EED Lesson Plan

LEARNING CYCLE FORMAT

Name: Lynn Chennault
Grade Level: 2nd Subject: Social Science
Date: November 7, 2014
Key Idea Concepts/Skills of Lesson: 7 Continents
Lesson Goals: Identifying the seven continents
Prerequisite Skills and/or Concepts: The students will need prior knowledge of maps and globes,
singing, 2 truths and a lie game, and coloring.
Accommodations: SPED-The student will be given more time to complete each activity. The
special education teacher will work with the student to assist where needed and keep on task.
GIFTED-Students will be allowed to research a continent of their choice on the iPad once they
have finished their activities. ELL- I have no ELL students.
Alabama Course of Study Reference: CCRS: SS 2.6: Identify States, continents, oceans, and the
equator using maps, globes and technology.
CCRS Music 2.1: Sing on pitch using good posture.
National Standards Reference: III. People, Places, and Environment
CT Signature:


Exploration: (Contains student activities that focus attention, diagnosis student prior learning
and relates previous learning to new experience.)
Objective: The students will
recall prior knowledge to
play two truths and a lie
about each continent.

Materials:
1.PPT


Procedures:
1. The teacher will call the
class to attention.
2. The teacher will ask the
students to think about
continents. The teacher will
say, Today we are going to
play two truths and a lie
about continents.
3. The teacher will display
the PowerPoint with 3
statements on each slide for
a total of 12 statements. 2
statements will be true and
one will be a lie. The
students will hold up
thumbs up if the statement
is a truth and thumbs down
if it is a lie.
4. The teacher will move
through each slide allowing
the students to respond to
each statement.
Assessment: The teacher
will assess the students
prior knowledge of
continents on a map by
assessing total group
response.
5. The teacher will say,
Today we are going to
learn more about continents
and how to find them on a
map. We will make a book
and list the continents after
we find them on the globe.
We will also color our
continent on a map. First we
will listen to the continent
song. We are going to listen
to it several times and try to
learn it.
Invention: (Contains student activities that are appropriate and meaningful. These provide
explanation, provide examples, and provide closure.
Objective The students will
identify the shapes of each
of the continents as
displayed on a map.





The students will sing on
pitch while using proper
posture.

Materials:
1. PowerPoint
2. Continent Book
3. Crayons
4. Pencils
5. Globes
6. Continent hand out


Procedures:
1. The teacher will display
the PowerPoint and play the
video clip with the
continent song it several
times. The teacher will
lead the children through
the song several times
stressing good posture and
pitch. The teacher will
demonstrate proper posture.
The teacher will move
through the fact slides
sharing information about
each continent.
2. The teacher will hand out
the continent books. The
teacher will display the next
group of slides with each
continent on it. Each slide
has the continent and the
name of the continent. The
teacher will have the
students color and write the
name of each continent in
their books as they are
presented on the slides.
3. Once the books have
been completed the teacher
will release responsibility to
the students to work in
Assessment: The teacher
will assess the continent
book to determine the
students ability to identify
continents on a map. The
teacher will assess the
continent hand out to
determine the students
ability to identify continents
on a globe.

The teacher will assess the
students pitch and posture
through observation.
groups to find each
continent on the globe and
list it on the continent
worksheet.
4. The teacher will instruct
the students to turn in their
work and return to their
seats.
5. The teacher will say,
Now that we know a little
more about each continent,
I would like for you to
answer this question with
your shoulder partner. If
we could not live on our
continent of North America,
which continent would you
want to live on? Give at
least one reason to explain
why you would want to live
there. The teacher will
allow the students to discuss
which continent they would
like to live on, and then
have them share with the
class.
Closure: The teacher will
review the statements from
the 2 truths and a lie
anticipatory set allowing the
students to change their
responses as desired.
Expansion: (Contains student activities that provide practice, provide application, and evaluate
student understanding and learning.)
Objective: The students will
locate North America on a
map and demonstrate this
ability by coloring the
continent.

Materials:
1. Map
2. colors
3. Pencil

Procedures:
1. The teacher will hand out
a world map and ask the
students to color our
continent of North America.
2. The students will color
our continent and then turn
in the map on the red book
case.
Assessment: The teacher
will assess the students
ability to locate North
America by assessing the
map.

