Kindergarten Geography Unit Plan Cassady Kauble...

Kindergarten Geography Unit Plan

Cassady Kauble

SST 309-02

Professor Laninga

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Table of Contents

- Overview/Rationale……………………………………………………………………………………………………………………………………………………...3

- Vocab Lesson 1……………………………………………………………………………………………………………………………………………………………..4

- GLCE 1- K-G1.0.1 ……………………………………………………………………………………………………………………………………………………........6

- GLCE 2- K-G1.0.2…………………………………………………………………………………………………………………………………………………….........7

- GLCE 3- K-G2.0.1 …………………………………………………………………………………………………………………………………………………….......9

- Vocab Lesson 2……………………………………………………………………………………………………………………………………………………...........10

- GLCE 4- K-G5.0.1 ……………………………………………………………………………………………………………………………………………………......12

- Resource Attachments…………………………………………………………………………………………………………………………………………………14

- Citations Page……………………………………………………………………………………………………………………………………………………..............17

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Overview/Rationale.

The following are the Grade Level Content Expectations for Kindergarten Geography.

- K-G1.0.1- Recognize that maps and globes represent places.

- K-G1.0.2- Use environmental directions or positional words (up/down, in/out, above/below) to identify significant locations in

the classroom.

- K-G2.0.1- Identify and describe places in the immediate environment (e.g., classroom, home, playground.)

- K-G5.0.1- Describe ways people use the environment to meet human needs and wants (e.g., food, shelter, clothing).

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Vocab Lesson 1: Lessons: How will you take them where they need to go?

Instructional strategies/Social constructs: How will they work?

Resources needed: What materials and resources will they

need? Step 1-

o To introduce the first set of vocab

words (maps, globes, key,

environmental directions, location, and

environment) I will have a few globes

around the classroom, one being an

interactive globe that will talk and tell

information about a place when pressed

with the pen. I will also have a map of

the world, United States, Michigan, and

one of the area close to the school.

While the students are exploring, I will

explain the difference between a map

and a globe. I will show the students

what a key is on a map and what it is

used for. On the smaller map of our

town, I will introduce the term location

by talking with the students about the

different “places” around us and state

that these are also called locations. I

will explain to the students that their

environment is what is around them

like their home, school, playground,

parks, ect.

Step 2-

o I will have the students explain each

term to each other in small groups or

pairs, using the maps and globes around

the classroom.

Step 3-

- Hands-on learning - Journaling - Cooperative learning

- Globes - Interactive globe - Maps - Journals - Pencils - Blank paper - Crayons - Colored pencils -

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o I will have each student draw a map of

the classroom.

Step 4-

o I will introduce the vocab words to the

students in Spanish to show some

connections of the meaning of the

words.

Map- el mape

Globe- el globo

Key- el clave

Up- arriba

Down- abajo

In- adentro

Out- afuera

Above- encima

Below- debajo

Location- localización

Environment- medio ambiente

Step 5-

o The students can share their maps of

the classroom with each other and

discuss similarities among the maps.

Step 6-

o The students will be in groups of 3-4

and have one person describe to the

others a location in the classroom by

stating “The location I am thinking

of…” and will have to use the

environmental directions to get the

other students to the location.

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GLCE 1- KUDs/I Can GLCE – code and exact wording.

Verbs Know – What will students know upon learning this?

Understand – What will students understand?

Do – What will students do to show they understand?

Vocabulary I Can

K-G1.0.1 Recognize that maps and globes represent places.

Recognize, represent

Students will know that maps and globes represent the world and places in the world are represented on maps with keys.

Students will understand that they can use a map or globe to see where a place is in the world.

Given a map or globe (with a key), students can point and tell what place that is.

Maps, globes, key

I can see places on maps and globes.

GLCE 1- Assessment ideas:

a. How will you know they’ve learned it? a. I will assess the students’ learning through activities and in class assignments. At the end of the lesson, students will have a brief evaluation.

b. How will you grade it? b. I will have a checklist/scoring rubric to grade students throughout the activities. The evaluation consists of the students being able to distinguish locations on a map.

GLCE 1- Sequence of Instruction: What will you do? What will they do?

Lessons: How will you take them where they need to go?


Resources needed: What materials and resources will they need?

Pre-test/Anticipatory set: the hook 1. Introduce with Bear About Town

by Stella Blackstone. Lessons: How will you take them where they need to go?

