Rebecca Hampton

Early Childhood Education

Ms. Betsy Traub
Seton Catholic Elementary School
1st grade
Social Studies
April 25, 2015
ED 251
Tier 4

Step 1
a. The classroom environment in this 1st grade classroom is fantastic. Mrs. Brown has her
room decorated in a way which everything is being used. It definitely may be over
stimulating for some children however for the students she has this year, it works out
great. This 1st grade classroom is smaller than my previous field placement with just 16
students. There are only two students who have behaviors problems. The desks are set in
rows which allow everyone to see the board without having to move around. There are
several students who suffer from lack of social skills. This is something that will be
implemented into my lessons. Other than social skills, I see little to no evidence of
instructional challenges.
b.
i. Three family or community resources which I would use in this classroom
to support student learning would be to have virtual field trips to a variety
of local places. For example, Earlham College, Wayne County Historical
Museum as well as Morrison Reeves Library. Students may also benefit
from having a field trip to the Muncie Childrens Museum and COPE
Environmental Center. Funds are low to have too many field trips which
mean the virtual field trips would be the most ideal for this classroom.
ii. Communication is key in any classroom. For the parents to understand you
as the teacher and for us to understand the parents, communication must
be constant. I would communicate with the families by email, a weekly
newsletter as well as a classroom website. Students who I have knowledge
of not having a computer would receive the newsletters as well notes
written or a phone call.
iii. I would allow involve parents into my classroom by inviting them to the
open house at several points throughout the year. It is important to always
have an open door and allow them to see what the students have
accomplished and what they are working on.
iv. Family involvement in the classroom throughout a home activity in this
classroom would be to discuss the compass in their vehicles, talk about
climates of continents, and identification of oceans and continents in
general.
Step 2

I will describe what the students know by making a checklist. During stations,
time I will call back small groups to get more one on one attention. I have placed
the students into four groups which gives four students per group. This will allow
me to see what needs reviewed and what words have been mastered. The
assessment will be observational.

For the prior time to teaching, students will be assessed using a observation and
student work. I will set a baseline percentage of where they should be at each of
the several times which they are assessed.
The first time the students are assessed I will ask for 4 of the 7 continents
mastered, a second assessment will be 6 of the 7 while the third time will be all of
the continents plus vocabulary words of map key, map, globe and compass rose.

Step 3

Saint Mary-of-the-Woods College

Education Department
Lesson/Activity Plan Template
Teacher Candidate: Rebecca Hampton
Name of Lesson: Learning about Continents and Oceans
Subject: Social Studies

Grade: 1st grade

Rationale for lesson: I am planning this lesson in order to introduce the students to
continents and oceans on Earth. The students will benefit from this lesson by being
able to name and locate both continents and oceans. Students will also be
reviewing cardinal directions.
Learning outcomes: The students will be able to locate and identify the seven
continents and five oceans. Students will also be able to identify cardinal directions
when prompted.
Assessment of student outcomes: Students will be completing a booklet over both
continents and oceans. I will ask that the student both writes and color at least 7
out of the 9 pages in the booklet.
Related Foundations/Indiana Academic Standard:
1.3.1 Identify the cardinal directions on maps and globes.
1.3.2 Identify and describe continents, oceans, cities and roads on maps and globes.
Materials Needed:
Video
Continent Cards
Globe
Continent Booklet
Crayons
Pencils

Lesson/Activity Presentation:
Anticipatory set: We will begin the lesson with discussing our goals for the
lesson. I will tell the students by the end of the lesson we will be able to identify
continents and oceans on Earth. I will also discuss the importance of knowing the
cardinal directions.
Teaching procedures:
1. Students will start out by the rocking chair.
2. Students will first discuss their previous knowledge of the continents and
oceans.
3. I will show the video.
4. We will discuss how the continents differ from one another. We will also
discuss what they learned about the video.
5. I will place the globe in front of them, students will be asked to come forward
and use the continent card to show where that specific continent is located
on the globe.
6. Once I see students have mastered this, I will ask questions such as What
continent is the farthest South, West, East of Africa, etc.?
7. We will also identify and locate the five oceans around the continents.
8. Students will return to their desks and we will begin the continent booklet.
9. I will want to at least get through the continent portion of the booklet.
10.If students do not finish, we will have time tomorrow to complete the booklet.
Guided & independent practice: Students will have independent practice by
completing their continent booklet. I will be walking around the room to check their
status on how they are identifying and write the names.
Closure: We will end the lesson by putting their supplies away, discussing
what we learned and if we accomplished our goals. I will also ask a few questions
about how the students think the continents vary in weather, culture, etc. which will
lead into our next lesson for tomorrow.
Differentiated instruction:
Students who are able to write the continents without assistance will be able to
work independently.
Students who need extra assistance with spelling and identifying the continents I
will write the names and attach pictures on the white board.
The student, who has trouble yelling out the answer, will be reminded to say the
answer first in their hands and then raise their hand. This will allow for him to get
the instant temptation out and be able to wait until I call on him.
Multicultural emphasis (if appropriate):
Students will gain knowledge about how the location of the continent may change
the culture, weather, etc.
Technology (if appropriate):

