James Gordon, Amy Duarte, Erika Burlage, Tiffany Lacroix

Lesson Plan Guide

Topic: Where do goods come from? Grade Level: Grade 2Standards: 2.1 On a map of the world, locate all of the continents: North America, South America, Europe, Asia, Africa, Australia, and Antarctica

2.6 Explain the difference between a continent and a country and give examples of each.

Objectives: 1. To have the students be able to locate all seven continents. 2. The students will need to understand that goods come from other areas of the

world.3. Students will be able to read a map and a map key for information.

Vocabulary: Map Key, Goods, Region, Direction, Compass Rose

Materials Needed:1. Color Coded Map/Dry Erase Markers2. Goods (Wood, Cotton, Fruit, Rubber, Sugar, Milk, and Grain)3. Pictures of goods for ELL students4. Hammonds’ Compact Peters World Atlas

Introduction: (15 minutes)Start by asking questions such as: “Does anyone know where their shirt comes from?” The students will be allowed to have a partner look at the tag inside their shirts. “What is it made out of?” “Where do our desks come from?” “What are they made out of?” etc…Once the questions are asked and discussed, put together a KWL chart with student participation.

Major Instructional Sequence: (1hr. 40 min. total)15 min. 1. KWL Cart and touch on the goods specified above5 min. 2. Review Continents with student-Students will have prior knowledge from past lesson.10 min. 3. Introduce vocabulary words.10 min. 4. Introduce how to find the continents on a map and how to read map key

through modeling. 5. Have the students sit around the map.

6. Hand out various goods and ask students to place goods in specific color coded areas as specified on the map key (they will be called up individually).

50 min. 7. While students are placing objects on colored area, ask them what Continent they are in. For more advanced students ask which region- looking for specific names of countries. Make sure to take the time for

observations and questions between students.10 min. 8. Go back to KWL chart to complete and reinforce lesson. Fill in what was learned.

Closure or Evaluation:The students will be informally evaluated by where they place the objects and if

they are able to know which continent they are placing the goods on. They will also be informally evaluated by their responses to the KWL chart at the end of the lesson.

Jean Ricker, Andy Young, Debbie Silverman, Nancy Jacobson

Lesson Plan Guide

Topic: Location of Continents and Oceans Grade Level: 2

Content Objective: History and Social Science Curriculum Framework Learning Standards 2.1: On a map of the world, locate all of the continents: North America, South

America, Europe, Asia, Africa, Australia and Antarctica. (G) 2.3: Locate the oceans of the world: the Arctic, Atlantic, Pacific and Southern Oceans.

(G)

Objectives: Students will be able to… Name and locate seven continents: Africa, Antarctica, Asia, Australia, Europe, North

America, and South America. Name and locate five oceans: Pacific, Atlantic, Indian, Southern, and Arctic. Learn appropriate vocabulary Develop map skills and identify a map as a picture of earth

Materials Needed: Two transparencies for overhead of Pangaea and one of current map of world Picture of class or individual picture Large Atlas and wall map Globe List of vocabulary words with definitions and corresponding pictures Geography journals Blank map of world worksheets Continent word search Words and music for “Continents and Oceans” song Story, Maps and Globes by Jack Knowlton Bean bag Floor Map Continent and Ocean flash cards (set of 4 cards each)

Introduction:While pointing to large illustration of Pangaea, ask students, “Who can tell me what this is a picture of?” This question will be the activator for the beginning of our unit on the seven continents and five oceans, while teaching to the Massachusetts History and Social Science Curriculum Framework Learning Standards.

Major Instructional Sequence:1. Whole class instruction - Introduce overheads of Pangaea, opening discussion of

the map 200 million years ago, and closing with how the map looks today. (15 minutes)2. Whole class instruction - Discuss why maps are flat (10 -15 minutes)

Activity 1: Understanding that maps are pictures of the Earth. After reviewing Pangaea on the overhead – ask if the world is flat or round? Explain that the map is flat, but our world is not flat – just as a picture of a

child is flat, but the class is not flat. Show the picture of the class and compare.

