1st+Grade+-+Global+Awareness


 * Unit Title: People, Cultures and the 7 Continents **

** Grade Level(s): 1 **

** Time Frame: 2 Weeks **

** Theme: Around the World **

** Subject/Topic Area(s): Geography/Social Studies **

** Key Words: continent, country, globe, community, ocean, weather, clothing, shelter, transportation, mountains, rivers, valley, desert, food. **

** Designed By: David Gantt and Lauren Smitherman **

__** Description of the unit **__ This unit will be focused on the aspect of global awareness. Students will be required to identify the seven continents, four oceans, as well as different characteristics from each one of those continents. For example, students will have to understand that food and shelter in South America differs greatly from the food and shelter in Antarctica. Students will obtain this learning through structured activities that will define the generalized "norms" of each continent. For example, students will learn a tribal dance to learn about Africa, different foods in Europe, maracas in South America, songs in North America, science lessons about ice for Antarctica, etc. The assessments that will be collected include a notebook compiled of 7 different writing activities discussing the differences and similarities. The students will be writing with the guidance of a teacher. Students will also be read to by the teacher every day with different stories from the different regions that we will be learning about. This will help the students identify with each of the continents through pictures, words, key terms, etc. Since this unit is planned for a total of two weeks, each continent will be given one days instructional time to complete, a review will be given on the second to last day and then on the last day of the unit, there will be a full day of activities that include a video called "Around the World in 80 Days" so that students get more mental pictures and examples from each continent. During this day, students will also participate in eating of different and tribal foods and perform a dance for the parent volunteers. Overall, each day will include multiple specific activities that focus on the continent we are studying as well as some repetitive non-specific activities to help students understand the concept of 7 separate continents, 4 oceans, and characteristics of each continent that are being covered during the unit.

** Stage 1: Identify desired results. ** __** What content standards are addressed? **__

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. Locate on maps and globes their local community, California, the United States, the seven continents, and the four oceans. 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. 3. Construct a simple map, using cardinal directions and map symbols. 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 enduring understandings are desired (and what misunderstandings will be addressed)? **__ Enduring Understandings: 1. Students might know the shapes of the continents. 2. Students might know the shape of the United States and Mexico. 3. Students will have knowledge of their own personal background/cultural awareness based on their experience. 4. Students may know that different physical landscapes have different weather systems. 5. Students may know that different places may have different types of recreation, food, and living environments. (all will be specifically addressed) Misunderstandings Addressed: 1. Students may have a hard time understanding that a country is different from a continent. 2. Students may have a difficulty understanding that there are multiple oceans that separate each continent.

__** What essential questions will guide this unit and focus teaching/learning? **__


 * What are the seven continents?
 * Where are they located?
 * What are the 4 oceans?
 * What are some of the characteristics of each continent?
 * How are the people, foods, and recreational activities of each continent similar and different from each other?

__** What key knowledge and skills will students acquire as a result of this unit? **__ As a result of this unit, students will be able to list, spell, and locate each of the seven continents, as well as the state of California on a world map. They will be exposed to different people groups by continent and specific characteristics that describe their way of life. Students will experience this through literature, art projects, writing, science, and math. Some of the characteristics of each region that will be covered include types of recreation, food choices, shelter modifications, and clothing choice. Students will also be able to identify each of the four oceans on a world map. The overarching goal of this unit is for students to be more aware of cultural diversity on the small scale of the classroom as well as the larger scale of their communities and in the world.

__**//Students will know://**__
 * Students will know the seven continents by name, proper spelling, and location.
 * Students will know the four oceans by name and location.
 * Students will know specific characteristics (such as food, recreation, shelter, clothing) of different people and their regions in the world.
 * Students will know characteristics of each region in the world (i.e. deserts, plains, arctic, mountains, ocean, etc)

__**// Students will be abl e to : //**__
 * Compare and contrast societal differences in cultural dress, transportation, and shelter.
 * Know how to find California on a globe or world map and compare its relative location to continents.
 * Write a paragraph with a topic sentence and three supporting sentences with subject-verb agreement.
 * Write a poem about the American flag using similes (like, as).
 * Use simple mathematics equations to add and subtract in measuring ingredients.
 * Use a map to locate all 7 continents and 5 oceans, and their geographical location in relation to California.
 * Use physical movements to learn, practice, and perform a traditional African tribal dance.
 * Practice, memorize, and perform a vocal rendition of "This Land is Your Land."
 * Identify key weather and land changes on differing continents.
 * Identify and name animals that are specific to a continent's geographic.
 * Use geometric shapes to construct an object (kite).

