Day+1+-Map+it+Out!

Teacher(s) Name: __Cassidy Herring__ Thematic Unit Theme/Title/Grade Level: __Geography/ Geography Exploration/First Grade__ Wiki space address: http://ucfgr1geographysp12t.wikispaces.com/ = Daily Lesson Plan Day/Title: __Day 1: Map it Out!__ = 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! || //Depending on the topic, 4-5 objectives are ample. All should begin with: // 1. The student will be able to identify the key elements on map and globe. 2. The student will be able to create a basic map using key elements, including cardinal directions and map symbols. 3. The student will be locating on a map of Florida and Orlando. 4. The student will be respectful towards all students regards to their artwork on the suitcases they are creating. || Unit Pre-Assessment: Pre-Test Questions: I will ask these orally and have the students answer with appropriate wait time (ESOL/ ESE modification). Unit Post-Assessment: Post- Test // On-going // Assessment: Understanding how to use the compass rose with the cardinal directions. || Student Activities & Procedures
 * =Learning Objectives =
 * **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]. // || * //SS.1.G.1.2: Identify key elements (compass rose, cardinal directions, title, key/ legend with symbols) of maps and globes. //
 * //SS.1.G.1.3: Construct a basic map using key elements including cardinal directions and map symbols. //
 * // S S.1.G.1.5: Locate on maps and globes the student's local community, Florida, the Atlantic Ocean, and the Gulf of Mexico.//
 * // [[file:///C:/Users/Casen5/Documents/SSE%20unit%20plan%20lp.doc|VA.1.S.3.4: Identify and be respectful of artwork that belongs to others and represents their ideas.]] // ||
 * **Assessment **
 * <span style="font-family: Times,serif; font-size: 9pt;">How will student learning be assessed? Authentic/Alternative assessments?
 * <span style="font-family: Times,serif; font-size: 9pt;">Does your assessment align with your objectives, standards and procedures?
 * <span style="font-family: Times,serif; font-size: 9pt;">Informal assessment (multiple modes): participation rubrics, journal entries, collaborative planning/presentation notes || //<span style="font-family: Times,serif; font-size: 10pt;">Be sure to include Pre/Post assessment for your entire unit plan and on-going/ alternative assessment for individual, daily lesson plans! //
 * 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 one thing you want to learn?”
 * 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 was your favorite thing you learned so far?
 * //Design for Instruction//
 * <span style="font-family: Times,serif; font-size: 9pt;">What best practice strategies will be implemented?
 * <span style="font-family: Times,serif; font-size: 9pt;">How will you communicate student expectations?
 * <span style="font-family: Times,serif; font-size: 9pt;">What products will be developed and created by students?
 * <span style="font-family: Times,serif; font-size: 9pt;">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. || // This is the heart of the lesson plan. Be as specific as possible. // // Describe lesson in a step-by-step logical, **numbered** sequence, including teacher and student activities. Be sure to include key questions for discussion, collaborative structures, etc. // // Don’t forget about anticipatory sets and beginning each lesson, Tuesday through Friday with a review of the previous days learning! // // To receive maximum points you MUST use technology specifically the IWB in your unit plan. // // (This section includes EVERYTHING!) // // Questions: I will ask these orally and have the students answer with appropriate wait time (ESOL/ ESE modification). // // 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 one thing you want to learn?” // // In your lesson be sure to label (ESOL; ESE) appropriate activities and modifications made for ESOL and ESE students. // || <span style="font-family: Times,serif;">Discussion Notes: //Make comments here related to ideas for assessment measures, homework, parent involvement, field trips, or extension to the unit plan ideas.//
 * 1) // “Has anyone ever used a map before? If so, what did you use it for?” //
 * 2) // Today we are going to be working on how to identify key elements on a map and globe. But first we will be taking a pre-test just to see your prior knowledge. //
 * 1) // I will have the key elements on the board to help explain what each mean and the definition of map and globe //// on the board. //// The definition of map is //// a drawing or picture showing selected features of an area (as the surface of the earth or the moon or a section of the brain) and usually drawn to a given scale //// . A globe is a circular map that represents Earth. A key is //// an explanatory list of the symbols on a map. //// T //// he compass //// which is an object that tells you where you are located based on cardinal directions; cardinal //// directions north, south, //// east, and west //// . This is where I would teach them the acronym Never Eat Slippery Worms. This is assist to help the order of the directions. I will also go over the title of the maps and how to find them. //// “Maps have a title at the top of the page that is the description of what the map is about. For example if you are Disney, at the top of the park maps there is a title to tell you which park you are visiting. So if you go to Magic Kingdom, at the top there will Magic Kingdom in bold.” //
 * 2) // First, after going over each I will have them get into four groups (ESOL and ESE students: Small groups). Two groups will be looking at globes and trying to iden //// tify the compass //// . There will be a worksheet of questions asking them to find places on the globe. //// After ten minutes, each group will rotate to another station. //
 * 3) // One group I will explain that they will be making a suitcase of the places they will be traveling to. They will be getting a huge piece of paper and will fold it over like a hamburger. Once they fold it over they will trace a circle at the top of the hamburger fold and cut it out to make the handle. Then the sides the students should staple them together so it is //// secured. Throughout the week, what they complete will go inside of their suitcase. //
 * 4) // The last group will be working with the teacher on the IWB. I will have a blank map of F //// lorida up on the board. I will have the students come up and I will ask each student a different question and using the pen they will circle the correct answer. //
 * // First, where is the title of the map? //
 * // Second, please locate the key. //
 * // Is there a compass rose, and if so it labeled with cardinal directions? //
 * // Can you find Orlando? //
 * // Point to the ocean East of Florida. //
 * // Point to a state North of Florida. //
 * // What city is the most south? //
 * 1) // Each student will be at a station for ten minutes. //
 * 2) // After they are done, they will clean up the area. //
 * 3) // For homework the students’ will create their //// own map on the outside of their suitcase. It can be any map they choose either a real place or made up including a title, compass with the cardinal directions, and key. //
 * ==Resources/Materials== || // ALL resources should be noted here including but not limited to: internet sites, professional resources- books, journals (titles and authors), children’s literature, etc. //
 * // Large paper //
 * // Stapler //
 * // Scissors //
 * // Two Globes //
 * // Pre-test //
 * // Blank map of Florida // ||

//<span style="font-family: Times,serif;">For homework: // //<span style="font-family: Times,serif;">The students’ will be creating their own personal map for the outside of their suitcase. It can be anything they want, examples like their neighborhood or a made up place. The map has to include a compass, title, and cardinal directions. //

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