Lesson Plan References:

Power Point, Student Handouts, Rubrics: Include copies of a PowerPoint if it is used in the
procedure. Also, student handouts, rubrics and similar materials mentioned in the procedure
must be included with the lesson plan.

































My 7 Continents Book

By: ____________

Africa


Asia



Europe


North America

South America


Australia



Antarctica

7 Continents Hand-out
Directions: Work with your group to find all seven continents. Once you find them,
write the name of the continent on this list.
Word Bank
Asia Africa North America South America
Europe Australia Antarctica


1. _________________ 5. ____________________
2. _________________ 6. ____________________
3. _________________ 7. ____________________
4. _________________

Name: ______________________ Date: ___________________
Color Our Continent!
Directions: Color our continent red.

EED Lesson Plan
LEARNING CYCLE FORMAT

Name: Lynn Chennault
Grade Level: 2nd Subject: Social Science
Date: November 10, 2014
Key Idea Concepts/Skills of Lesson: Continents of the World
Lesson Goals: Identifying continents on a map and the games children play in other cultures
Prerequisite Skills and/or Concepts: The student will need prior knowledge of continents, games,
animals, and climate.
Accommodations: SPED-The student will be given more time to complete each activity. The
special education teacher will work with the student to assist where needed and keep on task.
GIFTED-Students will be given an opportunity to research games played in other continents, and
allowed to demonstrate how the game is played. ELL- I have no ELL students.
Alabama Course of Study Reference: CCRS: SS 2.6: Identify states, continents, oceans, and the
equator using maps, globes and technology.
CCRS ELA 2.34: Produce complete sentences when appropriate to task and situation in order to
provide requested detail or clarification.
National Standards Reference: III. People, Places, and Environment
CT Signature:


Exploration: (Contains student activities that focus attention, diagnosis student prior learning
and relates previous learning to new experience.)
Objective: The
students will list an
animal, country,
and game from our
continent.

Materials:
1.whiteboard
2. dry erase marker

Procedures:
1. The teacher will call the class
attention to her by saying, Class,
class, class! to which the students
will respond Yes, yes, yes! The
teacher will demonstrate the lesson
is ready to begin by saying, I am
ready to teach. The students will
respond, I am ready to learn!
2. The teacher will say, Yesterday
we learned about the 7 continents.
We learned a song and we learned
where the continents were in the
world. Today we are going to learn
about a country in each continent,
an animal found on the continent,
and a game the children play on
each continent which is a part of the
culture of those children. Lets
begin by thinking of some of these
things from our continent and write
them on the board.
3. The teacher will record the
students responses. The teacher
will then say, Today we will use a
Assessment: The teacher
will assess the students list
to determine the students
focus.
passport to record all the
information we learn about each
continent. Then we will fill out a
top hat to compare two games from
around the world.

Invention: (Contains student activities that are appropriate and meaningful. These provide
explanation, provide examples, and provide closure.
Objective: The
students will create
passport entries to
record new
information about
continents and their
culture of play.

Materials:
1. PowerPoint
2. Passport
3. Pencils



Procedures:
1. The teacher will begin the
PowerPoint and hand out the
passports to the students. The
teacher will instruct the students to
write their name on cover of the
passport. She will then ask the
students to fill in all the
information on the first page.
2. The teacher will give the
students time to fill in the first page
and then redirect the students
attention to the PowerPoint.
3. The teacher will move through
each slide sharing the information
about each continent. The teacher
will say, For each continent, I
have included a song from that
area. The song will play while we
discuss the information we need
for our passport. Lets begin with
North America which is our
continent. We have already listed
all of the things we need to fill out
the North America page. Please
take a minute to copy the answers
from the board that we already
came up with or you may come up
with your own, but I must okay it.
The song we are listening to is old
time rock n roll. When the song
ends you must be finished with
your writing.
4. The teacher will advance to the
Antarctica slide. The teacher will
draw attention to the fact that there
is no music for Antarctica. The
teacher will explain that there are
Assessment: The teacher
will assess the students
passport to determine their
ability to record information
about continents and their
culture of play.
no humans who live on Antarctica
year round. The teacher will
continue to share the information
found on the PowerPoint. The
teacher will continue through the
rest of the slides sharing the
information needed for the
passport. The teacher will pay
special attention to the games the
children play as part of their
culture.
Closure: Once the students have
completed the passport the teacher
will explain that they will use the
passport to help them compare the
games of the world to the games
we play here in North America.
Expansion: (Contains student activities that provide practice, provide application, and evaluate
student understanding and learning.)
Objective: The
students will compare
childrens game from
around the world with
games they play.


