Grades 1-2 Research Lesson Plan

Page history last edited by Christie Barris 2 months, 1 week ago

Description

Explanation

Lesson Title

All Around the World Research Project

Learning to identify oceans and continents is a foundational geography skill that begins in grades 1-2 in the Social Studies OAS. The student will explore continents and oceans through a research project. This project will establish a strong geographical foundation that will support future learning.

Grade Range

1st and 2nd Grade

Works Cited of Text

Lindeen, Mary. Africa, Earth’s Continents.

Child’s World Inc. 2010.

Lindeen, Mary. Antarctica, Earth’s Continents.

Child’s World Inc. 2010.

Lindeen, Mary. Asia, Earth’s Continents.

Child’s World Inc. 2010.

Lindeen, Mary. Australia, Earth’s Continents.

Child’s World Inc. 2010.

Lindeen, Mary. Europe, Earth’s Continents.

Child’s World Inc. 2010.

Lindeen, Mary. North America, Earth’s Continents.

Child’s World Inc. 2010.

Lindeen, Mary. South America, Earth’s Continents.

Child’s World Inc. 2010.

Nonfiction

Informational Text

Text Structure: Descriptive Text

Each text provides the reader with a basic introduction to each continent including the geography, topography, industries, landmarks, animals and the people. Text features including fact-filled captions, detailed photographs, and a phonetic glossary are used to aid in the comprehension for the reader.

Link to Text

Epic! Research Resources Hyperlinks

Research Resources QR Codes

To access the books for this project, a free Epic! educator account must be created.

# of Class Period(s)

5 Day Plan (50–60-minute lessons)

Overview

The students will use various research resources to locate, identify and outline important information on the continents. The students will collaborate with a small group to gather and organize important facts. The students will present the project orally and visually to their peer group.

This research project allows young children an opportunity to engage in essential skills needed in today's age. Children need to learn how to collect and organize information on their own and present their findings. Research helps to fulfill academic needs, provides freedom to explore the topic, enables overall development, and enhances motivation.

OAS-Social

Studies

OAS-ELA

1.2.3 Students will identify the difference between continents and oceans.

2.2.4 Students will identify and locate basic landforms, bodies of water, continents, and oceans on a map.

1.6.R.1 and 2.6.R.1 Students will identify who can answer questions about their topic or what resources they will need to find the information.

1.6.R.2 and 2.6.R.2 Students will identify and use graphic and text features to understand texts:

1st Grade 2nd Grade

● photos ● photos

● illustrations ● illustrations

● titles ● titles

● labels ● labels

● headings ● headings

● charts ● charts

● graphs ● graphs

● captions ● captions

● subheadings

1.6.R.3 and 2.6.R.3 Students will consult various text reference sources to gather information (i. e. Title page, table of contents, glossary, index)

1.6.W.2 and 2.6.W.2 Students will organize information found during group or individual research, using graphic organizers or other aids with prompting.

1.6.W.3 and 2.6.W.3 Students will share relevant information for various purposes.

These objectives were chosen to show how Social Studies and ELA objectives may be integrated to create lessons that are student-centered while effectively meeting the criteria for two content areas.

The highlighted text features are the specific ones that are present in the selected texts for this project. All the text features may be taught together as a strategy to gather meaning from the text. However, these are the ones that will be used for this project.

Students are asked specifically to use the glossary to complete the brochure, so glossary has been highlighted to identify the portion of this objective that will be addressed during this lesson.

Refer to the Assessment Plan to see how each of the standards are assessed throughout the lesson.

Learning Objectives

Students will use a map and other simple geographic models to identify basic landforms, bodies of water, continents, and oceans. (1.2.3 & 2.2.4)

Students will identify which pictures, charts, texts, and people can be used to gather information on a topic of interest. (1.6.R.1 & 2.6.R.1)

Students will use a variety of text features to better understand the text.(1.6.R.2 & 2.6.R.2)

Students will identify where the glossary is located in a text, explain its purpose, and use it to gather information. (1.6.R.3 & 2.6.R.3)

Students will use graphic organizers or other aids (with prompting) to organize information during group or individual research.(1.6.W.2 & 2.6.W.2)

Students will share information found in research relevant to the topic.(1.6.W.3 & 2.6.W.3)

The learning objectives provide a clear picture of the strategies and activities the students will use to obtain mastery of the selected standards. The learning objectives are important because they specifically identify what the students should be able to do by the end of the lessons. This information should guide formative assessments that will identify areas where students need additional guidance and support to be successful.

Universal Design for Learning Considerations

Access & Engagement - The students will be in a group where they will choose the continent they would like to research.

Access & Representation - When showing the videos, the Closed Captions will be activated as well as the audio to the text.

Build & Representation- Vocabulary cards contain pictures to help students better understand vocabulary.

Build-Action and Expression - Optional sentence starters could be provided for the brochure.