Explain the need for maps by trying to put a globe in a book. Ask the students what happens when you try to fit a globe into a book (the book won't close).

Explain that people wanted to put the globe in a book but since it wouldn't fit, they had to cut the globe and pull it apart to make a flat map of a picture of our Earth.

3. Whole class instruction - Introduce new vocabulary words with illustrations (to help support ELL’s) to build schema for students of continents. Have student’s copy definitions into their Geography journal. (10 minutes)

4. Bring whole class to reading rug area and read related continent story, Maps and Globes to continue to build schema. (10 minutes)

5. Introduce music to “Continent and Oceans” Song (tune of Love and Marriage) and learn the words with continents and oceans to reinforce new concepts, learning visually (pointing to the world map while singing), kinesthetically (have a couple children point to map while class is singing) and musically. (Sing 4-5 times) (10 minutes)

6. Pair into groups of two - Hand out word search of continent and oceans names for reinforcement of subject. (Formal assessment) (20 minutes)

7. Students will work individually and the teacher will hand out blank maps of the world to fill and color blank continent/ocean map for reinforcement. (Formal assessment)(15 minutes)

Closure or Evaluation: (20-25 minutes)Activity 2: The World Beanbag Game

Ask students to join you on the floor map. Stand in the middle of the map in a tight group. Hand out Continent and Oceans flash cards. Explain that the class is Pangaea right now, and using the vocabulary words,

have students look at their flash cards and start plate tectonics of breaking up and starting the continental drift by breaking up and finding their continent and ocean they have been assigned on the map. (This can be used as an informal assessment to make sure the children can find their place on the map.)

Break the children into two groups and give them a new set of flash cards each, to make sure they have a full set of continents and oceans in their groups.

Have students come up with a plan, as a group, on how they will display their group’s cards (spread them out on a table, each child hold one or two cards, split into oceans and continents, alphabetical order, etc...)

Explain that the teacher will be rolling the beanbag onto the floor map, and the first group to hold up the correct flash card will earn a point.

Play until the first group earns10 points.

References:

Continents and Oceans worksheets and Flash cards (n.d.) Retrieved July 18, 2009 from http://bogglesworldesl.com/continents_worksheets.htm

Knowlton, J and Barton, H (1985) Maps and Globes. HarperCollins Publishers, New York, NY

Pangaea (n.d.) Retrieved July 18, 2009 from http://azgenweb.org/navajo/History/Petrified/Pangaea_continents.png

Stockard, James W. Jr. (2003) Activities for Elementary School Social Studies (2nd Edition), Waveland Press, Inc Long Grove, IL

World Map (n.d.) Retrieved July 18, 2009 from http://www.nationsonline.org/maps/continents_map_sm.jpg

Heidi DucharmeChristina FarleyElli PlihcikKim Romero

Lesson Plan

Topic:

How to Make an Apple Pie and Learn the Continents is an introductory lesson for grade 2 which meets the Massachusetts History and Social Science Curriculum Framework:2.6 Explain the difference between a continent and a country and give examples of each.

Objectives:

Students will be able to: 1. Locate and identify the 7 continents.2. Correctly use an interactive map with props, which coincides with the story.3. Work collectively in groups to create world map.

Materials Needed:

1. Vocabulary word cards2. Book – How to Make an Apple Pie and See the World, by Marjorie Priceman3. Physical hanging map4. Props for map (chicken, cow, wheat, egg, cinnamon, salt, sugar, apples, and butter –

provide enough for each student to have an item)5. Teacher’s copy of continent book6. Starter books (for creation of a continent book)7. Handouts for continent book (each continent on different colored paper)8. Scissors and glue9. Recipe and parent letter10. Apple pie

Introduction:

1. 10 minutes Begin with “Who likes apple pie? Have you ever thought about where the ingredients come from? Today, we’re going to hear a story about a girl who bakes an apple pie and the places she must go to get her ingredients.”

2. 10-15 minutes Before reading the story, introduce new vocabulary using the vocabulary cards. Vocabulary for lesson: country, island, locate, continent, and state

Start vocabulary lesson by asking the class if they know what state and country they live in.

Discuss difference between a continent and a country. Allow students to stick vocabulary words to the hanging map while reading their

definitions.

Major Instructional Sequence:

1. 5 minutes Read the book How to Make an Apple Pie and See the World.2. 2 minutes After reading the book, handout props.3. 15-20 minutes Ask students to put their ingredient on the continent it comes from.

For example, “Raise your hand if you have the wheat needed for the pie. Can you remember where the wheat came from?” Students should place their props on Italy. “Those of you who have the apples, can you remember where they came from?” Their props should be placed on Vermont/North America.

4. 5 minutes When all props are placed on the map, introduce teacher’s copy of the continent book. Model the activity while giving instruction.

5. 20-30 minutes Pass out supplies – scissors, glue, handouts, and starter book. Put students into groups of 4.

Optional: Music can be played during transition period.

Closure or Evaluation:

1. End activity by asking students to bring in their family’s favorite recipe from home (send letter to parents with details). Recipes will be used to create a recipe book.

2. Give students the opportunity to taste an apple pie (homemade pie is optional – see below).

Optional: Students can bring in ingredients to make their own apple pie

Sandi CohenTammy GingrasTiffany PersechiniKelly Flanagan

Lesson Plan GuideTopic: Location of Continents Grade Level: 2nd Grade

Objectives: SWBA1. Name 7 continents2. Locate 7 continents on map3. Learn vocabulary related to continents location

Materials Needed:Illustrated vocabulary cards Continent Fact CardsIndividual maps for each student Teacher list of factsTeacher map American FlagFloor Map 7 Picture Books

Introduction:Ask the question “Who can show me where we are on this map?” “Who can show me where the ocean is?” Asking questions like this will help students get familiar with the map. Get students moving on the floor map. (4 minutes)

Major Instructional Sequence:1. Introduce vocabulary words showing illustrations. Spend about a minute talking

about each word. (8 minutes)2. You will have 7 picture books, each book represents a continent. Discuss each

book briefly and place on the floor map on its continent. Encourage students to look through picture books after lesson is complete. (5 minutes)

3. Pass out individual maps to be colored. North America/Green, Antarctica/Purple, Australia/Red, Africa/Yellow, South America/Blue, Asia/Orange, Europe/Brown.

4. Teacher will model with larger map where each continent is and color continent along with students. (15 minutes)

5. Break out into 7 groups. Each group will represent a continent.6. Pass out 4 fact cards to each group listing facts about their continent. 7. Have each group get familiar with their continent facts. Teacher will walk around

to each group interacting with groups. (8 minutes)8. After groups have time to become familiar with continent facts ask “Who wants

to play Where in the World is Your Continent?”9. Teacher will read continent fact and ask the class who represents this continent.10. Students will state what the continent is and read the fact. 11. Student will place continent on floor map to show continent location.

(20 minutes)

Closure and Evaluation:Once all facts are complete and each student has a chance to read their fact bring class back together as one group for a quick review. Ask students to write in their social studies journal a fact about a continent that they learned today. (5 minutes)

Reflection:Overall, we feel that our lesson went well. We would probably add a little more to the first part of the activity where we were having the students identify places on the map. It would have been helpful if we had used some of the markers to have the students label the continents. Having the names of the continents on the map prior to beginning the game would be helpful and would provide a visual aid for the students. We feel that the game went smoothly and that the time we allotted for each portion of the lesson was reasonable.

Attachments:Continent Facts:The country of China has the largest population in the world. It is located in Asia.The Himalayas are the highest mountains in the world. They are located in Asia.More than half of the world’s population lives in Asia.Tigers, Giant Panda Bears and Cobras live in Asia.Antarctica has no permanent residents.Antarctica is the coldest, windiest and iciest place in the world.Penguins are the most common animal in Antarctica.Antarctica is located in the southern most part of the world.Australia is home to kangaroos and koalas.Australia is the name of both the country and the continent. Australia is surrounded by the Indian and Pacific Oceans. Australia is the smallest continent.Europe is the 2nd smallest continent.Europe contains over 40 countries.The Vatican is located in Europe. It is the world’s smallest country.50 different languages are spoken in Europe.Africa has more countries than any other continent.The Nile River is located in Africa. It is the longest river.Africa is the 2nd largest continent.The equator crosses the middle of Africa.Africa is home to giraffes, elephants, and zebras.South America has the world’s longest mountain range. It is the Andes.South America has 13 countries.South America contains tropical rainforest.South America has the world’s largest rodent, the capybara.South America’s Amazon rainforest has more kinds of plants than any other place in the world.North America covers 8 different time zones.North America grows the most food.

We live on North America.North America’s most popular sports are soccer, baseball, and football.The country of China has the largest population in the world. It is located in Asia.The Himalayas are the highest mountains in the world. They are located in Asia.More than half of the world’s population lives in Asia.

Map of World To Color:

Illustrated Vocabulary Words:

CONTINENTOne of the seven large

land areas

OCEAN

One of the five large, salty bodies of water

that cover most of the earth

EQUATORImaginary line around the middle of the earth

COMPASS ROSE

A set of arrows on a map that point north, south, east, and west

MAP

A drawing of all or part of the earth

COUNTRYA land with one

government

Nancy Curran, Julie Katz, Amy Kotel and Dorothy RockProfessor CohenEEDUC 5106July 24, 2009

Lesson Plan for a second grade class of 20 students

Topic: Oceans of the World

Objectives:

1. Locate oceans of the world: the Arctic, Atlantic, Indian, Pacific, and Southern Oceans - Standard 2.3 of the Frameworks.

2. Describe how maps and globes depict geography and information in different ways.

3. To apply cardinal directions (north, east, south, west) using the Compass rose on a maps.

4. Work cooperatively in groups.

Materials Needed:

1. Globe2. Oversized Map3. Me on the Map by Joan Sweeney4. White Boards (10-15)5. Dry EraseMarkers6. Crayons 7. Ten sea animals in the form of printables obtained from:

http://www.first-school.ws/theme/animals/ocean.htm - make two copies

8. Scissors9. Wall map posted in classroom10. Vocabulary words listed on cards and posted on word wall. 11. Cards with ocean names printed on them.12. Worksheet with the map of the world -

http://www.teachervision.com/lesson-plans/lesson-4022.html

Introduction: (20 minutes)

1. Have students gather around the oversized map on classroom floor

2. Read Me on the Map by Joan Sweeney

3. Brainstorm the definition of “location.”

4. Use words related to location: next to, between, near and far. (Have a small group of 4-5 students stand up in front of the class next to one another).

Ask who a student is standing next to.

Ask who a student is standing between. Ask who is between two students. Have the two students move away and ask near and far questions. Where is your house? Is it near or far from your school? Do we live near or far from the ocean? What ocean is closest to us?

Review “compass rose” and have students demonstrate “location” using the cardinal directions: North, South, and East & West on the oversized map. Major Instructional Sequence:

Introduce vocabulary words: (15 minutes)Vocabulary words will be written and posted on an easel in the front of the classroom. There will be pictures next to the words as a visual for ELL students. This exercise will review prior knowledge and build schema. These words will be incorporated into our geography word wall. The two and three dimensional objects (globe, key, oceans, etc.) will be labeled.

Teacher will say: “When we’re using maps and globes it is important to talk about location. Here are some of the words we’ll be using:

1. Ocean2. Key3. Atlas4. Globe5. Compass rose6. Map7. Location8. Arctic, Atlantic, Pacific, Indian, and Southern Oceans”

Review each word and use map and objects as visuals when discussing them.After discussing vocabulary words, teacher asks the following questions:

1. What’s the difference between a map and a globe?2. How do we locate the oceans on a map?3. Have you ever been to the ocean? What do you know about them?4. How do oceans differ from rivers, lakes, and ponds – and other bodies of water?5. What animals live in the ocean?6. Can you float in the ocean?7. Do oceans have waves and tides?8. How many oceans are there?9. What are their names?10. Can two children come up and locate an ocean on the globe? On the map?

