Broad Term: Relationships
Topical Term: Place
Lesson Title: Exploring
Place
Unit Title: Place Social Studies Content: Geography
Grade Level: 2nd grade
Classroom Teacher Name: Tim Meador
Total # of Students: 24
# of IEP Students: 1 # of GSSP Students: 0 # of LEP Students: 0
What should students know and be able to do?
Social Studies Content Area: Geography
Standards:
Students recognize and understand the relationship between people and the geography and apply
their knowledge in real-life situations.
Students will recognize physical and human characteristics of places and regions.
Every place is unique and can be described by its human (e.g., language, religion, housing) and
physical characteristics (e.g., landforms, climates, water).
Goal Students understand that the relationships they have with places in their world shape who they are and their environment.
Objective
ˇ Given a true and false quiz, the second grade student will identify the physical characteristics of place, define place, and identify a specific type of landform, water, and weather places have getting at least 7 out of 8 questions correct.
ˇ Today we are beginning a new unit of study. This is the first lesson that students will have on Place. The prior knowledge students have on place is based on their perception of their own personal environment and world.
Adaptations/Modifications
ˇEric’s IEP requires someone to keep him on task. Throughout the lesson, the class will be setting in groups. The group will monitor and help keep Eric keep on task. Eric’s IEP requires that he get a lot of whole group instruction. This lesson is designed for whole group instruction. Often Eric’s attention span is short. Because of this, I have filled this lesson with many short term activities. This will serve as a strategy to keep Eric’s attention. Eric has difficulty processing information. I will collaborate with his resource teacher, who will assist him in retaining the information presented in this lesson. Throughout this process, I will give Eric much praise and encouragement.
ˇ Marzano, R. , Pickering, D., & Pollock J. (2001). Classroom Instruction that Works.Alexandria, VA: Association for Supervision and Curriculum Development.
**Throughout this lesson I will be giving specific praise to students when they engage in positive thinking behaviors. Moreover, I will provide sufficient wait time when asking questions. Finally, I will strive to keep the entire class interactively involved by using the boy/girl call method.
Discovery learning will stimulate any prior knowledge the students might have about the concept place. Today boys and girls we are going to learn a new concept in Social Studies. First, I am going to be handing each group (group of four) one magazine. All the magazines have something in common. In your groups I want you to think about what the magazine is describing. Each magazine is describing one main topic. Using the pictures and words of your magazines, I would like for you to make a prediction on what you think we are going to be learning about today. You have one minute. Work as a group and discuss what you think the pictures and words are describing. You may begin. (This allows the students to discover what we are going to be learning)
Time is up. Let’s hear what some of you came up with. An example response might be the student says a state’s name. The teacher will ask: What is a state? Hopefully the students will say a place. If they do not, the teacher will explain states are places on the earth’s surface. The teacher will tell students the concept they are going to be learning about is place.
To stimulate the recall of prior learning I will ask my students the following questions. Have you ever thought about what the word place means? What do you know about this word? What would you like to learn about this word? I will then ask my students to think about the place where they live. I will ask students to describe what the land looks like if they were to step outside of their house. I will ask students to describe what the weather is like where they live. I will ask students to describe the types of water that surrounds them.
To promote higher order thinking I will read a poem called “Back Home”. The poem will be written on chart paper and displayed for the children to see. (Cue) Before I begin reading the poem I will tell my students to listen for what the land looks like and if the person who is writing the poem has a good or bad feeling about this place.
“Back Home”
By: Beth L. Butler
There is this place
I love to go.
I love it because
I can feel my soul.
The beauty of
this place I see.
Let’s me know
it’s where I’m supposed to be.
The hills, the sunshine, my family, and the lake around
gives me delight
when I reach this ground.
This place is home
to me and others.
It’s a place I grow
and a place
I always want to go.
I call this special place
my back home.
For you see
it’s a place where I am never alone.
After reading the poem I will ask students to tell me what the land of this place looks like. Next, I will ask students how they think the writer of the poem feels about this place. Hopefully, the students will say the writer loved this place because it was their home. I will ask students if they have a place where they love to go. I will address that people have special relationships with the places they live. For example, I have a loving relationship with my home because it is a place I like to go. Moreover, they have special relationship with their favorite place, because it is a place they enjoy being.
Strategies and Activities
(Whole Group/ Direct Instruction)
After addressing the relationships we have with places, I will go to my web which gives the definition of place and the parts which compose the physical characteristics of a place. Place is an area on the earth’s surface that shares many different parts. Each place is different. The parts that describe place include a place’s weather, landform, and water (chart visual used for this).These are all physical characteristics of places.
Today boys and girls I am going to read you part of a book that describes the parts of place. It is called the Amazing Pop Up Geography Book. (Cue) When I am reading the book, I want you to think about the parts of place. For example, think about the different types of weather, landforms, and water places have.
After showing and reading the selected pages from the book, I will ask someone to name the physical parts of a place. Next I will ask students why they think it is important to learn about the parts of place. If there is no response I will explain it is important to be familiar with a place’s weather because the weather of a place affects them. For example, if it is cold outside we need to wear warm clothes. If you decide to take a trip somewhere and you want to go swimming in the ocean, you need to make sure this place has an ocean for you to swim. It is important to learn about the parts of place because we as people have relationships with places. We have relationships with the weather, because the weather affects whether the types of clothing we should wear. The weather affects whether or not your baseball or football game is cancelled. I will review that places have three main parts being weather, water, and landforms.
(Marzano Strategy Comparing and Contrasting/ Top Hat Chart/ Technology Power Point) Boys and girls for the past few weeks I have been taking pictures of a place you are all familiar with. We are familiar with this place because it is where you live and go to school. Can someone name the town or county you live in? Right, we live in Warren County which is where Bowling Green is located. I have also taken pictures of a place where I live. This place is called Hardinsburg, Kentucky. We are going to look at each of the pictures and describe the parts of place. Can someone name me the three parts of place? Right, the three parts of place are landforms, weather, and water. Using this chart (top hat), we are going to observe the pictures of these two places and list how they are alike, different, and the same.