** Stage 2: Determine acceptable evidence. ** __** What evidence will show that students understand? **__

__** Performance Tasks*: **__

__**World Map:**__ Students will keep a world map in their desk therough the entirety of the unit. They will color each continent a different color when we come to it and they will label them as well. For the oceans, the students will color each one a different shape of blue as well as label each one. They will keep this map at the end of the unit as a reminder about what they learned.

**__"I Like (Continent) because..." Writing Activity:__** Students will complete a writing activity for each continent we learn about. Students will help the teacher brain storm ideas about what they remember about the continent they learned about that day. Students will each complete a full page of writing, listing the three agreed upon characteristics of the continent that was taught about during that day. At the end of the unit, the students will be compile all of their writing activities into a notebook that they will take home.

**__Various Continent specific activities:__** Each continent lesson will have specific performance tasks for the students to complete:
 * Asia - Students will build a kite and participate in a discussion about geometric shapes
 * Australia - Students will walk around the school and learn about the climate of Australia and ow it is similar to California.
 * Europe - Students will learn the different foods from the different countries in Europe.
 * South America - Students will learn about the similarities and differences between climate and housing
 * Antarctica - Students will participate in ice themed science experiments (dry ice, ice/salt, etc)

**__Class Songs:__** Students will practice and perform for parents and family at the end of the unit:
 * Continent Chant to "Pop Goes the Weasel" tune
 * "This Land is Your Land"
 * Traditional African Tribal Dance
 * Maraca Song with CD

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

__** Other Evidence (quizzes, tests, prompts, observations, dialogues, work samples, etc.): **__

**Worksheets:** 1. "I like (continent) because..." Writing worksheet 2. World Map 3. Personal Copy of the Continents song 4. CLOZE/writing/math worksheet 5. CLOZE/writing/poetry worksheet

**Observations/Dialogues:** 1. Teacher guided song introduction and sing a longs 2. Teacher guided/class centered whole group writing activity 3. "Around the World" Day 4. Daily reading of a new children's book about a new continent every day 5. Teacher guided discussions about continents, oceans, and characteristics of each one.

**Group Work:** 1. Around the World Day group participation 2. Kite activity 3. Whole group writing activity (listed above)

__** Student Self-Assessment: **__ Throughout the unit the students will be responsible for taking care of their world map and their daily writing activities. Instructions will be given prior to beginning anything. Students will be expected to maintain an unwrinkled world map so that they can bring it to the story rug and reference it when needed during the discussions. The writing activities will have the same instructions and students will be informed that at the end of the unit, they will put all of their writing together into a notebook that they get to show their parents.

** Performance Task Blueprint ** __** TASK 1 **__ __** Task Title: **__ **__World Map Approximate time frame:__** 15 minutes per day

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

** Desired Understandings ** Students will be able to identify different continents and oceans on a map made by them for their personal use.

**Standards**

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. Locate on maps and globes their local community, California, the United States, the seven continents, and the four oceans.

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? **
 * Students can speak in an understandable voice/language
 * Students will spell correctly
 * Students will color different continents different oceans
 * Students will color different oceans different shades of blue
 * Students will be able to keep this sheet in their desk for two weeks

** 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): //** The goal of this performance task is to give students practice on coloring, labeling, and identifying different land masses in the world. The role of the students will be to color each continent a different color and correctly label and spell the name of the continent with help of the teacher. They are to keep their maps in their desk for the entirety of the unit so that they can reference back to them daily. The audience is for an at level grade level first grader, and their parents. They will need to present me with a colorful and clean map each and every day so that I can check each name and make sure it is legible. Parents at home can help their students study using these maps as well so it is imperative that everything is labeled correctly. The scenario is that the students will be working on these maps independently with the observation of the teacher. They will present me with their map each and every day before they begin work. The purpose is to have the students create a map they can reference and study when needed. The standards that are addressed are History/Social Science 1.2.1, and 1.2.3

** What student products/performances will provide evidence of desired understands? ** Each student's individualized World Map will provide me with evidence of their understanding. This will signal that the students were able to identify they seven different land masses know as continents, the four oceans, and label them correctly.

