Day+3-+The+Wonderful+Place+We+Live

Teacher(s) Name: __Sasha Wheless___ __ Thematic Unit Theme/Title/Grade Level: __Geography Exploration; First Grade Wiki space address: __UCF GR 1 Geography SP12T_____ = Daily Lesson Plan Day/Title: __The Wonderful Place We Live (Day 3)_____= 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:** These objectives will be accomplished through instruction, group discussion, map studies, video presentation, and the reading of the book, //S is for Sunshine// by Carol Crane. These lesson methods will accommodate ELL and ESE students, as well as auditory, visual, and kinesthetic learners. Informal assessments will be conducted through observation and discussions to determine understanding. A formal assessment will be accomplished by students correctly identifying areas of Florida on an outlined map with 80% accuracy. This lesson has a clear and common focus, instruction, time and structure, supportive and relevant learning, high standards and expectations, and monitoring and assessment (Best Practices). This lesson is based on the NGSSS and NCSS Theme listed below. ||
 * =Learning Objectives=
 * 1) The student will gain awareness about the diverse culture of Florida and its relatively high population of Hispanic people.
 * 2) The student will be able to name and locate the main cities of Florida on a map.
 * 3) The student will be able to name and locate the noteworthy areas of Florida.
 * 4) The student will gain knowledge about the climate of Florida.
 * **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 [].// || **NGSSS:**
 * SS.1.G.1.1: Use physical and political/cultural maps to locate places in Florida.
 * SS.1.G.1.5: Locate on maps and globes the student’s local community, Florida, the Atlantic Ocean, and the Gulf of Mexico.
 * SS.1.G.1.4: Identify a variety of physical features using a map or globe.
 * SC.1.E.6.1 Recognize that water, soil, and living organisms are found on earth's surface
 * LACC.1.L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing
 * NCSS Theme:**
 * People, Places, and Environments. //Social studies programs should include experiences that provide for the study of people, places, and environments.//
 * 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.//
 * SC.1.E.6.1 Recognize that water, rocks, soil, and living organisms are found on Earth's surface.
 * LACC.1.L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. ||
 * **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 (5 min.):** Students will complete a pre and post assessment 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) Is the northern part of the earth located on the top or bottom of the globe?
 * 2) Name the six physical features we covered.
 * 3) What is the name of a city in Florida?
 * 4) Name something you need to do in cold weather that you do n need to do in warm weather.
 * 5) What is your favorite thing you’ve learned, so far?
 * Assessment (10 min.):** After the procedure, instruct the class to turn over their feature map and mark locations on the blank map as they are announced. Write the names of areas, along with abbreviations, on the board as they are announced (slowly sound-out words). Encourage correct spelling. Higher-level students should challenge themselves to correctly spell the words. Lower-level students may abbreviate the words. Areas are listed below:
 * Tallahassee (capital of Florida)
 * Jacksonville (largest city in geographical area)
 * St. Augustine (oldest city in the nation)
 * Daytona (located on the east coast of the state)
 * Orlando (located in the central part of the state)
 * Tampa (located on the states mid-west coast, along a bay)
 * Miami (largest city in population)


 * Florida Keys (Florida chain of islands)
 * Everglades (marsh)
 * Lake Okeechobee (largest lake in Florida)
 * Silver Springs (largest natural spring in Florida)
 * St. Johns River (largest river, flows toward the north, opposite of most rivers)
 * Atlantic Ocean (large bordering ocean)
 * Gulf of Mexico (bordering body of water)

Students will correctly identify areas of Florida on an outlined map with 80% accuracy.
 * Cape Canaveral (space program)
 * Walt Disney World (theme park)
 * Busch Gardens (animal park)
 * Post-Assessment (5 min.):** 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) Is the northern part of the earth located on the top or bottom of the globe?
 * 2) Name the six physical features we covered.
 * 3) What is the name of a city in Florida?
 * 4) Name something you need to do in cold weather that you do not need to do in warm weather.
 * 5) What is your favorite thing you’ve learned, so far?