Before we begin can someone tell me what you think the word landform means. The teacher will go to the power point and read the definition of what a landform is. The landform is the way the land looks. For example is the land flat, hilly, have mountains, trees, or grasslands. Also remember landform is a part of what? Students will look at the pictures of Bowling Green and Hardinsburg and compare and contrast how they are alike and different. The teacher will use the Top Hat method to list the two places’ likes and differences.
Next the students will be asked to describe the weather in each place. Can someone tell me what you think weather is? The teacher will go to the power point and read the definition of weather to students.Weather is how hot or cold the air is. Weather is rain, snow, tornadoes, hurricanes, and thunderstorms. Again, the teacher will ask what is weather a part of? The students will describe the weather based on the pictures, and the teacher will chart their responses on the Top Hat chart.
Different places have different types of bodies of water. There are different types of bodies of water. The teacher will go to the power point and describe the types of water places have. Lakes, streams, ponds, oceans, and rivers are all different types of bodies of water. The teacher will ask the students to describe the types of water they see in the pictures. Again, the teacher will chart their responses on the Top Hat chart.
Finally, the students will compare how the two places are alike and add in the Top Hat chart the places’ similar characteristics.
(Rutherford Text Strategy/ Hands-on Strategy) The students will learn a song to help them remember all the parts of place. The song is to the tune of the Chattahoochee. The teacher will sing a line and the students will repeat what the teacher says. The song will be on an overhead projector for the class to follow along. (Cue) When we are singing the song I want you to think about the three parts of place and the different types of landforms, weather, and bodies of water the song is talking about.
The Song About Place
By: Beth L. Butler
Well we went down yonder
To a place called Bowling Green.
We learned about the place
And we had a little fun.
Well the first thing we learned
About its weather,
Was you have to have some rain boots
To have a little fun.
Well the second thing we learned
Was about the water.
It’s surrounded by rivers, lakes, and streams.
Well the third thing we learned
Was about the landform.
It’s got a lot of hills and valleys to be seen.
Well the final thing we realized,
As we headed back home,
Was that Bowling Green had the three parts
That all places must have.
It had chilly weather,
Lots of water,
And plenty landforms for you and me to see.
When you’ve got weather, water, and lots of landforms,
There’s one thing for certain they are the parts of a place!!
Formative Assessment
ˇEach student will individually take a quiz. The quiz is to be taken on their own. The teacher will distribute the quiz and tell the students this is to be done individually. The teacher will tell the students that she is going to read each question aloud, and they are to mark T if the statement is true and F if the statement is false.
True and False Quiz
After the teacher reads aloud the sentence, circle T if the sentence is true or circle F if the sentence is false.
1. Water is an important part of place. T/F
2. Landform is a part of place. T/F
3. Weather is not a part of place. T/F
4.Time is one of the parts of place. T/F
5. Place is an area on the earth’s surface that shares many different parts. T/F
6.A mountain is not a type of landform found in places. T/F
7. An ocean is a type of weather found in places. T/F
8.A hurricane is a type of weather some places have. T/F
KTIP
Reflection
Name: Beth L. Butler Grade Level: 2nd Lesson Title: Place
Given a true false quiz, the second grade student will identify the physical characteristics of place, define place, and identify a specific type of landform, water, and weather places have getting at least 7 out of 8 questions correct.
See Table 1
Conclusion # 1
According to the assessment data, thirteen students met mastery and eight out of those thirteen students exceeded the mastery criteria by getting eight out of eight questions correct (100%). Six students, however, did not meet mastery with five of the students getting only six out of the eight questions correct (75%), and one student getting only five out of eight questions correct (62.5%).
Conclusion # 2
Overall, 68% of the students met mastery, which is more than half the class. However, the other 32% of the students did not meet the mastery criteria, which is cause for concern.
The assessment results confirmed my thoughts about the lesson. Many students quickly answered the questions, not paying close attention to words that could affect the meaning of a sentence on a true and false quiz (words like not). Four out of the six students who completed this quiz first, did not meet mastery.It was evident that these early finishers were not reading and listening to the sentences. They were not focused and were off task.
Other students had trouble with questions that asked them about examples of types of landforms, bodies of water, and weather. When I looked closer at the quizzes, I found that eleven out of nineteen students missed at least one of this type of question.
Noah, Marquis, McKenna, Kayla, and Josh P. will be given the opportunity to repeat the true and false quiz. Before beginning this quiz, I will review and reteach the parts of place and types of landforms, bodies of water, and weather places have.
Hunter will receive remediation on true and false questioning techniques. Moreover, I will provide instruction on what true means and what false means. This strategy will help Hunter remember to pay close attention to words like not and always when taking true and false quizzes. I will reteach the parts of place, what place is, and examples of types of landforms, bodies of water, and weather places have.
It was evident I did not have some students’ attention throughout this lesson. A factor that could have easily contributed to this was that the computer stand blocked the view of some students while I was charting and reading my book. In the future, I will have students sitting on the carpet in the front of the classroom while I am charting, reading my book, and implementing my Power Point. This may help students be more focused. Moreover, it will allow them to clearly view and see the pop-ups in my book, the charting, and the Power Point.
I made inaccurate comparisons during my Power Point. I will revise my Power Point so that the places I am comparing are actually different. I will compare the land of Bowling Green, Kentucky to the land in Egypt. This will allow students to gain a clearer understanding of how places are alike and different. Moreover, it will provide accurate comparisons.
I had one student, Marquis, who was completely disinterested in my lesson until the Power Point. I failed to notice this. There will always be a Marquis in my classroom; therefore, I must promptly notice their disengagement and pull them into the lesson. Perhaps, I could have asked him what the land looks like in Mississippi, which was where he was from. Moreover, the zone of proximity should have been implemented. Also, I should have had him and the rest of the class sitting in the front of the room for the reading of my book, the charting, and the Power Point. Perhaps, this would have gained his interest.
KTIP Lesson Plan FormatLesson Title: Exploring Places’ Past
Unit Title: Place Social Studies Content: History
Grade Level: 2nd grade
Classroom Teacher Name: Tim Meador
Total # of Students: 24
# of IEP Students: 1 # of GSSP Students: 0 # of LEP Students: 0
What should students know and be able to do?
