SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

Teacher(s) Name: ___Jashira Lopez, Madison Skonie, Ashley Keim, Michelle De La Rosa ___________________
Thematic Unit Theme/Title/Grade Level: Second Grade; Mappin it Out While Travelin About_____________
Weebly space address: http://ucfgr2geographyf14.weebly.com/_____________________________________
Daily Lesson Plan Day/Title: ___Day 2; Lets label a map! _______________________________________
Learning Goals/Objectives Learning Goal:
What will students accomplish be able
to do at the end of this lesson? Be sure
to set significant (related to
SSS/CCSS), challenging and
appropriate learning goals!

NCSS Themes
Common Core State
Standards (CCSS)
Next Generation
Sunshine State Standards
(NGSSS) List each standard.
Cutting and pasting from the
website is allowed.
http://flstandards.org.

Students will be able to identify map elements, use different types of maps to locate
specific places, and label a map or globe correctly.
Learning Objectives:
1. The student will learn the seven continents.
2. The student will identify the five oceans and its names.
3. The student will be able to distinguish between the north and South Pole.
4. The student will be able to distinguish between the equator and the prime
meridian.
NCSS theme(s):
People places and environment
Language Arts Florida Standard(s):
LAFS.2.W.1.1 Write opinion pieces in which they introduce the topic or book
they are writing about, state an opinion, supply reasons that support the
opinion, use linking words (e.g., because, and, also) to connect opinion and
reasons, and provide a concluding statement or section.
LAFS.2.L.1.2 Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing.
a. Capitalize holidays, product names, and geographic names.

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, etc.

LAFS.2.W.3.8 Recall information from experiences or

gather information from provided sources to answer a
question.

Next Generation Sunshine State Standards:

SS.2.G.1.3 Label on a map or globe the continents, oceans, Equator, Prime
Meridian, North and South Pole.
DA.2.F.3.1 Follow directions given by the teacher or peers, and work
successfully in small-group, cooperative settings.
MU.2.C.1.2 Respond to a piece of music and discuss individual
interpretations.
SP.PK12.SA.10.1 Demonstrate understanding of spoken language by
responding in a meaningful way (listening to learn).
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.1.1:Usedifferenttypesofmaps(political,physical,andthematic)to
identifymapelements.
Unit Pre-Assessment: Students will be given a set of 10 questions that they will
answer. The first three questions will be a labeling section. They will label the seven
continents, the five oceans, as well as the North Pole, South Pole, prime meridian and
equator. The next question will deal with the compass rose and if they can identify
which one is correctly labeled. The next few questions would deal with the various
types of maps and what they are used for. Students will also show their knowledge for
the state and national capital as well as what countries pertain to North America.
Finally, the last question will be a matching section for vocabulary. The vocabulary
words that will be assessed are: compass rose, capital, globe, map, atlas, continents,
and legend.
Unit Post-Assessment: The post-assessment will be the same as the pre-assessment.
On-going daily (progress-monitoring) Assessment: I will assess the progress of my

SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

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.

