Day+2-+Global+Fun

Teacher(s) Name: __Hadley McRaney__ Thematic Unit Theme/Title/Grade Level:_Geography/ Geography Exploration/ 1st Grade_ __ Wiki space address: _ http://ucfgr1geographysp12t.wikispaces.com ___ =Daily Lesson Plan Day/Title: Day 2: Global Fun__ = What will students accomplish / be able to do at the end of this lesson? Be sure to set significant (related to SSS), challenging and appropriate learning goals! || The student will learn about landforms. The student will learn six various natural features. The student will learn how to express their knowledge through a book. The student will be able teach others about landforms. || **NGSSS- Next Generation** **Sunshine State Standards** List each standard. Cutting and pasting from the website is allowed. // These can be downloaded from the Florida Dept of Education []. // || VA.1.O.1.1: Identify and use the structural elements of art and organizational principles of design to support artistic development. SC.1.E.6.1: Recognize that water, rocks, soil, and living organisms are found on Earth's surface. SS.1.G.4: Identify a variety of physical features using a map and a globe.
 * =Learning Objectives =
 * **NCSS Theme/**

<span style="font-family: Arial,Helvetica,sans-serif;">**NCSS Theme:**


 * <span style="font-family: Arial,Helvetica,sans-serif;">People, Places, and Environments. //Social studies programs should include experiences that provide for the study of people, places, and environments.//

<span style="font-family: Arial,Helvetica,sans-serif;">**Rationale:** This lesson will expand the student’s knowledge about the geography and points of interest of the state of Florida. This will enable the student to have an awareness of the diverse culture of people, navigate related maps and identify cities and notable places, and have knowledge about the state’s climate, all of which will increase their pride of their home state and help them become good citizens. This lesson correlates to the NGSSS regarding geography, science, language arts, and the NCSS Theme entailing //the study of people, places, and environments.//


 * <span style="font-family: Arial,Helvetica,sans-serif;">SC.1.E.6.1 Recognize that water, rocks, soil, and living organisms are found on Earth's surface.
 * <span style="font-family: Arial,Helvetica,sans-serif;">LACC.1.L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">**Assessment**
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 9pt;">How will student learning be assessed? Authentic/Alternative assessments?
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 9pt;">Does your assessment align with your objectives, standards and procedures?
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 9pt;">Informal assessment (multiple modes): participation rubrics, journal entries, collaborative planning/presentation notes || <span style="font-family: Arial,Helvetica,sans-serif;">Unit Pre-Assessment:


 * 1) <span style="font-family: Arial,Helvetica,sans-serif;">Is the northern part of the earth located on the top or bottom of the globe?
 * 2) <span style="font-family: Arial,Helvetica,sans-serif;">Name the six physical features we covered.
 * 3) <span style="font-family: Arial,Helvetica,sans-serif;">What is the name of a city in Florida?
 * 4) <span style="font-family: Arial,Helvetica,sans-serif;">Name something you need to do in cold weather that you do not need to do in warm weather.
 * 5) <span style="font-family: Arial,Helvetica,sans-serif;">What is your favorite thing you’ve learned so far?

<span style="font-family: Arial,Helvetica,sans-serif;">Assessment: <span style="font-family: Arial,Helvetica,sans-serif;">
 * 1) <span style="font-family: Arial,Helvetica,sans-serif;">The book made of the natural features.
 * 2) <span style="font-family: Arial,Helvetica,sans-serif;">Matching assessment using terms and pictures

<span style="font-family: Arial,Helvetica,sans-serif;">Unit Post-Assessment:


 * 1) <span style="font-family: Arial,Helvetica,sans-serif;">Is the northern part of the earth located on the top or bottom of the globe?
 * 2) <span style="font-family: Arial,Helvetica,sans-serif;">Name the six physical features we covered.
 * 3) <span style="font-family: Arial,Helvetica,sans-serif;">What is the name of a city in Florida?
 * 4) <span style="font-family: Arial,Helvetica,sans-serif;">Name something you need to do in cold weather that you do not need to do in warm weather.
 * 5) <span style="font-family: Arial,Helvetica,sans-serif;">What is your favorite thing you’ve learned so far?

<span style="font-family: Arial,Helvetica,sans-serif;">On-going Assessment: What is the difference between physical features and natural features? || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 9pt;">Student Activities & Procedures
 * <span style="font-family: Arial,Helvetica,sans-serif;">//Design for Instruction//


 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 9pt;">What best practice strategies will be implemented?
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 9pt;">How will you communicate student expectations?
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 9pt;">What products will be developed and created by students?
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 9pt;">Consider //Contextual Factors// (learning differences/learning environment/learning styles) that may be in place in your future classroom.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Exceptionalities
<span style="font-family: Arial,Helvetica,sans-serif; font-size: 9pt;">What accommodations or modifications do you make for ESOL, Gifted/Talented students, Learning/Reading disabilities (SLD), etc. || <span style="font-family: Arial,Helvetica,sans-serif;">Anticipatory Set: <span style="font-family: Arial,Helvetica,sans-serif;">Review what was gone over the previous day regarding learning about the maps and how to use them. Use the inflatable globe during this time. Whoever has the globe has the floor to speak.