Social Studies Content Area:History
Standards:
Students understand, analyze, and interpret historical events, conditions, trends, and issues to develop historical perspectives.
Students will distinguish among past, present, and future, and describe change over time.
The way we live has changed over time for both Kentuckians and Americans because of thechanges in many areas (e.g., communication, innovations/ inventions, homes, transportation, recreation, traditions, education).
Objective
Given an open response question, the 2nd grade student will describe a way of transportation people used to get from place to place in the past, present, and future by getting at least a 3 out of 4 on the scoring rubric.
This is the second lesson of the unit of study entitled Place. Students have an understanding of places and the relationships people have with places. Moreover, they have an understanding of the physical parts of places, what places are, and specific types of landforms, water, and weather places have.
Adaptations/Modifications
Eric’s IEP requires someone to keep him on task. Throughout the lesson, the class will be setting in groups. The group will monitor and help keep Eric keep on task. Eric’s IEP requires that he get a lot of whole group instruction. This lesson is designed for whole group instruction. Often Eric’s attention span is short. Because of this, I have filled this lesson with many short term activities. This will serve as a strategy to keep Eric’s attention.Eric has difficulty processing information. I will collaborate with his resource teacher, who will assist him in retaining the information presented in this lesson. Throughout this process, I will give Eric much praise and encouragement.
***Throughout this lesson I will be giving specific praise to students when they engage in positive thinking behaviors. Moreover, I will provide sufficient wait time when asking questions. .I will strive to keep the entire class interactively involved by using the boy/girl call method.
Today boys and girls we are going to have our second lesson in our unit Place. For review, can someone tell me what a place is? What are the physical parts of place? What is a type of weather places have? What is a type of landform a place might have? What is a type of body of water a place might have? What types of relationships do we have with a place? Why is it important to know about the parts of place?
Time is up. Let’s hear what some of you came up with. An example response might me car, boat, train. The teacher will ask: What is a car? Hopefully the students will say a way of transportation. Today we are going to continue in our unit of Place, by exploring the types transportation places have had in the past, present, and future. Next, I will let my students view a short video from the unitedstreaming.com website. The video’s focus is on what transportation is and the types of transportation places have. The video is entitled Away We Go: All About Transportation.
To promote higher order thinking I will ask my students the following questions. Have you ever thought about what the word transportation means? What do you know about this word? What would you like to learn about this word? Think about the place where you live and think about the type of transportation you use to get from place to place. Do you think transportation is important? What would you do without transportation? Do you think transportation will change in the future? Do you think transportation has changed a lot over the years?What type of transportation did you use to get to school this morning?
(Cue) Before I read this poem, I will ask my students to think about how all the animals get from place to place, and to think about how they get from place to place.
How Do I Get From Here to There
How do I get from here to there?
If I were a bird, I'd fly through the air.
How do I get to a mountain peak?
If I were a snake, I'd slither and sneak.
How do I get to the merry-go-round?
If I were a horse, I'd run on the ground.
How do I get to the candy shop?
If I were a frog, I'd hop, hop, and hop.
How do I get to Wateree?
If I were a fish, I'd swim through the sea.
After reading the poem, I will ask students to name some of the ways the animals got from place to place. Next, I will ask students how they get from place to place. Do you have a type of transportation you depend on to get from place to place? People have relationships with transportation, because everyday people depend on transportation to get from place to place. I have a relationship with my car, because it helps me get to the places where I need to go. What are some types of relationships you have with transportation? Example responses might be: school bus, truck, car, van, taxi, airplane, horse, boat, train, ect. People have relationships with transportation because transportation helps us get from place to place.
Strategies and Activities (Whole Group/ Direct Instruction)I will go to my web (visual aide) which gives the definition of transportation and how the transportation of places has changed over time. Transportation is a way in which people get from place to place. The transportation of places has gone through many changes over the years. Today we are going to be looking at the types of transportation people used to get from place to place in the past, present, and future. To insure that my students have an understanding of past, present, and future, I will go over the definitions of past, present, and future. If we are talking about the past, we are talking about the way transportation used to be. If we are talking about the present, we are talking about how transportation is now. If we are talking about the future, we are talking about what the transportation will be like in the days to come.
(Marzano Strategy Comparing and Contrasting/ Top Hat Chart) Boys and girls for the past few weeks I have been taking pictures of the types of transportation used in this town/place. I also searched on the internet for pictures (Kentuckiana Digital Library http://kdl.kyvl.org/) of what the transportation of this place/town looked liked in the past. I am going to distribute the pictures to each group. We are going to compare and contrast the pictures by describing the types of transportation people used and use in this town in the past and present. By observing the pictures the students will discuss, compare, and contrast how transportation has changed and stayed the same over the years using the Top Hat chart.
The students will look at past pictures of railroads, people riding horses, ferries, trains, the first cars, and even people walking to get from place to place. Students will look at present pictures of cars, vans, taxis, airplane, and trains. Through this activity students will see transportation has changed over the years. The teacher will ask students the differences they see in the types of transportation used in the past and present. The teacher will ask students if they think the transportation used in the past was effective/ ineffective. The teacher will ask students which method of transportation in the past/ present would probably get them from place to place the fastest/ slowest.
I will lead a discussion of the types of transportations places will or might have in the future. What type of transportation will continue to be used in the future? Can you think of a type of transportation that might be invented in the future? Do you see any problems with the types of transportation we are using today? How might those problems affect the new inventions? Why is transportation important?
(Rutherford Text Strategy/ Hands-On Strategy) The students will learn a song to help them remember the types of transportation places have had in the past, present, and future. The teacher will sing one line and the students will repeat what the teacher says. The song will be on an overhead projector. (Cue) When we are singing the song I want you to think about how our place’s transportation has changed over time.
Transportation Boogie
By: Beth L. Butler
We’ve got past, present, future.
We’ve got a place called Bowling Green.
We’ve got lots of transportation
for you and me to see.
We’ve got the past days
of walking from town to town.
