Jennifer Custer Sarah Stitely, 3rd Grade Ashby Lee Elementary School November 11, 2013 11:15-11:45 am Submitted

to CT: November 9, 2013

A. TITLE OF LESSON Introducing Greece, and Solidifying Location B. CONTEXT OF LESSON The students have been working with science for the past few weeks, but are now transitioning back into Social Studies in order to learn about Greece, and compare this area to that of Egypt. The main focus of todays lesson will be to solidify Greeces location and discuss why it is different than Egypt based on its location. The students have already talked about Egypt, so they will have that background knowledge in order to compare these two areas. We will take time to look at different pictures from each and gather information about the different characteristics of Greece. This is a first day introduction of Greece, and will include a good bit of discussion in order to get the students engaged, excited, and brainstorming information about this new country. It is important to emphasize that it is surrounded by water because when comparing this country to Egypt, we can gather a lot of important comparisons between islands and deserts as well. C. LEARNING OBJECTIVES Understand Know/Do 1. Greece is located in Southern The students will be able to locate Greece on a map, and will know Europe, near the Mediterranean Sea. that the main body of water surrounding Greece is the Mediterranean Sea. 2. Greece is located on a peninsula The students will be able to describe Greece as being a peninsula with many islands, mountains, and containing many islands, and again, locate it on a map. hills; had limited rich soil. 3. Ancient Greece had job The students will explain which jobs were available in Greece, opportunities that included farmers, connecting the types of job with the location of the country. shipbuilders, and traders. 4. The Greek farmed on hillsides, The students will understand that farming took place on hillsides in trading took place on the Greece due to the hilly landscape of the islands. Mediterranean Sea; small independent communities developed because of the many mountains. D. ASSESSING LEARNING Know/Do Assessment plan The students will be able to locate Students may write about Greeces location on their exit slip as one Greece on a map, and will know that of their sentences about the country. Students may identify Greece the main body of water surrounding during a later lesson as well, in addition to on the globe during our Greece is the Mediterranean Sea. lesson. The students will be able to describe As part of the comparison between Greece and Egypt, students will Greece as being a peninsula describe Egypt as being a desert and Greece as being islands/a containing many islands, and again, peninsula surrounded by a lot of water. locate it on a map. The students will explain which jobs Students will describe Greece as having a large industry of fishing were available in Greece, connecting and explain that their fishing lifestyle and way of travel as well, is a
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Jennifer Custer Sarah Stitely, 3rd Grade Ashby Lee Elementary School November 11, 2013 11:15-11:45 am Submitted to CT: November 9, 2013

the types of job with the location of the country. The students will understand that farming took place on hillsides in Greece due to the landscape.

result of their location. Students will describe Greece as having farming terraces cut into the hillsides because of how hilly the land was. In order to farm, this type of farming was necessary.

E. RELATED VIRGINIA STANDARDS OF LEARNING 3.4 The student will develop map skills by a) locating Greece, Rome, and West Africa; b) describing the physical and human characteristics of Greece, Rome, and West Africa; c) explaining how the people of Greece, Rome, and West Africa adapted to and/or changed their environment to meet their needs. F. MATERIALS NEEDED PowerPoint to display on the Smart Board (Provided by the teacher) Virginia Social Studies Workbook. (For teacher use at this time, so show some pictures on the doc screen if needed) Graphic Organizer Worksheet Pencil G. PROCEDURE Preparation: I will have a created Power Point ready to use on the Smart Board. There will be some pictures of Greece shown as a slideshow to give students time to take in the place we will be talking about, and get them engaged and excited about such a neat place. I will have this going as the students come into the classroom and transition, and before my lesson I will have a sticky note ready so that it can be placed on Greece to easily show the students where it is located, and give them a bigger visual. In order to transition into the graphic organizer activity, I will have enough copies printed out for each student. Ensuring that everything is ready will be helpful. Introduction: I will have a slideshow of pictures from Greece ready for the kids as Mrs. Stitelys class transitions into Mr. Lokers classroom. I will ask the students to take a bit to look at the pictures and think about what they are seeing. I will inform the students that they are seeing different pictures from Greece, which is the area that we will begin studying today. I will express to the students how cool it is to be able to learn about a new place, and learn about what it is like there! Greece looks so cool, and learning about places around the world is important!
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Jennifer Custer Sarah Stitely, 3rd Grade Ashby Lee Elementary School November 11, 2013 11:15-11:45 am Submitted to CT: November 9, 2013

