1st+grade+geography


 * Unit Cover Page **


 * ** Unit Title: **Mapping Our World


 * Grade Level(s): _ Time Frame: **1st grade 3 weeks

__** Theme: **__**_** Where people live


 * Subject/Topic Area(s): **finding location on a map and how weather moves people

topographic map, globe, model
 * Key Words: **_ location, immigration, push, pull, compass rose, continent, community, ocean,

__** Designed By: **__**__**Sarah Lown and Susan Fuller ||

This unit, Mapping Our World, will meet the standard goals for History and Social Science standards 1.2, 1.2.1, 1.2.2, 1.2.3, and 1.2.4. The students will be involved in reading, making and following a map using basic map symbols. Discovering the difference between a globe and a flat map will be a goal of this unit. We will also be exploring how location, weather and physical environment affect how people live. In Kindergarten the students learned how to make a classroom map. In second grade the students will learn how to use a letter-number grid to find locations on a map, label from memory a simple map of the North American continent. Parent participation will include but not be limited to working in centers, sharing where they were born and adding a pin to the world map on the board. We will use technology to explore weather in our area and other areas, use Google Earth to understand where our community is in relationship to the rest of the country, use YouTube to learn a song about the continents and research other countries' flags, and how people live in different countries. The unit will be made accessible to English learners and special need students by pre-teaching vocabulary, ensuring lessons use realia to reinforce vocabulary. The lessons will accommodate visual, kinesthetic, and auditory learners. The students will work in small groups and pairs to promote accessibility to all students.
 * Summary Description of Unit (including but not limited to: curricular and unit goals, context, **
 * inclusion **** of parent participation, use of technology, learning environment considerations, and **
 * the unit’s appropriateness **** for English learners and special needs students): **

** Stage 1: Identify desired results. **

A Child's Place in Time and Space 1.2 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 local community, California, the United States, the seven continents, and the four oceans. 1.2.2. Compare the information that can be derived from a three-dimensional model to the information that can be derived from a picture of the same location. 1.2.3. Construct a simple map, using cardinal directions and map symbols. 1.2.4. Describe how location, weather, and physical environment affect the way people live, including the effects on their food, clothing, shelter, transportation, and recreation.
 * What content standards are addressed? **

Understand the benefits of being able to read a map and how the environment effects how people live. The misunderstandings that will be addressed will be that flat maps are completely accurate. They will understand their relation to the places near to them and far so that they will see how their location relates to the world.
 * What enduring understandings are desired (and what misunderstandings will be addressed)? **

What is the difference between a picture and a map? How do you draw and use a map? How does the environment effect how people live? ||
 * What essential questions will guide this unit and focus teaching/learning? **
 * Where do we live on the map?

How to compare a globe with a map, and a picture with a map. How the seasons and weather affect how people live. How to use a map to find different locations. There are seven continents, four oceans and their names.
 * What key knowledge and skills will students acquire as a result of this unit? **
 * **// Students will know: //** How to find where we live on a map.

Find the United States on a map. Find the oceans on a map. Locate North America on a map. Tell the difference between a globe and a map. Make a simple map and read it. Compare the lives of families in the United States, Canada and Mexico. Tell how the physical environment affects how people live in that environment. ||
 * // Students will be able to: //**

