Geography Unit Lesson 2

Flip-book
Grade Level: 1st Grade Subject: Social Studies - Geography I. Standards (GLCEs): 1 - G1.0.2 1 Give examples of places that have absolute locations (e.g., home address, school address). 1 G1.0.4: Distinguish between landmasses and bodies of water using maps and globes R.CM.01.01 make text-to-self and text-to-text connections and comparisons by activating prior knowledge and connecting personal knowledge and experience to ideas in text through oral and written responses. R.WS.01.10 in context, determine the meaning of words and phrases including objects, actions, concepts, content vocabulary, and literary terms, using strategies and resources including context clues, mental pictures, and questioning. W.GR.01.01 in the context of writing, correctly use complete simple sentences beginning with a capital letter and ending with a period, question mark, or exclamation point and capitalize first and last names, and the pronoun I. II. Learning Objectives TSW create a flip-book with the most specific location of the school (the school itself) to most general location of it (the planet). TSW label each page of the flip-book school, street, city, state, country, planet.

TSW order pages from most specific location on top to most general on the bottom. TSW color the landmasses on the earth green and the water blue.

III.Anticipatory Set TTW bring Me on the Map back for this lesson. TTW ask the students what they remember from last weeks lesson and reading Me on the Map. o What is an absolute location? o Which is more specific, where you live on a street or where you live in a state? o Is a state in a city or is a city in a state? Which one is more specific? IV.Input a. Task Analysis 1. 2. See anticipatory set. TTW set the expectations for this lesson. There are TTW show the students a finished flip-book.

many parts to this project so we all need to put our best listening ears on. Were all going to do this together, step by step. TSW be told that if they have questions or need a direction repeated they need to raise their hands. 3. TTW pass out the students definition sheets. TSW add the term absolute location to their sheets as well as a definition. The class will discuss that an absolute location is a place that has a specific location in the world. 4. 5. TTW pass out baggies of materials to students. TTW instruct the students to start with the blue

construction paper circle that says our school and the smallest circle of white paper. TTW model which pieces shes referring to by holding them up. TSW hold this piece up when theyve found it. 6. TSW find the smallest white circle in their bags and hold it up when theyve found it. TSW write Shawnee Park on the line on the smallest white paper circle. TTW model this. TSW draw and color a picture of the school on this white paper. TTW circulate the room as the students are drawing asking questions such as whats that? where is this in the school? etc. 7. TSW glue the white circle with their school picture onto the blue circle of construction paper (making sure not to cover the word our school. 8. TTW instruct the students to take the green construction paper oval out that says Our Street and the white paper rectangle and hold them up so the teacher can see everyone has the right pieces. The teacher will show the students what each piece looks like. 9. TSW write the name of the street (Chesaning) the school is on with a crayon the rectangle and glue it on the green oval. 10. TSW take out the yellow oval that says Our City and hold it up. TSW draw and color a picture of Grand Rapids and write Grand Rapids somewhere on the oval. TTW ask the students what they know about Grand Rapids. What is there to do in the city? Whats your favorite place? TTW draw a lot of tall buildings in her drawing of GR. 11. TSW take out the orange construction paper oval that says Our State and the white oval that has an outline of Michigan on it and hold them up. TTW check that every

student is holding up the right pieces and TTW show these pieces to the class. 12. TTW model where Grand Rapids is in Michigan and label it. TSW do this on their maps too. TTW will have the students hold up their pictures of Michigan to see if Grand Rapids is drawn in the right place. 13. 14. 15. 16. TSW write Michigan on the line under the outline of TSW glue this white Michigan paper onto the orange TSW take out the red oval and the map of the United TSW glue the map onto the red oval and write U.S.A. Michigan. oval without covering the words Our State. States. on the red oval. (if time allows students may go back and color this map after the flip book is completed). 17. TSW take out the circle that looks like earth and the big white oval that says Our Planet. TTW show the students these pieces and have the students hold their pieces up. 18. TSW glue earth onto the white oval and write Earth on the white paper. TSW color the rest of the white paper around earth black and color earth green (land) and blue (water). 19. TSW order their pages in order from most specific to most general as we talked about at the beginning of the lesson. When they have done this, TSW raise his/her hand and TTW check the work. If ordered correctly, TTW staple the book at the top. b. Thinking Levels: Blooms Taxonomy i. Knowledge: What is the name of our school? What

street is Shawnee on? What city/ state/ country do we live in? What planet are we on? ii. Comprehension: Why are the pictures in this order? iii. Application: How is the school related to the city? iv. Analysis: TSW organize their flip-books from most specific to least specific. v. Synthesis: What parts of this flip-book would change if we started at your house instead of the school? vi. Evaluation: Do you agree that my flip-book is in the right order? c. Learning Styles and/or Accommodations i. Remediation: For students who are struggling, I would have them work with another student. I may have Jyair work with Khanye, Michael and Mikeyla work together, and Jamari with Devon or Akilah. The students desks are set up in a way that naturally supports this. ii. Extensions: Students who are completing their flipbooks with great ease will be asked to add more detail to their pages. For example, coloring the map of the USA. They may also be called on to assist other students and re-explain directions. iii. Differentiation: Some students will be given baggies with some aspects already completed. For example, Demetrius and Jaden will be given baggies that already have much of the gluing completed. This way, they will be able to focus on their pictures and following instruction rather than on playing around with the glue. iv. Multiple Intelligences:

1. Bodily/ Kinesthetic: TSW be actively arranging and pasting the parts to their flip-books. 2. Visual/ Spatial: TSW create pictures and representations of where they go to school from the school itself to the planet that the school is on. 3. Intrapersonal: TSW be introduced to the idea that they fit into the world in many aspects from school and their street to the planet earth. 4. Musical: TTW play quiet music as the students work. 5. Verbal/Linguistic: TSW discuss and write the definition of absolute location. 6. Interpersonal: TSW discuss ideas and help each other throughout the lesson. 7. Naturalistic: TSW discuss and create a representation of how they and their school fit into the world. TSW draw their city and surroundings. 8. Logical: TSW use reasoning and logical thinking to order the pages of their flip-books. d. Method and Material i. Method: This lesson will be presented through interactive discussion/questioning, and demonstration. ii. Materials: 1. Baggies of materials for each student a. Color coded/ sized ovals b. Michigan map c. US map d. Earth outline

e. Blank white rectangle f. White circle with a line on it 2. Crayons/ pencils 3. Projector/ Elmo 4. Glue 5. Me on the Map V. Modeling (see task analysis) 1. TTW demonstrate showing the students a sample of a finished flip-book. 2. TTW will have her own baggie of cut out pieces. She will show the students each piece they should be working on and go through the process of making the book step by step with the class. VI.Check for Understanding 1. TTW check for understanding by walking around the room and seeing how each student is creating his/her book. 2. TTW check for understanding when checking the order of the pages before stapling. TTW also look for completion and accuracy of each page at this time. The students will be expected to have all of the pieces of each page included and in the right places. Extreme sloppiness may result in a student re-doing. Students who have all the parts included and in the right places will receive full completion credit. VII. Guided Practice (see task analysis) 1. We will go through the process of making the flip-books as a class. Each step will be completed together and model by the teacher.

VIII. Closure 1. TSW discuss how the books would be the same and different if they started at their houses. TTW talk about how hers would have a different first second and third page because her home is on a different street and in a different city than the school. 2. TTW tell the students that for next weeks lesson well be creating a different type of map of just our classroom.

IX.Assessment/ Reflection Assessment: The teacher will assess the students based on observations during the lesson, student answers given, participation, and final books. Reflection: Were the students able to create accurate flipbooks starting at the school. Were any important elements left out? Will the students be able to orally discuss the order of specific to general locations of other places that have absolute locations? Did the teacher keep the students engaged throughout the lesson? Was the lesson adapted and differentiated appropriately? What would be changed/ kept the same?

Sources: http://finallyinfirst.blogspot.com/2011/02/me-on-map.html Joan, Sweeney. Me on the Map. New York: Dragonfly, 1996. Print. US map: http://www.google.com/imgres? q=US&um=1&hl=en&sa=N&biw=1164&bih=603&tbm=isch&tbnid=nY9 bvNRncIhj3M:&imgrefurl=http://www.nass.usda.gov/Statistics_by_State/

&docid=qIsnsyibqbYPFM&imgurl=http://www.nass.usda.gov/Statistics_b y_State/images/us_map_pr.gif&w=571&h=361&ei=7e0_T8DAEq322AWA 4JWECA&zoom=1&iact=hc&vpx=755&vpy=152&dur=1698&hovh=178 &hovw=282&tx=166&ty=93&sig=107584375120578063870&page=1& tbnh=97&tbnw=153&start=0&ndsp=18&ved=0CFUQrQMwBA Michigan map: http://www.google.com/imgres? imgurl=http://www.worldatlas.com/webimage/countrys/namerica/usstat es/outline/mi.gif&imgrefurl=http://www.worldatlas.com/webimage/count rys/namerica/usstates/outline/mi.htm&h=740&w=691&sz=12&tbnid=ex YniQSI3bCEpM:&tbnh=90&tbnw=84&prev=/search%3Fq%3Dmichigan %2Boutline%26tbm%3Disch%26tbo %3Du&zoom=1&q=michigan+outline&docid=IqysRiDsq50EmM&hl=en& sa=X&ei=Eu4_T8DSOdKr2AWx4NmUCA&ved=0CDQQ9QEwAw&dur=43 2 Earth map: http://www.google.com/imgres? imgurl=http://www.sas.upenn.edu/~rachelmr/earthcolor.gif&imgrefurl=http://www.sas.upenn.edu/~rachelmr/labspec.html& h=503&w=500&sz=14&tbnid=fhYGLvXssa89eM:&tbnh=90&tbnw=89& prev=/search%3Fq%3Dearth%2Boutline%26tbm%3Disch%26tbo %3Du&zoom=1&q=earth+outline&docid=68ZEJ1emmtBjlM&hl=en&sa= X&ei=WO4_T_ulNsTi2gXModGYAQ&ved=0CDQQ9QEwAw&dur=554