The computer with a YouTube video will be used.

Reflection on lesson:

For todays lesson, I have several pieces which I would have changed while others I
would have kept the same. The first idea was I should have started with the basics.
With this being said, I should have focused on maps and globes first. I was thinking
they had more experience with globes and maps than what really they did. I also
would have not given the students so much at once. Today, I gave oceans,
continents and cardinal directions which was WAY too much. For tomorrows lesson,
I want to slow things down and just focus on naming the continents. I also think that
for the booklet I should have had the students trace the continents in order for them
to get to know the shapes better. It was even hard for me to tell a few of the
continents apart from each other in the booklet. I believe that the class did a nice
job at trying their best and not getting rowdy when other students were answering
questions. I also tried to make sure that the same students did not answer the
question.

Saint Mary-of-the-Woods College

Education Department
Lesson/Activity Plan Template
Teacher Candidate: Rebecca Hampton
Name of Lesson: Social Studies Day 2
Subject: Social Studies- Geography

Grade: 1st

Rationale for lesson: The students will be revisiting concepts that were taught
during day 1. The goal of the lesson is to look at and review the continents and
cardinal directions.
Learning outcomes: Students will be able to identify and locate the continents both
the globe and map.
Assessment of student outcomes: Students will be finishing up their continent
booklet which was created on day 1. I will ask that the students have completed 7

of the 9 pages. Observations will also be taken into account as an overall class of
how far they have mastered the concepts.
Related Foundations/Indiana Academic Standard:
1.3.1 Identify the cardinal directions (north, south, east and west) on maps and globes.

1.3.2 Identify and describe continents, oceans, cities and roads on maps and
globes.
Materials Needed:
Globe
Continent Cards
Cardinal Directions
Continent Booklet
Lesson/Activity Presentation:
Anticipatory set: The first goal in the lesson is to have the students first
understand what a continent is. This will give them a better idea as to what we are
learning about and trying to locate.
Teaching Procedures
1. We will have a whole group discuss on the continents.
2. Students will describe the continents and their different locations.
3. I will have taped the cardinal directions to the globe in order for them to see
what continents are east, south, north, and west.
4. Students will take the continent cards and match them to where it is on either
the map or globe.
5. After about 7 to 8 minutes, students will return to their desk and we will finish
the booklet.
6. According to how the students are doing with the location and identification
of the continents, I may introduce the oceans to finish the booklet.
7. However, before I introduce the oceans, I will have the students review and
compare how the continent looks on the map versus in their booklet.
8. I will have students do different activities in order for them to be able to see
the shape of the continents.
Guided & independent practice: Students will have individual work time
during their time to finish their booklet.
Closure: We will do an overall review of day 1 and today. I will stress the
importance of remembering the cardinal directions along with the locations of the
continents.
Differentiated instruction:
Students, who need extra assistance with visualizing the continents, will be able to
use the pictures around the room for help.

The student who yells out answers will first say it into his hands and then raise his
hand. This will cure the immediate yelling out and control him until he is called on.
Students who are mastering the continents may move onto oceans.
Multicultural emphasis (if appropriate):
Students will gain knowledge about how the location of the continent may change
the culture, weather, etc.
Technology (if appropriate):
Reflection on lesson:
Todays lesson went a million times better! I first discussed what a continent really
was along with the formation of each continent. Instead of finishing the booklet, I
went ahead and had the students complete a worksheet which they needed to
identify the continents. During the whole group time, the students were able to
trace the continent on the floor. I believe this helped both students who are
kinesthetic and visual learners are able to differentiate the continents from one
another. We reviewed by showing the students a card and then they had to pick the
continent out on each the map and globe. This made them become more familiar
with both types of manipulative. For the worksheet, we completed this together.
Each continent had a number. Since I felt that the students needed more
challenged, instead of going in order we moved around. The student had to use the
map key on the worksheet to figure out what continent were what color as well as
figure out the name of the continent and place in the right area of the map. After
todays lesson, I felt as though just focusing on the continents was much more at
their level and they seemed to get a lot more out of it than the previous day.