Internalize & Representation- Class will build a KWL chart to activate prior knowledge and organize information while progressing through the topics.

Internalize-Action & Expression- Brochure templates will be provided to help students organize writing projects.

UDL Resources

Strategies were chosen from three levels of the UDL matrix. All these strategies are present in the lesson steps.

Materials/ Handouts

All Around the World Pre-Post Assessments

Assessment Plan

All Around the World Video Links

All Around the World Vocabulary Center

All Around the World Vocabulary Chart

Brochure Scoring Rubric

Brochure Template

Continents Puzzle

Nonfiction Text Features Poster

Research Resource Hyperlinks

ALL resources needed for the project may be downloaded here and are linked throughout the lesson plan.

Tier 2-3 Vocabulary

continent, ocean, country (Tier 2)

geography, equator, hemisphere (Tier 3)

See the description of the Vocabulary Tiers here.

Background Knowledge

Students will need background knowledge on the basic text features including bold words, illustrations, captions and a glossary. Students will use these features to better understand the text.

Nonfiction Text Features by Jack Hartmann

Nonfiction Text Features Poster

This video is a wonderful way to introduce or review the Nonfiction Text Features.

Students will have the Nonfiction Text Features Sheet at their work area for reference.

Feature Finders Activity:

- Post a chart on the board titled “Feature Finders”.

- Remind students throughout the week to look for text features in their resource book, then share when they find one.

- Post their name as a “Feature Finder”.

Engagement

Strategy

Engagement Strategy - Continent Call Backs

Continent Call Back Example

Teacher Says

“Continents, Continents Where Are You?”

Teacher Says

“Asia, Asia Where are you?”

Students Say

“Asia, Asia We are here!”

Repeat with all Continents.

These Call Backs are a fun, effective strategy to quickly engage student’s attention and focus. These can be used throughout the week as needed.

Teacher Prep

for Day 1

Prepare a large K-W-L Chart

Prep a large chart to use in your whole group instruction area. (Image to the right)

Digital Anchor Chart This K-W-L Chart could be presented digitally if this would work better for your students.

Vocabulary Anchor Chart (Visuals)

Video and Song Links need to be selected and pulled up on your technology device for Day 1.

Print the Pre-Test/Post-Test

The teacher will need to arrange the room for collaborative group work. The goal is to represent all seven continents, so students need to be grouped with 2-4 students in each group.

Day 1

Instructional Plan

Whole Group

Before beginning the lesson, have students complete the Pre-Test (Left Side).

After reviewing the Pre-Test, discuss with the class what they already know about continents and oceans and complete the Know (K) Section of the K-W-L Chart.

Next, introduce the topic with the video

Continents and Oceans Sing Along

Then, introduce the Vocabulary Anchor Chart (Visuals) by using the words with images to match with the definitions. The students will then collaborate, as a class, to create motions or gestures for each word to help deepen the students' understanding of each focus word.

Last, complete the Want to Know Section (W) of the K-W-L Chart based on what the students want to know. Ask students what they hope to learn about continents and oceans in the next few days.

(1.2.3 & 2.2.4) SS OAS

Fold the test in half where the student only sees the pre-Test. They will flip it at the end of the project to take the post-Test. The teacher could read the test and allow the time to circle the answer choice if necessary. Check and correct the answers together.

Using the same assessment for the Pre-Test and Post-Test aids students in self-assessment by seeing what they have learned while also giving teachers summative knowledge to identify effectiveness of lessons and need for remediation. Teachers should utilize the Assessment Plan to provide a full picture of what the student knows.

Day 2

Teacher Prep

Video and Song Links need to be selected and pulled up on your technology device for Day 2.

Print and laminate for Whole Group Instruction

Vocabulary Chart (Visuals)

Share through Platform or Print and Laminate

Research Resources Hyperlinks

Print Nonfiction Text Features Reference Sheet

Print All Around the World Brochure

Use whichever method will best fit the needs of your students.

Day 2

Instructional Plan

Whole Group

Small Group

Closure

For the Day 2 Warm-Up, introduce the following songs to the students:

Seven Continents Song

Five Oceans Song

To begin the whole group instruction, the teacher, using the Vocabulary Chart (Visuals)

will direct the students to match the Vocabulary Words with the Definitions. Choose students to either have a word/image card or a definition card. They find their match with another student, and then place the match on the chart. Finally, as a class, recite words with definitions and motions.

Know Your Globe SciShow Kids Lesson Link

MINI LESSON: The students will learn to identify and locate the seven continents and five oceans. They will label the world map that is on the inside of their brochure. Pause the video each time a continent is introduced to allow time to label the map. After the activity, compare and contrast the continents and the oceans.

All Around the World Brochure

The Research Goal for the Day - Choose a Continent- The students will be grouped to either choose a continent to research or the teacher can assign the continent to research. The students will title the Continent and draw a picture of the Continent in the brochure.

