Name: Alex Herb Cooperating Teacher: Linda DeCator Grade: 2nd Subject: Social Studies Grade Level Content

Expectations: Students will: 1. G1.0.1 Construct maps of the local community that contain symbols, labels, and legends denoting human and natural characteristics of place. 2. G1.0.2 Use maps to describe the spatial organization of the local community by applying concepts including relative location and using distance, direction, and scale. 3. G2.0.1 Compare the physical and human characteristics of the local community with those of another community. 4. G2.0.2 Describe how the local community is part of a larger region (e.g., county, metropolitan area, state). 5. G4.0.1 Describe land use in the community (e.g., where people live, where services are provided, where products are made). 6. G4.0.2 Describe the means people create for moving people, goods, and ideas within the local community. 7. G4.0.3 Use components of culture (e.g., foods, language, religion, traditions) to describe diversity in the local community. 8. G5.0.1 Suggest ways people can responsibly interact with the environment in the local community. 9. G5.0.2 Describe positive and negative consequences of changing the physical environment of the local community. Unit Outcome: The Learner Will (TLW) understand the importance of the Earth's land and water. Lesson Outcome: TLW listen to instructions and act on the information. TLW activate prior knowledge and begin thinking about the features we have on Earth. TLW write neatly and legibly. TLW look at maps and pictures to identify information. TLW become familiar with new vocabulary terms. TLW use a KWL chart to organize thoughts and information. Rationale/Purpose for the Lesson: Students need to activate their prior knowledge in order to connect with the new unit of geography. Resources/Materials: 1. Social Studies text books for each student 2. pencils 3. paper 4. white board 5. dry-erase markers Introduction: Read a "Trip to Toronto" with the class and discuss it.

Procedures: 1. Together as a class read a "Trip to Toronto." Before reading discuss the title of the piece and have students make predictions about what the story is about. 2. Talk about the story with the students. What was important? 3. Ask the students to close their eyes and imagine a time when they were on a tall building or on an airplane. What do you see when you look down? 4. Discuss several of the student examples to activate prior knowledge about the earth's land and water. 5. Write the terms country, geography, lake, continent, landform, climate and natural resource on the board. 6. Hand out a piece of lined paper to each student. Demonstrate on the board how to divide the paper into 3 columns. 7. In the first column write the letter K at the top. Explain to the students that the K is for writing facts that we already know. Have students take several minutes and write as many facts as they know about the terms on the board. 8. In the middle column write the letter W. Explain to the students that the W is for what we want to know. Have students take several minutes and write down at least 3 questions about the terms on the board. 9. In the last column write the letter L. Explain to students that the L is for what we have learned and we will fill this out later. 10. Talk about the different things students wrote in both of those columns. 11. Collect each of the students papers. Closure: As a class look at page 64 and 65 to define the terms that were written on the board. Talk about each term and have students give examples. Assessment: Teacher will read each of the KWL and take this as a pre-assessment to see where students are with geography. Criteria: Sentences in the K column of the KWL are neat, legible and identify what the student knows about the terms given to them. Sentences or questions in the W column of the KWL are neat, legible, and further the student's thinking and curiosity for the terms given to them. Evaluation and Reflection: