5.+Unit+Plan+Rough+Drafts

BE SURE TO BEGIN TUES. - FRI. lesson plans with a Review of the previous days learning! LTS 11-15-10

Thank you for the suggestion! :) Amy


 * 5 Day Action Plan (Outline):**


 * Bullets in blue are pieces that will go into the student's portfolio**


 * Day 1: Intro to Map Skills and Keys on Maps**
 * Read children's literature:
 * Create World Portfolio Folder
 * KWL Chart (beginning)
 * Create a chart on activeboard for students to fill in about keys
 * Everyone creates a map symbol that might be found on a key to hang over their desk. Each group of desks will be the same symbol (so a group of four students might choose to be the "trees" and they have to create a tree symbol that might be found on a key for a map.)

I am going to insert my days lesson plan for advice and revision ideas as a document here: (Amy) Hey Amy I looked at your lesson plan and I think it looks great just a few things that I saw that you might want to edit
 * teachers name (I believe it is supposed to be just your name)
 * under resources and materials list every little thing that is needed for your lesson such as all the artifacts, glue sticks, scissor, crayons and anything that the students or you will use on this day
 * under pre-assessment it says students and it should say student's
 * Those were just a few minor things that I noticed. Also I was a little confused with what the different highlighting meant and also do we have a unit theme and a title?
 * Great work!!! (Ashley)

Thanks for the suggestions Ashley, I went through and fixed everything! (AMY)

Hey amy i just looked at yours and it looks good one thing i did notice is you said cardinal rose... i think you meant compass rose! :)

I am going to post another draft of mine BTW since the one i posted the other day was a little rough!

Taylor


 * Amy, **
 * I went through yours to give you feed back and there was hardly anything to critique. It looks awesome and very detailed! Only thing I really would suggest which Ashley already did is to just inlcude more things under 'Resources and Materials' such as artifacts, glue, scissors, paper, crayons, blow-up globe, active board, sticky notes, portfolios, white copies of world maps, etc. I see that you said you went through and fixed everything just thought I suggest it anyways as well. Also just wondering what the yellow and green highlighted stuff was. I think the green is stuff for all of us to include in our lessons but not sure on the yellow? (Katelyn) **


 * Hey Katelyn, **
 * Here is the updated version, I never put the updated version up. OOPS! And I do not remember what the yellow is, I did not delete the colors from the updated version, but do not worry about them. Thank you for the corrections. **


 * AMY **

Here is my lesson plan for day 2. Please take a look and tell me what you think. (Ashley) THIS IS MY MOST CURRENT LESSON PLAN!!!!
 * Day 2: Compass Rose**
 * Read Children's Literature:
 * Centers
 * Center 1: cookie sheet compass rose
 * Center 2: Create compass rose with the spinning piece
 * Center 3:??

Ashley: 1. Your objectives should also include understanding what a key is as you are reviewing that from the previous day. 2. Step 1-7 seem very stagnant. By this I mean that the Kindergarten students are sitting in one place for a very very long time while you “tell” them things and “explain” to them things. Maybe in the lesson state where each activity will take place. For example, when you read the story, have them move to the literature carpet. 3. Step 8 says “I will let me know that it is ok if they are unsure but to try his or her hardest so I can see what you know about a compass rose.” It is slightly confusing Otherwise it looks great!!! Excellent job. Amy