** By what criteria will student products/performances be evaluated? ** Students will be graded on accuracy of their map Students will be graded on the accuracy of their spelling Students will be graded on their ability to maintain a clean sheet for the whole unit

__** TASK 2 **__

__** Task Title: **__ **__"I Like (Continent) because..." Writing Activity__** **___ Approximate time frame: 20 minutes per day + Homework if needed__**

** What desired understandings/content standards will be assessed through this task? ** Desired Understanding Students will understand that each continent has different and unique characteristics that make it different than the other 6

** What criteria are implied in the standard(s)/understanding(s) //regardless// of the task specifics? ** Desired understandings: Students will be able to identify different characteristics of the seven continents ranging from recreation activities, food choices, shelter modifications and types of people.

Standards: 1.4 Describe how location, weather, and physical environment affect the way people live, including the effects on their food, clothing, shelter, transportation, and recreation.

** 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): //** // The goal of the lesson is to teach students that each continent is home to different types of people, activities, food, weather, shelters, etc. The students will learn in a broad and specific context //how those categories are different as well as similar. The role of the students will be to complete each writing activity with the assistance of the teacher during the assigned period of time. They will write legibly and neatly on their papers and hold on to all the papers for the duration of the unit. At the end of the unit, the students will compile their 7 writing activities into a finalized notebook. The audience will be the students themselves as well at the students' parents. At the end of the unit the students will be able to share their stories with their parents via their notebook. The purpose of this lesson is two-fold. One, the students will gain practice writing and listening to instructions and two, they will learn about the different ways of life that each continent has to offer. The standard that is being addressed in these lessons is 1.4 as stated above.

** What student products/performances will provide evidence of desired understands? ** Each student will turn in 7 separate writing samples of guided writing. Each page will be individually graded, passed back to the student and expected to be recovered at the end of the unit. Theses 7 separate worksheets will be compiled into a notebook that the student will be able to take home and share with others.

** By what criteria will student products/performances be evaluated? ** Student will be graded on their completeness of each writing assignment. Student will be graded on the content of each of their writing assignments Student will be graded on the final notebook (completeness, legibility, etc)

__** TASK 3 **__

__** Task Title: Class Songs **__ **__Approximate time frame: 15 to 30 minutes/day__**

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

2.0 CREATIVE EXPRESSION
Creating, Performing, and Participating in Music

Students apply vocal and instrumental musical skills in performing a varied repertoire of music. They compose and arrange music and improvise melodies, variations, and accompaniments, using digital/electronic technology when appropriate.

Apply Vocal and Instrumental Skills

2.1 Sing with accuracy in a developmentally appropriate range.

2.2 Sing age-appropriate songs from memory.

2.3 Play simple accompaniments on classroom instruments.

4.0 AESTHETIC VALUING
Responding to, Analyzing, and Making Judgments About Works of Music Students critically assess and derive meaning from works of music and the performance of musicians according to the elements of music, aesthetic qualities, and human responses. Derive Meaning

4.1 Create movements to music that reflect focused listening.

5.0 CONNECTIONS, RELATIONSHIPS, APPLICATIONS
Connecting and Applying What Is Learned in Music to Learning in Other Art Forms and Subject Areas and to Careers Students apply what they learn in music across subject areas. They develop competencies and creative skills in problem solving, communication, and management of time and resources that contribute to lifelong learning and career skills. They also learn about careers in and related to music. Connections and Applications

5.1 Recognize and explain how people respond to their world through music. Careers and Career-Related Skills

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 1em;">5.2 Describe how the performance of songs and dances improves after practice and rehearsal.

** What criteria are implied in the standard(s)/understanding(s) //regardless// of the task specifics? ** The students will:
 * 1) Know how to sing simple notes with clarity.
 * 2) Know the importance of musical repetition and practice.
 * 3) Know how to practice and memorize simple chants.
 * 4) Be able to recognize that there are different styles and forms of expressing music (ie. singing, dancing, instrumental)

