1 1 Continents and Oceans by o1D45ZcK

VIEWS: 72 PAGES: 17

									                                                                                        Lesson Organization: (Pollock, 2007)
                                                                                        (GO) Set the goal/benchmark/objective
                                                                                        (APK) Access Prior Knowledge
Lesson Planner                                                                          (NI) Acquire New Information
                                                                                        (APP) Apply Knowledge
                                                                                        (GEN) Generalize or Summarize
                                                                                        (HW) Homework (if necessary)


Date:                                       4th Grade Idaho History
                                            Unit 1 Geography – Lesson 1 Continents and Oceans

Unit/Theme:
 Big Questions to display:
    How is our world organized in order to find exact locations?
    Why is it necessary to locate exact geographical locations?
    How does geography influence people?

GO

Content/Performance Indicators(s):
 Given a blank world map outline, students will be able to locate and label the continents and
  oceans. (4.SS.2.1.1; 4.SS.2.1.2)

Social Studies Objective(s)
http://www.sde.idaho.gov/ContentStandards/docs/Social%20Studies%20Standards/SocStudies4th.doc

Goal 2.1: Analyze the spatial organizations of people, places and environment on the earth’s
surface.

 4.SS.2.1.1 Use geographic skills to collect, analyze, interpret, and communicate data.

 4.SS.2.1.2 Show on a map of the world the continents, oceans, landforms, poles,
  hemispheres, equator, and prime meridian.



Language Objective(s):
http://www.sde.idaho.gov/ContentStandards/docs/Language%20Arts/Reading%20Standards/ICSGrade4readingprocess.doc

Goal 1.2: Acquire Concepts About Text
4.LA.1.2.1 Apply knowledge of text types and formats of various kinds of text. (716.05.c)
4.LA.1.2.2 Use text features (e.g., heading, captions) to comprehend various print formats (e.g., news papers, reference text).
4.LA.1.2.3 Identify and use graphic features that support text meaning (e.g., diagrams, maps, charts, illustrations). (707.05.b)

Goal 1.8: Vocabulary and Concept Development
4.LA.1.8.3 Use words and concepts necessary for comprehending math, science, social studies, literature and other Grade 4
content area text.

Goal 2.1: Acquire Strategies and Skills for Comprehending Text
4.LA.2.1.2 Identify cause and effect relationships in text by responding to “why”, “how”, and “what if” questions.
4.LA.2.1.3 Draw conclusions based on information gathered from text. (707.01.o)

Goal 2.2: Acquire Skills to Comprehend Expository Text
4.LA.2.2.1 Distinguish between facts and opinions in expository text to support comprehension
4.LA.2.2.2 Generate how, why, and what-if questions for interpreting expository texts.
http://www.sde.idaho.gov/ContentStandards/docs/Language%20Arts/Language%20Usage/ICSGrade4languagearts.doc


                                                                                                                       1.1.1
Goal 4.4: Acquire Skills for Literary Response
4.LA.4.4.1 Write a response that identifies a text to self, text to world, and/or text to text connection

Goal 5.1: Acquire Handwriting Skills
4.LA.5.1.1 Write fluently and legibly in cursive. (708.01.b)

Goal 5.3: Acquire Skills for Sentence Structure
4.LA.5.3.1 Use simple and complex sentences. (708.02.b)

Math Objective(s):
http://www.sde.idaho.gov/ContentStandards/docs/Math%20Standards/ICSGrade4math.doc




      Key Vocabulary                                                   Supplementary Materials

continent                             United Streaming DVD
Africa, Antarctica, Asia,
Australia, Europe, North              Internet
America, South America
                                      Research Materials – facts about continents and oceans
ocean                                      Encyclopedias
Pacific, Atlantic, Indian,                 Geography books
Southern, Arctic                           Library books
                                           Internet
                                      Globe
                                      World map - wall
                                      Atlas (Saxon) – 1 per student
                                      Response Journal (optional) – 1 per student
                                      Chart Paper – l sheet per pair/group
                                      Marker(s) – 1 set per group
                                      Blank transparency - 1
                                      Put the “X” on the Map
                                          “X” marker
                                          Tacky Goop - 1 pack
                                          Blindfold

                                                            Attached Resources Electronic Format
                                      Big Questions posters
                                      Labels – Continents and Oceans (duplicate on bright paper, i.e. yellow and
                                              pink – may laminate)

                                      Blank World Map -Continents and Oceans
                                        activity blacklines – 1 per student, transparency
                                      Silent Partner  Talking Partner blacklines – l per student, transparency
                                      Geography Songs – Continents
                                      Oceans Song
                                      Homework blackline
                                                Geography Benchmark Assessment (and Rubric)




                                                                                                              1.1.2
                                          SIOP® Features
Preparation                        Scaffolding                        Grouping Options
  ___ Adaptation of Content         ___ Modeling                       ___ Whole Class
  ___ Links to Background           ___ Guided Practice                ___ Small Groups
  ___ Links to Past Learning        ___ Independent Practice           ___ Partners
  ___ Strategies Incorporated       ___ Comprehensible Input           ___ Independent

Integration of Processes           Application                        Assessment
  ___ Reading                       ___ Hands-on                       ___ Individual
  ___ Writing                       ___ Meaningful                     ___ Group
  ___ Speaking                      ___ Linked to objectives           ___ Written
  ___ Listening                     ___ Promotes Engagement            ___ Oral
Lesson Sequence

APK:
 Big Questions to display:
   How is our world organized in order to find exact locations?
   Why is it necessary to locate exact geographical locations?
   How does geography influence people?

 Using a wall map, students identify and share something (a physical characteristic) that they
  know about planet earth.

NI:
 Using a globe and/or map, draw students’ attention to the large bodies of water and land
    masses.
      Oceans – large bodies of water
      Continents - large masses of land

 How many oceans do you think there are? Five – Pacific, Atlantic, Indian, Southern, and
  Arctic.
       A decision by the International Hydrographic Organization in the spring of 2000 delimited a fifth world
       ocean - the Southern Ocean - from the southern portions of the Atlantic Ocean, Indian Ocean, and Pacific
       Ocean. The Southern Ocean extends from the coast of Antarctica north to 60 degrees south latitude,
       which coincides with the Antarctic Treaty Limit. The Southern Ocean is now the fourth largest of the
       world's five oceans (after the Pacific Ocean, Atlantic Ocean, and Indian Ocean, but larger than the Arctic
       Ocean).


    The major oceanic divisions are defined in part by the continents, various archipelagos,
 and other criteria: these divisions are (in descending order of size) the Pacific Ocean, the
 Atlantic Ocean, the Indian Ocean, the Southern Ocean (which is sometimes subsumed as the
 southern portions of the Pacific, Atlantic, and Indian Oceans), and the Arctic Ocean (which is
 sometimes considered a sea of the Atlantic).

      Identify and locate all oceans on the wall map. Students place labels using goop so that
       they can be removed easily.

 How many continents are there? Seven – Africa, Antarctica, Asia, Australia, Europe,
  North America, and South America

                                                                                                       1.1.3
    Identify and locate all continents on the wall map. Students place labels using goop so
 that they can be removed easily.

 Is there more land or more water on our Earth?
  How much more water?
  Why is it important to have so much water?

APP:
 Using an overhead transparency of a blank world map outline the teacher models sorting and
  labeling of continents and oceans on the overhead.
      Given the Continents and Oceans activity and blank world map outline, atlas, and a
       word bank, students label and sort into continent and ocean groups then label the
       oceans and the continents on their maps.

 Student Research
   Teacher models researching and recording of information on a web organizer on the
     overhead or chart paper.
   Student pairs/groups research to locate general facts (size, population, climate, animal
     and plant life etc.) about a selected/assigned continent or ocean.
   Use a jigsaw activity to form student pairs/groups.
   Students record facts (differentiation – pictures) on chart paper using a web organizer.
   Each pair/group shares information with class and displays poster in the classroom.
   Teacher may use Silent Partner  Talking Partner rubric for assessing student group
     work/process.

 After sharing continent and ocean facts each pair/group writes five questions based on their
  facts to use while playing “Do you want to be a Millionaire.” Differentiation – use of posters
  during play.

 Students create a mnemonics to help them remember the five oceans and seven continents.
  Challenge students to volunteer to recite the five oceans and seven continents.

 Students sing continent and ocean songs.

 Game – Put the “X” on the Map (version of “Pin the Tail on the Donkey”).
Materials: World wall map, a disk with an “X” about the size of a nickle, and tacky goop to stick
to the back of the disk so it can be stuck to and removed easily from the map.
Student is blindfolded and instructed to Put the “X” on a specified ocean or continent.
Classmates assist by giving direction/position words as clues. Students can be divided into
teams as desired.

 Continent and Ocean labels can be used for team games with the wall map.

GEN: Questions to discuss or write in a response journal.
How come a polar bear will not eat a penguin? Polar bears live at the North Pole and penguins
live at the South Pole.
Why do you think a new ocean has been named?
What is its significance?

                                                                                         1.1.4
HW:
 Use Home Note.
     Name another occasion when you or someone else would want to know your/their exact
      location. Why? (Hints – airplanes, treaties, boarders)
     Share answers with an adult family member or friend.

Assessment
 Formative: Assessment of content and language objectives using teacher’s grading
  procedures on each of the activities to include: Student participation, contribution, products,
  and presentations.

 Summative/Performance Indicator(s):
   Given a blank map and a word bank, students will be able to label the oceans and the
     continents. Differentiation – use of atlas. See Geography Benchmark Assessment (and
     Rubric)
   Optional assessment of content and language objectives using teacher’s grading
  procedures on one or more of the skills/activities to include: Student participation,
  contribution, products, and presentations.