- Gradual release 2. As a class we will look at and

explore maps of our classroom,


1. Book- I would read the book to the class and we would go through the map

- Formative assessment/checking for understanding as they go along


1. Bear About Town by Bella Blackstone

2. Printed maps of the classroom, school, and immediate neighborhood maps

3. http://www.netrover.com

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the school, and neighborhood. Students will work in small groups to

3. Students will work individually on constructing their own maps on the computers.

4. Students will each have a copy of the three maps used previously. I will ask everyone where something is on the map, and they will be able to point to its location.

2. Cooperative work- I will allow the students to explore more on their own and with each other, but I will still talk with each group about what they see on the maps.

3. Technology- The students are to do this activity on their own without assistance from their peers or me.

4. Assessment- I will evaluate students’ knowledge by asking them to point to various locations on the maps we have used previously in class.

/~kingskid/bible/story3/ painta/town/page10.html

4. Use same maps as before of the classroom, school and immediate neighborhood maps.





Vocabulary I Can

K-G1.0.2 Use environmental directions or positional words (up/down, in/out, above/below) to identify significant locations in the classroom.

Use, identify Students will know that the words up/down, in/out, above/below describe locations in the classroom.

Students will understand that they can use the words up/down, in/out, above/below to give directions to a location in the classroom.

Asked where 3-4 locations are in the classroom, students will be able to tell someone where it is using the words up/down, in/out, above/below.

Environmental directions, location

I can use the words up/down, in/out, above/below to show a location in the classroom.

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GLCE 2- Assessment ideas: a. How will you know they’ve learned it? a. I will assess the students’ learning through activities and in class assignments (formative assessment). At the end of the lesson, students will be assessed by an interactive class discussion.

b. How will you grade it? b. Students will be constantly demonstrating knowledge and understanding throughout the lessons, as well as being held accountable to participate in the interactive class discussion.


Lessons: How will you take them where they need to go? (Step-by-Step plan from A-Z)


(AND what will YOU do?)


(Page #s read, graphic organizers, books, posters, realia, etc…)

Pre-test/Anticipatory set: the hook 1. We will play “Simon Says” as a

class. I will be Simon and I will use phrases like “Simon says move up three steps” or (have students in a circle) “Simon says move out two steps.”


- Gradual release 2. Each student will have a slip of

paper with a location in the classroom. Students will pair up. Each pair will take turn in directing their partner from their desk to that location. Students can only use environmental directions or positional words. Assessment will be based upon successfully getting your partner to the assigned location.


1. Do as I say- following directions 2. Cooperative activity- give each

student slips, set up partners, explain activity.


1. No materials needed. 2. Slips with locations in classrooms

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Vocabulary I Can

K-G2.0.1 Identify and describe places in the immediate environment (e.g., classroom, home, playground.)

Identify, describe

Students will know that there are characteristics of places that make them distinct. For example, a classroom has many desks, books, a whiteboard, a teacher, and students.

Students will understand that there are differences between the different places in their lives.

Given cards with different pictures of familiar objects (e.g., bed, desk, lunch table) students can say where that object could be found.

environment I can talk to others about the places around me.


a. How will you know they’ve learned it? a. I will know my students have learned it by class/group discussions and through presentations. b. How will you grade it?

b. I will grade based on participation in discussion, class work, and the group presentation. GLCE 3- Sequence of Instruction: What will you do? What will they do?




Pre-test/Anticipatory set: the hook 1. Introduce with a poem called

Playgrounds by Samantha Pratt-Tyler. Pass out coloring page and crayons.


1. Poetry- I will read the poem to the class. I will also provide a coloring page for the students to


1. Playgrounds by Samantha Pratt-Tyler, playground template for coloring, and crayons.

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2. Read the book Maisy goes to the Playground by Lucy Cousins


- Gradual release 3. Students will decide what their

favorite playground equipment is and be placed in groups accordingly. There will be four groups, with one member from each category- slide, swings, marry-go-round, and sand pit.

color after the poem is read. - Formative assessment/checking

for understanding as they go along

2. Book- I will read the book to the class as a whole, and then in small groups, students will discuss the objects on the playground.

3. Assessment/Collaborative work- as a group, the students will have to help each other come up with ideas to act out each playground object. The class then will have to state which object each student from the group represents

2. Maisy Goes to the Playground by Lucy Cousins

3. No materials needed.

Vocab Lesson 2:






Step 1- YOU provide a description,

explanation or example.

o This part will include the words

human needs, human wants, and

shelter. This will be a short

lesson. I will introduce these

words to the students by going

back to the term “environment”

from our previous lesson, and

explain how we get what we need

and want from our environment. I

will state that our homes provide

- Think, pair, share

- Paper - Colored pencils/crayons - Needs/Wants cards

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us shelter.

