Comparing
Continents
Grade: 5
1. Goal:
Content: SS.05.GE.01: identify the names of the continents and their relative size shape and location.
Language: EL.05.RE.17: use the features of informational texts, such as diagrams, illustrations, charts, maps, newspapers and organizational devices to find information and support understanding.
2. Objective:
Content: Locate major physical and human features of the Earth.
Language: The student will also be able to use comparative adjectives.
Examples of forms:
Beginner: EP.EI.11: The North American continent and the South American continent are near each other.
Early Intermediate: EP.EI.11: The North American continent and the South American continent are near each other.
Intermediate: EP.IN.11: North America is in the North, but South America is in the south.
Early Advanced: EP.IN.11: North and South America are near each other, but North America is also close to Europe.
Advanced:
EP.IN.11: In contrast South America is closer to Antarctica.
Targeted Language Skills:
Reading:
Students will read and follow the directions from the online continents
game.
Also, they research information from atlases, encyclopedias and maps.
Writing:
Students will write a paragraph comparing or contrasting two continents
of their
choice.
Listening: Students will listen to the directions from the teacher; they will also listen to their peers during cooperative learning.
Speaking:
Students will communicate with their groups to fill in the attribute
chart
about the continents.
3. Materials/Equipment/Supplies/Preparation
Throughout this lesson, students will interact with many learning strategies, such as leveled questions, labeling, word walls, attribute charts, preview/review, multimedia, learning centers, pair-share, and visual pictures. In order to prepare for this lesson, as a teacher I will need to have the computer hooked up to a large screen, so students can follow my actions on the computer (my hope is that I would be teaching in a school where this type of technology would be available in the classroom J). Also, it will be important to have pictures of the attributes of each continent I want the students to identify in their attribute charts. In order to make my questions specific and effective, I will also need to prepare the leveled questions before beginning the lesson. A large part of this lesson is done while working with multimedia. In order to prepare the students for this work time, I would need to reserve some time in the library to work with the computers. Along with the multimedia, I will also need to have atlases, globes, maps or encyclopedias available for the students to research each continent.
4. Procedure
A.
Anticipatory set, motivation or hook—about
2
minutes
To begin the lesson,
as the teacher
I would ask the students to build on any prior knowledge they
may bring
to the lesson by pointing to the map and asking the students to
identify
or share any relevant information about the continent. This portion of
the
lesson not only builds on prior knowledge, but it could also serve as a
preview/review,
as I could take the information they share with the class and apply it
to what
the upcoming lesson will entail.
B.
Teaching/Modeling—about 20 minutes
In order to get the
students
familiar with the names and shapes of each continent, I could use pictures
and vocabulary cards and put them all together on a word wall.
I
would leave the word wall up throughout the lesson so students can
become
familiar with the new terms and use it as a resource for help if they
run in to
trouble. Next, I would build classroom discussion (through pair-share)
by asking leveled questions to help build from previous
knowledge and
identify the lesson objectives. For example, I could ask, "is
this the North
American continent or the South American continent" and if this
is too hard, I
could modify the question to one like this: "show me the North
American
continent." Finally I would introduce the attribute chart
and explain
how I want the students to fill in the chart while working in their cooperative
learning groups. It will
be
necessary to define what each attribute means and this new vocabulary
can be
added to the word wall. It will also be important to review how
one
might use comparative adjectives to describe the continents (as they
will be
asked to do this for the assessment part of the lesson). Also, in order
for the
students to fill in the chart they will be working with the computer
and the
resources available in the library. It will be important to review this
process
before asking the students to interact with each other and
independently.
C.
Group Application—about 15 minutes
Both the group and
independent
application will be done in the library, using the computers and
resources
available. Since we had reviewed the computer process in the classroom,
students will be familiar with the website and learning objectives;
students
will use National Geographic's GeoSpy game to identify where the
continents are
in relation to the rest of the
world-http://kids.nationalgeographic.com/Games/GeographyGames/Geospy).
The
class will accomplish the task using learning centers, where
all cooperative
learning groups will work together to fill in the attribute
chart
using the resources available in the library (atlases, globes, maps
etc.). Yet,
while the group works together at the tables, they will also have an
opportunity to use the computer. At this time the students will do
their
independent practice, as they identify where the continents are in
relation to
each other and the world.
D.
Independent Application/Independent
Practice—about 15 minutes
During the independent
application,
students will work on the computer to identify where the continents are
in
relation to each other and the world. On the National Geographic
Website,
students will have an opportunity to practice identifying the
continents and
then demonstrate what they have learned by testing their knowledge.
E.
Closure—about 10 minutes
After working in our
groups to
finish the attribute chart, and then working on the computer to
learn
more about the continents, the students will have an opportunity to
share what
they have learned in their journals. The students will be asked to
write a
paragraph using comparative adjectives (which we have been studying
throughout
the unit) to compare or contrast two continents. Students will be
encouraged to
use their attribute charts as a guide to help generate when
comparing
the continents.
5. Meeting Varying Needs
One aspect of this lesson that could be a challenge for some students is the use of multimedia resources. However, I see the lesson as a great way to teach students how to use the Internet if they have not had access to it previously. One way to make the process easier would be to exemplify all the steps to reaching the correct website in front of the class on the first day in the computer lab or library. I am assuming that where ever I may teaching this lesson, the computer room will have access to a computer that projects on a large screen (similar to our smart boards). However if this is not the case, then each small group can work with one computer. I will appoint one student the leader, and they can use this opportunity to share with their group how to use the computer efficiently.
<> In cases where some students may share a common language, (ie. Spanish) they will be encouraged to use this language for a clearer understanding. Also, throughout the lesson I would keep a close watch on student progression and work efficiency, making sure to give ample wait time between activities where is may be needed.
6. Assessment
Also, it will be important to assess the sentences each student has written. If they have not properly constructed sentences that use comparative adjectives, then I could meet with the student on an individual basis. However, if the errors are consistent among many students, this could be an indication that I need to devote more time to addressing the uses of comparing adjectives.
7. Reflection
Was the time allotment appropriate for the lesson?
How did it go overall?
What should I do differently next time?
What went really well?
Did the technology seem to hinder or help student learning?