Reflections:




                                                                                          1.1.5
1.1.6
      How is our
world organized
in order to find
exact locations?
               1.1.7
  Why is it
 necessary to
locate exact
geographical
 locations?     1.1.8
 How does
geography
 influence
  people?    1.1.9
    X

Labels

         Continents      Oceans


    Europe             Pacific
     South
                       Indian
    America
    Africa            Southern
   Antarctica          Arctic
   Australia           Atlantic
     Asia
     North
    America
                                  1.1.10
          Silent Partner  Talking Partner
Points              Task                 Notes
         I am silent while finding my
  1      partner and do not get called
         out.

         I am silent while getting
         organized to work with my
  2
         partner and do not get called
         out.


         I talk with my partner about
  3
         the task.



         I work with my partner to
  4
         complete the task.



         I work with my partner to
  5      share our product with the
         class.



         I extend my task with my
  6
         partner.



                                                 1.1.11
                       Continents and Oceans
Europe      South America    Pacific     Africa   Indian
continent   Antarctica       Australia   ocean    Southern

Arctic      Atlantic         Asia        North




                                                             1.1.12
                          Continents and Oceans
Europe         South America       Pacific        Africa              Indian
continent      Antarctica          Australia      ocean               Southern

Arctic         Atlantic            Asia           North America
              Continents                               Oceans

                Europe                                 Pacific
            South America                                  Indian
                 Africa                               Southern
               Antarctica                                  Arctic
               Australia                               Atlantic
                 Asia
             North America

                                                                     Arctic Ocean



                                             Europe
          North                                               Asia
          America
                        Atlantic
                        Ocean
                                      Africa


Pacific                                                      Indian
Ocean               South                                    Ocean
                    America

                                                                           Australia




                                   Southern Ocean

                                     Antarctica
                                                                                    1.1.13
                        Geography Songs - CONTINENTS
                                     Compiled by Mary F. Higuchi


(Tune to "He's Got the Whole World in His Hands")
We've got ASIA and EUROPE in our hands,
We've got AFRICA and AUSTRALIA in our hands,
We've got NORTH and SOUTH AMERICA in our hands.
We've got the whole WORLD in our hands.

We've got six huge continents in our hands.
We've got six huge continents in our hands.
We've got six huge continents in our hands.
But where iS number seven?

It's at the south point of the globe -- yes, it is.
It's at the south point of the globe -- yes, it is.
It's at the south point of the globe -- yes, it is.
And it's called ANTARCTICA.

(Tune to "Did You Ever See a Lassie?")
Do you know the continents? the continents? the continents?
Do you know the continents. There are seven in all.
There is ASIA and EUROPE and AFRICA and AUSTRALIA
There is NORTH and SOUTH AMERICA and ANTARCTICA, too.

(Tune to "Are You Sleeping?")
Where is ASIA?
Where is EUROPE?
Where is AFRICA?
Where is AUSTRALIA?
Where is NORTH AMERICA?
Where is SOUTH AMERICA?
Where is ANTARCTICA?
Where are the continents?

Here is ASIA?
Here is EUROPE?
Here is AFRICA?
Here is AUSTRALIA?
Here is NORTH AMERICA?
Here is SOUTH AMERICA?
Here is ANTARCTICA?
Here are the continents?




                                                                   1.1.14
(Tune to "Where is Thumpkins?" or "Are You Sleeping?")
Where is NORTH AMERICA?
Where is NORTH AMERICA?
Here I am.
Here I am.
Put me on the map.
I am on the map.
Walk away.
I am away.

I use the above song with large puzzle pieces of the continents and a floor map. Repeat singing
the song with the other continents that different children are holding.

(Tune to "The Farmer in the Dell")
AFRICA says hello.
AFRICA says hello.
Every time she sees her friends.
AFRICA says hello.

Continue singing about each continent. Let child walk around the circle holding the card of the
continent. Last verse: The EARTH says hello - child walks holding a globe.

(Tune to "Jingle Bells")
Continents, continents
Do you know the continents?
North and south,
East and west
And all around the world.
ASIA, AFRICA, NORTH and SOUTH AMERICA,
AUSTRALIA, ANTARCTICA and EUROPE, too.




                                                                                           1.1.15
Oceans Song
(The More We Get Together tune)

Can you name all the oceans
The oceans,
The oceans,
Can you name all the oceans
There are only five!
The Pacific
The Atlantic
The Indian
Southern
The Arctic
I have named all the oceans
There aren’t any more!




                                  1.1.16
Date ______________

Dear (teacher name),

    I am so proud of my child, __________________________!
He/She told me about __________________________________
____________________________________________________
                                Sincerely,
                                ________________________




____________________________________________________________




Date ______________

Dear (teacher name),

    I am so proud of my child, __________________________!
He/She told me about __________________________________
____________________________________________________
                                Sincerely,
                                ________________________




____________________________________________________________
                                                        1.1.17

								
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