4.+Five+Day+Unit+Plan

= = = = =__Day 1__= __Teacher(s) Name: Jackie Wick__ __Thematic Unit Theme/Title/Grade Level: Geography/Where in the World/2nd__ __Wiki space address: [|www.ucf2geographysp11t.wikispaces.com]__ __Daily Lesson Plan Day/Title: By making an edible map the students will make a map legend, know key symbols, and intermediate directions/ Map Elements (Thematic)__ __Learning Objectives__ __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:__ __The student will be able to identify intermediate directions.__ __The student will be able to recognize the basic elements of a map key.__ __The student will use new geographic vocabulary that is introduced and taught directly.__ __The student will be able to give basic directions (North, South, East, West) from one location to another.__

__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.B.1.1.2 : The student uses simple maps, globes, and other three- dimensional models to identify and locate places.__ __SS.B.1.1.2: The student knows map legends, coordinates, key symbols, and cardinal and intermediate directions to read simple maps.__ __SS.2.G.1.1: Use different types of maps (political, physical, and thematic) to identify map elements__ __LA.K.1.6.1: The student will use new vocabulary that is introduced and taught directly.__ __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 Be sure to include Pre/Post assessment for your entire unit plan and on-going/ alternative assessment for individual, daily lesson plans!__ __Unit Pre-Assessment: Powerpoint with pictures included that will test their prior knowledge.__

__Unit Post-Assessment: Powerpoint without pictures__

__On-going Assessment :The student will be able to give directions from one place on their map to another by using intermediate directions.__

__Design for Instruction__ __Student Activities & Procedures__

__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.__ __Resources/Materials__

__Discussion Notes: Make comments here related to ideas for assessment measures, homework, parent involvement, field trips, or extension to the unit plan ideas.__

__Assessment measures: It will measure the students knowledge on intermediate directions.__ __Homework: Have students find out what city and state they were born in. (This will be used to pinpoint the location on a map for Day 2 of the unit plan)__ __Parent Involvement: Send out a newsletter before the unit plan to ask parents if they would be interested in donating any food needed for the lesson plan.__ __Field Trips: Take a field trip around the school and have the students make a map getting from one place of the school to their classroom__ =__**Day 2**__=

Daily Lesson Plan Day/Title: Day 2: Using maps and globes, locate the student's hometown, Florida, and North America, and locate the state capital and the national capital
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 be able to create, understand and make use of symbols. · The student will be able to accurately use a map key. · The student will be able to read a map of the community. · The student will be able to point their neighborhood on a city map. || **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.2.G.1.1: Use different types of maps (political, physical, and thematic) to identify map elements; · 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. || # Unit Pre-Assessment: Students will use prior knowledge to discuss what they know about maps. Student Activities & Procedures
 * **Learning Objectives**
 * **NCSS Theme/**
 * SS.2.G.1.2: Using maps and globes, locate the student's hometown, Florida, and North America, and locate the state capital and the national capital;
 * SS.2.G.1.3: Label on a map or globe the continents, oceans, Equator, Prime Meridian, North and South Pole;
 * SS.2.G.1.4: Use a map to locate the countries in North America (Canada, United States, Mexico, and the Caribbean Islands) ||
 * **Assessment**
 * 1) Unit Post-Assessment: Students will receive a map with missing information and will have to complete the map with the missing information
 * 2) On-going Assessment: Student understanding will be evaluated through discussion on what was taught today. ||
 * //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. || * Display large map of the U.S and ask the students what is a map and why do we use it; ask the students to point out Florida in that map. Accommodations: 1. ESOL and ELL students Will complete same map but with individualized direction sheet. 2. They will also be asked to color houses blue, fire stations red, etc. ||
 * Talk about the different symbols on the map and what they represent.
 * Display the large map of Florida and use the map keys to locate the capital of Florida.
 * Ask students to raise their hands to point out Orlando on the map of Florida.
 * Display the large map of Orlando and talk about the keys on that map and help each student locate their town/community.
 * **Resources/Material** || * Large map of Florida
 * Large map of the U.S
 * Large (homemade or store bought) community map (with map key)
 * Map with missing places for students
 * Directions sheet for students
 * Crayons
 * Pencils
 * [] ||