Review Pre-Assessment Questions.

Pre-Test/Post-Test

“Choose Your Side” Activity

“Choose Your Side”-

Have students in the center of the room.
Have them go to the left if the answer is ___ and to the right if the answer is ___.

Ex.

T: Are there seven or two continents on the planet Earth?

Choose Your Side: seven (Left Side) or two (Right Side)?

Students move to the side of the room that matches their answer choice.
The teacher would then review the correct answer with additional details.

(1.2.3 & 2.2.4) SS OAS

(1.6.R.1 & 2.6.R.1) ELA OAS

(1.6.R.2 & 2.6.R.2) ELA OAS

Left Flap of the Brochure

Remind the students about the opportunity to be a “Feature Finder”. The Nonfiction Text Features Reference Sheet will be placed in their work area for reference.

Day 3

Teacher Prep

Video and Song Links need to be selected and pulled up on your technology device for Day 3.

Tape the definition cards from the Vocabulary Chart around the room.

Day 3

Instructional Plan

Whole Group

Small Group

Closure

For the Day 3 Warm-Up, sing the following songs together:

Seven Continents Song

Five Oceans Song

To begin, the teacher will review the Tier 2-3 Vocabulary Words by playing “I Spy” with Word Cards and Definitions.

“I Spy” (Word to Definition)

Teacher holds up the picture/word card and the student identifies the definition from the cards posted on the wall. The student who finds the matching definition would read the definition from the card. For example:

T: I Spy “geography”

Students go to search.

S: I Spy “the study of the Earth, its land, water,

and people.”
Continue until all vocabulary words have been selected correctly. Finally, as a class, recite words with definitions and motions.

Learn Continents and Oceans by Kids Cove

MINI LESSON: The students will learn how to collaborate with a small group to complete a research project. The teacher will begin by modeling how to access the research resources Research Resource Hyperlinks. Next, the teacher will model how to find three important, relevant facts in the text using a think aloud to determine which facts are relevant and important. Finally, the teacher will model how to compose a complete sentence.

All Around the World Brochure

The Research Goals for the Day - Three Facts

The student will collaborate with their group and complete 3 Important Facts about the Continent on the brochure. The student will compose good sentences with a complete thought, capitalization, correct spacing, letter formation, and end marks.

Review Pre-Assessment Questions

Pre-Test/Post-Test

“Choose Your Side” Activity

“Choose Your Side”- Have students in the center of the room. Have them go to the left if the answer is ___ and to the right if the answer is ___.

(1.2.3 & 2.2.4) SS OAS

“I Spy” is an active learning activity that allows students to move around the room to show what they know. This is a fun review for students to practice identifying the focus vocabulary.

(1.2.3 & 2.2.4) SS OAS

(1.6.R.1 & 2.6.R.1) ELA OAS

(1.6.R.2 & 2.6.R.2) ELA OAS

(1.6.W.2 & 2.6.W.2) ELA OAS

Remind the students about the opportunity to be a “Feature Finder”.

Middle of the Brochure

The links below are to each individual text selection.

“Choose Your Side”

T: There are 7 or 2 continents on planet Earth. Choose Your Side 7 (Left Side) or 2 (Right Side)?

Students move to the side of the room that matches their answer choice.

The teacher would then review the correct answer with additional details.

Day 4

Teacher Prep

Video and Song Links need to be selected and pulled up on your technology device for Day 4.

Tape the WORD Cards Around the Room

18 X 24 Blue Construction Paper (1 per student)

Print Continents Puzzle (1 per student)

These supplies are needed for the SS/Art Extension.

Day 4

Instructional Plan

Whole Group

Small Group

Social Studies

Art

Extension

Closure

For the Day 4 Warm-Up, sing the following songs together:

Seven Continents Song

Five Oceans Song

To begin, review the Tier 2-3 Vocabulary Words by playing “I Spy” with Definitions and Word Cards (opposite of Day 3)

I Spy” (Definition to Word)

The teacher holds up the DEFINITION card and the student looks for the WORD. The student who finds the matching WORD will quote the WORD.

T: I Spy “the study of the Earth, its land, water, and people.”
Students go to search.
S: I Spy “geology.”
Continue until all definitions have been selected correctly. Finally, recite words with definitions and motions as a class.

MINI LESSON The student will answer research questions by locating evidence within the text. The teacher will model how to locate answers to specific questions in the text and model how to write short answers.

The Research Goal for the Day - Five Short Answers

The student will collaborate with their group to locate the answers to the questions for their continent. The student will compose the answers in short phrases or single words on the brochure.

Continents Puzzle

Each student will have their own puzzle pieces (continents) to lay out on the blue paper (oceans). The student will cut out the pieces and lay them in the correct locations on the blue paper.

Practice with the Puzzle

(1.2.3 & 2.2.4) SS OAS