Lesson Plan : Places in our School Community

Teacher Name:
 Ms. Courtney Harbuck
Grade:
 Grade 1
Subject:
 Social Studies

Topic:
 Location of things in our classroom community
Content:
 Big Question: What is in our community? Key Concept: Describing the location of classroom objects Vocabulary: Various classroom objects, on top of, over, under, beneath, next to, beside, to the right/left (these can vary)
Goals:
 4) Geography. The student understands the relative location of places. The student is expected to: (B) describe the location of self and objects relative to other locations in the classroom and school (5) Geography. The student understands the purpose of maps and globes. The student is expected to: (A) create and use simple maps to identify the location of places in the classroom, school, community, and beyond; and
Objectives:
 Content Objective: The student will be able to describe the location of various classroom objects. The student will be able to demonstrate what it means to be on top of, over, under, beneath, next to, beside, to the right/left. Language Objective: The student will be able to answer and demonstrate "where" questions and will know how to use them.
Materials:
 Pre made map of Classroom
Introduction:
 Discuss what a community is. Have students come up with a definition of community. Tell students that there are many communities, but for this lesson, we will be discussing what is in our classroom communtiy.
Development:
 Have students look around classroom. As a class, make a list of what is in our classroom. To get students going, offer ideas such as desks, windows, chairs, computer, etc... Have each student name one thing in the classroom. After you have made your list, go over list, having students repeat each object after you. Bring out map of classroom. Have students come up and point on the map where the things from the list would be on the map. Discuss the map. Talk about on top of, over, under, beneath, next to, beside, to the right/left of the objects listed. Explain to kids that we use these terms as directions. Add items to the list. If possible, model how to be on top of, over, under, beneath, next to, beside, to the right/left of something.
Practice:
 Instruct kids to take off one shoe. Instruct kids to put their shoe on top of their desk. Then instruct kids to hold their shoe over their desk. Then instruct kids to put their shoe below their desk. Instruct kids to put thier shoe in the different direction as discussed.
Accommodations:
 Have low level students an object being "on top of" something, or "besides" something, instead of making an entire map. Have high level students write sentences about their map. "The computer is on top of the desk" "The books are beside the pencil sharpener".
Checking For Understanding:
 Observe students making their map. Re-teach any directions that may be unclear to students. If re-teaching is needed, model the direction.
Closure:
 Have students present their map to the class. Allow students to compare maps and see how some illustrated theirs.
Evaluation:
 Call upon individual students that is on top of, over, under, beneath, next to, beside, to the right/left of something. Check for understanding through this process.

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