** Stage 2: Determine acceptable evidence. **


 * What evidence will show that students understand? **

they are very familiar to activate prior knowledge. This also provides them with an incentive to continue, as they should be very successful with this beginning task. we explored using manipulatives. They will then draw and color a map using the model as a reference. The map will be labeled and include a compass rose. Having already created a map of their rooms, this task will build on that knowledge and push the students to explore their world a little further. presented in class and the bulletin board as a reference, it will be a guided drawing experience. This task builds on the previous tasks and expands the students world to our country. Helping them understand where our city and state relate to the rest of the country. paper mache, coloring, cutting and glueing on the continents and labeling the oceans, the students will be reinforcing the lessons about the world. the continents, oceans, where we live and include a compass rose.
 * Performance Tasks*: **
 * Task 1**: Creating a map of their own bedroom, gives the students an opportunity to create a map using something
 * Task 1**: Creating a map of their own bedroom, gives the students an opportunity to create a map using something
 * Task 2:** Using a flow map from our campus exploration, the students will create a model of the hall and playground
 * Task 3:** The students will draw, label and paint a picture/map of the United States. Using the information that is
 * Task 4:** As the students learn about the 7 continents and 4 oceans, they will be creating a globe of their own. Using
 * Task 5:** Using the information obtained in the previous tasks the students will create a flat world map, labeling all


 * * ****// Complete a Performance Task Blueprint for each task (next page). //**


 * Other Evidence (quizzes, tests, prompts, observations, dialogues, work samples, etc.): **
 * * dialoging about the senses of the household creating bubble map including journal writing
 * participating in daily temperature study
 * journal of tree map related to North America
 * flow map of campus exploration
 * brace maps of continents
 * sharing/teaching reading buddies our globes, maps and chart
 * through out the unit reading, singing, think/pair/share, and group dialogues are incorporated into the daily lesson
 * informal assessments will be done daily using the above activities
 * participating in learning and performing the seven continent song.
 * active participating in the teaching/sharing maps with reading buddies. ||

Using the bulletin board to display student work gives the students an opportunity to be proud of their work and be able to assess what they have done. Their journals and use of thinking maps allow for self-assessment. Sharing/teaching with their older reading buddies is also a self-assessment tool.
 * Student Self-Assessment: **

** Performance Task Blueprint **


 * Task Title: //Map of Your Bedroom// Approximate time frame: 30-40 minutes **

The students will be able to create a simple map, of their bedrooms. The standard addressed is 1.2.3. Construct a simple map, using cardinal directions and map symbols. Creating a map of their own bedroom, gives the students an opportunity to create a map using something with which they are very familiar. This will bring prior knowledge to a new skill, allowing the students to make solid connections between the new skill and what they already know. This also provides them with an incentive to continue to explore this unit of study, as they should be very successful with this beginning task.
 * What desired understandings/content standards will be assessed through this task? **

This is the beginning task of the unit and is an introduction to the bigger concepts of mapping, the differences and similarities in how people live.
 * What criteria are implied in the standard(s)/understanding(s) //regardless// of the task specifics? **

• The goal of this task will be to have the students begin to explore, understand, read and create a simple map. • Students will have the opportunity to create their own map. sure to do their best work. • The students will also share their maps with the class before they are displayed on the bulletin board. focusing on the bedroom map. The class will think/pair/share with their shoulder partner about creating a map of their bedroom, and then share out to the whole group. This pre-activity will introduce and teach the concepts that the students need to successfully complete the task. At this time the teacher will provide clear instruction and address any misunderstandings. The children will then be given the necessary supplies to complete the task: 8x10 art paper, pencils and crayons/color pencils. As the students work the teacher will circulate through the class providing instant and appropriate feedback or assistance when necessary. When the students have completed their work, the class will come together and share out their maps. This will allow the students to demonstrate their understanding of the task. • Creating a map of their own bedroom, gives the students an opportunity to create a map using something they are very familiar to activate prior knowledge. This beginning task is the foundation to build an understanding of maps upon. This will meet the history/social studies standard 1.2.3 of constructing a simple map, using symbols.
 * Through what authentic performance task will students demonstrate understanding? **
 * **// Task Overview (include G.R.A.S.P.S. – //**// goal, role, audience, scenario, purpose, and standards): // ||
 * Goal: **
 * Role: **
 * Audience: **
 * •** The students will be told that their work will be displayed on the social science bulletin board so they should be
 * Scenario: **
 * • ** After hearing the book //Me On The Map// by Joan Sweeny on day one, the teacher will read the book again on day two,
 * Purpose: **
 * Standards: **

The students will produce a hand drawn and colored map of their bedroom. They will label their bed, desk, bookshelf, toy storage, door, and window. They will then be able to explain their map to their classmates in the group share.
 * What student products/performances will provide evidence of desired understands? **


 * By what criteria will student products/performances be evaluated? **

** Performance Task Blueprint **
 * Students will include the basic details of their bedroom including at least 3 of the following: bed, toy storage, bookshelf or other furniture, door and window.
 * Students will color and label items in their room.
 * Students will be able to explain and show bedroom map to the class.


