Day+5-+Geography,+The+Great

Teacher(s) Name: __Sasha Wheless,__ __Hadley McRaney, Cassidy Herring, & Kylee Dickmann_______ __ Thematic Unit Theme/Title/Grade Level: __Geography Exploration; First Grade Wiki space address: __UCF GR 1 Geography SP12T_______ __** Daily Lesson Plan Day/Title: **__Geography, The Great (Day 5)__ 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! || **Goals/Objectives:** Informal assessments will be conducted through observation and discussions to determine understanding. A formal assessment will be accomplished by students correctly identifying areas with 80% accuracy. || Student Activities & Procedures
 * =Learning Objectives =
 * 1) 1. The student will be able to identify a compass and fill in the appropriate cardinal directions.
 * 2) 2. The student will learn the meaning of the following terms: mountain, hill, island, lake, river, and forest.
 * 3) 3. The student will be able to write about a place in Florida and express their thoughts about this location.
 * 4) 4. The student will be able to identify various weather conditions of the environment and country that we live in.
 * **NCSS Theme/ **
 * 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 [|http://flstandards.org]. // || **NGSSS:**
 * SS.1.G.1.1: Use physical and political/cultural maps to locate places in Florida.
 * LACC.1.W.1.1 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
 * SS.1.G.1.4: Identify a variety of physical features using a map and globe.
 * SS.1.G.12: Identify key elements (compass rose and cardinal directions).
 * SS.1.G.1.6: Describe how location, weather, and physical environment affect the way people live in our community.
 * NCSS Theme:**
 * People, Places, and Environments. //Social studies programs should include experiences that provide for the study of people, places, and environments.//
 * Rationale:** Students will review the previous four geography lessons to reinforce learning. This knowledge will expand the student’s awareness about geography, which will give them a greater appreciation about the world in which they live. ||
 * **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 || **Pre-Assessment:** Students will complete a pre and post assessment for each lesson at the start and end of each lesson. Announce to the students that it is okay if they are not able to answer questions early in the week. This pre & post assessment will indicate subject matter that they will be learning and show them their progress as they learn more about geography during the week.
 * 1) 1. Is the northern part of the earth located on the top or bottom of the globe?
 * 2) 2. Name the six physical features we covered.
 * 3) 3. What is the name of a city in Florida?
 * 4) 4. Name something you need to do in cold weather that you do not need to do in warm weather.
 * 5) 5. What is your favorite thing you’ve learned, so far?
 * Assessments:** After students have finished working on their station activities, they will return to their seats for a series of assessments that review the week’s lessons.
 * 1) 1. They should be able to identify all four of the cardinal directions.
 * 2) 2. An assessment of matching the terms of the landforms with their definitions will be conducted. Students will correctly match the terms with 100% accuracy.
 * 3) 3. An assessment of five facts about Florida related to people, cities, topography, attractions, and weather will be conducted. Students will correctly identify areas of Florida with 80% accuracy.
 * 4) 4. The teacher will provide the students with a weather condition and the students will write down what they think the weather conditions are like there and what we would wear in those weather conditions. They will draw a picture as well.
 * Post-Assessment:** Announce to the students that they will be taking the same test that was administered at the beginning of the lesson. Students should be able to correctly answer more questions. Check for progress.
 * 1) 1. Is the northern part of the earth located on the top or bottom of the globe?
 * 2) 2. Name the six physical features we covered.
 * 3) 3. What is the name of a city in Florida?
 * 4) 4. Name something you need to do in cold weather that you do not need to do in warm weather.
 * 5) 5. What is your favorite thing you’ve learned, so far? ||
 * //Design for Instruction//


 * What best practice strategies will be implemented?
 * How will you communicate student expectations?
 * What products will be developed and created by students?
 * Consider //Contextual Factors// (learning differences/learning environment/learning styles) that may be in place in your future classroom.