Materials:
1. Chart
2. Pencil









The students will write
a complete sentence
about a game from
another continent they
would like to play with
their friends.


Procedures:
1. The teacher will hand out a
chart. The chart will have 4
headings, North America, Name
of Game, Continent, and Name
of Game. The teacher will
explain that the students should
fill out the chart with at least two
games that are alike and the
name of the game here, and the
name of the continent and game
that is alike.
2. The teacher will model the
example on the first line of the
page.
3. The teacher will instruct the
students to use their passport and
work together to fill out the
chart. The teacher will say,
Once you have finished, turn
over your paper and a complete
sentence about a game from
another continent that you would
like to play with your friends.
Make sure it is a complete
sentence with superhero swag.
Once you have finished your
Assessment: The teacher
will assess the students
chart to determine their
ability to compare games
from around the world to
the games they play here.













The teacher will assess the
students sentences in order
to determine the students
ability to write a complete
sentence.
sentence turn your paper in on
the red bookcase and pack up to
go home.
4. The teacher will give the
students time to complete the
chart. The teacher will move
around the room to assist and
assess.


Lesson Plan References:

Power Point, Student Handouts, Rubrics: Include copies of a PowerPoint if it is used in the
procedure. Also, student handouts, rubrics and similar materials mentioned in the procedure
must be included with the lesson plan.
























______________________

___ _s
Passport
Around the World

Passport Information
Name: __________________________

Birthday: ________________________

Home Country: ____________________

Teachers Name: ___________________




North America
A country on this
continent
An animal that lives
here
A game children
play here
A famous
landmark is

South America
A country on this
continent
An animal that lives
here
A game children
play here
A famous
landmark is

Australia
A country on this
continent
An animal that lives
here
A game children
play here
A famous
landmark is

Asia
A country on this
continent
An animal that lives
here
A game children
play here
A famous
landmark is

Africa
A country on this
continent
An animal that lives
here
A game children
play here
A famous
landmark is

Europe
A country on this
continent
An animal that lives
here
A game children
play here
A famous
landmark is

Antarctica
A country on this
continent
An animal that lives
here
A game children
play here
A famous
landmark is
Games around the World

Continent Name of Game Other Continent Name of Game

North America






Freeze Tag

Australia

Stuck in Mud









Games around the World

Continent Name of Game Other Continent Name of Game

North America






Freeze Tag

Australia

Stuck in Mud







EED Lesson Plan
LEARNING CYCLE FORMAT

Name: Lynn Chennault
Grade Level: 2nd Subject: Social Science
Date: November 12, 2014
Key Idea Concepts/Skills of Lesson: Oceans of the world and the equator
Lesson Goals: Identifying oceans of the world and the equator on a map
Prerequisite Skills and/or Concepts: The students will need prior knowledge of maps and globes;
the ability to differentiate between oceans, rivers, lakes and ponds.
Accommodations: SPED-The student will be given more time to complete each activity. The
special education teacher will work with the student to assist where needed and keep on task.
GIFTED-Students will be given an ocean to research once all work has been completed. ELL- I
have no ELL students.
Alabama Course of Study Reference: CCRS: SS 2.6: Identify states, continents, oceans, and the
equator using maps, globes and technology.
CCRS Music 2.1: Sing on pitch using good posture.
National Standards Reference: III. People, Places, and Environment
CT Signature:


Exploration: (Contains student activities that focus attention, diagnosis student prior learning
and relates previous learning to new experience.)
Objective: The
students will share
one fact they learned
from viewing the
ocean video clip.

Materials:
1.PowerPoint
2.Oceans video

Procedures:
1. The teacher will call the class
attention to her by saying, Class,
class, class! to which the students
will respond Yes, yes, yes! The
teacher will demonstrate the lesson
is ready to begin by saying, I am
ready to teach. The students will
respond, I am ready to learn!
2. The teacher will direct the
students attention to the video
about oceans. The teacher will
say, Today we are going to learn
about the oceans of the world. We
will start with a video about the
different oceans from the different
parts of the world. Pay attention to
the names of the oceans and the
areas they are located. We will be
learning about how to find them on
a map. We will also learn about a
huge imaginary line that splits the
world in half! We will share one
Assessment: The teacher
will assess the students
response as they share a fact
from the ocean video clip.
thing we learned from the video
with our table. So listen closely to
the video.
3. The teacher will begin the video
from the PowerPoint.
https://www.youtube.com/watch?v
=vy6dj_ZWOos
4. Once the video has been viewed
the teacher will ask the students to
share one thing they learned from
the video with their table.