 * Task Title: //Explore and Map Our Campus// Approximate time frame: 70-80 minutes (two days of lessons) **

The students will be introduced to the famous explorers Lewis and Clark, to have the students explore their school, create a model of our exploration, and using the model create a drawn map. The students will label the map and use a compass rose. The standards addressed are 1.2.2. Compare the information that can be derived from a three-dimensional model to the information that can be derived from a picture of the same location. 1.2.3. Construct a simple map, using cardinal directions and map symbols. This task will build on the previous task of drawing a map of their bedrooms, the students will be excited to explore the campus like Lewis and Clark using their binoculars and flow maps. Activating the students prior knowledge and creating enthusiasm is the key to the lessons success. The students should once again be very successful completing this task. The students will be introduced to the famous explorers Lewis and Clark, to have the students explore their school, create a model of our exploration, and using the model create a drawn map. The students will label the map and use a compass rose. The standards addressed are 1.2.2. Compare the information that can be derived from a three-dimensional model to the information that can be derived from a picture of the same location. 1.2.3. Construct a simple map, using cardinal directions and map symbols. This task will build on the previous task of drawing a map of their bedrooms, the students will be excited to explore the campus like Lewis and Clark using their binoculars and flow maps. Activating the students prior knowledge and creating enthusiasm is the key to the lessons success. The students should once again be very successful completing this task.
 * What desired understandings/content standards will be assessed through this task? **

This is the second task of the unit, the students will build upon skills learned in the first task to complete this task. The students will understand how to make a map using a model made from blocks/manipulatives. Students will expand their mapping knowledge and begin to understand where they are on a map. • The goal of this task is to introduce the students to Lewis and Clark. To further their excitement about exploring and creating maps. • To practice working in groups, as the students build their model. • To use a flow map. sure to do their best work. and binoculars the students will record what they see on a flow map. That will be day one. For day two, u sing the flow map from our campus exploration, the students, in groups of four, they will create a model of the hall and playground we explored using manipulatives. As the students work the teacher will move about the room and provide feedback and instruction where necessary. The students will then draw and color a map using the model as a reference. The map will be labeled and include a compass rose. their known world a little further. to the information that can be derived from a picture of the same location. • History/Social Science standard 1.2.3. Construct a simple map, using cardinal directions and map symbols. || The student produced flow map of our campus exploration, the group model made out of manipulatives, and the individually drawn map of our campus will provide evidence of the desired goals being understood.
 * What criteria are implied in the standard(s)/understanding(s) //regardless// of the task specifics? **
 * Through what authentic performance task will students demonstrate understanding? **
 * **// Task Overview (include G.R.A.S.P.S. – //****// goal, role, audience, scenario, purpose, and standards): //**
 * Goal: **
 * Role: **
 * • **The students will pretend to be explorers as we map out our room and our campus.
 * Audience: **
 * •** The students will be told that their work will be displayed on the social science bulletin board so they should be
 * Scenario:**
 * •** After having a group discussion about the picture, the class will go on an exploration of the campus. With flow maps
 * Purpose:**
 * •** Having already created a map of their rooms, this task will build on that knowledge and push the students to explore
 * Standards:**
 * •** History/Social Science standard 1.2.2. Compare the information that can be derived from a three-dimensional model
 * What student products/performances will provide evidence of desired understands? **
 * By what criteria will student products/performances be evaluated? **
 * * Is the flow map completed?
 * Can the students work in a group to create a model of our campus using the flow map as a reference?
 * Does the drawn map include a compass rose, are the rooms labeled, do the students mark where our classroom is on the map. ||