<span style="font-family: Arial,Helvetica,sans-serif;">Ask a student to come to the erasable globe. He/she will draw one of the features discussed from the day before. This will be repeated until all over Day 1's material was recapped.

<span style="font-family: Arial,Helvetica,sans-serif;">Procedure: <span style="font-family: Arial,Helvetica,sans-serif;">1.Pull up the landscape picture on the IWB. Tell the students that today they will use the landscape picture to identify natural features.



<span style="font-family: Arial,Helvetica,sans-serif;">2.Write the words natural feature on the board. Define natural feature: A natural feature is something that is not made by people. This is an important term to introduce. Emphasize that natural features when shown on maps are called physical features.

<span style="font-family: Arial,Helvetica,sans-serif;">3.Tell the students natural features have names just like people made features. Have the students list features that they have. Use the inflatable globe at this time. Encourage them to elaborate on how their features may be different from their classmates.

<span style="font-family: Arial,Helvetica,sans-serif;">4.Today the students will identify six natural or physical features. Ask the students here to explain the difference between natural and physical features. (Repetition- ESOL)

<span style="font-family: Arial,Helvetica,sans-serif;">5.Use the landscape picture to provide a pictorial definition (ESOL) of the terms listed. After each term is identified have a student label the picture with the word already written on an index card that has been laminated with a magnet.

<span style="font-family: Arial,Helvetica,sans-serif;">6.Then have another student give a verbal description (ESOL) of the term. Ask the students “What other natural features might they identify?” The definitions for the terms listed in this lesson are:

<span style="font-family: Arial,Helvetica,sans-serif;">Mountain- A mountain is a piece of land that rises high above the land around it. <span style="font-family: Arial,Helvetica,sans-serif;">Hill- A hill is a piece of land that rises above the land around it. A hill is not as high as a mountain. <span style="font-family: Arial,Helvetica,sans-serif;">Island - An island is a body of land with water all around it. <span style="font-family: Arial,Helvetica,sans-serif;">Forest- A growth of trees covering a large area <span style="font-family: Arial,Helvetica,sans-serif;">River- A large stream of water that flows through the land. <span style="font-family: Arial,Helvetica,sans-serif;">Lake- A body of water surrounded by land.

<span style="font-family: Arial,Helvetica,sans-serif;">7.Pass out 4 pieces of paper to the students. They will be creating a book with all of their knowledge about the natural features. The paper will be cut hamburger style. A title page will be created with the student's name. On each page, a picture will be drawn of the landform with the definitions copied off of the board. My example will be provided as a guideline; however, they can do as they please as long as they follow the rubric. Each student will have a copy of the rubric.

<span style="font-family: Arial,Helvetica,sans-serif;">8.After students complete their book, have them direct their attention to the IWB. I will have a matching assessment for them. The students will drag the correct term over to the definition.

<span style="font-family: Arial,Helvetica,sans-serif;">9.A matching assessment will be brought up. The students will connect the term to the correct picture of the natural features using arrows. When this is done correctly, the students will then use arrows to connect the correct definition to the picture and term. <span style="font-family: Arial,Helvetica,sans-serif;">

<span style="font-family: Arial,Helvetica,sans-serif;">10. Use the maps of the continents to show students where the landforms might be found. Allow them the opportunity to use their knowledge of them to predict where they might be.

<span style="font-family: Arial,Helvetica,sans-serif;">11. End the class stating how tomorrow they will learn more about our Earth but specifically Florida!

<span style="font-family: Arial,Helvetica,sans-serif;">In your lesson be sure to label (ESOL; ESE) appropriate activities and modifications made for ESOL and ESE students. ||
 * ==<span style="font-family: Arial,Helvetica,sans-serif;">Resources/Materials == || <span style="font-family: Arial,Helvetica,sans-serif;"> ALL resources should be noted here including but not limited to: internet sites, professional resources- books, journals (titles and authors), children’s literature, etc.

<span style="font-family: Arial,Helvetica,sans-serif;">Inflatable Globe <span style="font-family: Arial,Helvetica,sans-serif;">Erasable Globe <span style="font-family: Arial,Helvetica,sans-serif;">Picture with the six landforms we will specifically go over. <span style="font-family: Arial,Helvetica,sans-serif;">Dictionary for definitions <span style="font-family: Arial,Helvetica,sans-serif;">Paper <span style="font-family: Arial,Helvetica,sans-serif;">Crayons <span style="font-family: Arial,Helvetica,sans-serif;">Colored Pencils <span style="font-family: Arial,Helvetica,sans-serif;">Markers <span style="font-family: Arial,Helvetica,sans-serif;">Stapler || <span style="font-family: Arial,Helvetica,sans-serif;">Discussion Notes: //Make comments here related to ideas for assessment measures, homework, parent involvement, field trips, or extension to the unit plan ideas.//