Step 2- Ask students to re-state or re-

explain meaning in their own words.

o In pairs, students will discuss

their needs and wants with each

other.

Step 3- Ask students to construct a

picture, graphic, or symbol for each

word.

o Students will draw their shelter

(home).

Step 4- Engage students in activities to

expand their word knowledge.

o I will introduce the vocab words

to the students in Spanish to show

some connections of the meaning

of the words.

Human needs- las

necesidades humanas

Human wants- los deseos

humanos

Shelter- abrigo

Step 5- Ask students to discuss

vocabulary words with one another.

o The students can share their

drawings of their house and

discuss the wants and needs that

they get from their house.

Step 6- Have student play games with the

words.

o The students will have cards with

different human needs and human

wants and in pairs can go through

and decide if they are needs or

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wants and what provides that

need or want.





Vocabulary I Can

K-G5.0.1 Describe ways people use the environment to meet human needs and wants (e.g., food, shelter, clothing).

Describe, use, meet,

Students will know that depending on someone’s environment, their needs may be met differently than others. For example, if someone lives by a river, they can use that river as a source of water.

Students will understand that humans rely on their environments to meets their needs and wants.

When given a need of a person, the student will be able to describe how a person can fulfill the need by their environment.

Human needs, human wants, shelter

I can talk about how people use what they have.


a. How will you know they’ve learned it? a. Class discussion, formative assessment b. How will you grade it?

b. Participation

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Pre-test/Anticipatory set: the hook 1. I will read the class two books

and we will watch two movies, corresponding with each book.


- Gradual release 2. I will ask students to think about

different locations around their neighborhoods. As a group we will discuss the different location and their use.

3. I will provide student with paper cut outs of locations in their neighborhoods that provide needs and wants as well as a foldables folder for students to keep separate and have for future use.


1. I will read the two books to the class and as a class, we will watch the two corresponding movies.

2. Cooperative activity- as a class, students will take turns saying locations in their neighborhoods (bakery, gas station, river, park, ect.) I will write on the white board the various locations given.

3. Independent work- sorting cut outs. Students will individually sort the paper cut outs into piles of needs and wants. They will place them in the appropriate pocket of the foldables foler.


1. My Big Book of First: Elmo’s Neighborhood, Barney’s Neighborhood, “Sesame Street: Places in Our Neighborhood” and “Barney: My Neighborhood Song”

2. White board and white board markers

3. Paper cut outs of needs and wants and foldables folders.

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Resource Attachments

A. Map of Town

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B. Map of Neighborhood

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C. Playground coloring template

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Citation Page Barneyandb (2010. October 10). Barney- My Neighborhood Song. Retrieved October 22, 2012 http://www.youtube.com/watch?v=V0CFTe3vHrc&feature=related Bear About Town. (2012). In Nickelodeon Parents Connect. Retrieved October 21, 2012 http://www.parentsconnect.com/product-review/books/bear-about-town.html Classroom Object Songs. (2012). In The Magic Crayons. Retrieved October 22, 2012 http://www.themagiccrayons.com/classroomobjects/ http://www.google.com/imgres?q=kids+coloring+playground&num=10&hl=en&tbo=d&biw=1366&bih=641&tbm=isch&tbnid=

9OjqRhuBK04vYM:&imgrefurl=http://www.supercoloring.com/pages/playground/&docid=HFNxu223jhOPTM&imgurl=h ttp://www.supercoloring.com/wp-content/main/2010_05/playground-coloring-page.jpg&w=465&h=303&ei=05LGUOnzLevuiQKmrYHYAg&zoom=1&iact=hc&vpx=315&vpy=130&dur=11101&hovh=181&hovw=278&tx=117&ty=83&sig=118379658456943863273&page=1&tbnh=133&tbnw=204&start=0&ndsp=29&ved=1t:429,r:3,s:0,i:94

http://www.linkstolearning.com/grade_3_geography_preview.htm Pratt-Tyler, S. (2009, January 9). Poetry: Playgrounds. In Helium. Retrieved October 21, 2012 http://www.helium.com/items/1296507-poetry-playgrounds Sawing14s (2008, July 4). Sesame Street - "Places in Our Neighborhood.” Retrieved October 21, 2012 http://www.youtube.com/watch?v=YA45UBu5cJM Schliesman, M. (2011). Images of Community: Selected Books for Children and Young Adults. In CCBC Booklist. Retrieved

October 21, 2012 http://www.education.wisc.edu/ccbc/books/detailListBooks.asp?idBookLists=151 Turner, T. (2012). Children's Books Site. In BellaOnline. Retrieved October 21, 2012 http://www.bellaonline.com/articles/art1493.asp

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