students by walking around the classroom and observing their worksheets that they
will put into their atlas. After reading the book Aunty Dots Adventure Atlas, I will
also see what they see what they know about the previous days lesson on atlas by
their letter that they write to Aunty Dot. They will use a scale of 0, 1, 2, 3, or 4 to tell
me if they understand the lesson being taught.
0-I do not understand anything.
1-I need help to understand what is being taught.
2-I am starting to understand but I still need help.
3-I understand what is being taught.
4-I understand completely and I can teach another student!
1. During the Language Arts block I would begin by asking the students: What
is an atlas?
2. Once we have reviewed the definition on the board, I would remind the
students that they had created an atlas the day before about the types of maps
there are and key elements. ESOL and ESE: writing the definitions on the
board.
3. Then I would say: Now we are going to read a story about Aunty Dot and her
adventure atlas. While I read the story to you all, I want you to notice what she
included in her atlas.
4. I would read the story and then have the students break into their groups
(already assigned to groups from the beginning of the school year) and discuss
what else they noticed in the story that was included in an atlas. ESOL and
ESE: having the cooperative groups will encourage scaffolding.
5. Once they had finished talking, they will write a letter to Aunty Dot explaining
what else they noticed that goes into an atlas. They would explain their
opinions by using linking words. ESOL and ESE students could draw a picture
instead of writing what they learned or orally say what they noticed goes into
an atlas.
6. After a few minutes of writing their brief letter to Aunty Dot we would then
begin discussing key vocabulary such as: map, atlas, globe, and continents.
7. The students would be given a graphic organizer to take notes. ESOL and
ESE: I would have a bullet list on the board for students to take notes as well
as the graphic organizer.
8. During the Social Studies block, I would begin by playing two songs. One
about the seven continents. The other about the five oceans. ESOL and ESE: a
song that is rhythmic and repetitive will help students to remember easier.
9. I would then take a few minutes and ask the students to reflect on the song:
What was your interpretation of the song? What did you understand from the
song?
10. After discussing briefly what the students interpreted from the song, and they
have discussed that the song was about the oceans and continents, I would
explain that we are going to be learning about the seven continents and oceans
first.
11. I would have them take out their atlas and I would distribute their worksheets.
12. I would pull up the flipchart that would help to discuss the names and facts
about the continents and oceans. The flipchart would also discuss features that
are labeled on a globe or a map as well which are the North and South Pole,
the Equator, and the Prime Meridian.
13. Each worksheet would have a picture of the continent and a few lines
underneath. ESOL and ESE: the students could draw a picture instead of
writing down facts. They also could be given extra time to work on their
worksheets as I go through the websites and explain the facts about the
continents and the oceans.
14. As I went through the flipchart the students would write the continent name
and write down important facts of each continent as I talk about them using

SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

15.
16.
17.
18.
19.
20.

21.
22.
23.

24.
25.

26.

27.

my flipchart and websites that would be accessed throughout the flipchart.

ESOL and ESE: I would write the facts on the board and they could write the
facts down.
They would glue their worksheets into their atlas.
I would then discuss the oceans by means of using the flipchart.
The students would write down the name of the oceans and facts as well.
ESOL and ESE: they could draw a picture instead of writing facts.
I would show the students where Florida is on a map, and I would ask them:
between which two oceans is Florida located? This would be a sneak peek
into the following lessons that they would be learning about.
They would then glue their worksheets into their atlas.
I would then use the interactive whiteboard and go to a website that has an
interactive globe game. After having the students place the continents and
oceans on the globe, I would have them notice that there are more things that
need to be placed on the globe. There is the North and South Pole, as well as
the Equator, and the Prime Meridian.
I would go back to the flipchart and access the websites that discuss the facts
about the North and South Pole. They would write this down on their
worksheet. ESOL and ESE: they could draw a picture instead of writing facts.
I would then discuss the Equator and Prime Meridian. After giving them facts
to write on their worksheet, they would glue it into their atlas. ESOL and ESE:
they could draw a picture instead of writing facts.
I would have the students write these important facts about the Equator, Prime
Meridian, North and South Pole on a worksheet titled lets get to labeling.
They would glue this into their atlas as well. I would tell the students that:
Using the compass rose is a benefit since it will help you to locate the North
and South Pole. N is for North and that means that the North Pole is where?
Located on the top or the bottom of the globe? S is for South so where is the
South Pole? Located on the top or the bottom of the globe?
Once this was completed, we would use the interactive whiteboard to label the
map correctly on the flipchart. We would do this as a whole class activity.
The students would be in their corresponding groups and have whiteboards. As
I showed a specific part of the map they would write down which continent,
ocean, or if it is another part that is labeled on a map it is, and they would hold
their whiteboard up. I would ask questions by giving hints, such as: This
continent is very cold. This continent has no deserts. This continent has the
United States. This ocean is towards the middle of the map. What goes around
the world? What is all the way at the top of the world? I would have the
students use their compass rose for the North and South Pole locations. ESOL
and ESE: whole class activity will help for scaffolding.
As a final review, students would work with their corresponding groups and
each be given a set of pre-cut Ellison di-cut continents and oceans, and
symbols for the Prime Meridian, Equator, and North and South Pole. They
would have a map at each of their tables and label the continents, oceans, the
Equator, Prime Meridian, and North and South Pole. They would have to use
their skills from the previous day and their prior knowledge to label the map
and symbols that they used. They would also label their compass rose on the
map. ESOL and ESE: cooperative groups help with scaffolding. The visual
aids of the Ellison di-cut objects.
Their homework for the night would be very brief. They would list the sixteen
things they would find on a map (Seven continents, five oceans, Equator,
Prime Meridian, and the North and South Pole.) To prepare for the next days
lesson, they would discuss with their parents, on which continent they live.
ESOL and ESE: The students could draw a picture or orally discuss what they
learned with their parents and the student could discuss it with me the next day

SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

in class and I would write their response down.

Resources/Materials

Aunty Dots Incredible Adventure Atlas by Elijay Yildrim

Envelope
Letter template to write their letter
Graphic organizer
Flipchart which includes the following websites:
http://kids.britannica.com/comptons/art-166560/Earths-seven-continents-areAsia-Africa-North-America-South-America
http://kids.britannica.com/comptons/article-201424/geography
Song about the five oceans: http://www.teachertube.com/video/five-oceans-song281615
Song about the seven continents: http://www.teachertube.com/video/continents-ampoceans-216512
Atlas-premade
7 Continent worksheets for their atlas
Worksheet for atlas: Lets get to labeling!
Globe game: http://education.nationalgeographic.com/education/media/geogames/?
ar_a=1
Ellison di-cuts of the seven continents and symbols for the North and South Pole,
Equator, and Prime Meridian-pre-made
Map to label-pre-made
Scissors
Glue
Interactive Whiteboard
Individual whiteboards
Dry erase markers
Flipchart
Homework worksheet
Map
Globe
Flipchart website with facts on the seven continents
http://www.makemegenius.com/cool-facts/7-continents-interesting-fun-facts-for-kids
Fun ocean facts website that is on the flipchart
http://www.sciencekids.co.nz/sciencefacts/earth/oceans.html and
http://www.ducksters.com/geography/oceans.php
Website for the prime meridian and equator facts
http://www.socialstudiesforkids.com/articles/geography/equatorprimemeridian.htm
Website for the facts about the south pole
http://southpoleforkids.ca/kids-teachers/south-pole-facts/
Website for the facts about the north pole
http://www.ducksters.com/geography/north_pole.php
This website includes many types of maps that I will show in class on the flipchart
http://www.ducksters.com/geography/
This is a world map I will show on the flipchart
http://www.ilibrarian.net/flagmaps/world_map_large.jpg
classroomclipart.com is a wonderful resource that has free images to use for the
flipchart!

Discussion Notes: Make comments here related to ideas for assessment measures, parent involvement, field trips, or extension to
the unit plan ideas.
There are so many wonderful field trip ideas that could be done for this unit. I believe that it could vary from going to a theme park
and using the map and what was learned about the compass rose and find certain rides. Another fun field trip would be to have a
scavenger hunt around a park, or theme park, or even the school. The teacher could hide clues that would make the student refer

SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

back to their map and they would be able to learn more about their hometown-which is a standard they learned about. An extension
could be to have the students parents come in. The parents could tell the students which continent they are from as well as their
families and research more into it. Another cool field trip would be to go to the beach and have the students take note of the beachthe climate, the sand, the water, the temperature, etc. They could go home and research another ocean and compare it with that one
and note the differences. Going to Sea World and seeing the Penguin exhibit and Polar Bear exhibit would show the students
animals found on different continents. An extension would be to discuss animals found on different continents. For assessment,
just viewing that the students understand the material they write on their worksheet will help to see which students are
understanding the material they are learning.