We’ve got the past days
of riding a good old horse to town.
We’ve got the past days of floatin
on a ferry up Green River.
We’ve got the past days of ridin
on the back of an old cart train.
And finally we’ve got the past
of the first automobile.
We’ve got past, present, future.
We’ve got a place called Bowling Green
We’ve got lots of transportation
for you and me to see.
We’ve got the present days
of ridin to school in a bus.
We’ve got the present days
of flyin an airplane
to the deep south
We’ve got cars, jets, trains, big boats, taxis, cabs
and a lot more folks.
We’ve got past, present, future.
We’ve got a place called Bowling Green.
We’ve got lots of transportation
for you and me to see.
We’ve got the future days
comin round, round, round
So I’ll make today my prediction
that we’ll still have cars around.
But there will be something,
I never imagined
but I’ll just have to wait another
day to add
to the future of transportation.
We’ve got past, present, future.
We’ve got a place called Bowling Green
We’ve got lots of transportation
for you and me to see. OH YEAH!!!
After the song I will ask students describe the types of transportation used in the past, present, and future. I will ask the students how the transportation of places affect them. I will tell students that we have relationships with the transportation of places, because the transportation we choose to use affects how and when we get somewhere.
Students will then play a game from the online Smithsonian Institute which reinforces how transportation has changed over time. The game can be located at this website http://americanhistory.si.edu/onthemove/games/. This is a fun game which allows students to explore transportation in the past and present. The class will play this game as a class and the teacher will let students take turns in participating in the game.
Can someone tell me what transportation is? I will review the definition of transportation. Think about the song we learned and the pictures we looked at. Can someone tell me how a place’s transportation has changed from the past to how transportation is now? How do the relationships we have with places and transportation affect us? We have relationships with places and the types of transportation places have, because we use transportation to get from place to place. We are dependent on transportation to take us to school, to ballgames, on vacations, to the grocery, and many other places. Why is it important to know about the types of transportation places have? Places have many types of transportation. It is important we are familiar with the types of transportation places have, have had, or will have because we depend on and use transportation every single day. Name a type of transportation used in the past. Name a type of transportation used in the present. What is your prediction for a type of transportation that will be used in the future?
Formative Assessment
The students will individually complete an open response question. The teacher will read aloud to the entire class the open response. It is the student’s responsibility to correctly complete the open response question. The teacher will distribute the open response and tell them it is to be completed independently.
Directions: Read each question carefully and explain your answer.
Part One:
We have learned a lot today. We have learned how the transportation people use to get from place to place has changed over the years. Write a paragraph that describes one way people got from place to place in the past, and one way people get from place to place in the present. Describe each type of transportation.
Part Two:
We know the types of transportation people have used in the past and present. Write a description of what you predict to be a way of transportation in the future. Explain why you think it might become a way of transportation.
CATEGOR |
4 | 3 | 2 | 1 |
| Quality of Information | Information goes beyond the criteria. Student explains correctly one method of transportation in the past, present, and future. Their response includes several supporting details and/or examples. | Information clearly relates to the main topic. Student explains correctly one method of transportation in the past, present, and future. It provides 1-2 supporting details and/or examples for each description of transportation. | Information clearly relates to the main topic. No details and/or examples are given. | Information has little or nothing to do with the main topic. |
| Mechanics | Almost no grammatical, spelling or punctuation error | A few grammatical spelling, or punctuation errors. | Many grammatical, spelling, or punctuation errors. | The response is unreadable because of the grammatical spelling, or punctuation errors. |
| Organization | Information is very organized with well-constructed sentences. | Information is organized with well-constructed sentences. | Information is organized, but sentences are not well-constructed. | The information appears to be disorganized. |
KTIP Lesson Plan Format
Name: Beth L. Butler Date: October 15th,2005
Lesson Title: Exploring A Place’s Culture
Unit Title: Place Social Studies Content: Culture
Grade Level: 2nd
Classroom Teacher Name: Tim Meador
Total # of Students: 24
# of IEP Students: 1 # of GSSP Students: 0 #of LEP Students: 0
Topic
The topic that is the focus of this unit of study is relationships. Students will understand that the relationships they have with the places in their world shape who they are and their environment.
Social Studies Content Area: Culture
Standards:
Academic Expectations 2.16
Students observe, analyze, and interpret human behaviors, social groupings, and institutions to better understand people and the relationships among individuals and among groups.
Core Content For Assessment SS-E-2.1.1
Language, music, art, dress, food, literature, and folktales help define culture and may be shared among various groups.
Program of Studies SS-P-CS-1
Students will recognize language, music art, dress, food literature, and folktales as elements of culture.
Goal
Students understand that the relationships they have with places in their world shape who they are and their environment.
Objective
Given five short answer questions, the second grade student will describe ancient Egyptian’s dress and the importance behind their way of dress by getting 4 out of 5 questions correct.
Context
This is the third lesson of the unit of study entitled Places. Students have an understanding of places and the relationships people have with places. They have an understanding of the physical parts of places, what places are, and the specific types of landforms, water, and weather places have. Students have an understanding of how a place’s transportation can change over time, and the types of relationships people have with transportation.
Adaptations/Modifications
Eric’s IEP requires someone to keep him on task. Throughout the lesson, the class will be setting in groups. The group will monitor and help keep Eric keep on task. Eric’s IEP requires that he get a lot of whole group instruction. This lesson is designed for whole group instruction. Often Eric’s attention span is short. Because of this, I have filled this lesson with many short term activities. This will serve as a strategy to keep Eric’s attention. Eric has difficulty processing information. I will collaborate with his resource teacher, who will assist him in retaining the information presented in this lesson. Throughout this process, I will give Eric much praise and encouragement.