=__**Day** 3__=

Teacher(s) Name: Sarah Cory Thematic Unit Theme/Title/Grade Level: Geography/Where in the World/Grade 2 Wiki space address: http://ucf2geographysp11t.wikispaces.com/ = Daily Lesson Plan Day/Title: Day 3: Label the continents, oceans, Equator, Prime Meridian, North and South Poles = 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 be able to label the continents. The student will be able to label the oceans. The student will be able to label the Equator. The student will be able to label the Prime Meridian. The student will be able to label the North and South Pole. || LA.2.1.6.1 Use new vocabulary that is introduced and taught directly. LA.2.3.4.2 Capitalization, including initial word in a sentence, the pronoun “I,” and proper names. SC.2.L.17.2 Recognize and explain that living things are found all over Earth, but each is only able to live in habitats that meet its basic needs. || · 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. || Unit Pre-Assessment: Asking questions (using ActivBoard) to initiate thinking about geography dealing with local, state, national and world locations. Show a picture of the world and have students discuss what they are seeing and find out what they know about the map.
 * =Learning Objectives =
 * **NCSS Theme/ **
 * <span style="font-family: Times,serif;">NGSSS- Next Generation **
 * <span style="font-family: Times,serif;">Sunshine State Standards ** <span style="font-family: Times,serif; font-size: 10pt;">List each standard. Cutting and pasting from the website is allowed. //<span style="font-family: Times,serif; font-size: 9pt;">These can be downloaded from the Florida Dept of Education //[|//http://flstandards.org//]//<span style="font-family: Times,serif; font-size: 9pt;">. // || <span style="font-family: Times,serif; font-size: 11pt;">SS.2.G.1.2 Label on a map or globe the continents, oceans, Equator, Prime Meridian, North and South Pole.
 * **<span style="font-family: Times,serif;">Assessment **

<span style="font-family: Times,serif;">Unit Post-Assessment: Students will participate in a Map Scavenger Hunt in order to show their understanding of the material.

//<span style="font-family: Times,serif;">On-going //<span style="font-family: Times,serif;"> Assessment: Student understanding will be evaluated using the Continents and Oceans Word Search and by playing a game using the Continents and Oceans Animal location cards to help them fill out their worksheet in which they label all the continents and oceans. || Student Activities & Procedures
 * //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. || 1. Anticipatory set: Ask the students to recall the information they learned the day before about using maps to locate their hometown, Florida, North America, and the state and national capitals while calling students up to locate these places on the map. 2. Tell the students they are going to learn where all the continents and oceans are located on the world map. Explain that at the end of the lesson, they will be given a word search to help them to practice the spelling of the continents and oceans to be followed by them labeling a blank world map. 3. Ask the students to raise their hands if the know what the name of the different continents are while pointing to them on the map. If students raise their hands, ask them to come to the board and color the continent a color given on the key (example: South America is purple). 4. As the continents are being pointed out, show students the cards with the animals on them to give them another point of reference for what animal is indigenous to that area. 5. Repeat above steps with the oceans. 6. Ask students if they know what and where the Equator is. If there is a student who knows what it is, have them highlight the Equator on the map. If not, highlight it for students. 7. Repeat above steps with Prime Meridian, North and South Poles. 8. During this portion of the lesson, tell students they are going to play a game to practice what they have learned. Pass around the inflatable globe to students, asking them to name a specific location from the lesson. Once the student has answered, have them pass the globe back to you. 9. When the students have finished coloring the map on the board, distribute the Continents and Oceans Word Search. Students with exceptionalities should be working with their shoulder buddies on this assignment. 10. Upon completion of the word search, distribute the Animals and Continents/Oceans cards and the blank world map to students. Explain to students that they are to use the Animal cards to help them to locate where the continent or ocean is, and once they find it, they are to label the location by the number given at the bottom of the map. *Students with exceptionalities will be working with shoulder buddies on this assignment. The cards will assist them in finding their answers. 11. Closure: Congratulate students on learning the names and locations of the continents, oceans, Prime Meridian, Equator, and North and South Poles. When students are finished, have them cut out the animal cards and glue them to pre-cut construction paper to keep. || Inflatable globe Crayons/markers/colored pencils Scissors Pre-cut construction paper squares Glue Blank world map projected || <span style="font-family: Times,serif;">Discussion Notes: //In order to assess students for comprehension of the lesson, they will complete two interactive activities (the word search and the labeling of the world map using numbers worksheet). Lesson could be used to introduce a science lesson about animals and their habitats around the world, leading into a possible field trip to a zoo.// <span style="font-family: Times,serif;">//Animal, Continent & Ocean Cards:[|Africa.jpg] [|Antarctica.jpg] [|Arctic_Ocean.jpg] [|Asia.jpg] [|Atlantic_Ocean.jpg] [|Australia.jpg] [|Eurasia.jpg] [|Europe.jpg] [|Indian_Ocean.jpg] [|North_America.jpg] [|Pacific_Ocean.jpg] [|Southern_Ocean.jpg] [|South_America.jpg]//
 * == Resources/Materials == || [|www.bogglesworldesl.com] (Label the world worksheet, animal and continent/ocean cards, and word search)