** 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): //** The goal of this task is for students to become culturally aware of different performance arts around the world. The students will know and experience the importance of daily practice. Through out the course of this unit, the students will recite a daily continent song/chant to the famous tune "Pop, Goes the Weasel." Students will not only learn the names of each of the 7 continents, but they will also learn how to memorize and recite by connecting the song to a popular children's song tune. The chant will be displayed on the whiteboard through out the entirety of the unit for students to refer to. Students will also sing "This Land is My Land", learn a traditional African Dance, and perform "Everyone is Doing the Maraca Rock" for parents and family at the end of the unit. The role of incorporating several areas of performance art is to teach students various musical expressions from around the world, specifically from North America and Africa. By practicing and rehearsing daily, students will be reminded of their end goal of performing for an audience at the end of the unit. Daily practice will be performed as a class, with the monitoring and instruction of the teacher. The students will listen to a children's CD of "This Land is My Land" several times without saying the words. By the 3rd or 4th time listening to the song, the teacher will display the words in front of the class via SMART board or document camera. The students will practice this song everyday until the unit party and the students have mastered the song. The standards assessed in this activity are: Students will first make maracas with the use of light bulbs and paper mache. The song is silly and does not necessarily tie into any specific culture, yet students will be able to experience the excitement of maracas originating from Latin culture while this song is played. The students will practice steady beats, as modeled by the teacher, and faster tempos when needed. Along with the song, students will practice the maracas when needed once a day. The standards addressed are: 2.3, 5.1, 5.2. Lastly, students will be perform a traditional African Tribal dance. African tribal dances use feeling through the use of dominant hand and feet gestures. The students will learn a simple two-step dance, with the use of dominant hand raising gestures to a beat given by the teacher on a drum. This dance should not require as much practice as the previous 2 activities, but the time spent on practicing should be taken depending on how the students respond. This activity will need to be practiced in a circle outside or in a cleared space within the classroom. The purpose of this exercise is to not only introduce students to African Tribal culture, but to also introduce the students to responding and listening to dominant beats using their hands and feet. The standards addressed in this activity are: 4.1 and 5.2. ** What student products/performances will provide evidence of desired understands? ** 1. The students will perform "This Land is Your Land", "Everyone is Doing the Maraca Rock," and the Tribal Dance at the end of the unit for parents and family to see. The students will display their knowledge of the musical selections through song, dance, and through the use of instruments. Students will respond to cues given by the teacher and recorded songs. 2. The students will play the maracas that they made while the song "Everyone is Doing the Maraca Rock." The students will not only play an instrument first introduced in Latin America, but they will also show that they understand beat and tempo by following the teacher's lead. ** By what criteria will student products/performances be evaluated? ** Each student will be given a visual and performance art grade on a scale of 1 to 4 (1-not proficient, 2-approaching proficient, 3-proficient, 4-highly proficient). The score are based about a rubric with the following evaluating areas: listening and speaking, class participation, demonstrating use of beat, rhythm, and other mechanics, and effort. Participation is key for students to receive a proficient to highly proficient grade in all above-mentioned areas. All of the areas and guidelines are basic and rely heavily on participation.

__** TASK 4 **__

__** Task Title: Lesson Specific Activities **__ **__Approximate time frame: 30 to 40 minutes__** ** What desired understandings/content standards will be assessed through this task? **

**Mathematics** **1.0****Students use number sentences with operational symbols and expressions to** **solve problems:** 1.1Write and solve number sentences from problem situations that express relation­ ships involving addition and subtraction. 1.2Understand the meaning of the symbols +, −, =. 1.3Create problem situations that might lead to given number sentences involving addition and subtraction. **2.0****Students identify common geometric figures, classify them by common** **attributes, and describe their relative position or their location in space:** 2.1Identify, describe, and compare triangles, rectangles, squares, and circles, including the faces of three-dimensional objects.

**Mathematical Reasoning** **1.0****Students make decisions about how to set up a problem:**

1.1Determine the approach, materials, and strategies to be used.

**1.0 Writing Strategies** Students write clear and coherent sentences and paragraphs that develop a central idea. Their writing shows they consider the audience and purpose. Students progress through the stages of the writing process (e.g., prewriting, drafting, revising, editing successive versions). //Organization and Focus// 1.1 Select a focus when writing. 1.2 Use descriptive words when writing.

**Social Studies** 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. 4. Describe how location, weather, and physical environment affect the way people live, including the effects on their food, clothing, shelter, transportation, and recreation.

**Science** 1. Materials come in different forms (states), including solids, liquids, and gases. As a basis for understanding this concept: a. //Students know// solids, liquids, and gases have different properties. b. //Students know// the properties of substances can change when the substances are mixed, cooled, or heated.

** What criteria are implied in the standard(s)/understanding(s) //regardless// of the task specifics? ** Students will:
 * 1) begin to use critical thinking skills to compare and contrast (ie. food, climate, housing)
 * 2) learn through experience and discovery learning.
 * 3) responding to literature through a lesson activity.
 * 4) use thinking maps to brainstorm what they learned in each activity.