11. Continue until all five oceans have been located.12. Pass out cards with ocean names on them to five children. One at a time, have

them place them on the oversized floor map.

Activity #1: Locating Oceans of the World – (10-15 minutes)

Teacher will place pre-labeled cards with the 5 ocean names on the oversized map. Next, students will work together in small groups to locate their assigned ocean and then follow directions to locate other oceans as instructed by teacher. (As an extension to this activity, students can use their voices or instruments to make the sound of their sea animal).

1. For a class of 20 divide the class into small groups of 4 or 5. 2. Assign each group one of the following sea animals: lobsters, crabs, sharks,

dolphins, octopuses and whales.3. Give each student a sea animal card or printable to cut out and color. 4. When they are finished coloring, have the students return to the oversized floor

map and gather in their small groups by animal.5. The teacher will give cardinal directions (N, S, E, W) to the students while they

are on the oversized map. The oversized map will be pre-labeled with the names of the oceans.

Sample directions include:

Sharks swim to the Atlantic OceanCrabs swim to the Indian OceanWhales swim to the Southern OceanLobsters swim to the Arctic OceanOctopuses swim to the Pacific Ocean

Round 2Sharks swim east to the Pacific OceanCrabs swim northwest to the Arctic OceanWhales swim north to the Indian OceanLobsters swim south to the Southern OceanOctopuses swim east to the Atlantic Ocean

Round 3 – Continue with directing students to various locations. All groups will have opportunities to locate the five oceans and apply cardinal directions using the compass rose. The teacher will ask the groups of students to use the compass rose to walk North, South, East or West. This activity will enable the teacher to informally assess the students’ cooperative learning.

Activity #2 – Find your Sea animal and ocean – (15-20 minutes)

This activity takes some prep time up front but the tools can be saved for subsequent uses. This is also an assessment activity and would require the following preparation.

Activity #2 preparation for the teacher:

To prepare for this activity the teacher or students create small pictures of sea animals from free printables available on line http://www.first-school.ws/theme/animals/ocean.htm. There should be at least two copies of the ten sea animal to form sets. Students will be grouped in pairs. Each group will receive a white board, marker and a sea animal card or printable.

Prior to the activity beginning, the teacher will have removed the ocean name cards from the oversized map. Next she will randomly place sea animal cards on the ocean surfaces of the floor map. (As an alternative, this could be done by a student ahead of time as a fun activity or job).

Activity #2To play the game, the remaining sea animal cards would be placed in a container

from which students can draw their card. Students will work in pairs. One student will pick a sea animal card and the other student will have a whiteboard and marker. (Due to the class size of 20, there will be 2 groups that are on the same ocean). The object will be for each pair of students to find the match to their sea animal card on the floor map. They will work and search together. Once they find the match, they need to identify what ocean they are standing in, write it on their white board and hold it up. The students will be asked the name of the continent located to their N, W, E, or W, and answer aloud. As a resource, students are able to use the wall map posted in the classroom. By working in small groups, ELL students will have someone to help them.

Activity Extensions:

Students may use their voices or instruments to identify the sea animal they represent. They would be silent upon reaching their location.

Identify the oceans on the internet to provide more visual support for the ELL students. The teacher could integrate social studies with language arts by having students study their favorite sea animals and which ocean(s) it lives in. Students could research this information on the internet. The students could also write stories about the sea animal’s adventures in the ocean.

Also as an extension, the teacher may want to discuss what makes oceans different from other bodies of water such as ponds, lakes, rivers, etc.

Formal assessment:

For a homework assignment, give the students a blank map of the world, have them label the oceans and continents and color the map.