Lesson Plan # 1 Block # 2

Teacher Ed. Candidate:Ronnie Waddell, Paige Thornton, April Vasser, April West

Supervising Teacher: Francis Stonier UWG Supervisor: Jennifer Thomason

School: Alto Park Elementary Date of Implemented Lesson Plan: 3/7/2013

Subject: Social Studies - Geography Grade Level: 3rd Grade

Standards & Elements / SS3G1 The student will locate major topographical features.
c. Locate the Equator, Prime Meridian, and lines of latitude and longitude on a globe.
Essential Question / What is the purpose of lines of latitude and longitude on a globe? Where is the Equator and Prime Meridian located?
Assessment/Evaluation
(Describe the evaluation as it relates to the elements.) / Students will be assessed on their understanding of lines longitude and latitude and location of the Equator and Prime Meridian using a ticket out the door. Students will be evaluated as pass or fail according to having longitude, latitude, equator and prime meridian labeled correctly.

WHERE method for Lesson Plan Development:

Acceleration & Previewing
Key Vocabulary
List Materials needed
(This can be done the day before or at the beginning of the lesson/combined with the Activating Strategy) / Where are we headed?
Vocabulary
Latitude
Longitude
Equator
Prime Meridian
Materials
Globe
Blank round sphere (rubber or Styrofoam ball)
Red and blue yarn
Gloves
Scarfs
Sunglasses
Hat
Fan
Internet access
Projector/Smart Board
Signs (North Pole, South Pole, Equator, Prime Meridian)
Construction Paper
Stapler
Markers/Writing utensils
Marker Board w/ dry erase markers
Activating Strategy
(Standard/EQ – What do the students need to know by the end of the lesson or unit?
Hook – engage all students & tie to previous learning.) / Hook the student.
Start the lesson by holding up blank round sphere (a rubber or Styrofoam ball, for example). Toss the ball in the air and catch it a couple of times to get students’ attention. Hold up the ball, point to a spot, and put a sticky dot on that spot. Call a student's name, lob the ball to him or her, and say, "Describe the marked spot without using the phrase 'right there'!” At some point, the student likely will use the words top, bottom, side, and other “locator words.” Emphasize to students that without a reference point, it is impossible to describe a particular location; so early mapmakers developed a grid system to assist them in locating known places.
Teaching Strategies
(Describe the activities planned and the anticipated actions of the students.)
/ Explore the lesson content.
Watch Brain Pop video on longitude and latitude:
Yarn Globe Procedure:
1. Have students sit in a large circle.
2. Find the basic cardinal directions in the room.
3. Find a person at the north end of the room to be the North Pole. Put sign, gloves, and a scarf on him, so he can stay warm in the cold.
4. Find a person at the south end of the room to be the South Pole. Put sign, gloves, and scarf on him, so he can stay warm in the cold. Run blue yarn from the North to the South poles and cut. Note the eastern and western hemispheres, assuming this line would be the 0 degree line of longitude.
5. Referring to the poles, establish where the equator would be located. Find people standing on the eastern side and western side, respectively, then give them red yarn and cut. Then give them straw hats and fans to the neighbors to fan them. Place sign on string and staple. Note that this an imaginary line of latitude that separates the northern and southern hemispheres.
6. Find the hemispheres of North America, South America, Europe, Asia, Antarctica, Africa, or other places such as mountains or oceans. Have several maps and gloves on hand to check.

Extending & Refining
(Activity that guides students to rethink or think beyond the learned skill – may be incorporated AFTER summarizing/evaluation.) / Rethink our work & ideas.
Present a globe in front of the class. Choose students to come up and identify the North Pole, South Pole, lines of longitude, lines of latitude, Prime Meridian and Equator. Through teacher and student discussion, students should help the teacher create definitions of these terms onto the board. Once students have a recognizable, proficient knowledge of these terms and locations, instruct students that they will create a layered book foldable using these terms/locations. Students will need 3 pieces of construction paper, markers, thedefinitions of latitude, longitude, equator, and prime meridian as well as photos of all terms. Students will title the foldable as “Globe Talk.” Each layer of the foldable will have the term at the bottom of the fold and the definition at the top.
Summarizing
(Closure)
(Reflects evidence of student learning – evaluation – Guided by the essential question – All students participate) / Evaluate results.
The teacher will create an open discussion with the entire class, answering the essential question and discussing the activities that the students participated in within this lesson. Students will then be given a picture of a globe. The students should independently mark and label lines of longitude and latitude as well as label the Equator and Prime Meridian on the globe. Students will turn this in as a ticket out the door to be assessed and evaluated by the teacher.
  1. Differentiation: In the box below, record activities that evidence differentiation throughout the lesson. Please identify where the activities will be incorporated in the lesson (Activating Strategy, Teaching Strategies, Extending & Refining, Summarizing)

Evidence of
Differentiation / This lesson was differentiated according to learning style:
Spatial and Auditory styles – Brain Pop Video
Linguistic and Kinesthetic styles – Yarn Globe
Linguistic style - Foldable
Interpersonal style – Ticket Out The Door
Ability differentiation is as follows:
Lower ability students will have their foldable pre-made but will still have to add their definitions.
Middle and Higher students will create their own foldable for their definitions.
  1. Describe the any additional adaptations/modifications planned for exceptional students (EIP, Inclusion, Gifted, ESOL, RTI, students who have yet to be identified with learning/behavioral disabilities, etc.)

Please see the above differentiation for IEP and RTI students. There are no ESOL accommodations needed.

  1. Agenda: (see document titled “The Lesson Agenda”).
  1. Spot on a ball (HOOK)
  2. Brain POP video (Direct Instruction using Technology)
  3. Yarn Globe (Group Modeling)
  4. Foldable (Extension)
  5. Ticket Out The Door (Summary &Assessment)
  1. Reflection: (to be completed following the teaching of the lesson)

Please see the attached reflection.