** 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): //** ** What student products/performances will provide evidence of desired understands? ** ** By what criteria will student products/performances be evaluated? **
 * Asia - Students will build a kite and participate in a discussion about geometric shapes: goal- to integrate math into the object (kite) of Chinese Literature. Students will take their knowledge of geometric shapes, provided by the teacher, to make their own kite, much like that of the kite in the lesson book. The teacher will model to the students, or the audience, during the lesson, in order that the students stay focused on the step by step process. Students will then count the number of specific shapes fill out a CLOZE activity and write a number sentence. The CLOZE activity will look like this: My kite has triangles, _ squares, __rectangles. number sentence__ __+__ __+_____=_____ shapes. The purpose of this exercise is for the students to not only create a colorful kite with a long tail, but to also remind the students that shapes are integrated into various objects around us. These kites will be displayed in the room, hanging from the ceiling or on a bulletin board, after the students have completed the project. The standards assessed are: mathematics 1.1, 1.2, 1.3, 2.1
 * Australia - Students will walk around the school and learn about the climate of Australia and how it is similar to California. The goal of this activity is for students to understand that Australia has a similar climate to that of California; therefore, the students will be asked a series of questions, such as, What does the weather feel like? What plants and trees do you notice? What colors are around you? The audience is the students with the teacher has the moderator during the tour around the school. The students will be asked to use their listening skills in order to not disturb other classrooms and to be able to listening to the teacher as instructions are given. The purpose of this performance task is to instruction the students on similarities and what was learned will be used in the writing activity, "What I like about Australia..." The standards assessed are: 1.2, 4.
 * Europe - Students will learn the different foods and transportation from the different countries in Europe through visuals displayed on the SMARTboard via powerpoint. The goal of this task performance is for students to demonstrate understanding of the concept through the use of visuals. The teacher is instructing the class as an audience and will go through the powerpoint showing visuals of transportation, recreation, housing, and food from Europe and from North America. The teacher will begin each topic by asking the students what they eat for dinner, or how they get to school. By doing so, students are automatically thinking about how their lives may be similar or different to that of a person living in Europe. This activity is great for visual learners, students who may be hard of hearing, and EL students. The standard assessed in this performance task is: 4.
 * South America - Students will learn about the similarities and differences between climate and housing to that of houses in California. The goal of this task is for the students to understand the climate and weather affect what people live in. After the book "This Place is High: The Andes Mountains" by Vicki Cobb, the students will be introduced to visual of houses in different places in South America. The students will then be given a graphic organizer and they will be asked to draw a house that they may find in South America, based upon their knowledge through the reading and the pictures, and a drawing of their on house or apartment. The students will each write a sentence describing each living area. less is specifically geared towards all students in the classroom. The purpose of this performance task activity is for students to display their own knowledge of the environment that they grow up in to compare an environment that someone living in South America may live in. The standard assessed is: 4.
 * Antarctica - Students will participate in ice themed science experiments (dry ice, ice/salt, etc). The purpose of this task is for students to use discovery learning through observation and experimentation. The audience is specifically for the first grade class and the teacher will model everything during this lesson. The students will be asked a series of questions before each experiment, such as "what are the characteristics of ice?", "Where is ice found?" We use brainstorm characteristics using a circle map. The students will observe ice first, and dry ice second. A circle map will be completed for each activity. The teacher will demonstrate the effect of salt on ice. Beforehand, the students will draw from prior experience and tell the teacher what they think will happen when salt comes in contact with ice. The same process will be undergone with dry ice and water. The purpose of this performance task is for science to be integrated in a way that encourages the students to use observation skills. Students will also learn about characteristics of ice that would be found in Antarctica. The thinking maps are a great lead in to the writing activity "What I like about Antarctica..." The standards assessed are: science 1a, 1b.
 * North America- Students will color the American flag after learning about the colors on the flag and where they go. They will then engage in a simile writing CLOZE activity. During this activity, the teacher and the class will brainstorm what stands tall like a flag, what waves in the wind like a flag, and what has similar colors like the flag. After the class has completed this assignment using a thinking map, the students will choose which words they want to insert in the poem using similes. The flags and poems will be posted on a bulletin after they are finished. The standards assessed are: 1.1, 1.2. Students will need an introduction to similes, a standard that is not assessed until 2nd or 3rd grade.
 * Recap: As the teacher models, students will assemble one to two different foods using a recipe from two of the different continents. The teacher will pick a recipe that calls for simple whole number measurements. The students will learn the importance of using measurements to follow a recipe. They will use simple addition problems to successfully mix the items. The students are the audience and they will engage in teacher inquiry during this lesson. The standards assessed are: mathematics 1.2, 1.3.
 * Kite Making: Students will assemble their own kites and correctly identify shapes and count them by using a simple addition number sentence.
 * House Graphic Organizer: The students will draw their home and it's environment, and a home that they saw from South America and it's environment.
 * "I Like (continent) because": This activity becomes after all of the guided instruction and it will be completed daily. The students will demonstrate their own understanding of the subject by using a thinking/brainstorming map to respond to the prompt that changes with the topic.