=**__Day 4__**=

Teacher(s) Name: __Ashley Rogers__ Thematic Unit Theme/Title/Grade Level: __Geography/ Where in the World/ Grade 2__ Wiki space address: http://ucf2geographysp11t.wikispaces.com/ = Daily Lesson Plan Day/Title: __Day 4(Thursday)- North America__ = 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 students will use a variety of maps to identify map elements. > > > >
 * = Learning Objectives =
 * The students will locate their hometown, Florida, and North America on a map.
 * The students will be able to label the continents, oceans, Equator, Prime Meridian, North and South Poe.
 * The Student will be able to locate the countries within North America.
 * The students will show legible printing skills when labeling the North America map. ||
 * **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.2.G.1.1: Use different types of maps (political, physical, and thematic) to identify map elements;
 * SS.2.G.1.2: Using maps and globes, locate the student's hometown, Florida, and North America, and locate the state capital and the national capital;
 * SS.2.G.1.3: Label on a map or globe the continents, oceans, Equator, Prime Meridian, North and South Pole;


 * SS.2.G.1.4: Use a map to locate the countries in North America (Canada, United States, Mexico, and the Caribbean Islands)

· 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 || Unit Pre-Assessment: Students will be asked a variety of questions regarding maps, using the ActivBoard in order to figure out what they know.
 * LA.2.5.1.1: The student will demonstrate legible printing skills.
 * **Assessment**
 * **Assessment**

Unit Post-Assessment: The students will participate in a Map Scavenger Hunt in order to show understanding of the material.

//On-going// Assessment: Throughout my lesson, I will be evaluating my students through discussion and interaction. I will also be evaluating their understanding of North America though the Making a Map Activity. || Student Activities & Procedures · 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.
 * //Design for Instruction//

Exceptionalities
What accommodations or modifications do you make for ESOL, Gifted/Talented students, Learning/Reading disabilities (SLD), etc. || # Show the map of the world to your students using the IWB. 2. Review previous knowledge using labeled post-it arrows. Ask the following questions and have students come up and put a post-it arrow on the map: a. What city, state, and country do you live in? Can you show me where it is located on the map? b. How do you know what the symbols on the map mean? Can you show me some? c. Which way is North, South, East, and West? 3. Point to the North American continent on the map and ask your students if they know what it is. Explain to your students that they live on this continent. Show them that the United States is located in North America. Also show them the other countries located in North America are Mexico, Canada, and the Caribbean.

4. Teach your students about the countries in North America on the IWB using this website: []

5. Explain to your students that they will be given a blank map of North America. They are to fill in all of the missing components, using the rubric as a guide. ESOL students will work with a partner to complete the activity.

6. Pass out the blank North America Map and explain that they need to label the following: a. Title (ESOL) b. Compass c. Legend d. Key e. Country Labeled (ESOL) f. Ocean Labeled (Gifted)

Accommodations: 1. ESOL students will get to work in pairs to complete the map activity and label a limited amount on the blank map. 2. Gifted Students will have more to label on the map activity. || [] Discussion Notes: In order to assess my students on the understanding of the countries within North America, they will correctly label a blank map of North America. Correctly labeling a blank map of North America will show their understanding of the North America continent and map skills. In order for your child to retain this information, they must continually see it. Please go over their maps with them, to ensure retention of the information.
 * == Resources/Materials == || * Map of the world
 * Interactive Map of North America
 * Post-it arrows
 * Blank North America Map
 * [[file:SSE3312- Map of North America.docx]]
 * Let's Make a Map! Rubric
 * [[file:SSE3312- Lesson Plan Rubric.docx]]
 * [[file:SSE3312- Lesson Plan Checklist.docx]]
 * Pencils
 * Crayons ||