Taylor **What will students accomplish / be able to do at the end of this lesson? ** || //Depending on the topic, 4-5 objectives are ample. All should begin with: // The student will identify the bodies of water on a map. The students will identify salt water. The students will identify fresh water. The students will identify brackish water The students will be able to differentiate between lakes river and oceans || SS.K.G.3.2: Identify basic bodies of water. __ __ SS.K.G.1.4: Differentiate land and water features on simple maps and globes. || ** //Teacher Activities/Student Activities// ** · What best practice strategies will be implemented? · How will you communicate student expectation? · What products will be developed and created by students? || // This is the heart of the lesson plan. Be as specific as possible. Describe lesson in a step-by-step, **numbered** sequence, including teacher and student activities. Be sure to include key questions for discussion, collaborative structures, etc. (This section includes EVERYTHING1) // // Teachers role: // // Before the lesson teacher should have all supplies including a round cake with the jello in the places where the water would be on a globe. // // 1. //// Introduce the students to the lesson. // // 2. //// Show them a map and point out bodies of water // // 3. //// Remind them that water is blue on maps and globes // // 4. //// Begin a class discussion about what they do know about water on the earth. //  · // What are the different bodies of water you know? //  · // Why is water blue on the maps? //  · // What bodies of water have you been too? //  · // Where they salt or fresh? //  · // Do you know what brackish water is? //  · // Where is it? // // 5. //// Tell them there will be 4 stations that they will be visiting today. // // 6. //// Show each learning center and explain how to complete each one.(communicate expectations) // // 7. //// Divide the class into small groups // // 8. //// Send each group to a different center. // // 9. //// Allow them to participate in each center for 15 mins. // // 10. //// Come back together as a group. // // 11. //// Lead another discussion about the bodies of water and what they learned. // // Student role: // // Center 1 // // 1. //// Look at the different waters(salt) and (fresh) // // 2. //// Pour the two different waters into the bowl at the table // // 3. //// stir // // 4. //// You have now made brackish water(product) // // Center 2 // // 1. //// Use the crayons to color the map one the table // // 2. //// Color only the water // // 3. //// Use a blue crayon // // Center 3 // // 1. //// Watch the video about bodies of water. //
 * Ashley, **
 * After looking through your lesson I think it looks great! Good job on how detailed your procedures are. A few suggestions I have are: **
 * *For the title I've noticed that everyone else has "Where In the World Am I" instead of "Where Am I In The World". I originally had the same title as you but went back and changed it so all of ours matched. **
 * *Under step 10 center 4, "The students at this center will play a short computer game where the must" I noticed the typo it says "the" instead of "they". **
 * Great job! looks great :) (Katelyn) **
 * Day 3: Water Forms**
 * Read Children's Literature:
 * Group intro activity: turn water blue with food coloring
 * Centers
 * Center 1: fresh/salt/brackish water station
 * Center 2: Jello activity
 * Center 3: Color only water on a map with a blue crayon
 * Center 4: Difference in ocean and lake stateion
 * =Learning Objectives =
 * **NCSS Theme/Sunshine State Standards **List each standard. Cutting and pasting from the website is allowed. //These can be downloaded from the Florida Dept of Education //[|//http://flstandards.org//]//. // || //Also consider—Do you cross the curriculum? What other content fields do you address in this lesson? ie. language arts, science, technology, the arts, or math? //
 * ** Student Activities & Procedures **

// Center 4 // // 1. //// View the cake and see the water on the globe // // 2. //// Enjoy the snack of blue jello. // || Computer Map Crayons/coloring utensils Jello Water Food coloring Salt Clear cups Round cake || · <span style="font-family: 'Times','serif'; font-size: 9pt;">How will student learning be assessed? Authentic/Alternative assessments? · <span style="font-family: 'Times','serif'; font-size: 9pt;">Are you using a rubric? · <span style="font-family: 'Times','serif'; font-size: 9pt;">Informal assessment: participation rubrics, journal entries, collaborative planning/presentation notes || //<span style="font-family: Times,serif; font-size: 10pt;">Be sure to include Pre/Post assessment in your lesson plans! // <span style="font-family: Times,serif; margin: 0in 0in 0pt;">Pre-Assessment: label and color a map with the bodies of water and (R,L,O)
 * == Resources/Materials == || // ALL resources including but not limited too; internet sites, professional resources- books, journals (titles and authors), children’s literature, etc. should be noted here. //
 * **<span style="font-family: Times,serif;">Assessment **

<span style="font-family: Times,serif; margin: 0in 0in 0pt;">Post-Assessment: participation rubric. Picture journal entry. Labeling the big map. || What accommodations do you make for ESOL, Gifted/Talented students, Learning/Reading disabilities, etc || <span style="font-family: Times,serif; margin: 0in 0in 0pt;">ESOL/SLD: ????? <span style="font-family: Times,serif; margin: 0in 0in 0pt;">Gifted/Talented: I can have another map with more detail and smaller bodies of water. || Taylor looks like you have a good start to your lesson for the unit plan. A couple of things that I think you should look at and edit are the following
 * == Exceptionalities ==
 * == Discussion Notes == || <span style="font-family: Times,serif; margin: 0in 0in 0pt;">Make comments here related to ideas for homework, parent involvement, extension to the unit plan or lesson ideas, etc. ||
 * your sunshine state standards did not show up correct
 * the descriptions in each of the boxes of what your are to write in the box that professor spalding wrote on the template
 * As far as your activities section I feel that you should go more in depth (I know this is not your completed lesson) since professor spalding said that it should be detailed so that a substitute could teach the lesson
 * make sure that you start your lesson off with a review from the day before
 * also look at Amy's lesson and make sure that some of the terms and stuff are being used that all of the lessons connect with each other
 * great start keep up the good work!!! (Ashley)


