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.Tanish Fortson
Hillcrest Elementary School
K-2 Grade Autism Class
Social Studies: Locations and Maps
December 4-6 (3 day lesson)
Topic
East Asia
Content Standard
Students compare and contrast the absolute and relative locations of places and people and describe the physical and/or human characteristics of places.
1.2.1 Locate on maps and globes their community, California, the United States, the seven continents, and the four oceans.
Day 1 objective
With prompting and guidance students will be able to demonstrate knowledge of maps and the purpose of a compass.
Rational for lesson
Showing students a globe and letting them know that the world is a huge place full of different types of people.
Time and place: 40 minutes; students are seated on the carpet.
Materials: map of United States, map of continents, compass
Teaching procedures
Students will be asked if they know what a map is. The teacher will show the class a map of the United States. Students will be asked to point to the state they live in. The teacher will point to the compass rose on a map and ask students if they know what it is and what it is used for.
Development
Teacher will explain that a map is a way of knowing and identifying your location. Teacher will show a compass rose and explain that it is a circle showing the directions printed on a map and that shows us a way to get to where we are going. Teacher will also explain the purpose of a maps key is to represent locations by using certain symbols.
Guided Practice
Students will be given a worksheet where they will work with a partner as detectives to find all the secret locations on an actual map using a compass. Students will work together to determine where different pieces of a compass go. Students will circle, underline, star, and box different symbols from the maps key and find those symbols on a map.
Independent practice
Students will be given a worksheet with a blank cut out compass rose and will be asked to glue the directions in the correct place. Teacher will be circulating the room to assist students who my need it.
Whole Group Close
Teacher will draw a large map on the smartboard with a key and ask students to read the key and point out different locations on a map.
Evaluation
Formative evaluation in which teacher will look around the room to see if students are understanding and participating in group work. An informal assessment will be given verbally. Teacher will ask some students quick questions to see how they respond and if they are correct.
Teacher Reflection
Were the students able to identify the correct locations on a compass rose with 70% accuracy? Did the students enjoy the lesson and stay on task?
Here is a photo of the map I will display on the smartboard:
http://geology.com/world/the-united-states-of-america-satellite-image.shtml
Day 2 objective
With prompting and guidance students will be able name all 7 continents on a map specifically East Asia: Japan, China, and Korea.
Rational for lesson
Showing students East Asia to incorporate the place in the world that the teacher has been learning about for the last two months.
Time and place: 40 minutes; students are seated on the carpet.
Materials: United states map, map of the world, compass, chart paper, world puzzle
Teaching procedures
Students will be asked to recall if they know what a map is. The teacher will show the class a map of the United States and remind them of what we learned yesterday. Students will be asked recall the state that they live in and point to it. Teacher will show the students the world map. Students will be asked to go up and point to different continents according to its color. Teacher will write all seven continents on chart paper.
Development
Teacher will explain that the world is very big. And those different cultures live on each continent. They have different tradition, values, and customs. They even eat different food and were different clothing. Teacher will inform students each continent has many different cultures. Ex Africa Nigerians, Ethiopians, Cameroonians and etc. all live within Africa.
Guided Practice
Students will be given a worksheet where they will work with a partner as piece together a large print out of the world. It will be a puzzle. Students will use the world map as a guide to piece together the puzzle. Teacher will walk around and observe students working and assist as needed.
Independent practice
Students will be given a worksheet with a blank cut outs of the continents and bodies of water. Students will independently glue the continents together in the correct place. Teacher will be circulating the room to assist students who my need it.
Whole Group Close
Teacher will display a large world map on the smartboard with a key and ask students to read the key and point out different locations on a map, find specific continents like Asia, China and Korea.
Evaluation
Formative evaluation in which teacher will look around the room to see if students are understanding and participating in group work. An informal assessment will be given verbally. Teacher will ask some students quick questions to see how they respond and if they are correct.
Day 3 objective
With prompting and guidance students will be able to define the terms: culture, diversity, ancestors, tradition, and community
Engage Thinking
How are we all connected to each other around the world?
Why might it be challenging if someone feels like his/her family is different?
What is culture?
How does diversity make the world and our classroom a better place?
Key Knowledge and Objectives
Students will be able to define the terms of culture, diversity, heritage, tradition, ethnicity, customs, ancestors, values, and beliefs.
Rational for lesson
Learning about cultures is important because it teaches children to celebrate and value differences
Time and place: 40 minutes; students are seated on the carpet.
Materials: large post it paper, markers, YouTube video “Cultures around the world”
Teaching procedures
Tell students that they will be learning about different cultures. Teacher will show them a youtube video called “This is South East Asia” (Show video on smart board).
Video Link
https://www.youtube.com/watch?v=zqYXJdWY0Ts
When video finishes asks students who can tell me what culture means?
Development of Vocabulary
Teacher will take answers and give students the definitions. Next Teacher will write culture on chart and define it. “A shared way of living by a group of people.”
Teacher will continue this until all definitions have been explained and an example has been given.
· Diversity: Different kinds of people living and working together.
· Heritage: The history of people.
· Tradition: Passing down information, beliefs, or customs.
· Customs: A group’s way of doing things.
· Ancestors: A person, typically one or more than a grandparent form decedents.
· Values: Goals or standards held or accepted by an individual, class or group.
· Belief: An acceptance that statement is true or that something exists.
Guided practice
Cut and paste worksheet will be given to students to match the word to the definition. Teacher will walk around and see how students are working. Teacher will assist all who need help.
Independent practice
Students will be given a worksheet with pictures on elements from the YouTube video entitled what I like best about East Asian Culture. Students will draw pictures to describe their thoughts.
Evaluation
Teacher will give students and oral inform assessment about elements of all 3 lesson on the East Asia lesson. Students will be expected to answer the following questions?
1. What does culture mean?
2. Where is Japan?
3. How do we use a compass?
4. Where is Korea?
5. Where is China?
6. Find Africa
7. Where is the United States?
8. What does N stand for on a map?
Teacher Reflection