Invention: (Contains student activities that are appropriate and meaningful. These provide
explanation, provide examples, and provide closure.
Objective: The
students will sing the
ocean song on pitch
using good posture.

Materials:
1. PowerPoint
2. ocean foldable
3. Pencil
4. equator foldable

The students will
create a foldable of
the oceans of the
world in order to
organize new
information about
each ocean.














Procedures:
1. The teacher will display the next
slide of the PowerPoint that
contains the link to the ocean song.
https://www.youtube.com/watch?v
=KUS2Kjzzd9s The teacher will
play it multiple times, and then
lead the students in singing the
ocean song stressing good posture
and pitch. The teacher will display
the next slide of the PowerPoint.
The teacher will tell the students
that they will be filling out an
Ocean foldable as the teacher leads
them through the PowerPoint. The
teacher will remind the student that
they will also learn about the
equator and make an equator
foldable.
2. The teacher will hand out the
ocean foldable and instruct the
students to fill in the missing
words as they go through the
PowerPoint.
3. The teacher will move through
the slides of the PowerPoint
sharing information about each of
the five oceans beginning with the
Pacific ocean. The PowerPoint
includes where the oceans are
located, the size, and an interesting
fact about each ocean. The foldable
Assessment: The teacher
will assess the students
ability to sing on pitch and
use good posture through
observation.






The teacher will assess the
students foldable to
determine the students
ability to identify oceans of
the world.


















The students will
create an equator
foldable to aid them
in identifying the
equator on the map.

will have key information missing
on it. The teacher will instruct the
students to fill in the missing
information.
4. The teacher will continue
through the slides until all oceans
have been covered. The teacher
will ask the students to think about
these questions.
Why dont we call all water
the ocean?
Why is the ocean water
different from the river
water?
Is there a line that divides
the oceans on the globe?
Why or why not?
Is there a line that divides
the oceans in the real
world? Can you see it?
The teacher will assign one
question to each table. The teacher
will allow the students to discuss
and then share with the class. The
teacher will regain the students
attention and say, Now that we
have been through the oceans of
the world, I would like us to look
at our globe again. In particular, I
want to look at the equator. The
teacher will explain the equator is
an imaginary line that cuts the
earth in half. It divides the
northern and southern
hemispheres. The teacher will use
the PowerPoint presentation to
provide information about the
equator. The teacher will hand out
the equator foldable, and instruct
the students to fill it out as we
progress through the presentation.
Once the equator foldable has been
completed, the teacher will ask the
students to table talk about the
following questions.
What is the equator?


The teacher will assess the
equator foldable to
determine the students
ability to identify the
equator on a map.
What is its function?
Once both foldable are completed,
the teacher will bring the lesson to
an end by reviewing.
Closure: The teacher will say,
Lets think back about the video
and all we have done today. Lets
share 2 things we have learned
with a friend from another table.
You will have 2 minutes. The
teacher will allow the students to
share and then regain their
attention.

Expansion: (Contains student activities that provide practice, provide application, and evaluate
student understanding and learning.)
Objective: The
students will locate
the oceans on a map.


Materials:
1. Ocean Worksheet
2. colors
3. Pencil
4. Globe






The students will
locate the equator on
a globe.
Procedures:
1. The teacher will say, We
have learned a lot about the
oceans today and how to
find them on a map or
globe. Now we will use
what we learned to fill out
our oceans worksheet.
Once we have finished we
will look at the globe to
find the equator. Lets
begin with the worksheet.
The teacher will hand out
the worksheet and instruct
the students to follow
directions.
2. The teacher will then say,
Once you have finished,
bring your paper to me and
I will tell you which group
you will work with to find
the equator. Once you have
found the equator, you may
pack up to go home. You
have done an excellent job
today! I am very proud of
you!
3. The teacher will arrange the
group based on the
students finish time.
Assessment: The teacher
will assess the students
oceans worksheet to
determine the students
ability to locate the oceans
and equator on a map.










