lesson, by having the students use the computers to further study this particular geography topic. The students can play games and learn a lot of fun facts about the matter.

Dinesh, A. (n.d.). Social Studies Worksheets World: Continents and Oceans Color. EZSchool. Retrieved September 12, 2012, from http://www.ezschool.com/Grade1/SocialStudies/ws3.html

-This website provides a wide variety of worksheets to choose from on the topic of geography.

Education.com Inc (2006). First Grade Geography Worksheets and Printables | Education.com. Education.com | An Education & Child Development Site for Parents | Parenting & Educational Resource. Retrieved September 12, 2012, from http://www.education.com/worksheets/first-grade/geography/

-This website provides free educational tools on geography such as flash card, puzzles, and many more items.

Lanternfish ESL (n.d.). Geography Worksheets. ESL Teacher Resources, Job Boards, and Worksheets. Retrieved September 12, 2012, from http://bogglesworldesl.com/geography_worksheets.htm

-This website is one which has a very educational and handy task bar of introducing students to maps.

Continents and OceansWord Search

Continents and Oceans

Find all of the continents and oceans in the grid to the left. Write C next to the continents and O next to the oceans.

Africa Antarctica Arctic Asia Atlantic Australia

Continent Equator Europe Globe Indian North America

North Pole Ocean Pacific South America South Pole Southern

Examples of Flashcards Used in Lesson