 * Kite activity: The students must demonstrate their knowledge of geometric shapes. The students will receive an art grade and a math grade for this assignment. The assignment will be marked either complete or incomplete.
 * House Graphic Organizer: The students will demonstrate an understanding of their own environment and another person's environment by drawing and writing. This activity will be given an art and writing grade-- complete or incomplete, and it will be a great way in which to assess student learning on the "I Like South America Because..." writing activity.

** 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. **


 * Introducing the continent song to the students will provide them with a catchy tune that will stay with them and help them learn their continents by name. They will have plenty of opportunities to rehearse and practice their song before they perform it on the last day. (W.H.E.R.)
 * Teacher guided reading will be important for all students. Proper intonation, pacing, and pronunciation are all added benefits when reading to the students because the first priority will be to teach the students about the continent. Each book will be specific to one area and focus on specific characteristics that we will be talking about and writing about. (W.H.E)
 * Kite activity helps students gain hands on experience working with art material. Works motor skills through a medium that is specific to Asia. (W.H.E.)
 * Writing Activity helps students learn proper writing tactics and rules. Putting all of the writing activities into one booklet at the end will provide the student with a way to practice and rehearse the information learned in the class. (W.H.E.R.E)
 * Climate observation gets students involved and thinking about the similarities about the weather on different continents (W.H.E.)
 * Personal World Maps will provide students with a great study and reference tool as we discuss each new continent and ocean throughout the week. (W.R.E)
 * Science experiment during Antarctica will help students explore the differences in temperature in Antarctica vs. the United States. (W.H.E.R.E.)
 * Making maracas integrates music into the classroom and allows students to learn about different instruments around the world (W.H.E.R.E)
 * Around the World Day will provide the students with a great opportunity to tie the unit together by participating in a day long list of activities. Watching a movie will activate the prior knowledge that was learned throughout the two weeks as well as provide a source of entertainment. Eating different foods will bring a lot of the topics that we discussed to life and make the unit very real to the students. Finally, having the students participate in the tribal dance and the songs will give the students a sense of pride about what they learned as well as providing a source of assessment and recital for the students. (W.H.E.R.E.)
 * Teacher lead discussions help students activate prior knowledge and probe deeper to form scaffolding for them to learn more throughout the week. The teacher will ask leading questions and guide students through books, writing, discussions, and other class room activities. (W.H.R.E)

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

** In what ways will technology be used that will equip students to develop and demonstrate the desired understandings? **

The technology incorporated into this unit will be implemented in the following ways: internet resources, use of a SMARTboard, and video use. Pictures and examples of different people groups, dress, transportation, food, geographical features, and animals will be displayed on the SMARTboard for the whole class to see with the help of the Internet. This will visually enhance the student's unit experience as they will be able to culturally connect people with regions around the world as they continue to learn about the 7 continents. This will regularly be implemented through out the unit during a direct instruction period in which students will not only rely on literature and oral instruction to guide individual learning. The use of visuals is a great way for students who are visual learners and EL students to fully be able to define key vocabulary. At the end of the unit, the students will embark on a global journey by watching the movie, "Around the World in 80 Days." During this 90 minute video, students will view key places and cultures around the world. This movie will also be a gateway to more specific studies on countries and people groups in future units. This activity will re-incorporate what has been taught and learned through out the past 2 weeks.

** What parental/family involvement activities will equip students to develop and demonstrate the desired understandings? ** **Bulletin Board** ** Stage 3: Plan learning experiences & instruction. **
 * 1) **Homework**: Students will be sent home nightly homework that will keep parents and guardians updated with what the students learned in class that day. Activities that use specific CLOZE strategies, practicing tribal dances and vocal selections keep students and parents involved in academic learning. The students will not be loaded with homework, but will complete any assignments that were not completed in class. The student writing portion of this unit is vital in teacher assessment and the student's overall performance during this unit. After the students have learned about each continent, they will brainstorm different characteristics that they enjoy about the continent using a thinking map. Parents will be updated on the student performance nightly, as students complete this writing assignment. At the end of the unit, the students will assembling a writing portfolio of the unit to be taken home to enjoy with parents and family. At this age, it is appropriate for students to take responsibility in class work and to show pride in their accomplishments. These writing portfolios, with appropriate prompts, will equip students to maintain responsibility among parents and families as they learn through out the unit.
 * 2) **End of Unit Party:** Parents and family will be invited to a "Around the World" party at the end of the 2 week unit. At this party, student work over the past 2 weeks will be displayed, cultural food will be set out to eat, and the students will perform a dance and vocal piece for the families in attendance. The party benefits student learning in that it gives the students an end goal to work towards. Specific activities through out the unit, such as kite and maraca making, dance and singing practice, and using math skills to mix a recipe to make a delicious dish will be on display for families to see. Parents will be informed at the beginning of the unit of student expectations and they will be encouraged to participate in student learning at home and at the end of the unit.
 * map
 * label 7 continents: Africa, Asia, Australia, Europe, Antarctica, North America, South America
 * labels 5 oceans: Indian, Atlantic, Pacific, Arctic, Southern
 * display key vocabulary and definitions: culture (people, recreation, dress, shelter, transportation, geography, etc),
 * display using tacks, string, and name tags, where everyone was born in the classroom
 * add picture of people, foods, and shelter to each region when taught.
 * title: Around the Word