The teacher will assess the
students ability to locate
the equator on the globe
through individual
observation.

Lesson Plan References:

Power Point, Student Handouts, Rubrics: Include copies of a PowerPoint if it is used in the
procedure. Also, student handouts, rubrics and similar materials mentioned in the procedure
must be included with the lesson plan.




























This will be printed landscape and made into a foldable.


This will be printed landscape and used as a foldable.
EED Lesson Plan
LEARNING CYCLE FORMAT

Name: Lynn Chennault
Grade Level: 2nd Subject: Social Science
Date: November 13, 2014
Key Idea Concepts/Skills of Lesson: Locating points on a grid
Lesson Goals: Locating points on a grid in order to create and find points
Prerequisite Skills and/or Concepts: The students will need prior knowledge of numbers, letter,
shapes, counting, and grids.
Accommodations: SPED- The student will be given extra time to complete the activity and will
be provided extra assistance from the special education teacher in order to stay on task. GIFTED-
Students will be given an opportunity to create their own picture on a grid. They will trade grids
to see if they can reproduce the picture.
Alabama Course of Study Reference: CCRS SS 2.6: Locating points on a grid.
CCRS Math 2.25: Partition a rectangle into rows and columns of same-size squares, and count to
find the total number of them.
National Standards Reference: III. People, Places, and Environment
CT Signature:


Exploration: (Contains student activities that focus attention, diagnosis student prior learning
and relates previous learning to new experience.)
Objective: The students
will access prior knowledge
to determine if a series of
statements are true or false.
Materials:
1. PowerPoint


Procedures:
1. The teacher will gain the
students attention
2. The teacher will display
several statements on the
board about locating points
on a grid.
3. The teacher will say, As
I read these statements, I
want you to give me a
thumbs up if you think the
statement is true, a thumbs
down if the statement is
false, and a thumbs to the
side if you arent sure.
The teacher will read each
statement and give the
students a chance to
respond.
4. The teacher will say,
Today, we will learn how
to find a point on a grid. We
will place pictures on a
Assessment: The teacher
will assess the students
responses to the statements
through observation.
large grid on the board,
locate frolicking frogs on a
grid, and draw a picture
using locations on a grid.
The teacher will say, We
will begin by learning how
to find points on a grid.
Invention: (Contains student activities that are appropriate and meaningful. These provide
explanation, provide examples, and provide closure.
Objective: The students will
create points on a grid,
record those locations, and
record locations of
frolicking frogs.

Materials:
1.PowerPoint
2.18 magnetic pictures
3.white board
4.recording sheet
5.frolicing frogs worksheet

























Procedures:
1. The teacher will display
the PowerPoint and explain
how to find points on a grid
using the information on the
slides.
2. The teacher will say,
Finding points on a grid is
an important skill. We use
it in everyday life when we
locate things on a map. It
helps us find our way in the
world. Lets look at how
we find a specific place on a
grid. The first thing we
need to know is how a grid
is laid out. There are lines
that go from side to side,
and lines that go up and
down. The lines that go up
and down use letters to
name them. The lines that
go from side to side use
numbers to name them.
When I am given a
coordinate, it has a letter
and a number. This
coordinate is (A, 6) so I
look for the A on the
bottom, and the 6 on the
side. Where those two lines
meet, is where I put my
dot. The teacher will
continue by doing 5 more
coordinates on the
PowerPoint. The teacher
will ask the students to
Assessment: The teacher
will assess the students
recording sheet and
frolicking frog worksheet to
determine the students
ability to locate points on a
grid.












































































think about the following
questions.
How do you think
locating points on a
grid relates to maps
and globes?
How can grids help
us when we want to
share information
about a map or a
location on a map?
The teacher will ask table 1
and 3 to table talk about the
first question, and tables 2
and 4 to table talk about
question number two. The
teacher will allow the
students to discuss and then
share with the class. The
teacher will regain the
class attention and redirect
it to the PowerPoint.
3. The teacher will advance
to the next slide, which will
be a large grid. The teacher
will have 18 pictures of
objects with magnets
adhered to the back. The
students will place a picture
on a grid location on the
board.
4. The teacher will say,
Now we will make our
own points on a grid and
write the point on our
worksheet. I will call you
up two at a time to place a
picture on a grid location. I
will draw sticks to see who
comes to the board. When
you are given the pictures
place it where two lines
meet, and then have a seat.
The teacher will point out
that the grid is really a large
rectangle divided into equal














