Saint Mary-of-the-Woods College

Education Department
Lesson/Activity Plan Template
Teacher Candidate: Rebecca Hampton

Name of Lesson: Social Studies Day 3

Subject: Social Studies- Geography

Grade: 1st

Rationale for lesson: The students will be revisiting concepts of the continents along
with exploring maps and atlases. The goal of the lesson is to look at and review the
continents and cardinal directions.
Learning outcomes: Students will be able to identify and locate the continents both
the globe and map. Students will also be able to identify components of a map.
Assessment of student outcomes: The assessment will be observational. This being
our third day, I will be doing more observations than written work.
Related Foundations/Indiana Academic Standard:
1.3.1 Identify the cardinal directions (north, south, east and west) on maps and globes.

1.3.2 Identify and describe continents, oceans, cities and roads on maps and
globes.
Materials Needed:
Globe
Maps
Beach Balls
Play-Dough
Lesson/Activity Presentation:
Anticipatory set: Students will be reviewing their lessons from previous days.
They will be applying what they have learned to their activities in todays lesson.
Teaching Procedures
1. We will come together and review the shapes and continents which we have
learned.
2. I will break the students into three groups.
3. One group will have play-dough, the object of this idea is to have the
students create the continents.
4. The second group will be using the beach balls. One beach ball will have
continents names and directions while the second one will be a beach ball
globe. Each beach ball will be thrown to a different student. The student with
the names and directions will have to read those will the student with the
globe will identify the continent their left hand lands on.
5. The third group will be exploring maps and the globes which are present.
6. We will come together to review what they really liked and what they have
learned through todays lesson.

Guided & independent practice: Students will have individual work time
during the play dough center. This will allow the students to have individualized
creations.
Closure: We will review the continents, directions, and how we could use
maps to get around if we were lost, on vacation or exploring a new place.
Differentiated instruction:
Students, who need extra assistance with visualizing the continents, will be able to
use the pictures around the room for help.
The student who yells out answers will first say it into his hands and then raise his
hand. This will cure the immediate yelling out and control him until he is called on.
Students who are mastering the continents may move onto oceans.
Multicultural emphasis (if appropriate):
Students will gain knowledge about how the location of the continent may change
the culture, weather, etc.
Technology (if appropriate):
Reflection on lesson:
Todays social studies lesson was my favorite by far. Instead of having a large
group for both first grade classrooms, I broke the students into three small groups.
This is something that was new to both classes and definitely needed some
direction. At first, I was worried about the noise level. However, I quickly saw that
what was being discussed was about the topic. With that being said, unless it got
way out of hand, I allowed the students to be louder than what they would be at
seat work time. I feel as though there was mmuch peer teaching going on during
this time. Students worked together to find places on the map, helped point out
continents on the beach ball and helped form each others continent out of play
dough. Before we went to our stations, I made sure to discuss the goals as well as
our expectations for play dough, beach ball and using maps. This was something
that I will keep in mind because the students really remembered what needed to be
done.

Once the student were completed with the stations which in future I will give
more than about 7 minutes per stations, we did a game. The game consisted of the
students working together to complete a line. This is an idea I would do again,
however, I would have given more explanation to what needed to be accomplished.
The students seemed to get frustrated with one another as well as were not really
sure how to line up. I will do this game in the future with of course more direction
and guidance as well as with a larger time limit to complete.

