Social Studies Lesson/Unit Plan Template (precursor to Teacher Work Sample (TWS) in Internship II)

Teacher(s) Name: Michelle De La Rosa, Jashira Lopez, Ashley Keim, Madison Skonie
Thematic Unit Theme/Title/Grade Level: Geography/ Mapping it out while traveling about!/ 2nd Grade
Weebly space address: http://ucfgr2geographyf14.weebly.com
Daily Lesson Plan Day/Title: Day 3
Learning Goals/Objectives Learning Goal:
What will students accomplish be able
to do at the end of this lesson? Be sure
to set significant (related to
SSS/CCSS), challenging and
appropriate learning goals!

NCSS Themes
Common Core State
Standards (CCSS)
Next Generation
Sunshine State Standards
(NGSSS) List each standard.
Cutting and pasting from the
website is allowed.
http://flstandards.org.

Assessment

How will student learning be

assessed? Authentic/Alternative
assessments?
Does your assessment align with
your objectives, standards and
procedures?
Informal assessment (multiple
modes): participation rubrics, journal
entries, collaborative
planning/presentation notes, 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:
Depending on the topic, 4 objectives are ample. All should begin with:
1. The student will be able to locate North America on the map.
2. The student will be able to tell a story or recount an experience of their
adventure through North America.
3. The student will be able to determine what country in North America we live
in.
4. The student will be able to locate the countries in North America (Canada,
United States, Mexico, and the Caribbean Islands).
NCSS theme(s):
People, Places, and Environment.
Common Core State Standard(s):
LAFS.2.SL.2.4: Tell a story or recount an experience with appropriate facts
and relevant, descriptive details, speaking audibly in coherent sentences.
Next Generation Sunshine State Standards:
SS.2.G.1.4: Use a map to locate the countries in North America (Canada,
United States, Mexico, and the Caribbean Islands).
VA.2.F.3.2: Work with peers to complete a task in art.
LA.2.4.3.1: The student will draw a picture and use simple text to explain why
this item (food, pet, and person) is important.
VA.2.C.1.1: Use the art-making process to communicate personal interests
and self-expression.

Unit Pre and Post 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 is correctly
labeled. The next few questions would deal with the various types of maps and what
they are used for. Students would also show their knowledge for the state and national
capital as well as what countries pertain to North America. Finally, the last question
would be a matching section for vocabulary. The vocabulary words that would be
assessed are: compass rose, capital, globe, map, atlas, continents, and legend.

On-going daily (progress-monitoring) Assessment:

The on-going/ alternative assessment will/could change depending on the activities and
objectives on the individual, daily lesson plans! This should include SCALES (0, 1, 2, 3, 4)
where students are self-assessing and you are assessing their depth of knowledge regarding the
subject matter.

Social Studies Lesson/Unit Plan Template (precursor to Teacher Work Sample (TWS) in Internship II)

Design for Instruction

Student Activities & Procedures

What best practice strategies will be

implemented?
How will you communicate student
expectations?
What products will be developed and
created by students?
Consider Contextual Factors (learning
differences/learning
environment/learning styles) that may be
in place in your future classroom.
Exceptionalities
What accommodations or modifications do
you make for ESOL, Gifted/Talented
students, Learning/Reading disabilities
(SLD), etc.

I will begin by saying remember yesterday we learned about the continents.

We will review a little on what we learned yesterday about the continents,
oceans, equator, prime meridian, North and South Pole.
o Does anyone know what continent we live on?
Today we will be focusing primarily on North America. The teacher will say
we live on Earth, on the continent of North America.
I will begin by reading a book called, Where is my country? By: Robin
Nelson.
o Does anyone know where in North America we live in?
North America has four countries Canada, the United States of America,
Mexico and Caribbean Islands.
Have a student locate North America on the globe circle the words North
America and another student outline the shape of North America on the globe.
Write the word country on the board. Ask the students the name of our
country. Write the words United States on the board. Have a student circle the
words United States on the globe. Have another student outline the shape of
the United States on the globe. The United States is a country in the continent
of North America.
o North America is the third-largest continent.
I will begin by telling the students different important facts of each of the
countries. Throughout the lesson the students will fill out a Country Sheet that
they will take with them for their trip.

Social Studies Lesson/Unit Plan Template (precursor to Teacher Work Sample (TWS) in Internship II)

Canada
Capital City of Canada: Ottawa
Canada is the world's second-largest country.
Language: English and French
Population: 35,540,419
The name Canada comes from the St. Lawrence Iroquoian word kanata,
meaning "village" or "settlement.
Canada has the longest coastline in the world.
Niagara Falls is three waterfalls that goes from the international border
between Canada and the United States.
Three Waterfalls are called:
o Horseshoe Falls
o American Falls
o Bridal Veil Falls

United States of America

50 States
Capital City of United States: Washington D.C.
The world's third or fourth largest nation by total area
Language: English
Population: 318,968,000
It is one of the world's most ethnically diverse and multicultural nations.
The tallest mountain the US is Mt McKinley, located in the state of Alaska
On July 4, 1776 (Independence Day)
What state do we live? (Florida)
Remember the United States Puzzle Game we played yesterday.