** What sequence of teaching and learning experiences will equip students to engage with, develop, and demonstrate the desired understandings? ** The first lesson will be solely devoted to learning the names of the 7 continents and their locations. By starting with the most basic information, the teacher is assuming that the children are going in knowing little about the information that is being taught. The teacher will use a globe and the students will learn "The Continent Song." Students will demonstrate their knowledge of the names of the continent by repeating this song as a group through repetition several times a day. The student will begin to develop correct pronunciations and a general idea of where the continents are located before the following, more in depth lessons. Each lesson following the first lesson, will focus on a different continent. Literature specific to that region will be ingrained as a model and learning tool to the specific culture being taught in the class and for students to engage with from the beginning of the lesson. Students will begin to develop better listening and comprehension skills because of the literature and the thinking maps that are important in completing the daily, "I Like.... because" writing assignments. Music is integrated from the beginning of the unit and through out the unit for the students to engage in music from around the world and to develop listening ears for beat, rhythm, and musical notes. The students will demonstrate the learning of each of the activities with music integration through the use of dance, song, and instruments. Language/Arts will be to to developmental writing through the use of literature and thinking maps, but mathematics and science will also be integrated into the unit. It is extremely important to integrate these areas in order that the students receive a well-rounded learning experience through out this unit. Students will demonstrate the above-mentioned subject-matter areas through kite making, using recipes, and ice-experimentation. Lastly, the lessons are set up in such a way that the students will be able to build upon knowledge of the previous day. There will be a repetition of key concepts being used such as climate, housing, people, transportation. Through these activities, students will develop and understanding of the way they live to the way people live around the world. By the end of the unit, students will have a plethora of knowledge about key components of the 7 continents and they will be able to perform their own knowledge to their parents and families. ** 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. **

Direct-instruction: Introduce key vocabulary (as listed above) during whole group instruction. With students sitting on the reading rug, read the book "The Seven Continents" by Wil Mara with the aide of a globe. Introduce "The Continent Song" and point to each continent as you go.
 * = <span style="background-color: #ffffff; display: block; font-family: 'Bookman Old Style'; text-align: center;">//**Monday**// || <span style="background-color: #ffffff; display: block; font-family: 'Bookman Old Style'; text-align: center;">//**Tuesday**// || <span style="background-color: #ffffff; display: block; font-family: 'Bookman Old Style'; text-align: center;">//**Wednesday**// || <span style="background-color: #ffffff; display: block; font-family: 'Bookman Old Style'; text-align: center;">//**Thursday**// || <span style="background-color: #ffffff; display: block; font-family: 'Bookman Old Style'; text-align: center;">//**Friday**// ||
 * **1** **(W.H.E.R.)**

Homework: Practice the song on the handout with a parent at least 3 times. || //**2**// **(W.H.E.R.E.)** ASIA: We will review the continent song and then show the students where Asia is located on the globe. Students will learn about the continent of Asia through the reading (by the teacher) of the story "The Dragon Kite" by Nancy Luenn. Students will make their own kites (art) and learn about basic geometric shapes (math). We will work as a class to brainstorm and fill out an "I like Asia because..." writing activity that can be finished for homework if needed. Students will label and color their personal map with the continent we learned about today.