Saint Mary-of-the-Woods College

Education Department
Lesson/Activity Plan Template
Teacher Candidate: Rebecca Hampton
Name of Lesson: Social Studies Day 4
Subject: Social Studies- Geography

Grade: 1st

Rationale for lesson: Students will be reviewing continents of the world along with
gaining knowledge of the five oceans.
Learning outcomes: Students will be able to identify and locate the oceans along
with review the 7 continents location.
Assessment of student outcomes: The assessment will be observational. This being
our fourth day, I will be doing more observations than written work.
Related Foundations/Indiana Academic Standard:
1.3.1 Identify the cardinal directions (north, south, east and west) on maps and globes.
1.3.2 Identify and describe continents, oceans, cities and roads on maps and
globes.
Materials Needed:
Dice
Roll A Map!
Lesson/Activity Presentation:

Anticipatory set: Students will be reviewing their lessons from previous days.
They will be applying what they have learned to their activities in todays lesson.
Teaching Procedures
1.
2.
3.
4.
5.
6.
7.
8.
9.

We will have a discussion and review about the continents and their locations.
I will introduce the locations of the different oceans.
There will be a short video played about the oceans.
I will have the students go to their desks and point the oceans out on the
map.
Students will go into small groups and will roll a dice.
On their sheet of paper, students will be rolling the dice. According to the
number on the dice, they will label the continent or ocean.
Students once finished with their map, will cheer MAP!
I will have the students come back together and review their findings.
If there is time I will introduce the continents we will talk about tomorrow.
Europe, Asia, Australia and Antarctica.
Closure: We will review the continents, directions, and the five oceans.

Differentiated instruction:
Students, who need extra assistance with visualizing the continents, will be able to
use the pictures around the room for help.
The student who yells out answers will first say it into his hands and then raise his
hand. This will cure the immediate yelling out and control him until he is called on.
Students who are mastering the continents may move onto oceans.
Multicultural emphasis (if appropriate):
Students will gain knowledge about how the location of the continent may change
the culture, weather, etc.
Technology (if appropriate): Youtube Video

Standard
1.3.1 Identify
the cardinal
directions
(north, south,
east and west)
on maps and
globes.
1.3.2

Objective

The students
will be able to
locate and
identify the
seven

Learning
Activities
Continent
Booklet

Assessment
Students will be completing
a booklet over both
continents and oceans. I
will ask that the student
both writes and color at
least 7 out of the 9 pages
in the booklet.

Identify and
describe
continents,
oceans,
cities and
roads on
maps and
globes.

continents
and five
oceans.
Students will
also be able
to identify
cardinal
directions
when
prompted.

Students will
be able to
identify and
locate the
continents
both the
globe and
map.

Continent
Booklet along
with
Completion of
Blank Map

Students will be finishing

up their continent booklet
which was created on day
1. I will ask that the
students have completed 7
of the 9 pages.
Observations will also be
taken into account as an
overall class of how far
they have mastered the
concepts.

Students will
be able to
identify and
locate the
continents
both the
globe and
map.
Students will
also be able
to identify
components
of a map.
Students will
be able to
identify and
locate the

Station works
with beach ball,
maps, play
dough and
globes.

The assessment will be

observational. This being
our third day, I will be
doing more observations
than written work

Roll a Map!

The assessment will be

observational. This being
our fourth day, I will be
doing more observations

oceans along
with review
the 7
continents
location.

than written work.

Step 4:

An assessment plan to monitory student progress toward learning outcomes is to

review their written work of what is mastered and what needs additional practice.
Throughout the station time, I will group students by levels to make a
differentiated lesson. I will make anecdotal notes about who has mastered the
assessment.
For these lessons, technology will be used. I have used several YouTube video
which will help introduce each lesson throughout the unit. This will give the
students an additional visual to see.
The assessment that will be done is going to be the student work. Throughout the
lesson, I make notes on what needs extra practice. If assistance is used for student
work, I will make a side note at the top of the students paper after it is turned in.
After the instruction, we will use a review. This part of the assessment will be
observational through person communication.
I changed my baseline throughout the lessons because students were able to grasp
the concept quickly after readjusting the goal content. I added a review prior to
and after the lessons taught. Students were able to understand after adding
additional visuals and manipulatives.
The pattern which I have found worked the best for this unit was small group.
Students worked really well together especially with this being their first
experience with stations. I was able to give the students who needed additional
attention time because the other students were able to work quietly in their group
to finish the task.
April 14

Asia

Africa
Australia
Antarctica
Europe
North
America
South
America

I changed my goals right after the first lesson. This was their first exposure with
continents and oceans. I began the first few lessons with just continents. I placed
the compass rose, continents and oceans all in one lesson which needed adapted
as soon as possible. When I saw that most students had mastered the location and
names, I added the location and names of the five oceans.