** Performance Task Blueprint **


 * Task Title: Labeling North America_ Approximate time frame: _20 minute class period_ **

and the four oceans. 1.2.3. Construct a simple map, using cardinal directions and map symbols. ||
 * What desired understandings/content standards will be assessed through this task? **
 * 1.2.1 Locate on maps and globes their local community, California, the United States, the seven continents,


 * What criteria are implied in the standard(s)/understanding(s) //regardless// of the task specifics? **
 * Reviewing the locations of the local community as well as the seven continents and four oceans. ||

The task will allow them to not only review the locations of California, LA, United states and the Oceans, It will also allow them to work on their map making skills. labeling each of the parts and creating a compass rose for their map with black crayon. At the end of the lesson I will see that they are able to create their map and learn about labeling techniques, it will also show the teacher, students, and their parents that we have been reviewing this information. model the watercolor project and labeling. Then I will hand out materials. we will label together and make the compass rose, then it will be up to them to watercolor the continent and oceans accordingly. a standard for them in the visual arts, It also allows them to practice their map making skills and review locations. 1.2.1 Locate on maps and globes their local community, California, the United States, the seven continents, and the four oceans. 1.2.3. Construct a simple map, using cardinal directions and map symbols. town, city, state, and country along with the pacific and Atlantic ocean. ||
 * Through what authentic performance task will students demonstrate understanding? **
 * **// Task Overview (include G.R.A.S.P.S. – //****// goal, role, audience, scenario, purpose, and standards): //** ||
 * Goal**:
 * Role**: the students will be active in using specific colors for their maps through watercolor. They will also be
 * Audience**: Parents, teachers and fellow students will see this work.
 * Scenario**: After the student review the City, State, and country map and the oceans through our song, I will
 * Purpose**: not only does this lesson allow the students to work with different colors and art materials which is
 * Standards**:
 * What student products/performances will provide evidence of desired understands? **
 * The maps that the students create will demonstrate that they have been studying maps and locations of their


 * By what criteria will student products/performances be evaluated? **


 * completion
 * staying on task
 * labeling the contentents/oceans

** Performance Task Blueprint **
 * Task Title: _Paper Mache globe **
 * Approximate time frame: _6, 20 minute class periods_as a part of the daily routine **

as well as finding locations. Standards: 1.2.1 Locate on maps and globes their local community, California, the United States, the seven continents, and the four oceans. 1.2.3. Construct a simple map, using cardinal directions and map symbols. ||
 * What desired understandings/content standards will be assessed through this task? **
 * This lesson allows the students to work with different art materials and to refine their map making skills

map, but this task will make the lesson go one step deeper so that students have more work with maps in the same amount of time. ||
 * What criteria are implied in the standard(s)/understanding(s) //regardless// of the task specifics? **
 * The students will review the places on the map as well as weather and locations. The standards imply a simple


 * Through what authentic performance task will students demonstrate understanding? **
 * **// Task Overview (include G.R.A.S.P.S. – //****// goal, role, audience, scenario, purpose, and standards): //**

**Goal**: The students will become more integrally connected to the map making process. It will also be a good evaluation to show that they can place the continents and oceans on the map in the right places. will add different shapes that represent the continents and the oceans. can see what they have been learning. This will also be something we can use to demonstrate learning at open house. globe dries, the students will spend a little bit of time at the end of each day adding continents and oceans as we discuss them in class. This will be a hands on project that they can use to support their learning. a simple map. It will also support their learning as they find out relative location of where people live. It will focus on helping them memorize the size, and name of the different continents of the world. 1.2.1 Locate on maps and globes their local community, California, the United States, the seven continents, and the four oceans. 1.2.3. Construct a simple map, using cardinal directions and map symbols. ||
 * Role**: the students will cover the small balloon with blue paper machete, then as the lessons progress, they
 * Audience**: the students will be able to present the globes in class and bring them home so that their parents
 * Scenario:** the students will make the globes during class on the first day that this task is assigned. after the
 * Purpose**: The purpose of this project is to fulfill the standard requirements for the students learning how to make
 * Standards**:

