Stage 3

Day/ Topic Classroom Plan ObjectiveDay 1

- Pre-assessment- Exit slip-Name 2 continents across the Atlantic ocean.Review pre-assessments to find out where students are for this content.

The students will correctly name two continents across the Atlantic ocean.

Day 2Intro-Earth Perspectives

- Project Earth from https://visibleearth.nasa.govAsk students to describe what they see from the perspective of a satellite, and briefly discuss how perspective shapes our views of the earth. This gives students a chance to share their prior knowledge and share any misconceptions. How does viewing the earth from a satellite differ from viewing the earth from its surface? Show students different representations of the earth that can be found in your classroom. Explain that a globe is a three-dimensional representation of the earth and that a map can only display the earth's features in two dimensions.

- Satellite Perspective writing- How does our perspective of the earth change based on where we are or what we use to view it? The class will have a discussion on the Earth’s perspectives when viewing it on a globe, map, satellite, and surface view. Differentiated by readiness, as students who are more advanced will explain the differences at a higher degree of sophistication. For ELL students, the images of the different perspectives will be displayed next to each other for better understanding of the question being asked (Gonzalez, 2014, pg. 87).

- Reflection in journals about today’s content: - How does this new information relate to what I already know?

Students will compare perspectives precisely of the Earth when changing what we use to view it.

Day 2Continents - Number Heads Together- Continent song- The teacher

asks what are the continents? The students have time to make sure each group member knows the answer. The groups are differentiated by readiness, determined by the pre-assessment given on the first day. This flexible seating will also help ELL students to have the time to talk in groups and make sure students understand, no matter their performance level (Gonzalez, 2014, pg. 87). Then the

Students will accurately state all seven continents.

teacher randomly calls on one student to answer by saying or singing the seven continents. The class gives feedback by using thumbs up or thumbs down.

- Reflection in journals about today’s content: -What did I learn today? - What could you keep doing or do differently to help your learning?

Day 3Oceans - Morning Journal Prompt: What are the 7 continents in the

world?

- Partner Pins- label pins with ocean names on a map. Students will work in pairs with an unlabeled map in front of them. The students will take turns quizzing each other by labeling the pins on top of the corresponding ocean until getting at least 4 right. Some accommodations students may need to use is a unlabeled globe instead of a map. The students in pairs are differentiated by readiness as more advanced students will receive other types of maps and remedial groups will receive support structures to help label oceans. For ELL students, the teacher needs to be sure to eliminate nonessential words from this assignment to make it clearer (Gonzalez, 2014, pg. 88).

- Extension: If students finish early, they can go on computers to label continents and oceans http://www.sheppardsoftware.com/world_G1_drag_drop.html

Reflection in journals about today’s content: -What did I learn today? - How did I do a learner today? (rate on 1-5 scale) Why?

Using pins, students in partners will correctly label 4/5 oceans of the world on a map.

Day 4Student’s location

- Morning Journal Prompt: What are the oceans in the world?

-Class discussion on which continent and oceans they are surrounded by. What makes their location unique from other places? What geographic patterns do you notice?

- Making connections to where students live and other places in the world. Differentiating by interest - Students will create a way to show where they live compared to the

Students will be able to creatively show where they live in relation to the rest of the world.

world around them (drawing, song, poem, etc.) (This meets the needs of Henry, as he enjoys drawing above anything else. This activity is designed to get Henry to engage in the lesson and content, as he is often discouraged from drawing). Students are encouraged to be creative for this assignment.

- Whenever there is a place in a students’ reading or a class reading, they can go put a pin in the class map to see where our class has traveled around the world.

- Quiz on labeling oceans, continents, and describing where students live.

Day 5Summative Assessment

- Performance Task – students are creating a flyer to give to passengers to inform them of their travel plans and destination. Differentiated by interest, as students will choose a place that is interesting to him/her to show the relationship of places.

- Reflection in journals about today’s content: - What could you keep doing or do differently to help your learning?

Students will correctly describe the relationship between where they are and other places in the world.

Day 6Summative Assessment

- Performance Task – students will continue creating a flyer to give to passengers to inform them of their travel plans and destination. Differentiated by interest, as students will choose a place that is interesting to him/her to show the relationship of places.

- Students will turn in completed flyer for a grade. Once graded the teacher will display student work around the classroom map.

- Reflection in journals about today’s content: - How did I do a learner today? (rate on 1-5 scale) Why?

Students will correctly describe the relationship between where they are and other places in the world.

ReferencesGondzalez, J., (2014). 12 Ways to support ESL students in the mainstream classroom.

All Aboard! You are a captain that is going to navigate passengers to an exciting destination. These are all consistent winners to a surprise location. It is going to be your job as captain to:

Select travel method (plane/ship) Select travel destination

The plane/ship will depart from Tampa. You are going to create a flyer that will be given to the passengers as they board. The flyer needs to have:

o Destination o Destination imageo Tracking of the trip with mapo Description of the track across the ocean/lando Starting location and order where they goo Correctly label oceans and continentso 3 destination facts

Make sure to make the flyer informative to your passengers and include details so they know the route you will be taking to their final destination. The passengers are very excited and waiting to receive the flyer from you, their captain!

You will be completing this project independently so that I can see how you apply what you have learned about our world in the past weeks. I expect that your flyers will be neat, detailed, and descriptive. I will be evaluating your application of continents and oceans. You will have three class days to work