Resources: Literature, media, and technology
Walsh, J. (1994). Pepi and the Secret Names. London: Frances Lincoln Limit
ˇ http://www.libsci.sc.edu/miller/Egypt.htm Ancient Egypt Thematic Unit
http://www.mnsu.edu/emuseum/prehistory/egypt/dailylife/hairstyles.html Ancient Egypt Hairstyle
ˇ http://www2.sptimes.com/Egypt/EgyptCredit.4.2.html Egypt Daily Life
ˇ http://www.members.aol.com/egyptart/fashion/html Fashion and Clothing Pictures of Ancient Egyptians
discovery boxes
tan cloth/fabric
black cloth/fabric
scissors
paper fans
beads
chart paper
markers
yarn
wooden colored beads
small rope
What learning experiences will facilitate their success?
Opening
Throughout this less I will be giving specific praise to students when they engage in positive thinking behaviors. I will provide sufficient wait time when asking questions. I will strive to keep the entire class involved by using the boy/girl call method.
(Review) Today boys and girls we are going to have our third lesson in our unit Place. For review, can someone tell me what place is? What are the physical characteristics of a place? What types of relationships do people have with places? Can someone tell me how Bowling Green’s transportation has changed over time? What types of relationships do people have with a place’s transportation? Why is it important to know about a place’s transportation? So far in our unit we have explored a place (geography) and how a place might change over time (history).
(Motivation) To gain my students’ attention, I will distribute one discovery box to each group of four students. Inside the discovery box, I will have pieces of tan fabric, beads, and a paper fan. Using the materials in the discovery box, I will ask each group to make a prediction about what they think we might be learning about today.
Time is up. Let us hear what you came up with. The targeted answer is clothing. To promote higher order thinking I will ask my students the following questions. Have you ever thought about the types of clothing people wear? Have you thought about what the word clothing means? What do you know about clothes? Describe the types of clothes you like to wear? Do you think people wear certain types of clothing for certain reasons? Does clothing symbolize something?Is clothing important? Do you think clothing will change in the future? Do people have relationships with their clothing?
We are going to be exploring the types of clothing some people wore in Ancient Egypt. Using a globe, I will locate where Egypt is. We are going to be learning about the types of clothing people wore in Egypt hundreds of years ago, and why the Egyptians wore the types of clothing they did. Just because we are studying a certain type of clothing Egyptians wore hundreds of years ago, does not mean all the Egyptians wore this type of clothing, nor does it mean that Egyptians wear this type of clothing today. I will say this to prevent stereotypes from forming.
Strategies/ Activities I will begin by giving students the definition of clothing. The definition will be written on chart paper. Clothing is anything used to cover or decorate the body. Next I will go to my web which has the word clothing in the middle. The subtopics around clothing include: Ancient Egyptian Men Clothing, Ancient Egyptian Women Clothing, Ancient Egyptian Children Clothing, Jewelry, and Hair. We are going to be observing and learning about these subtopics.
Next I will share part of a book entitled Pepi and the Secret Names. (Cue) Before I begin reading part of the book, I will ask my students to pay attention and look closely at the pictures of the types of clothing worn by Ancient Egyptians. I will ask students to think about how the clothing worn by Ancient Egyptians is similar and different from the type of clothing they wear. After showing parts of the books, I will ask the students to describe the clothing worn by Ancient Egyptians.
After this the students will observe more closely the types of Ancient Egyptian Clothing by looking at pictures from this internet website http://www.members.aol.com/egyptart/fashion/html. After a viewing of the pictures from the website and viewing the pictures from the book, the students will be engaged in comparing and contrasting Ancient Egyptian clothing to the types of clothing they wear. (Marazano Strategy Comparing and Contrasting) I will use the Top Hat chart to chart the similarities and differences.
Next I will lead a discussion on the meaning behind the way Egyptians dressed. First I will ask these questions: Do you like the way the Ancient Egyptians dressed? Would you like to dress that way now? Why or Why not? Every place in the world people dress differently, and the way people dress has changed over time. More than likely, when you see an Egyptian today they will not be dressed like the Egyptians in the past.
Egyptians had important relationships with their clothing, because their clothing symbolized important things. For example, they had a relationship with the type of jewelry they wore, because they believed the jewelry they wore protected them from evil things. Men had relationships with wearing skirts, because they worked outside where it was hot. The skirts kept them cool. I will conclude by saying Egyptians had important relationships with their clothing because the way they dressed had important meaning for their way of life and the type of climate they were a part of.
On chart paper I will have the following subheadings: Ancient Egyptian Men, Ancient Egyptian Women, Ancient Egyptian Children, Jewelry, and Hairstyle. As I address each issue, I will list important characteristics under each subheading. In the past Egyptians dressed in certain ways because of the type of climate they lived in. Egypt has very hot and dry weather.
Why do you think many young children did not wear clothing? Right, the reason many young children went naked was because of the hot weather.
It was common for some men in Ancient Egypt to wear skirts. Why do you think men wore skirts? Men wore skirts because they did a lot of work outside. Because of the hot and dry weather, skirts were much cooler than longs pants. (I will list this on chart paper)
In the book and the pictures from the internet, we saw that some women had on a lot of jewelry. Do you think they wore jewelry for a reason? They wore jewelry for two main reasons. They wore jewelry for decoration and protection. Most necklaces and bracelets had what were believed to be magic protective signs as part of their designs. (I will list this on chart paper)
Why do you think women dressed the way they did? Women wore simple dresses held up by braces over the shoulder because of the hot weather. ( I will list this on chart paper)
In the pictures we observed throughout the book and internet, what did you notice about the hairstyles of some of the Egyptians? Why do you think they wore wigs and shaved their heads? Head shaving had a number of benefits. First, removing their hair made it much more comfortable in the hot Egyptian weather. Second, it was easy to maintain a high degree of cleanliness avoiding danger of lice. In addition, people wore wigs when their natural hair was gone due to old age. (I will list this on chart paper)
(Hands-On Activity/ Rutherford Text)
The students have learned that Ancient Egyptian men and women wore jewelry for decoration and protection and specific types of clothing because of the hot and dry climate. The class will create a standstill portrait which demonstrates the types of clothing worn by women and men in Ancient Egypt. Using wooden colored beads and yarn or small rope, students will thread beads onto the yarn to make colorful necklaces. The students will show their finished products to their classmates and tell their classmates what the necklace will protect them from. Moreover, Ancient Egyptian clothing served specific purposes, and people dressed the way they did for specific reasons. By cutting out patterns from tan and black fabric, students will create skirts and dresses which imitate the Ancient Egyptian clothing of men and women. After students create their jewelry, skirts, and dresses they will pose for a standstill portrait. The teacher will take their picture. The picture will capture the life and dress of the people in Ancient Egypt. While the class poses with their costumes as a standstill portrait, other classes will come into the classroom and ask students questions such as: Why did men wear skirts? Why did women wear long dresses? What types of hairstyles did Egyptians have? Why did they wear a lot of jewelry?