Instruct students to draw an outline of the state of Florida and work with their families to mark geographic areas which they recognize or have visited, such as cities and landmarks. They should mark at least five areas at an accuracy of 80%. Lower-level students may create a simple map and higher-level students may create a detailed map. They have until Friday to complete the assignment. This assignment will be part of a keepsake, as a source of pride for the student. Note: This assignment is supportive, personalized, and relevant learning and it engages parental involvement (Best Practices). ACCOMMODATION STRATEGY: DRAWING, PARENTAL ASSISTANCE, AND THE FLEXIBILITY OF ACCEPTABLE LEVELS OF DETAIL OF THIS HOMEWORK ASSIGNMENT WILL WORK WELL FOR ESOL STUDENTS, STUDENTS WITH ADHD, LOW-LEVEL STUDENTS, AND HIGH-LEVEL STUDENTS. The following school week, students will be encouraged to share their information, a tally of the most visited areas will be written on the board, and geographic features will be reviewed and discussed. || Student Activities & Procedures
 * Homework Assignment/Ongoing Assessment (2 min.):**
 * //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 (8 min.):** ACCOMODATION STRATEGY: THIS COLLABORATIVE GROUP DISCUSSION WILL WORK WELL FOR AUDITORY LEARNERS, ELL STUDENTS, AND WILL ENGAGE STUDENTS WITH ADHD.
 * 1) Ask students to identify features on a map or globe related to the student’s prior knowledge from day two of the Thematic Unit Plan.
 * 2) Anticipatory Set: Tell students, “Today, we will be learning about an area that has natural springs, panthers, an ancient city, beautiful beaches, fun theme parks, tropical islands, large wetlands, and rocket ships.” Ask students the following questions. “Do you know which state I’m describing?” Most students should be able to respond correctly. Praise responses and confirm Florida as the answer. State that the earth has water, soil, and different types of life and Florida has many special features of each of these things. Announce the expectation, “We will be learning about our wonderful home state of Florida.” Use positive descriptive words to instill pride about Florida.
 * 3) Instruct the students to gather in small groups and state, “I want every group to come up with 3 things they know about Florida.” Allow students some time to think of their answers.
 * 1) Allow each group to share their knowledge. Use these answers to help guide the focus of the lesson.


 * Procedure (25 min.):**
 * 1) Announce that there will be a brief video presentation about Florida.
 * 2) Show Video: Florida - Fast Facts (Geography, Cities, History, and More)

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ACCOMMODATION STRATEGY: A VIDEO WILL BE SHOWN, WHICH WILL WORK WELL FOR VISUAL LEARNERS AND ELL STUDENTS. ACCOMMODATION STRATEGY: HIGHER-LEVEL STUDENTS WILL ASSIST LOWER-LEVEL AND ELL STUDENTS. THIS HANDS-ON ACTIVITY WILL WORK WELL FOR KINESTHETIC LEARNERS AND HELP MAINTAIN THE ATTENTION OF STUDENTS WITH ADHD. Critical Thinking: Ask, “What is a reason as to why a large Hispanic community is living in the location of south Florida?” Listen to responses and explain the close proximity of south Florida to Cuba for Cuban immigration.
 * 1) Read //S is for Sunshine// by Carol Crane to the class and encourage them to comment on their favorite part(s) of the book.
 * 2) Use Florida puzzle map to show different areas. Give each student one puzzle piece and have them work with a partner to put the piece in place, starting with students holding land pieces. (There are 24 pieces)
 * 1) Show the students a map of Florida.
 * 2) State, “Florida has a diverse population. People of many races and backgrounds live here, including a large Hispanic community. Do you know where the largest Hispanic population resides?” Students may not be aware of the most populous Hispanic area. Listen to responses and confirm south Florida on the map. (Culture)
 * 1) Announce that the class will be learning about features of Florida. Distribute the Florida feature map and the Florida blank map. ACCOMMODATION STRATEGY: FEATURE MAPS WILL BE UTILIZED, WHICH WILL WORK WELL FOR VISUAL LEARNERS AND ELL STUDENTS.
 * 2) Review key cities and features of Florida, such as:


 * Cities: State that the class will be learning about large cities in Florida.