Exceptionalities
What accommodations or modifications do you make for ESOL, Gifted/Talented students, Learning/Reading disabilities (SLD), etc. || **Review/Anticipatory Set/Introduction:** ACCOMODATION STRATEGY: THIS COLLABORATIVE GROUP DISCUSSION WILL WORK WELL FOR AUDITORY LEARNERS, ELL STUDENTS, AND WILL ENGAGE STUDENTS WITH ADHD. Review each topic with students. Point at background features and emphasize terminology to aid understanding. Ask students to name some of the things they learned. ACCOMMODATION STRATEGIES: A POWERPOINT WILL BE SHOWN, WHICH WILL WORK WELL FOR VISUAL LEARNERS AND ELL STUDENTS. GESTURES AND EMPHASIZED SPEECH WILL FURTHER HELP ELL STUDENTS. ACCOMMODATION STRATEGIES: HANDS-ON ACTIVITIES WILL WORK WELL FOR KINESTHETIC LEARNERS AND STUDENTS WITH ADHD. ELLs AND LOWER-LEVEL STUDENTS WILL GAIN ASSISTANCE DURING COOPERATIVE GROUP ACTIVITIES. HIGHER-LEVEL STUDENTS WILL HAVE THE OPPORTUNITY TO WORK FURTHER IN THE ACTIVITIES.
 * 1) 1. Anticipatory Set: Tell students, “Today, we will be explorers in the world of geography.”
 * 2) 2. Instruct the students to gather in small groups and state, “I want every group to come up with 1 thing they’ve learned for each day this week.” Allow students some time to think of their answers.
 * 1) 3. Allow each group to share their knowledge. Use these answers to help guide the focus of the lesson.
 * Procedure:**
 * 1) 1. Announce that there will be a brief PowerPoint presentation about topics from this week.
 * 2) 2. Show PowerPoint: Geography Exploration
 * 1) 3. Divide students into groups and separately place the groups at four interactive stations around the classroom. Each station will have an activity that is based on one of the previous day’s lessons.
 * 2) 4. The first station reviews Direction in Geography. At this station the students’ will have a blank compass. Here they will have to fill in where the North, South, East, and West. Then from the first day when they learned “Never Eat Slimy Worms”, they will create their own saying so it will be original to them and then it will be easily to remember.
 * 3) 5. The second station reviews information about physical features. Students will draw and color each of the six different landforms.
 * 4) 6. The third station reviews Florida Geography. Students will identify Florida on the globe, and then write about a place in Florida they have visited or would like to visit (Quick Write). After their writing is complete, they may color a picture of this place.
 * 5) 7. The fourth station reviews Geographical Weather. This station will be located by the table by the window in the classroom. The students will look out the window quietly and observe the weather pattern that is happening currently. (i.e. rainy, snowy, sunny, windy). The students will do a quick write activity to describe what weather they see outside, and then draw a picture. Writing utensils and coloring utensils will be available at the table.


 * Activity: ** Students will create a geography keepsake book to hold their work from this week. Each student will receive a white folder. They will write their name and then color a picture on the front of the folder that is related to one of the topics from this week. After the exterior of the folders are complete, students will place their work inside the folder. Note: During instruction, speak slowly and clearly while drawing a picture as an example for the students. ACCOMMODATION STRATEGIES: A DRAWING AND EMPHASIZED SPEECH WILL HELP ELL STUDENTS TO UNDERSTAND THE ACTIVITY. THE DRAWING ACTIVITY WILL ENGAGE STUDENTS WITH ADHD.


 * Accommodation Strategies:** Accommodations for ELL and ESE students, as well as auditory, visual, and kinesthetic learners, will be accomplished through the use of simplified instruction, drawing of pictures, group assistance, and with the aid of resources, such as a PowerPoint presentation, hands-on activities, and the study of globes. ||
 * ==Resources/Materials== || **Resources/Materials:**


 * crayons
 * folders (white)
 * globe
 * assessment paperwork
 * Website listed below

About.com-Geography. (2012). //Geography for Kids//. Retrieved April 15, 2012 from the website About.com-Geography at http://geography.about.com/od/studygeography/a/geographykids.htm || Discussion Notes: //Make comments here related to ideas for assessment measures, homework, parent involvement, field trips, or extension to the unit plan ideas.//