Monday 4/8

Time:​ 30 minutes

Assessment:
For this class, the focus will be the pre assessment so I Can measure what the students
understand and what they struggle with. I have created the pre assessment on the plickers app
so that I can collect data on student scores easily. I will begin the class by passing out the
plickers cards. Once the students all have their cards, I will quickly review with them how to use
the cards (the letter you want to choose is on top). I will explain to them that this is a test for me
to see what they know, so if they are unsure about something, I will encourage them to choose
the “not sure” option. If they think they might know, I will tell them to give it a try.

If any time remains once we finish, I will give the students the opportunity to explore some of the
new resources.

Materials:​ Computer, phone, plickers

Friday 4/12
https://docs.google.com/presentation/d/1_4t9C7VEru01yAZwDlweJVziigD5UqtwqrHsUrVv
450/edit

Standard
1-G1.01

Objective:​ Students will be able to construct a map that demonstrates aerial view

I can​: I can draw a map that shows aerial view

Time:​ 30 minutes

Lesson:

For this lesson, we will continue on our theme of aerial perspective by creating our own aerial
perspective maps! To begin the lesson, I will quickly review aerial perspective with students. I
will tell them that we can use aerial perspective to help us to draw maps! On the screen, I will
show some examples of aerial maps of houses/buildings and then I will show them the
hand-drawn aerial map that I have created of my bedroom.

I will tell students that today, they will have a chance to create an aerial map to share with me
on seesaw. They may choose to either draw their bedroom, or the classroom on their map.
Before they begin, I will give them a couple of examples of mistakes to avoid. I will draw things
from the classroom too big/small on my paper and ask them what the problem is. Once we have
gone through some of these mistakes, I will pass out the paper for them and allow them to begin
working. As they work, I will walk around to monitor their progress. If students finish early, I will
encourage them to add more detail/label things if they have not. Once they seem to be finished,
I will allow them to upload a photo to seesaw and then explore the available resources.

Materials:​ paper, example map, powerpoint, ipads, headphones, writing utensil

Monday 4/15

https://docs.google.com/presentation/d/1pyNAsZ0r4m3SFHEov1XEXhFSD4RXfQNy5WF5K3hX
WDI/edit#slide=id.p

Standard
1-G1.01

Objective:​ Students will be able to distinguish between aerial view and side view

I can​: I can tell the difference between aerial view and side view

Time:​ 30 minutes

Lesson:
For this first lesson, I will be introducing students to aerial perspective, and comparing that to
side perspective. To do this, I will begin by asking if students have ever flown in an airplane
before? Did they look out the window? What did things look like below? I will encourage the
students to all carefully stand on their chairs and look down, how do things look?

I will tell students that this kind of view where we are looking down on something is called an
aerial view. I will tell them that, in the past, the only way that people could get an aerial view was
by flying in an airplane or helicopter. Now, however, we have drones that can help us to capture
aerial views of everything!

I will show students a video with drone footage included. We will talk about how things look from
up above. Are they different? How?

Finally, I will assess the students understanding by showing several photos in the slideshow
with either aerial perspective or side perspective. I will have students stand up if they think the
photo shows an aerial perspective and stay seated if it is a side perspective.

If any time remains after all of this, I will give the students some time to explore the new
resources on seesaw.

Materials:​ Ipad, headphones, projector, slideshow

Tuesday 4/16
Standard:
1-G1.0.1

Objective​: Students will be able to distinguish between water and land on a map and globe

I can:​ I can tell the difference between water and land on maps and globes

Time:​ 30 minutes

Lesson

I will begin by asking students to raise their hand if they have ever seen a map before? What is
it like? What shape is it in? I will project an image of a map on the board and I will ask them to
look and see if the map is a 3D or 2D shape? I will also ask them to point out what features they
see on the map.

Next, I will ask students if they have seen a globe and follow with similar questioning to before. I
will ask them what they think the difference between a globe and a map is? What shape is a
globe? I will go to google earth and zoom out so that students can see the globe shape of the
world.

Once we have identified the difference between maps and globes, I will ask students to identify
where the land is on the maps and globes? What color is it? How do they know? I will also ask
them to identify where the water is.

Once we have established this, I will encourage students to draw a map using green for land
and blue for water on their seesaw. Their goal will be to label land and water on their drawing so
I can see that they know what they are talking about. They will upload this to the geography
folder.

If time remains, they may explore the new resources on seesaw.

Materials:
Projector, computer, ipads, headphones

Monday 4/22
Standard
1-G1.0.2

Objective:​ Students will be able to define and give examples of absolute location

I can:​ I can define an absolute location and give examples

Time:​ 30 minutes

Lesson
For this lesson, we will be introducing absolute location. I will read the I can statement to
students and ask them what they think an absolute location might be? After the have guessed
for awhile, I will reveal to them that an absolute location is the exact location of something on
the earth. I will ask if any students know the address of their houses? I will describe that an
address is an absolute location because the house does not move, it says in the same place.

With the class, I will hop back on google earth with some addresses to cool places. I will
describe to students that all houses and buildings have an absolute location of earth because
they never move, they stay in one spot. We will jump around to some of these cool locations
using their addresses, or, absolute locations.

Location List:
Blue star: ​3846 58th St, Holland, MI 49423
NYC: 20 W 34th St, New York, NY 10001
Eiffel tower: Champ de Mars, 5 Avenue Anatole France, 75007 Paris, France
Golden Gate Bridge: Golden Gate Bridge, San Francisco, CA
Mcdonalds: 213 N river Ave, Holland MI 49424

I will explain to students that, since we all have an absolute location, we can do things like send
mail. I will pass out the letter pages to students and instruct them to write their address on one
side if the know it, and their letter to someone at home on the other. If they do not know the
address, they can write the letter and add the address later on. Once they have filled out their
letter, I will give them an envelope and they can take their letter home!