The overall performance of the student at the end went fantastic. We were able to
squeeze social studies in for two weeks and only missed two times due to
schedule changes. By the end all students were able to identify and label the
continents. While about 1/3 were also able to identify all five oceans as well as
locate. My overall goal for the unit was to master the continents and expose the
students to oceans.
The student went from being about a 65% at the beginning from mastering the
continents at the end. She was able to label and identify the continents when given
a blank map. The student was able to use the map in order to complete student
work as well. She successful was also able to master the oceans by 80%.

Step 5:

Step 6:

I have given the students different materials to use such as technology, hands on maps,
globes, written work as well as puzzles to get the idea of continents and oceans. Students
when finished with their seat work are able to review and work with the materials.
The original expected outcome of the lesson taught was to get mastery from all students
on oceans and continents. I found that it was impossible within two weeks for some
students. I do feel however that all students were exposed to content that was not prior
knowledge.
My assumptions of the students knowledge prior to the lesson were that it would be
difficult to even reach 80% of the continents However by the end 100% mastered the
continents! This was fantastic when reviewing the each group and all students were able
to name and identify the location of the continents.
I will present the materials in different ways instead of the first day throwing oceans,
continents and the compass rose at the students. The first day I would have them explore
and become familiar with maps and globes instead of placing that day 3.
I learned that bringing in supplies which they are not familiar with is the best way to
grasp their attention for a while. Being able to implement different manipulative instead
of the same one week after week will keep their attention and interest better.
Adaptions which I made were to decrease the amount of information in one lesson. I
started off thinking we could squeeze in a variety of maps and continent content however
we only focused on continents and oceans as a whole.
The evidence does support the students learning. I now see that the students are able to
look at maps they are not familiar with start with the map key and locate the continents
were they may not be exactly labeled. Students use this knowledge in other subject areas.
Strengths are that I feel I am able to adapt a lesson quickly if needed to be done. I am
able to recognize when students are struggling and needed a different approach to the
lesson. My weaknesses would be being able to create assessment documents which
reflect what is needed and how the percentages should be divided up.
For future professional growth, I would like to look into making decisions on what
should be mastery. I know that usually it is 80% but for some students making a 5%
growth is huge. I have to find a medium between setting the mark too high or too low.

TEACHING CONTEXT DESCRIPTION

Class/Classroom Information
1. Grade levels in class (list all that apply): 1st grade
2. Ages in class (list all that apply): 6 & 7 years old
3. Number of students enrolled in class: 16
4. Number of students typically present: 16

5. Time available each day to teach all students (in this class: 8 to 3
6. Resources (equipment and supplies) available for this class (mark one):
_x___Well equipped and supplied (for example, multiple technologies, sufficient paper and
supplies)
____ Adequately equipped and supplied (access to technology and appropriate paper and supplies)
____ Poorly equipped and supplied. (limited technology and supplies or rationing of supplies)
1. Community, district and school factors. Address geographic location, community and
school population, socio-economic profile and race/ethnicity. Stability of community,
political, climate, community support for education, and other environmental factors may
also be addressed. Consult Indiana Department of Education website, school district
website, Chamber of Commerce (if available) for information.

The school which I have a placement for kindergarten and primary is Seton Catholic
Elementary School. The elementary schools are broken down into two different buildings.
The preschool to 2nd grade is located on the east side of town while the 3rd grade to 6th grade
is located on the west side. I was unable to locate the percentage of students on free and
reduce lunch. The student body consists of 328 students throughout the elementary school.
The kindergarten has 30 while the 1st grade has 36 students. 62% of the student body follows
the Catholic faith traditions while 38% is non catholic. The ISTEP+ scores are 147 students
taking the English portion with a passing score of 93.6% while 143 students took the Math
portion with a 91.1% passing rate for the ISTEP +.
The implication of instruction which focuses solely on the standards as well as the
Archdiocese of Indianapolis standards is visible in daily instruction. Teachers focus on
mastering the skills through the Indiana Common Core standards. To add to the school
day, the Archdiocese of Indianapolis has filled in standards which they have felt are
important.

Individual Differences
1. Number of students in class with diverse languages:0
2. Number of students in class with IEPs: 3
_2___Title I

____Gifted

____RTI

____ Other:

4. Patterns of development (number of students typically at each level)

___4_ Atypical

__8__ Typical

_4___ Advanced