Closing
Can someone tell me what clothing is? Think about the book we read, the pictures we looked at, and the necklaces and clothing we made. How did the Egyptian’s climate affect the way they dressed? How did the relationships that Egyptians had with their clothing impact their way of life? Why did women wear lightweight dresses? What meaning did jewelry have for Egyptians? Why did Egyptians wear wigs and shave their heads? Why did men wear skirts? Why did some children not wear clothes? Egyptians had an important relationship with their clothing because their clothing helped them keep cool, because they lived in a hot climate. Why is it important to know about the types of clothing people wear? Clothing is an important part of defining who people are and the way they live. You as students need to be observant of the types of clothing people wear. I will tell my students to question why people wear certain types of clothing. The relationships people have with clothing helps shape who people are and the world in which they live.
How will I, and they, know when they are successful?
Formative AssessmentThe students will individually complete five short answer questions. The teacher will read aloud to the entire class each question. It is the student’s responsibility to correctly complete the short answer questions.
Short Answer Quiz
Read each question carefully, using the information we learned in class answer the following questions.
1. How did the climate affect the type of clothing people wore in Ancient Egypt?
The climate in Ancient Egypt was extremely hot and dry, because of this the people wore lightweight clothing and as few of clothes as possible. Young children even went naked because of the hot climate.
2. Why did the Ancient Egyptians wear
make-up and jewelry?
The Egyptians wore make-up and jewelry to
honor the gods. They believed that their jewelry would protect
them from evil spirits.
3. Why did men and women in ancient Egypt shave their heads? Head shaving had a number of benefits. First, removing their hair made it much more comfortable in the hot Egyptian climate. Second, it was easy to maintain a high degree of cleanliness avoiding danger of lice infestation. In addition, people wore wigs when their natural hair was gone due to old age.
4. Why did ancient Egyptians wear sandals and go barefoot? They wore sandals and went barefoot because of the hot and dry climate.
5. Why did men wear skirts?
Men wore skirts because of the hot climate. When they were working outside, they tried to keep as cool as possible so they wore skirts.
KTIP Lesson Plan FormatLesson Title: Exploring A Place’s Rules and Laws
Unit Title: Place Social Studies Content: Government/Civics
Grade Level: 2nd
Classroom Teacher Name: Tim Meador
Total # of Students: 24
# of IEP Students: 1 # of GSSP Students: 0 # of LEP Students: 0
What should students know and be able to do?
Social Studies Content Area: Civics/ Government
Standards:
Students understand the democratic principles of justice, equality, responsibility, and freedom, and apply them to real-life situations.
SS-E-1.1.2
The purpose of a government’s rules and laws (e.g., U.S. Constitution, school rules) is to establish and maintain order.
SS-E-1.1.3
The basic purposes of the government of the United States are the establishment of order, security, the protection of the rights of individuals, and the attainment of common goals as specifically listed in the Preamble of the U.S. Constitution.
SS-P-GC-1
Students will recognize and understand the basic purposes of government and how citizen participation can affect government.
SS-P-GC-3
Students will begin to understand the basic purposes of government and how citizen participation can affect government.
Goal:
Students understand that the relationships they have with places in their world affect who they are and their environment.
Objective
Given a short answer quiz, the second grade student will identify common rules and laws in their community, define what a law is, define what authority is, give an example of a law, describe the consequences of breaking a law, and explain why laws are important by getting 4 out of the 5 questions correct.
This is the fourth lesson of the unit of study entitled Place. Students have an understanding of places and the relationships people have with places. They have an understanding of the physical parts of places, what places are, and the specific types of landforms, water, and weather places have. Students have an understanding of how a placetransportation can change over time, and the types of relationships people ’s have with transportation. Students have an understanding that places have distinct characteristics that define their way of life. Moreover, they have an understanding of the importance and meaning behind the way people dressed in the Ancient Egyptian culture. Finally, students have an understanding that people have relationships with places in the world and those relationships help define who they are and their environment.
Adaptations/Modifications
Eric’s IEP requires someone to keep him on task. Throughout the lesson, the class will be setting in groups. The group will monitor and help keep Eric keep on task. Eric’s IEP requires that he get a lot of whole group instruction. This lesson is designed for whole group instruction. Often Eric’s attention span is short. Because of this, I have filled this lesson with many short term activities. This will serve as a strategy to keep Eric’s attention. Eric has difficulty processing information. I will collaborate with his resource teacher, who will assist him in retaining the information presented in this lesson. Throughout this process, I will give Eric much praise and encouragement.
(Review)
Today boys and girls we are going to have our fourth lesson in out unit about Place. For review, can someone tell me what place is? What are the physical parts of place? What is a type of weather a place might have? What types of relationships do people have with places? Do places have a past? How has Bowling Green’s transportation changed over time? What types of relationships do we have with a place’s transportation? Describe how Ancient Egyptians dressed? What meaning did their dress have? Today we are going to learn that places have governments. Governments make laws for people in places to follow.
Next I will show a video clip from http://www.unitedstreaming.com . The video explores the types of rules people have at home, school, and in their community. Moreover, it provides insight on how rules and laws benefit society.
I will promote higher order thinking by asking the class to describe what they already know about rules, laws, and authority. Describe the type of rule and laws you follow. What do rules and laws do for us? Are rules and laws important? Do you think rules and laws might change in the future? Describe a time when you broke a rule or law?
Next I will share with my students the book entitled Arnie and the Stolen Markers which was written by Nancy L. Carson. (Cue) Before I begin reading the book, I will ask my students to pay attention and listen to see what Arnie does wrong. I will ask my students to think about what Arnie does and think of a time when they have done something wrong.