The students will identify
the grid as a rectangle
divided into equal sized
squares and count them to
calculate possible
placement of pictures.
sized squares. The teacher
will ask the students to
count the squares with her
to demonstrate how many
options they have to place
their pictures. The teacher
will draw two student
names and allow them to go
to the board and place their
picture. The teacher will
hand out the recording
sheet.
5. The teacher will continue
to draw sticks until all
students have placed
pictures on the grid. The
teacher will then say, Now
you will work with your
partner to write the grid
location for each picture.
When you finish, you will
bring your recording sheet
to me and pick up this
Frolicking Frogs worksheet.
You will do this worksheet
on your own.
6. The teacher will say,
Once you have finished
your Frolicking Frogs
worksheet, you will put it
on the red bookcase and we
will review our lesson.
Closure: The teacher will
say, Now that we know
more about locating points
on a grid, we can go back
and look at some of the
statements we werent sure
about in the beginning of
our lesson. Lets use
thumbs up, thumbs down,
and thumbs to the side to
tell if the statement is true,
false or not sure. The
teacher will display the
statements from the
The teacher will assess the
students ability to identify
the grid as a rectangle
divided into equal sized
squares and count them to
calculate possible
placement of pictures
through observation.
beginning of the lesson and
allow the students to
respond to them.
Expansion: (Contains student activities that provide practice, provide application, and evaluate
student understanding and learning.)
Objective: The students will
create a drawing using
coordinates on a grid.


Materials:
1.pencils
2.cordinate worksheet
3.crayons
Procedures:
1. The teacher will say,
Now that you know how to
find a location on a grid.
We will use that new
knowledge to make a
picture using points on a
grid.
2. The teacher will hand out
the worksheet and model
how to complete the
worksheet on the ELMO.
3. The teacher will say,
We use the grid
coordinates to tell us where
to place our dot, then we
draw a line to the next dot.
You must draw the line as
you go in order to make the
picture. Work on your own
to complete the picture. If
you finish before everyone
else, please color the picture
neatly. We will be putting
these in the hallway.
4. The teacher will release
the activity to the students
to complete.

Assessment: The teacher
will assess the students
coordinate drawing to
determine their ability to
find points on a grid.

Lesson Plan References:

Power Point, Student Handouts, Rubrics: Include copies of a PowerPoint if it is used in the
procedure. Also, student handouts, rubrics and similar materials mentioned in the procedure
must be included with the lesson plan.



These are the 18 pictures for giant grid activity.







Name: ____________________ Date:__________________
Recording Sheet
Directions- Use the pictures on the board and write down their
locations.

Dog- (______, ______) Star- (______, ______)

Donut - (______, ______) Flower- (______, ______)

Bee- (______, ______) Fire truck - (______, ______)

Baby- (______, ______) French fries- (______, ______)

Butterfly- (______, ______) Mouse- (______, ______)

Ball- (______, ______) Monkey- (______, ______)

Car- (______, ______) Marker- (______, ______)

Cat - (______, ______) Pig- (______, ______)

Fish- (______, ______) Frog- (______, ______)




EED Lesson Plan
LEARNING CYCLE FORMAT

Name: Lynn Chennault
Grade Level: 2nd Subject: Social Science
Date: November 14, 2014
Key Idea Concepts/Skills of Lesson: Review of Unit
Lesson Goals: Review all skills learned in the Finding My Way in the World Unit
Prerequisite Skills and/or Concepts:
Accommodations: SPED-The student will be given more time to complete each activity. The
special education teacher will work with the student to assist where needed. As this student has a
behavioral disability and is very intelligent I feel that no other accommodations are needed.
GIFTED-The students will be allowed to create a PowerPoint based on all the research they have
done throughout the unit. The students will be allowed to present their presentation during the
following class. ELL- I have no ELL students.
Alabama Course of Study Reference: CCRS SS 2.6: Identify states, continents, oceans, and the
equator using maps, globes, and technology.
Identifying map elements, including title, legend, compass rose, and scale
Identifying the intermediate directions of northeast, southeast, northwest, and
southwest
Recognizing technological resources such as a virtual globe, satellite images, and radar
Locating points on a grid
CCRS Music 2.1: Sing on pitch using good posture.
National Standards Reference: III. People, Places, and Environment
CT Signature:


Exploration: (Contains student activities that focus attention, diagnosis student prior learning
and relates previous learning to new experience.)
Objective: The
students will
prepare to review
skills learned in
the unit by
brainstorming
using a graphic
organizer with the
class.