Homework: Students will complete a CLOZE writing/math worksheet that will reflect the day's activities in the form of writing about their kites and number of shapes they used. || //**3**// **(W.H.E.R.E.)** AUSTRALIA: We will review the continent song and then show the students where Australia is located on the globe. Read "Wombat Stew" by Marcia K. Vaughan and sing along with the book. Explain that the climate in Australia is similar to California and explore some of the "wildlife" and environmental features around your school to reinforce this idea (science). We will discuss the ocean that surrounds Australia (Pacific). We will work as a class to brainstorm and fill out an "I like Australia because..." writing activity that can be finished for homework if needed. Students will label and color their personal map with the continent we learned about today.

Homework: Have parents read handout about Australia to their child for homework. || //**4**// **(W.H.E.R.E.)** AFRICA: We will review the continent song and then show the students where Africa is located on the globe. We will then read the book "Nelson Mandlea's Favorite African Folktales" by Nelson Mandela. Teach students tribal dance as well as the differences between shelter here and there. We will work as a class to brainstorm and fill out an "I like Australia because..." writing activity that can be finished for homework if needed. The Indian ocean will be intorduced as well today. Students will label and color their personal map with the continent and oceans we learned about today.

Homework: Practice tribal dance || //**5**// **(W.H.E.R.E.)** EUROPE: We will review the continent song and then show the students where Europe is located on the globe. We will then read the book " My Tour Of Europe: By Teddy Roosevelt, Age 10 " by Ellen Jackson. We will work as a class to brainstorm and fill out an "I like Europe because..." writing activity that focuses on similarities between Europe and California/U.S. some of the topics will include food and transportation. This can be finished for homework if needed. Students will label and color their personal map with the continent we learned about today.

Homework: Practice their tribal dance. || <span style="background-color: #ffffff; display: block; font-family: 'Bookman Old Style'; text-align: right;">ANTARCTICA: We will review the continent song and then show the students where Antarctica is located on the globe. Students will learn about the continent of Antarctica through the reading (by the teacher) of the story "Antarctica" by Helen Cowcher. We will work as a class to brainstorm and fill out an "I like Antarctica because..." writing activity that can be finished for homework if needed. This activity will brain storm the different shelters (igloos) clothing (parkas), food, and weather (cold). We will also discuss the Southern Ocean. Students will label and color their personal map with the continent and ocean we learned about today. || <span style="background-color: #ffffff; display: block; font-family: 'Bookman Old Style'; text-align: right;">**7**
 * <span style="background-color: #ffffff; display: block; font-family: 'Bookman Old Style'; text-align: right;">**6**

SOUTH AMERICA: We will review the continent song and then show the students where South America is located on the globe. Students will learn about the continent of South America through the reading (by the teacher) of the story " This Place Is High: The Andes Mountains of South America (Imagine Living Here) " by Vicki Cobb. We will work as a class to brainstorm and fill out an "I like South America because..." writing activity that can be finished for homework if needed. We will also discuss the Pacific Ocean and Atlantic Ocean. Students will label and color their personal map with the continent and oceans we learned about today. || <span style="background-color: #ffffff; display: block; font-family: 'Bookman Old Style'; text-align: right;">**8**

<span style="background-color: #ffffff; display: block; font-family: 'Bookman Old Style'; text-align: center;">NORTH AMERICA: We will review the continent song and then show the students where North America is located on the globe. Students will learn about the continent of North America through the learning "This Land is Our Land". We will work as a class to brainstorm and fill out an "I like North America because..." writing activity that can be finished for homework if needed. We will also discuss the Pacific Ocean and Atlantic Ocean. Students will label and color their personal map with the continent and oceans we learned about today. We will complete a CLOZE/poetry/simile writing assignment in class and finish for homework if necessary. || <span style="background-color: #ffffff; display: block; font-family: 'Bookman Old Style'; text-align: right;">**9**

<span style="background-color: #ffffff; display: block; font-family: 'Bookman Old Style'; text-align: center;">RECAP: <span style="background-color: #ffffff; display: block; font-family: 'Bookman Old Style'; text-align: center;">Finish making Maracas, <span style="background-color: #ffffff; display: block; font-family: 'Bookman Old Style'; text-align: center;">practice the tribal dance and "This land is your land"

<span style="background-color: #ffffff; display: block; font-family: 'Bookman Old Style'; text-align: center;">Math: Pick food from a couple continents and teach measurements in order to make them as class. || **10**

<span style="background-color: #ffffff; display: block; font-family: 'Bookman Old Style'; text-align: center;">Around the world in 80 days: The Movie

<span style="background-color: #ffffff; display: block; font-family: 'Bookman Old Style'; text-align: center;">Lunch: different foods from each continent

performance of the tribal dance and singing the continent song. Next students will assemble their writing booklets containing their "I like _ because..." writing assignments. ||