paper mache as a art form. It will evaluate their understanding of the continents and oceans and their ability to locate places on the map. This map activity will also allow them to show their understanding of map construction. The map needs to be fully covered with paper machete and have all 4 oceans and 7 continents labeled with the shapes provided by the teacher. ||
 * What student products/performances will provide evidence of desired understands? **
 * The students ability to participate in creating the globe will provide evidence of understanding how to use


 * By what criteria will student products/performances be evaluated? **


 * Completion- if the students' represent the 4 oceans and 7 continents on their map
 * Participation- the students' ability to keep up with the group and have a positive attitude
 * Accuracy- the students' ability to put the 4 oceans and 7 continents on the map using the proper symbols and compass

** Performance Task Blueprint **

** Task Title: making a flat map_ Approximate time frame: _2 2o minute class periods_ **

** What desired understandings/content standards will be assessed through this task? **

and the four oceans. 1.2.2. Compare the information that can be derived from a three-dimensional model to the information that can be derived from a picture of the same location. 1.2.3. Construct a simple map, using cardinal directions and map symbols. || ** What criteria are implied in the standard(s)/understanding(s) //regardless// of the task specifics? ** ** Through what authentic performance task will students demonstrate understanding? **
 * 1.2.1 Locate on maps and globes their local community, California, the United States, the seven continents,
 * comparing a globe to a flat map. ||
 * **// Task Overview (include G.R.A.S.P.S. – //****// goal, role, audience, scenario, purpose, and standards): //**

Goal: The students will be able to make a flat map that has the states and continents labeled as a result of understanding where the 7 continents and 4 oceans are. Roal: The students will participate in creating their own flat map by drawing simple shapes to represent the continents and labeling them.They will also develop symbols for where they live and put it in a map key. Audience: The students will be showing these works to their parents as evidence of what they have learned in school. This will also be an end of the unit evaluation of their learning. It may be shown to other teachers or the principle as evidence of learning in the classroom. The students will also be showing it at their open house. Scenario: Students will be creating this map toward the end of the unit during instructional time. It will reenforce their learning and engage their interest further in this direction. Purpose: This is an end of the unit project that reenforces the standards and requires that the students show what they have learned about the 4 oceans and 7 continents and how to place that into a visual map. the students will also be able to compare this experience to the one they had making the globe. Standards: 1.2.1 Locate on maps and globes their local community, California, the United States, the seven continents, and the four oceans. 1.2.2. Compare the information that can be derived from a three-dimensional model to the information that can be derived from a picture of the same location. 1.2.3. Construct a simple map, using cardinal directions and map symbols. || ** What student products/performances will provide evidence of desired understands? ** Making a flat map in addition to a globe from Task 4 will show that the students understand the difference between the two. The students use of symbols an creation of a flat map will support that they have learned map making skills. || ** By what criteria will student products/performances be evaluated? **
 * Labeling the map gives evidence of understanding that each shape on the globe corresponds to a continent.


 * Completion- have the students labeled and colored all parts of the map and created the necessary symbols?
 * Participation- did the student work well with others, did they assist others in the learning process?
 * Accuracy- did the student label things correctly and put the corresponding shapes the best order?