Materials:
1.WhiteBoard
2. Dry erase
marker
Procedures:
1. The teacher will call the class
attention to her by saying, Class,
class, class! to which the students
will respond Yes, yes, yes! The
teacher will demonstrate the lesson is
ready to begin by saying, I am ready
to teach. The students will respond,
I am ready to learn!
2. The teacher will say, Today we
are going to review all of the skills we
have been learning for the past two
weeks. I will help you remember the
skills and we will practice each one. I
want to start by having you tell me
which map skills you remember or
any information you remember from
Assessment: The teacher
will assess the students
ability to recall skills
learned throughout the unit
by observing the class
generated graphic
organizer.
our unit.
3. The teacher will record any
information the students remember on
a concept map.
4. The teacher will say, I am so
proud of you for remembering each of
these things! I want you to pat
yourself on the back for remember so
much! Now lets go through each
thing we learned and listen to our
songs.
Invention: (Contains student activities that are appropriate and meaningful. These provide
explanation, provide examples, and provide closure.
Objective: The
students will
demonstrate their
knowledge of
map skills taught
in this unit
through the use of
a review booklet.

Materials:
1. PowerPoint
2. Student Folders
3. Review
Booklet



















Procedures:
1. The teacher will say, I want to
share with you a folder that I have
made for each of you. I have been
collecting all your work and placing it
into your folder. We will use this
folder to guide us through our review.
I will pass the folder out, but please
dont open it until I ask you to. Do
NOT take anything out of your folder
until I ask you to. I will give you
time at the end of the review to look
at your things. I will also give them
back to you to take home later in the
week.
2. The teacher will hand out the
student folders. The teacher will then
say, I also want to use this booklet to
help us review. Please put your name
on the front of the booklet. The
teacher will hand out the booklets.
3. The teacher will instruct the
students to open their folder and their
booklet to the first page.
Page 1 Maps and Globes
Questions:
How can we use maps in
everyday life?
Would you use a map or a
globe to find your way from
Oxford mall to the zoo in
Birmingham? Defend you
answer with one reason.
Assessment: The teacher
will assess the students
booklet to determine that
the students have reviewed
for the map test.



































































The student will
sing on pitch
using good
posture.



Page 2 Map Elements
Questions:
Which of these things would
you use for:
Telling whats on the
map?
Telling the direction
on a map?
Finding what a symbol
means on a map?
Telling how far it is in
miles from one city to
another?
Page 3 Intermediate directions
Questions:
Which directions are the
cardinal directions?
Which directions are the
intermediate directions?
How do the names of the
intermediate directions help
you figure out where the
directions are located on a
compass rose?
Page 4 Technology
Questions:
Which website would you use
to find:
directions from one
city to another one?
pictures of Disney
world from the sky?
Page 5 Identify States
Questions:
How many states are in the
USA?
What is the name of our state?
Is Oxford a state? Why or why
not?
Page 6 Identify Continents.
Questions:
What continent do we live on?
Are we the only country on
our continent?
Page 7 Multicultural Play
Question:







































The teacher will assess
pitch and posture through
observation.
What game from another
continent would you want to
play with your friends?
Page 8 Oceans And The
Equator.
Questions:
Which ocean touches
Alabama?
Do we live closer to the
equator than Alaska?
Page 9 Locating Points on a
Grid
Questions:
How does a grid help us find
things on a map?
The teacher will use the PowerPoint
to guide her through each page
focusing on the important aspects of
each of the skills. Each slide of the
PowerPoint will display the students
work and the booklet page. The
answers to each page will appear on
the click of the mouse. The teacher
will move through the
PowerPoint/Booklet/Student folders
reviewing the skills the students will
need to remember for their
assessment allowing them to discuss
and share their thoughts about each
question for each page.
Closure: The teacher will say, We
have reviewed the entire unit on maps
and globes. Lets look back at our
concept map and add the things we
had missed when we started the
lesson. The teacher will record the
students additions to the concept
map.