Making A Map : Let's Make a Map
Teacher Name: **Ms. Rogers** Student Name: ||  ||
 * CATEGORY || 4 || 3 || 2 || 1 ||
 * Title || Title tells the purpose/content of the map, is clearly distinguishable as the title (e.g. larger letters, underlined, etc), and is printed at the top of the map. || Title tells the purpose/content of the map and is printed at the top of the map. || Title tells the purpose/content of the map, but is not located at the top of the map. || Purpose/content of the map is not clear from the title. ||
 * Map Legend/Key || Legend is easy-to-find and contains a complete set of symbols, including a compass rose. || Legend contains a complete set of symbols, including a compass rose. || Legend contains an almost complete set of symbols, including a compass rose. || Legend is absent or lacks several symbols. ||
 * Labels & Features - Neatness || 90-100% of the labels/features can be read easily. || 89-80% of the labels/features can be read easily. || 79-70% of the labels/features can be read easily. || Less than 70% of the labels/features can be read easily. ||
 * Color Choices || Student always uses color appropriate for features (e.g. blue for water; black for labels, etc.) on map. || Student usually uses color appropriate for features (e.g. blue for water; black for labels, etc.). || Student sometimes uses color appropriate for features (e.g. blue for water; black for labels, etc.). || Student does not use color appropriately. ||
 * Spelling/Capitalization || 95-100% of words on the map are spelled and capitalized correctly. || 94-85% of the words on the map are spelled and capitalized correctly. || 84-75% of the words on the map are spelled and capitalized correctly. || Less than 75% of the words on the map are spelled and/or capitalized correctly. ||

=**__Day 5 __**= Teacher(s) Name: __Ashley Rogers, Jackie Wick, Sarah Cory, Rose Apollon__ Thematic Unit Theme/Title/Grade Level: __Geography/Where in the World/Grade 2__ Wiki space address: http://ucf2geographysp11t.wikispaces.com/ = Daily Lesson Plan Day/Title: __Day 5/ Scavenger Hunt__ = 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 students will use a variety of maps to identify map elements. > > > >  · 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 || Unit Pre-Assessment: Students will be asked a variety of questions regarding maps, using the ActivBoard in order to figure out what they know.
 * = Learning Objectives =
 * The students will locate their hometown, Florida, and North America on a map.
 * The students will be able to label the continents, oceans, Equator, Prime Meridian, North and South Poe.
 * The Student will be able to locate the countries within North America.
 * The students will show legible printing skills when labeling the North America map. ||
 * **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.2.G.1.1: Use different types of maps (political, physical, and thematic) to identify map elements;
 * SS.2.G.1.2: Using maps and globes, locate the student's hometown, Florida, and North America, and locate the state capital and the national capital;
 * SS.2.G.1.3: Label on a map or globe the continents, oceans, Equator, Prime Meridian, North and South Pole;
 * SS.2.G.1.4: Use a map to locate the countries in North America (Canada, United States, Mexico, and the Caribbean Islands)
 * **Assessment**
 * **Assessment**

Unit Post-Assessment: The students will participate in a Map Scavenger Hunt in order to show understanding of the material.

//On-going// Assessment: Students will be informally assessed as they perform the Scavenger Hunt. Students will also be assessed by their answers on the Scavenger Hunt worksheet. || Student Activities & Procedures · 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.
 * //Design for Instruction//

Exceptionalities
What accommodations or modifications do you make for ESOL, Gifted/Talented students, Learning/Reading disabilities (SLD), etc. || 1. Review all information learned throughout the unit by asking questions using an interactive map. 2. Explain to your students that they will participate in a map scavenger hunt. 3. Have a variety of maps tapes to the walls around your classroom. 4. Show students all of the maps that surround the classroom. 5. Pass out map scavenger hunt worksheet. 6. Go over the worksheet and explain that they are to find the map indicated on the worksheet and answer the questions that follow. 7. When the scavenger hunt worksheet is completed, turn it into the teacher. 8. Go over all the answers with your students.

Exceptionalities: ESOL students will work in pairs, get more time to complete the Scavenger Hunt, and have limited questions on the Scavenger Hunt worksheet. Gifted/Talented students will have more questions to answer on the Scavenger Hunt worksheet. || Discussion Notes:
 * == Resources/Materials == || * Scavenger Hunt Map- Map of the world, North America, United States, Florida
 * Scavenger Hunt worksheet
 * [[file:SSE3313- Scavenger Hunt.pptx]]
 * [[file:SSE3312- Scavenger Hunt worksheet.docx]] ||