Mexico
Capital City: Mexico City
Language: Spanish
Population: 118,395,054
The highest mountain in Mexico is Pico de Orizaba.
The national symbol of Mexico is the golden eagle.
The largest source of immigration to the United States.

Caribbean Islands
Major Languages: Spanish, English, French
The Caribbean Sea is a sea of the Atlantic Ocean.
Largest Caribbean Countries (by population):
o Cuba
o Dominican Republic
o Haiti
o Jamaica
o Trinidad & Tobago
o Bahamas
o Barbados
o St. Lucia
o Grenada
o St. Vincent & the Grenadines

Social Studies Lesson/Unit Plan Template (precursor to Teacher Work Sample (TWS) in Internship II)

Before going to centers the students will create their passports.

The students will receive 6 pages each page will fold in half. Each of the
pages will consist of something different. The pages consist of Globe, North
America map, two sheets for visitation stamps (arrival and departure), Photo
and Information, My Favorite Adventure.
On the photo and information page the students will glue on a picture of
themselves and fill in the information all together as a class. (Name, Date of
Birth, Date of Issue and State of Residence).

Once they are done we will begin their tour at each center that will rotate.
The students will take their passports and boarding passes to each of their
location.
After each tour stop, students write in their Country Sheet about what they
saw or what they learned at the important place. (North America United
States, Caribbean Islands, Canada and Mexico). This is a great way to connect
writing skills with social studies, as the students are expected to give narrative
of their experience at each tour stop. They can also draw a picture that looks
like a photograph taken at the tour stop.

Centers:
Before splitting off to their centers the students will take their passport and boarding
along with them to each country. Each center will be something different. At each
center the students will stamp their passports (glue the stamp) upon arrival and at the
end for departure.
North America
United States
Upon arrival, the students will stamp their passport. (Glue their stamp)
The teacher will come around and sign their boarding passes (as if they went
through security first) she will check their passports as well.
Take a virtual field trip to the Washington D.C.
https://www.youtube.com/watch?v=iK3GsAcwKaI

Fill out the Virtual Travel Packet: Name of virtual field trip, location and rate

Social Studies Lesson/Unit Plan Template (precursor to Teacher Work Sample (TWS) in Internship II)

it by circling a number from 0-5 (5 is the best).

Then on the next page the student will write two interesting things they
learned from their virtual field trip.
For departure, the students will stamp their passports once again.

Canada:
Upon arrival, the students will stamp their passport. (Glue their stamp)
The teacher will come around and sign their boarding passes (as if they went
through security first) she will check their passports as well.
The students will each read the story A Field Trip to Niagara Falls.

Social Studies Lesson/Unit Plan Template (precursor to Teacher Work Sample (TWS) in Internship II)

The students will then go on a Virtual Field Trip to Niagara Falls

Fill out the Virtual Travel Packet: Name of virtual field trip, location and rate
it by circling a number from 0-5 (5 is the best).
http://bigeyeinthesky.com/View.asp?ID=51&CID=Featured

Then on the next page the student will write or draw an interesting thing they
learned from their virtual field trip.
For departure, the students will stamp their passports once again to then go on
to the next country.

Mexico
Upon arrival, the students will stamp their passport. (Glue their stamp)
The teacher will come around and sign their boarding passes (as if they went
through security first) she will check their passports as well.
The students will watch a short video on Mexico.
The students will make maracas on their fun trip to Mexico.
Using toilet paper the students will cover one end by gluing construction paper
or card stock paper.
The student will then fill the maraca with the try rice, pasta or beans.
They will cover the other end after they are done.
While they allow the maraca to dry, they will fill out what they have learned
on their country sheets.
After they complete the sheet they will give their maracas a shake!!!!

For departure, the students will stamp their passports once again to then go on
to the next country.

Social Studies Lesson/Unit Plan Template (precursor to Teacher Work Sample (TWS) in Internship II)

Caribbean Islands
Upon arrival, the students will stamp their passport. (Glue their stamp)
The teacher will come around and sign their boarding passes (as if they went
through security first) she will check their passports as well.
There will be a seashell station. The students will each have a small bucket
were they will be able to collect seashells in their buckets. When they are done
they will return to their seats and paint one of their favorite seashells in their
buckets. This will be a souvenir the students can take with them.
For departure, the students will stamp their passports once again to then go on
to the next country.

At this time we will wrap up and review about the different countries.
The students will fill out the page in their passport My Favorite Adventure.
Drawing a picture and writing a sentence describing their picture and why.
When the students are done they we will gather around the carpet and the
students will share with their class their favorite adventure.
Resources/Materials

Glue
Stapler
Whole Puncher
Markers
Paper Pockets
Cardstock
Scissors
Construction Paper
Glitter
Cardboard toilet paper roll
Pencil
Dry pasta, beans or rice

Discussion Notes: Make comments here related to ideas for assessment measures, parent involvement, field trips, or extension to
the unit plan ideas.