** Stage 3: Plan learning experiences & instruction. **
 * What sequence of teaching and learning experiences will equip students to develop and **
 * demonstrate the desired understandings? **
 * ** Consider the W.H.E.R.E. elements, from the //student’s// perspective. **


 * Starts with the home in order to hook the students because it is something familiar to them.
 * The lesson branches out to the map of the school, incorporating class jobs, songs, manipulative and Thinking maps in order to give the students the why, hook through music and the familiarity of their school, not to mention visuals like a painting of Lewis and Clark. Students will be able to Review and revise by using class jobs and songs. They will be able to self evaluate their ability to successfully discuss what they are learning and their journals.
 * Next, the students are given the opportunity to study their own city and country by identifying their own town and surrounding area on maps. It also includes a study through class jobs of why people live in the United States and the weather of the area, so that they can compare and contrast their own area to the rest of the country.
 * This expands to a study of the continent of North America so that the students can see the diverse countries and practice their mapping skills.
 * Once the students have studied North America and the surrounding oceans they will go on to study other continents so that they can practice their mapping skills, working with new art media, and see the diversity between the people and places of other continents. ||

** Stage 3: Plan learning experiences & instruction. **

Technology will be used to look up the temperature for our graph. __[]__ Technology will also be used with the lesson on day 4 to use google earth to show the students our community, state, country, continent and world. __[]__ We will be using this YouTube video. __[]__
 * In what ways will technology be used that will equip students to develop and demonstrate **
 * the desired understandings? **

The parent/family involvement will include, parent volunteers in the classroom assisting with our "exploration" of the school campus, assisting in our art projects. The parents are also encouraged to come into the classroom to tell and show where they lived as children. Hopefully we will have parents from other countries and continents willing to share. If they are unable to come in they can send a note with their student so that the students can see that we come from many places.
 * What parental/family involvement activities will equip students to develop and demonstrate the desired understandings? **


 * Design a bulletin board (include a sketch) and tell in what ways it will be used to equip students to develop and demonstrate the desired understandings? **

The bulletin board will be used interactively and as a reference through out the unit. We will use the maps on the board as reference tools when we are working on the maps we will be making. We will use the temperature chart on the bulletin board daily to graph temperatures. Using the map of the United States we will be able to visually reference where our cities are located. The bulletin board will also have space to display student work.

Attached is the brochure that will go home to the parents.



** Stage 3: Plan learning experiences & instruction. **


 * What sequence of teaching and learning experiences will equip students to engage with, **
 * develop, and demonstrate the desired understandings? **


 * The following calendar many be used to map the unit sequence. Code each calendar **
 * entry with the appropriate initial(s) of the W.H.E.R.E. elements. **

