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 5; Peer Teach and Review Day_______________________________
LearningGoals/Objectives Learning Goal:
Whatwillstudentsaccomplishbeable
todoattheendofthislesson?Besure
tosetsignificant(relatedto
SSS/CCSS),challengingand
appropriatelearninggoals!

NCSSThemes
CommonCoreState
Standards(CCSS)
NextGeneration
SunshineStateStandards
(NGSSS)Listeachstandard.
Cuttingandpastingfromthe
websiteisallowed.
http://flstandards.org.

Assessment
Howwillstudentlearningbe
assessed?Authentic/Alternative
assessments?
Doesyourassessmentalignwith
yourobjectives,standardsand
procedures?
Informalassessment(multiple
modes):participationrubrics,journal
entries,collaborative
planning/presentationnotes,etc.

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 students will demonstrate their knowledge by presenting to their peers
what they have learned.
2. The students will correctly identify the map elements as well as the types of
maps.
3. The students will correctly identify the continents and oceans by presenting to
their fellow peers what they have learned.
4. The students will demonstrate their knowledge of what they have learned by
means of drawing a map of their hometown and presenting their knowledge of
the capitals.
NCSS theme(s):
People, places, and environment
Language Arts Florida Standard(s):
LAFS.2.SL.1.1 Participate in collaborative conversations with diverse partners
about grade 2 topics and texts with peers and adults in small and larger groups.
a. Follow agreed-upon rules for discussions (e.g., gaining the floor in
respectful ways, listening to others with care, speaking one at a time about the
topics and texts under discussion).
b. Build on others talk in conversations by linking their comments to the
remarks of others.
c. Ask for clarification and further explanation as needed about the topics and
texts under discussion.
Next Generation Sunshine State Standards:
VA.2.F.3.2 Work with peers to complete a task in art.
PE.2.R.6.3 Identify ways to contribute as a member of a cooperative group.
SC.2.N.1.2 Compare the observations made by different groups using the
same tools.
SS.2.G.1.1 Use different types of maps (political, physical, and thematic) to
identify map elements.
SS.2.G.1.2 Using maps and globes, locate the students hometown, Florida,
and North America, and locate the state capital and the national capital.
SS.2.G.1.3 Label on a map or globe the continents, oceans, Equator, Prime
Meridian, North and South Pole.
SS.2.G.1.4 Use a map to locate the countries in North America (Canada,
United States, Mexico, and the Caribbean Islands).
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.

SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

Unit Post-Assessment: The post-assessment will be the same as the pre-assessment.

Design for Instruction

Student Activities & Procedures
Whatbestpracticestrategieswillbe
implemented?
Howwillyoucommunicatestudent
expectations?
Whatproductswillbedevelopedand
createdbystudents?
ConsiderContextualFactors(learning
differences/learning
environment/learningstyles)thatmaybe
inplaceinyourfutureclassroom.
Exceptionalities
What accommodations or modifications do
you make for ESOL, Gifted/Talented
students, Learning/Reading disabilities
(SLD), etc.

On-going daily (progress-monitoring) Assessment:

By having the students present in groups and self-teach each other, this will be a
wonderful way to assess the students and what knowledge they have acquired over the
past few days. While walking around the classroom and observing the students as they
talk about what they will present is another assessment that can be done. At the end the
students can use a scale of 0, 1, 2, 3, or 4 to say if they understood what they have
learned throughout the week.
1. During the language arts block, I would read X Marks the Spot!
2. After reading the story the students would be reminded that the previous day,
the students had talked about the national and state capital. They had also
talked about Florida, and their hometown.
3. The students and I would discuss the book as a class and talk about similarities
of their hometown to the boys in the book as a review for the previous days
lesson. ESOL and ESE: I would make sure to write the student responses on
the board in a bullet list; it also would be a visual aid.
4. During the social studies block, I would remind the students that during the
week we have learned so much. We talked about types of maps and key
elements on a map. We discussed the seven continents, the five oceans, the
Equator, Prime Meridian and North and South Pole. We also focused on North
America, the continent we live in and the countries it includes. Finally, as we
read the story in the morning, we also discussed Florida and our hometown.
5. They would then go into their corresponding groups and be given a topic from
the week that we had discussed. ESOL and ESE: cooperative groups which
aid in scaffolding.
6. In their groups they would decide who would write down what they would
present to the class and they would all work together on their visual aid and to
find information to present.
7. They would have a few minutes to plan as well as create a visual aid from a
poster board for their presentation. This would take about ten minutes to plan.
8. We would then have the presentations for about ten to fifteen minutes; a few
minutes for each group to present. ESOL and ESE: visual aids and hands on
activity.
9. Finally, the students would then reflect on what they learned that week.
10. We would do this by having a discussion about what the students learned after
having done their peer teach presentations. This is when I would have the
students rate themselves on how they feel about what they have learned. The
scale would be a 0, 1, 2, 3, or 4.
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!
For the last day, the scales would be on a little globe that the students would move
their clip to the continent with the corresponding number. They would be given this as
a reminder for what they have learned and a keepsake for the students. ESOL and
ESE: it would be a visual aid as well.
11. The students would then take a ten question post-assessment and see if they
have gained knowledge from this project. This would be compared to their
pre-assessment they had done prior to the week to see what they have learned.
12. For extra review, after the post-assessment, the students could use the IPads to
play with the apps such as tiny countries or where are we? Learning library
collection. They would also be allowed to read stories that emphasize what
was discussed throughout the week such as Got Geography! Or Me on the

SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

Map. ESOL and ESE: hands on activity with the apps.

Resources/Materials

X Marks the Spot by Recht Penner

Atlas-made by the each student with their information from the

lessons done throughout the week.
Markers
Crayons
Glue stick
Scissors
Poster board for their visual aid
Post assessment
Me on the Map by Joan Sweeney
Got Geography! By Lee Bennett Hopkins
Ipad
Interactive whiteboard
Clip
Where are we? app
Tiny countries app
classroomclipart.com has free clipart that is wonderful, and that is where I retrieved
my globe from for the scale for this last day.
DiscussionNotes:Makecommentshererelatedtoideasforassessmentmeasures,parentinvolvement,fieldtrips,orextensionto
theunitplanideas.
Foranextensiontothisunit,studentscouldbegivenabooktodoareportonthathastodowithgeography,forexampleGot
Geography!Afterreadingthestory,thestudentswouldthencreatetheirownpoemaboutacontinent,astate,theirhometown,
theirschool,etc.andthatwouldbeintegratingLanguageArts,withSocialStudiesinstructionaswell.Parentscouldalsobeasked
tocomeintoviewtheirstudentsandthestudentscouldpresenttheirinformationandhaveanaudiencetopresentto.Thiswould
besomethingsimple,yetverymemorableforthechildren.