If time remains, they may explore the new resources on seesaw.

Materials:​ Writing utensils, letters, envelops, ipads, headphones, computer, projector

Tuesday 4/23
Standard:
1-G1.0.3

Objective:​ Students will be able to use relative location to give directions

I can:​ I can use relative location to give directions

Time:​ 30 minutes

Lesson:
I will begin this class by quickly reviewing with students what we have discussed about absolute
location. An absolute location is the exact place something is and it does not change. Today, I
will tell them that we are going to be talking about a new way to describe the location of
something called ​Relative Location. ​I will tell them that relative location is usually based on
something else.

Next, I will stand up on the desk and ask students to describe where I am. They will say “on top
of the desk” and I will say that is a great example of using relative location! You described
where I am compared to the desk. I will then give a couple more examples using “next to” and
“under” the desk and have students describe that.

After this, I will tell students that we can use relative location to give directions. I will give the
example of asking where my sister put the remote, and her giving me the relative location of
“next to the couch”. I will pull out a blindfold and tell students that we are going to try to use
relative location to help the student with the blindfold find the missing object. I will tell students
they need to be quiet if we do this so that the person who is blindfolded can hear the
instructions. I will then pick students to give an instruction until we find the item.

If time remains, students may explore seesaw.

Materials:​ ipads, headphones, blindfold, item to hide

Friday 4/26
https://docs.google.com/presentation/d/1c3ajvpnfytEb6agruNM8obicmQamDUN4zT_r4emJ6Gs/
edit#slide=id.g56c62d3cb8_0_115

Standard:
1-G2.0.1

Objective:​ Students will be able to distinguish between physical and human characteristics

I can:​ I can tell the difference between physical and human characteristics.

Time:​ 30 minutes

Lesson:
For this lesson, I will begin telling students that there are some things in this world that are
created by nature, I will ask them if they can think of any examples of these things? Examples
may include: trees, rocks, mountains, volcanoes, islands etc. I will show them a picture on the
slideshow and explain to them that these are called physical characteristics and they are things
that are made by nature.

Next, I will ask them if you can think of anything that is made by people? Answers might include:
buildings, bridges, tunnels, roads, etc. I will show them an example on the slideshow and
explain that these things are made by people and they are called human characteristics since
they are made by humans.

To assess the students understanding, I will have them all come to the front of the room. On
one side of the room, I will tape a sign that says “physical characteristic” on another, I will tape a
sign that says “human characteristic”. I will tell students that I am going to show a picture, and
their job is to move to the side of the room that the picture shows. I will set the expectation of
quick and quiet transitions before we begin and also explain that I will be drawing sticks to pick
students who will share why they chose the side they did.

Once the slideshow is over, I will give students a labelled paper to draw a physical and human
characteristic on seesaw and upload it into the dark green geography folder.

Materials:​ Ipads, headphones, slideshow, projector, student sticks, signs for room

Monday 4/29
Standard:
1-G5-0.1

Objective:​ Students will be able to describe ways that humans can modify their environment.

I can:​ I can describe ways that humans modify their environment

Time:​ 30 minutes

Lesson:
I will begin the lesson by telling students that today, we are going to be using a new word. The
word is modify. I will have them repeat the word after me. I will tell them that modify is a fancy
word for change and today, we are going to be thinking about how people sometimes can
modify the land or environment around them.

I will tell students to close their eyes and imagine way back in time before the first settlers came
to Michigan. There were no houses, no schools, no roads, no cars. All that existed were
physical characteristics like trees, hills, plants, lakes. I will tell them to open their eyes and tell
me how humans have modified or changed the environment since then? What is different now?

After hearing their answers, I will take them through the powerpoint showing some examples of
ways that we have modified our environment and ways that we continue to modify it. I will then
ask students if they can think of reasons why modifying the environment might not be good? Ex:
litter, chemicals, deforestation, over hunting, etc.

With any remaining time, I will have students use the draw feature on seesaw to draw a picture
of one way we modify our environment and post it to the dark green geography tab. I will also
instruct them to use the voice recording feature to add an explanation of their drawing.

Materials:​ Powerpoint, ipads, headphones

Tuesday 4/30

Standard:
1-G5-0.1

Objective:​ Students will be able to define adaptations

I can:​ I can describe adaptations

Time:​ 30 minutes

Lesson:
For this lesson, we will be talking about how people adapt to their environment. I will begin by
asking students if they have ever hear of the word adapt before? If not, I will ask them what they
think it might mean. I will then tell them that an adaptation is a type of change that is made due
to the environment or the place that something is. I will tell them that a lot of times, animals have
adaptations that they use to survive. We will then watch a video of some animal adaptations!

After we have watched the video, I will tell students that humans also adapt to their
environment. I will ask students if any of them can think of adaptations that humans do. If they
are having trouble, I will encourage them to think about the different ways that we dress based
on the seasons.

Once we have finished, I will have students draw an adaptation that either human or animals
use based on their environment. They will post this to seesaw under the green geography tab.

Materials:​ ipads, headphones, animal adaptation video, projector

Friday 5/3

Time:​ 30 minutes
Lesson:
Today, the students will complete the post-assessment for the unit to measure their growth. For
the post-assessment, I will remind students how to use the plickers cards before beginning the
test. After this, we will go through the test using the same questions as before so that I can
measure student growth.

Once we finish, students will have some free time to explore the remaining resources on
seesaw.

Materials:​ Ipads, headphones, plickers, phone, computer