After reading the book I will begin with direct instruction.I will place on an overhead a transparency with a picture of a classroom that has no authority. I will begin by stating many times you decide what you want to do. No one tells you what to do. Brooke said, “I am going to feed my cat.” David said, “I am going to ride my bike.” No one told Brooke and David what to do. They acted on their own. Many times you do what others tell you should do. “Luke give me your money, or I will hit you,” said Kyle. “Taylor, please brush your teeth,” said Taylor’s mother. Kyle and Taylor’s mother told someone what to do. They each had power. Someone has power when they tell someone what to do and they do it. Does Kyle have the right to tell Luke what to do? Does Taylor’s mother have the right to tell Taylor what to do? Why? Taylor’s mother had authority. Authority means the right to use power. It is the right to tell others what to do. Kyle has power but does not have the right to use it. The law can give you the right or power to tell people what to do. A law is a rule made by people in the government. A police officer tells you to wear a helmet when riding a bike. The law gives the officer the right to do this. Your parents tell you what to do. It is their right as parents. The law also says they have the right to use their power. They have authority.
Sometimes people use power but they do not have the right to do so. A school bully might tell you to leave the playground. Robbers might tell you to give them your money. They do not have the right to make you do these things. They use power without authority. This means using power without having the right to do so.
Next I will show a video clip from http://www.unitedstreaming.com . The video explores the types of rules people have at home, school, and in their community. Moreover, it provides insight on how rules and laws benefit society. (Cue) When you are watching the video I want you to listen for the laws and rules people follow. Also I want you to listen for what the benefits of following rules and laws are.
(Marzano Strategy Chart/ Classifying) Many places in the world have rules and laws people follow. Many places in the world also have consequences for disobeying rules and laws. We are going to make a chart of some common laws and rules people in Bowling Green, KY follow. (This will be the first column of the chart) In the second column of our chart we are going to list the consequences of what might happen if these rules or laws are broken.
The class will make a list of laws and rules people follow in their community and school. Some examples might include: wear a bike helmet, don’t litter, don’t speed, wear your seatbelt, don’t steal, don’t lie, don’t cheat, respect your parents and teachers, listen when someone is talking, and always do your very best. In the other column of the chart, the class will list consequences that might happen if they break laws or rules. Some examples might include the following: could get hurt, could get grounded, stay in for recess, pay a fine, or spend time in jail.
Next the teacher will discuss why rules and laws are important. When we use rules and laws good things happen. We call them benefits. A benefit is something good. For example, we use rules and laws to solve problems. Rules and laws can help keep us safe. A rule at the swimming pool might say, “No Running Near Pool.” This rule helps you from falling and getting hurt. Rules and laws can help us share things in fair ways. Your teacher might say, “You may have one box of crayons at a time.” Other boys and girls need to use the crayons too. Rules and laws can help protect property. Your parents might say, “Don’t write in the book.” This is to protect the book from damage. Rules and laws can help settle arguments. When you play a game you might have a referee. The referee decides what to do if the player breaks the rule. Rules and laws can help us keep order. Your library has rules about using books. The rules help keep order in the library.
(Hands-On Activity/ Rutherford Text)
The students will be given the following situations and must role play what would happen.
The students will be working with one other student.One student is the kid the other student is the police officer. The kid will be riding their bike to their friend’s house. (Actually have the students pretend to ride their bike/ pantomime) The kid will have to decide if they want to wear a bike helmet. The police officer will stop the kid and ask the kid if they have on their helmet. The kid will make up a response. Based on their response the police officer will have to decide if the kid was breaking the law. If they were not breaking the law, the police officer will have to thank the kid for following the law and explain the importance of following rules and laws. If the kid was breaking the law, the police officer will have to explain what the kid was do wrong, what law they were breaking, discuss the consequences of breaking a law, and discuss the benefits of properly following rules and laws.
Second role play situation. The student who was the kid in the first role play will now become the police officer. The police officer in the first role play will become the adult driver. The adult driver will pretend to be driving a car. It is the driver’s decision to decide if they want to speed, wear their seatbelt, litter, or do none of these things. The police officer will pull over the driver and ask the driver the following questions: Do you have your seatbelt on? Were you littering? Were you speeding? The driver will have to answer these questions honestly. (They will make up responses) Based on their responses the police officer will have to decide if the driver was breaking the law, what the consequences would be if they were breaking the law, and what the benefits are of properly following rules and laws.
I will discuss how people have relationships with a place’s rules and laws. Moreover I will ask if they have relationships with rules and laws. People have important relationships with their place’s rules and laws, because the rules and laws they follow determine their safety, protection, and how good of a citizen they are. The rules and laws of a place directly affects each of them, because they must follow those rules and laws in order to become productive citizens of their world. The relationships people have with following rules and laws helps determine a person’s success in life.
Can someone tell me what a law is? What is authority? I will review both of these definitions. Think about the about the chart we made, the book we read, and the role playing we did. What are some common rules and laws people in Bowling Green follow? What happens if you break a rule or law? Why are laws and rules important? Do we have relationships with laws and rules? How? The rules and laws of a place shape who we are and our environment by forming direct relationships with us. The relationships we have with our environment will remain positive, if we choose to follow the rules and laws of out community.
Formative Assessment
The students will individually complete five short answer questions. The teacher will read aloud to the entire class each question. It is the student’s responsibility to correctly complete the short answer questions.
Rules and Law Quiz
A law is something which gives you the right to tell others what to do. A law is a rule made by people in the government.
Rules and laws can help keep us safe. Rules and laws can help us share things in fair ways. Rules and laws can help settle arguments. Rules and laws can help us keep order.
The right to use power or the right to tell someone what to do.
Based on data, how do I refine the learning experiences?
KTIP Lesson Plan FormatLesson Title: Exploring A Place’s Goods and Services
Unit Title: Place Social Studies Content: Economic
Grade Level: 2nd
Classroom Teacher Name: Tim Meador
Total # of Students: 24
# of IEP Students: 1 # of GSSP Students: 0 # of LEP Students: 0
What should students know and be able to do?