 * Tallahassee (capital of Florida)
 * Jacksonville (largest city in geographical area)
 * St. Augustine (oldest city in the nation)
 * Daytona (located on the east coast of the state)
 * Orlando (located in the central part of the state)
 * Tampa (located on the states mid-west coast, along a bay)
 * Miami (largest city in population)


 * Topographic areas: State that the majority of Florida’s surface is level with some hilly areas. Noteworthy areas:


 * Florida Keys (Florida chain of islands)
 * Everglades (marsh)
 * Lake Okeechobee (largest lake in Florida)
 * Silver Springs (largest natural spring in Florida)
 * St. Johns River (largest river, flows toward the north, opposite of most rivers)
 * Atlantic Ocean (large bordering ocean)
 * Gulf of Mexico (bordering body of water)


 * Attractions: State that there are attractions that tourists visit in Florida.
 * Cape Canaveral (space program)
 * Walt Disney World (theme park)
 * Busch Gardens (animal park)

Crane, Carol. (2000). //S is for Sunshine//. Illustrated by Michael G. Monroe. Published by Sleeping Bear Press Alphabet Books About.com-Homeschooling. (2012). //Florida Map//. Retrieved March 30, 2012 from the website About.com-Homeschooling at http://homeschooling.about.com/od/unitssubjgeog/ss/ floridaprint_10.htm Londonnepal. (n.d.). //Florida Feature Map//. Retrieved March 30, 2012 from the website Londonnepal at http://londonnepal.com/balo/lo-florida-map-for-kids/index.htm ||
 * 1) Ask the class, “What is the typical weather in Florida?” (Hot or cold) Most students should answer correctly. Praise responses. “Does Florida typically get snow in the winter?” “What do you think it would be like if it did snow in Florida?” Encourage creative responses. “Why is the weather warmer in Florida than most of the other states?” Discuss Florida’s southern proximity. “Why is it often breezy in Florida?” Discuss the cross winds created by differing temperatures along coastlines. “Why is the air in Florida moister than many other states and why are there frequent rain showers and thunderstorms?” Discuss the subtropical climate of Florida caused by its warm southern location and the influence from the surrounding Atlantic Ocean and Gulf of Mexico. ACCOMODATION STRATEGY: GESTURES WILL BE CONDUCTED TO ASSIST ELL STUDENTS IN FOLLOWING THE LESSON.
 * 2) State, “We know people like to visit Florida, partly because of well-known attractions. Critical thinking: Ask the class, “What are other reasons people enjoy visiting Florida?” Discuss the attractive features of Florida, such as the diverse culture of people, interesting cities and attractions, and warm climate. State that Florida is a wonderful place to live. Encourage pride about Florida. Ask, “What is your favorite part of living in Florida?”
 * Activity (3 min):** Let students examine seashells. State, “Earlier, we talked about the climate of Florida.” Ask them, “Has anyone been to a beach in Florida?” “What was the weather on the day you visited?” Let the students know that tomorrow the class will discuss how weather and environment affect the way people live in a community.
 * 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 and group assistance and with the aid of resources, such as book pictures, puzzle maps, videos, and feature maps. ||
 * ==Resources/Materials== || **Materials:**
 * map of Florida (feature map, physical & political, showing cities and topographic areas)
 * map of Florida (blank, for assessment)
 * globe
 * book, //S is for Sunshine// by Carol Crane
 * puzzle, map of Florida
 * seashells
 * Discussion Notes:** To increase knowledge and pride, students may be assigned a creative project in which they will blend a dough mixture, apply it to a piece of cardboard, form into the shape of Florida, let dry overnight, and then paint features.

Dough instructions: 1/2 cup salt 1/2 cup water 1 cup flour mixing bowl with lid (medium size) newspaper (as a surface covering) (optional) food dye Combine ingredients and mix for approximately 10 minutes. Cover in bowl or use soon after creating, before the dough dries.