• **(W.H.E.)** Read //Me On The Map// by Joan Sweeny • **(W.H.E.)** Direct class to map on bulletin board. Show compass rose. Show class north, south, east and west walls of the room. Discuss where we live on the map. • **(W.H.E.R.E.)** Introduce the weather person job and show class how to look up weather on class i-pad. Talk about what the temperature means and put weather on weather chart. • **(W.H.E.R.E.)** Create a bubble map of "My Home" using the five senses. See attached bubble map example. || **// 2 //** • **(W.H.E.)** Read //Me On The Map// by Joan Sweeny focus on bedroom map. Think/pair/share about creating a bedroom map. • **(W.H.E.R.E.)** Have students draw and color a map of their bedroom to be posted on the bulletin board. **//(TASK 1)//** • **(W.H.E.R.E.)** Choose new weather person, assist them to look up the temperature and chart information. Discuss what temperature means in terms that the children will relate to. • **(W.H.E.R.E.)** Journal writing: using bubble map from yesterday, write about "My Home". || **// 3 //** • (**H.)**Show Lewis & Clark picture (attached) Discuss with class how they explored and made maps. Show the compass rose again. Use think/pair/share and whole group discussion. • **(W.H.E.R.E.)**Take class on an exploration of the campus. Use binoculars and take notes/draw pictures of what we see. • **(R.)**Back in class make a flow map of what we saw. (attached example) • **(W.H.E.R.E.)**Choose new weather person, assist them to look up the temperature and chart information. Discuss what information means, ie. what clothes the people might wear, what activities they may be doing. || **// 4 //** • **(W.H.E.)**Read //Me On The Map// by Joan Sweeny. • **(W.H.E.R.)**Using Google Earth with the computer and projector zoom in on the school, where they live, the local library, park. Show students where we are located on our state, country, continent, and world. Show compass rose and use directional terms when discussing places. • **(W.H.E.R.E.)**Choose new weather person, assist them to look up the temperature and chart information. Discuss what information means, ie. what clothes the people might wear, what activities they may be doing. • **(W.H.E.R.E.)**Using flow map from yesterday, make a model of school using manipulatives. Draw a map from the model. Use a compass rose on your map. //**(TASK 2)**// || **// 5 //** • **(W.H.E.)** Read //Where Do I Live// by Neil Chesanow • **(W.H.E.R.)** On bulletin board map add a star for the L.A. area, place a dot on the se other cities; Augusta, Maine; Topeka, Kansas; Miami, Florida. Explain that we will look up the weather in these cities too. Think/pair/share what the weather is like in the other cities. What would the children be wearing. • **(W.H.E.R.E.)**Choose new weather person, assist them in looking up the temperature in the four cities and place them on the charts. Discuss what information means, ie. what clothes the people might wear, what activities they may be doing. • **(W.H.E.R.E.)** Draw USA, label California and L.A. then paint with water colors, include the Pacific and Atlantic ocean. **//(TASK 3)//** || • **(W.H.E.)** Read //Maps and Globes// by Jack Knowlton • **(W.H.E.R.E.)** Choose new weather person, assist them in looking up the temperature in the four cities and place them on the charts. Discuss what information means, ie. what clothes the people might wear, what activities they may be doing. • **(W.H.E.R.E.)** Start making paper mache globe. //**(TASK 4 beginning)**// || ** 7 ** • **(W.H.E.R.)** Listen, watch and sing the Seven Continent Song by valerydesigns on youtube. • **(W.H.E.R.E.)**Choose new weather person, assist them in looking up the temperature in the four cities and place them on the charts. Discuss what information means, ie. what clothes the people might wear, what activities they may be doing. • **(W.H.E.R.E.)** Continue work on paper mache globe. //**(TASK 4)**// || ** 8 ** • **(W.H.E.R.)** Listen, watch and sing the Seven Continent Song by valerydesigns on youtube. • **(W.H.E.)** Focusing on North America and the countries on that continent. Read //Mexico// by Elaine Landau and //Canada// by Adele Richardson • **(W.H.E.R.E.)** Make a tree map of North America, Mexico, U.S., and Canada in journal (see attached tree map) • **(W.H.E.R.E.)** Choose new weather person, assist them in looking up the temperature in the four cities and place them on the charts. Discuss what information means, ie. what clothes the people might wear, what activities they may be doing. || ** 9 ** • **(W.H.E.R.)** Listen, watch and sing the Seven Continent Song by valerydesigns on youtube. • Picture walk/review //Mexico// by Elaine Landau and //Canada// by Adele Richardson • **(W.H.E.R.E.)