Expansion: (Contains student activities that provide practice, provide application, and evaluate
student understanding and learning.)
Objective: The
students will
demonstrate growth in
map skills.

Procedures:
1. The teacher will say, Now
that we remember all of our
skills, we will take an assessment
to see how much you have
Assessment: The teacher
will assess the students test
to determine their
conceptual change of map
skills.

Materials:
1. Teacher created test
2. Pencil

learned. Please close your
booklet and your folder and lay
them aside.
2. The teacher will pass out the
test. The teacher will say,
Please write your name and
number at the top of your paper.
I want you to take your time and
do your best. If we dont finish
now, we will finish tomorrow.
There should be no talking.
When you finish, turn in your
paper and read quietly at your
desk until I ask you to pack up.
I know you will do great.
3. The teacher will allow the
students to take the test while she
takes up their folders and
booklets.

Lesson Plan References:

Power Point, Student Handouts, Rubrics: Include copies of a PowerPoint if it is used in the
procedure. Also, student handouts, rubrics and similar materials mentioned in the procedure
must be included with the lesson plan.



Finding My Way in
the World Review
Booklet

By:
This is a _____________. It shows
_____________ about a _________place.
This is a _____________. It is a ________
representation of the Earth. We use it
when we want to work with _____ parts
of the world.
Write the correct letter under the
item it names.
A. Compass Rose
B. Title
C. Legend
D. Scale
Write the directions on the Compass
Rose.
Word Bank
North South East West
Northeast Northwest
Southeast Southwest
Name the two types of technology we
used.

Word Bank
Google Earth MapQuest
What is a state?
A state is a __________ of a country.
Color our state
yellow.
How many
states are in
the United
States? _____

Lets sing our song, and write the
name of the continents.

1._____________________

2._____________________

3._____________________

4._____________________
Games From Around the World
Name a game from each continent.


Africa: _____________________________ Australia: ________________________



Asia: _______________________________ Antarctica: _____________________

Lets sing our song, and write the
name of the oceans.

1._____________________

2._____________________

3._____________________
Draw the equator on the
map.
Locate the Points on a Grid
Write the location for each of
these dots.


Red dot (____, _____)

Green dot (_____, _____)

Blue dot (_____, ______)

Orange dot (_____, _____)
Name: ________________________ Date:______________________

Finding My Way in the World Unit Assessment

Directions: Read each question. Circle your answer.


1. A _________ show detaila about a specific place. It is flat.
a. Compass Rose
b. Legend
c. Map
2. A ____________ is a round 3D model of the Earth.
a. Globe
b. Grid
c. Title
3. This is a ___________ __________.
a. Grid
b. Compass Rose
c. Legend

4. This is a ______________________.

a. Scale
b. Globe
c. Northwest
5. This is a _______________.

a. Map
b. Legend
c. Northeast
6. This is a ______________________.
a. Title
b. Globe
c. Compass Rose

7. Write the letter of the intermediate directions on the compass rose.
a. Northeast
b. Northwest
c. Southeast
d. Southwest North



West East





South

8. This program is called __________ __________.
a. Google Earth
b. Compass Rose
c. Grid
9. A _______ is a part of a country, like Alabama.
a. Continent
b. State
c. River
Use this grid to Answer questions 10-15.

A B C D E F G
10. What shape is at (D, 5)?
a. Triangle
b. Square
c. Heart

11. What shape is at (C, 2)?
a. Star
b. Heart
c. Circle
12. What shape is at (F, 5)?
a. Arrow
b. Square
c. Circle
13. What shape is at (A, 3)?
a. Heart
b. Triangle
c. Oval
14. What letter is at (B, 4)?
a. Square
b. Heart
c. Arrow
5



4



3

**Take your Paper to Mrs. Chennault for number 15 and 16.
15. Sing the Continent Song for Mrs. Chennault.
16. Sing the ocean song for Mrs. Chennault.



































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Murphy, S. eHow | Traditional Asian Games for Kids. Retrieved September 14,
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Nations Online. (n.d.). Retrieved September 20, 2014


Smith, S. (2014, June 23). eHow | Traditional African Children's Games. Retrieved
September 14, 2014


Taylor, D. eHow | Traditional Children's Games in Australia. Retrieved September
14, 2014.

Walters, A. (2014, August 12). eHow | Games for Latin American Children.
Retrieved September 14, 2014.