 * thank you ashley!! I will definately fix all those things..... i was trying tonight but i am sick and just feel awful! so i will be working on it over break and ill keep posting!! yours looks great i havent looked for specifics but i will and i will post about it! sorry girls! this **
 * I fixed some of it how is it looking? **


 * heres another draft yall.... i think i fixed everything ashley suggested. **


 * Taylor, **
 * After reviewing the latest draft i noticed the following things: **


 * ** Your objectives should cross from yesterday's lesson as well. So you should have one or two objectives from day 2 since you are reviewing that days material. **
 * ** There are only 2 standards, you need more than that. Again, the standards should cross from other days. You also need a literature or technology standard. **
 * ** Go into more detail on number 7. what are the expectations. that should be written out in the lesson plan. **
 * ** Looking at point number 8: The class already is split into small groups from the first day. So number 8 should say: "call the groups by their key symbol over their desks that they chose from day 1 to go to each center" **
 * ** Where is the big map on the bulletin board going to be used? I did not see it specifically labeled. **


 * Other than that, it is an excellent start! Keep up the great work :) **
 * Amy **


 * Taylor, **
 * After looking through your lesson these are some suggestions I came up with to improve your lesson: **
 * *As Amy said trying to cross the objectives from the previous days lesson. **
 * *Coming up with more standards... some that include literature and technology possibly since we are suppose to cross curriculum. **
 * *On #5 the 4th question "Where they salt or fresh?" typo on "Where" should be "Were" . **
 * *Going into more detail on your procedures on 6, 7, and 9 specifically. **
 * *Like Amy said on step 8 calling the groups by there 'key symbol' so things flow throughout the lesson from day to day. **
 * *Maybe include a book that you will read to the class in your procedures so you can cross the curriculum with literature. **
 * *Confused about where in your procedures you are going to mention "Labeling the big map." which you mention in your post-assessment. **
 * *Under resources and materials try to make sure to include everything you plan on using in your lesson such as: salt water, fresh water, the video in center 3, children's book if you decide to include one in your lesson. **
 * *Try to be a little more specific under the ESOL/SLD and Gifted/Talented as to what specifically could apply in your lesson to meet the accomodations. **
 * Great job so far! Can't wait to see your final product :) (Katelyn) **
 * Day 4: Land and Continents**
 * Read Children's Literature
 * Centers:
 * Center 1: Cut out and decorate your continent with green tissue paper
 * Center 2: Kidegeo Activeboard game
 * Center 3:
 * Globe Popcorn Game

The bolded and underlined items are suggestions for your lesson to make it connect with the rest of the lessons best! When we meet, we will discuss it more, but for now, here are some ideas. Look back at the other lessons once they are posted to ensure your lesson connects all the way through :) It looks awesome!

<3 Amy **Learning Objectives:** 1) The student will be able to identify a continent on a globe/map. 2) The student will be able to differentiate land and water features on simple maps and globes. 3) The student will be able to identify basic landforms. 4) The student will be able to properly place their continent that they have created on a map.

** NCSS Theme/ **** Sunshine ** ** State ** **Standards:** SS.K.G.3.1- Identify basic landforms. SS.K.G.1.4- Differentiate land and water features on simple maps and globes. Literature standard- still looking for Technology standard- still looking for **__LA.K.6.4.1: The student will use technology (e.g., drawing tools, writing tools) resources to support learning__**

** Student Activities & ** ** Procedures ** **// Teacher Activities/Student //** **//Activities://** 1. Start off by first asking students if anyone knows what a continent is. (This will serve as the pre-assessment.) After a brief class discussion, then introduce to students what continents are (if it has not already been discussed in brief discussion) and how they differ from water. Discuss how on maps and globes land is usually represented by the color green. __**Have students group together in their Land and Water chant groups from day 1. Have the water group chant the following: "Water=Blue" and the land group chant the following: "Land=Green!"**__ Also make sure to tell students that Earth’s surface is made up of only 30% land.