Social Studies Content Area: Economics
Standards:
Students understand economic principles and are able to make economic decisions that have consequences in daily living.
Students will understand that consumer wants influence the production and consumption of goods and services.
Goal
Objective
Given a short answer quiz, the second grade student will define goods and services, give an example of a producer, give an example of a consumer, and explain how goods and services affect them by getting 4 out of the 5 questions correct.
Adaptations/Modifications
Eric’s IEP requires someone to keep him on task. Throughout the lesson, the class will be setting in groups. The group will monitor and help keep Eric keep on task. Eric’s IEP requires that he get a lot of whole group instruction. This lesson is designed for whole group instruction. Often Eric’s attention span is short. Because of this, I have filled this lesson with many short term activities. This will serve as a strategy to keep Eric’s attention.Eric has difficulty processing information. I will collaborate with his resource teacher, who will assist him in retaining the information presented in this lesson. Throughout this process, I will give Eric much praise and encouragement.
ˇMarzano, R., Pickering, D., & Pollock J. (2001) Classroom Instruction That Works. Alexandria, VA: Association for Supervision and Curriculum Development.
Rutherford, P. (2002). Instruction For All Students. Alexandria, VA: Just Ask Publications.
****Throughout this lesson I will be giving specific praise to students when they engage in positive thinking behaviors. Moreover, I will provide sufficient wait time when asking questions. Finally, I will strive to keep the entire class involved by using the boy/girl call method.
(Review) Today boys and girls we are going to have our final lesson in our unit Place. For review, can someone tell me what place is? What types of relationships do people have with places? Do places have a past?How has Bowling Green’s transportation changed over time? What types of relationships do we have with a place’s transportation? Do places have ways in which people dress? Describe how Ancient Egyptians dressed thousands of years ago? In our unit we have learned that places have weather, landform, and water (geography); ways in which people dress (culture); changes in their transportation (history); and rules and laws (government/ civics). Today we are going to learn another important part that all places in the world have.
To gain my students’ attention I will distribute one JC Penny Christmas catalog to each group of students. I will ask the students to look through the catalog and make a prediction about what they think our lesson will be about. I will give my student about 2 minutes to work as a group and make predictions.
Time’s up. Let’s hear what your groups came up with. Some example response might include: clothes, toys, cooking utensils, games, or furniture.What are clothes, toys, and cooking utensils? All the items you named are what we call goods.
To promote higher order thinking I will ask the class what they already know about the words goods and services. Describe the types of goods you buy or services you provide. What do goods and services do for you? Do you think goods and services are important? Why?
Today, we are going to be exploring a place’s goods and services. We are going to be exploring the goods and services people in Bowling Green provide and have everyday. We are going to be learning about the relationships people have with a place’s goods and services, what goods and services are, what producers and consumers are, and how goods and services affect them.
Next I will share with my students the book entitled Ox Cart Man. (Cue) Before I begin reading I will ask my students to listen for the types of things the man in the book trades in town. I will ask my students to think about a time when they have taken something that was theirs and sold it for someone else to use. I will ask my students to listen for at least three goods the book names.
(Marzano Strategy) Next I will begin with direct instruction. I will begin by covering goods we find in Bowling Green. I will ask my students to visualize a store that they have been in before. What types of things were in the store? I will list the items they name in a chart under the column “Goods I’ve Seen or Bought In A Store.” After the students name several items, I will explain they have named different types goods, because goods are anything we use or consume. Have you ever bought goods? They will respond yes. People who buy goods are called consumers. Under the column in the chart entitled “People Who Buy Goods/ Consumers”, the students will list the names of people who are consumers. Some examples might include: the students themselves, their parents, grandparents, friends, teachers, doctors, and lawyers. Everyone in the world is consumers because everyone buys or uses goods to survive.
Next I will ask my students to visualize a time when someone did something for them. Under the column of the chart entitled “Services/Things People Do for Us”, the students will list things people do for them. Some examples might be the following: doctor helps me when I’m sick, the barber cuts my hair, the dentist cleans my teeth, my teacher teaches me, and my aunt gives me piano lessons. Services are things people do for us. People who provide services for us are called producers.A producer is a person or organization that produces goods and services for sale. Under the column entitled “Producers”, I will ask students to name people or stores that sell goods and services to consumers. Some examples might include a doctor, a lawyer, a dentist, a nurse, a mailman, Wal-Mart, JC Penny, a teacher, and a farmer.
Using the chart the students will talk about the similarities and differences of consumers and producers and good and services.
Next the teacher will discuss how goods and services are important. People have important relationships with the goods and services a place provides, because people depend on goods and services to survive. Think about a world without producers. Who would we have to produce the goods (food and clothing) we need to survive? Right, no one. Producers are extremely important to each one of you because they produce our goods and services. We are dependent on goods and services, because goods and services affect our survival. Without goods and services, we could not survive. We have important relationships with goods and services, because goods and services help shape who we are and our environment.
(Hands-On Activity/ Rutherford Text)
Using construction paper, markers, crayons, glues, glitter, clear masking tape, and material the class will create a class quilt with the theme of goods and services. The first column of the quilt will have the theme of goods people buy. The second column of the quilt will have a theme of the services people provide. The third column of the quilt will have a theme of consumers. The fourth column will have the theme of producers. Five students will individually illustrate pictures of goods people buy. Five students will individually illustrate pictures of services people provide. Five students will individually illustrate a picture of consumers. Five students will individually illustrate a picture of producers.
Formative Assessment
The students will individually complete five short answer questions. The teacher will read aloud to the entire class each question. It is the student’s responsibility to correctly complete the short answer questions
Goods and Services Short Answer Quiz
A good is anything that is used or consumed, for example clothing and food.
Services are work done for others, such as a teacher or a doctor.
Wal-Mart, Teacher, Doctor, Lawyer, JC Penny, Piano, Teacher
I am a consumer because I buy goods. My parents are consumers because they buy goods.
Goods and services are important to me because I have an important relationship with goods and services. I need goods and services to survive. Without goods and services we can’t survive.