** Color and cut out North America and glue to our paper mache globe. Cut and glue Canada's, Mexico's, and United States of America's flags on our globe map in the proper areas. **//(TASK 4)//** • **(W.H.E.R.E.)** Choose new weather person, assist them in looking up the temperature in the four cities and place them on the charts. Look up the weather in Canada and Mexico. Discuss what information means, ie. what clothes the people might wear, what activities they may be doing. || ** 10 ** • **(W.H.E.R.)** Listen, watch and sing the Seven Continent Song by valerydesigns on youtube. • **(W.H.E.)** Read //Maps and Globes// by Jack Knowlton • **(W.H.E.R.)** Introduce Pictures of the Day, show casing the continents of the day. Pictures will be of children playing games, homes, clothing styles. Think/pair/share which picture goes to which continent. • **(W.H.E.R.E.)** In journal make brace maps for the continents of the day, South America and Antarctica. • **(W.H.E.R.E.)** Color and cut out South America and Antarctica, and glue to our paper mache globe **//(TASK 4)//** • **(W.H.E.R.E.)** Choose new weather person, assist them in looking up the temperature in the four cities and place them on the charts. Look up the weather in Antarctica and South America (randomly pick a country). Discuss what information means, ie. what clothes the people might wear, what activities they may be doing. || • **(W.H.E.)** Read //Maps and Globes// by Jack Knowlton • **(W.H.E.R.)** Pictures of the Day, show casing the continents of the day, Europe and Asia. Think/pair/share which picture goes to which continent • **(W.H.E.R.E.)** In journal make brace maps for the continent of the day, Europe and Asia • **(W.H.E.R.E.)** Color and cut out Europe and Asia, and glue to our paper mache globe **//(TASK 4)//** • **(W.H.E.R.E.)** Choose new weather person, assist them in looking up the temperature in the four cities and place them on the charts. Look up the weather in Europe and Asia (randomly pick a country). Discuss what information means, ie. what clothes the people might wear, what activities they may be doing. || ** 12 ** • **(W.H.E.R.)** Listen, watch and sing the Seven Continent Song by valerydesigns on youtube. • **(W.H.E.)** Read //As the Crow Flies// by Gail Hartman • **(W.H.E.R.)** Pictures of the Day, show casing the continents of the day, Africa and Australia. Think/pair/share which picture goes to which continent. • **(W.H.E.R.E.)** In journal make brace maps for the continent of the day, Africa and Australia • **(W.H.E.R.E.)** Color and cut out Africa and Australia, and glue to our paper mache globe **//(TASK 4 end)//** • **(W.H.E.R.E.)** Choose new weather person, assist them in looking up the temperature in the four cities and place them on the charts. Look up the weather in Africa and Australia (randomly pick an area/country). Discuss what information means, ie. what clothes the people might wear, what activities they may be doing. || ** 13 ** • **(W.H.E.R.)** Listen, watch and sing the Seven Continent Song by valerydesigns on youtube. • **(W.H.E.)** Read //As the Crow Flies// by Gail Hartman • **(W.H.E.R.E.)** Make a flat map of the world. Color and cut out shapes and glue into place. Label the four oceans **//(TASK 5 beginning)//** • **(W.H.E.R.E.)** Choose new weather person, assist them in looking up the temperature in the four cities and place them on the charts. Have weather person choose two continents to check on the weather. Discuss what information means, ie. what clothes the people might wear, what activities they may be doing. || ** 14 ** • **(W.H.E.R.)** Listen, watch and sing the Seven Continent Song by valerydesigns on youtube. • (W.H.E.) Read //As the Crow Flies// by Gail Hartman • **(W.H.E.R.E.)** Using the flat map of the world. Finish coloring and cutting out pictures for each continent and glue into place. Label the continents. //**(TASK 5 end)**// • **(W.H.E.R.E.)** Choose new weather person, assist them in looking up the temperature in the four cities and place them on the charts. Have weather person choose two continents to check on the weather. Discuss what information means, ie. what clothes the people might wear, what activities they may be doing. This activity will continue after the unit is over so that the students get a better understanding of what weather is like in different areas of the country. || ** 15 ** • **(W.H.R.)** Perform Seven Continent Song for our fourth grade reading buddies. • **(W.H.R.)** Show and share our maps, globes and weather charts with our reading buddies. ||
 * **// Monday //** || **// Tuesday //** || **// Wednesday //** || **// Thursday //** || **// Friday //** ||
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 * ** 6 ** • **(W.H.E.R.)** Listen, watch and learn the Seven Continent Song by valerydesigns on youtube.
 * ** 11 ** • **(W.H.E.R.)** Listen, watch and sing the Seven Continent Song by valerydesigns on youtube.