2. __**Gather the students around the bulletin board map**__. With a map begin showing and talking about different continents, their names, characteristics, and things that make each one unique. For example: Introduce Australia by talking about it’s hot harsh climate, discuss the Outback and how the continent is completely surrounded by water. Then throw in a fun fact about how it is in the only continent with kangaroos, koala bears, and many other cool animals. 3. Instruct students to then pull out their large maps __**on the front of their portfolios**__ that they have been working on all week and to color the land green.

4. Then introduce to students the book //The Seven Continents// by Wil Mara and read it to them __**at the literature carpet station**__.

5. Then introduce students to center one. Here there will be seven different stations set up each one with a different continent. Students will be equally divided up and sent to different stations.

6. Students will then at their station cut out their continent, label it, and glue on small pieces of green tissue paper until the entire continent is green. Students will set this aside to dry and the next day on day 5 they will place their continent on a large map. This will then eventually go into students’ portfolios.

7. After center one is complete then introduce students to center two. Here they will all participate in a fun activity using the active white board. Students will come up to the active white board and try to correctly drag continents into their proper place on a map.

8. After center two is complete then introduce students to center three. Here they will be instructed to come up with their own continent. Students can name it and make it look however they would like. After creating their continent they will be instructed to share with a partner their creation. Students should have come up with a name and several characteristics that make their continent unique. This will then go into the students’ portfolios.

9. After center three is complete then introduce students to a game of popcorn using a blowup beach ball that is a globe. The idea of the game is for students to throw the ball around the room. Whoever catches the ball must then show and tell the class if it is a continent or water that their right and left hand has landed on. This will serve as the post assessment for the day.

**Resources/Materials:** //The Seven Continents// by Wil Mara Active white board\ __** What website will you be using for the active white board activity? **__

**Assessment:** __Pre-assessment__: Begin day 4 lesson by first asking the entire class if anyone knows what a continent is? This is an informal assessment to see how much background knowledge students have of continents.

__Post-assessment__: End the lesson with a popcorn activity using a blowup beach ball that is a globe. The idea of the activity is for students to throw the ball around the room. Whoever catches the ball must then show and tell the class if it is a continent or water that their right and left hand has landed on.

**Exceptionalities:** __ESOL/SLD__: ESOL and SLD accommodations include: pictures, labels, hands-on activities, small cooperative learning groups at centers, and repetition. __**Try to be more specific with the exact ESOL accommodations that you have embedded in the lesson! :)**__

__Gifted/Talented__: Gifted and talented accommodations include: asking students higher level questions, the use of centers, propose interest based extension activities, promote questioning, analyzing, reflecting, and problem solving.

**Discussion Notes:** Parents can at home if they have a globe or map continue to interest their children’s mind with looking at all of the different continents, countries, and cities on the globe and discussing them.

Katelyn I have looked over your lesson and just wanted to provide you with some quick feedback. I know that this is still a work in progress but these are my suggestions:
 * it is important that we all have the same format and more specifically use the format that professor spalding has provided us with in the email she sent us.
 * start off the day with a review from the previous days lesson on water
 * keep looking for a couple more standards to incorporate
 * in number 1 under activities provide a couple of example questions that you will ask in the class discussion
 * in resources and materials include every little thing that you or the students will use like crayons anything that is needed for this lesson
 * include the certain items that are need in every lesson that can be found in Amy's lesson on day 1
 * great lesson so far!!! (Ashley)

**Here is a new version of my lesson plan with some corrections and updates. Thank you for all of the feedback it has been very helpful! I've briefly looked over everyone's lessons and they all look great so far. My lesson here is by no means complete. I will be working on it more through break and I plan to post feedback on everyone's lesson over the break. Great job everyone! Also just wondering how are we going about completing the day 5 lesson plan? Are we going to divide it out between all of us to complete? (Katelyn)**


 * Day 5: Closing/Where is Sally?**
 * Puzzle of continents (Students on a big piece of bulletin board paper that has a very light sketch of a map on it, will place their continent from the day prior on the correct location on the map)
 * Read Children's Literature: Where is Sally?
 * Figure out Where Sally is with more clues
 * KWL finish.

Hey Sorry it took so long to get this up!