Implementation: After showing the kids the initial slideshow of different pictures from Greece, I will explain once again that we are going to be learning about Greece and its important to know where it is. We will review the seven continent names first, just to get the students to think about those continents. I will have a map of the world on the Power Point to look at as well. I will point out Greece and explain to the students that Greece is located in Southern Europe. This will be circled on the Power Point. I will then transition into showing the students where Greece is located on a globe. We will take a brief moment to look at the globe, find Greece, and place a sticky-note where it is so that it can easily be seen by the students. Now that weve looked at Greece from the map of the world, I will zoom in to the countries of Greece and Egypt together. I will ask the students where Greece is in relation to Egypt (north of and above may be possible answers). So, we see that Greece is north of Egypt I will then ask the students to look at Greece closely. I will circle Greece specifically and think aloud I see Greece, and it looks like it has a good bit of water around itIm wondering how they may get from place to place, and maybe if they go fishing. o Question: Have any of you went fishing before, and maybe caught a fish and eaten it? o Students may share. I will ask where they went fishing, if it was near to their house etc. o Talk with a side by side buddy: Do you think the people here in Greece (show map), go fishing and eat what they catch? Why/why not? The thought behind this is to emphasize that people who are more inland may not fish as much as those on the coastline... location influences lifestyle Next we will look at Egypt and I will think aloud that there doesnt seem to be as much water around this country. I will point to a place inland and think aloud about not seeing much water will people living in Egypt with not much water around them fish as often? So, weve established that people in Greece probably fish a lot because they are surrounded by water! But now Im thinking about what type of transportation the Greeks use when they trade or go to another country nearby? o If I lived in Greece and I wanted to travel to Egypt, what type of transportation do you think I would use?

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Jennifer Custer Sarah Stitely, 3rd Grade Ashby Lee Elementary School November 11, 2013 11:15-11:45 am Submitted to CT: November 9, 2013

Students should mention boatsif they dont, Ill lead the discussion in that direction. Raise your hand if youve ridden on a boat. Where was this? [Some can share if there is time]. This will transition into the next question, discussing why the Greeks use boats. Discussion: Why did you ride the boat? Discussion will hopefully lend itself to the idea that if theres a lot of water around, its the easier way to travel o Why is it easier to cross the sea instead of going through land? For example, if Greece wanted to trade with Egypt, would they go through the water or all the way around through land? Why? I will wrap discussion up about these couple of things. Now that weve seen how Greece is surrounded by water on the map, and how different Egypt seems, Id like to share some more pictures with you to show you how different they are. Ill remind students that Greece is in Southern Europe, and Egypt is in Africa. o I will have slides that show aspects of Egypt on one side, and aspects of Greece on the other side. For example, desert vs. hill with olive trees, Nile River vs. islands in Greece, and the different types of boats. o I will emphasize the difference between islands and deserts and ask the students how they think life may be different for those in Greek from the Egyptians? They may use examples about the fishing and traveling by boat, or I will remind them of these. o I will ask the students what they notice about the differences, and students can use these visuals and our discussion of each one to help with their exit ticket that will be given after lunch. Closure Students will be going to lunch at 11:45, but before they do, I will ask them to share with their side by side buddy about what they learned today about Greece, and what they know/learned today about Egypt. I will inform the students that when they get back from lunch they will be completing a worksheet in which they draw what they have learned about Greece, and what they know about Egypt and write a couple sentences about each country (including location, and distinctive characteristics of each). H. DIFFERNTIATION Modeling is something I will do in order to show the students my line of thought when I ask them questions. I will also share an example or two of my own about how
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Jennifer Custer Sarah Stitely, 3rd Grade Ashby Lee Elementary School November 11, 2013 11:15-11:45 am Submitted to CT: November 9, 2013

location influences lifestyle. An example of this could be that because my uncle lives near the coast, he fishes a lot more and eats a lot more seafood than I do. His location influences his lifestyle. He has a need for a boat, and I dont, etc. If students are having a lot of trouble grasping the information, I may also have them work in pairs more often to get their thoughts flowing. I can also give them an example of a sentence I may write on my exit slip and model this. There is a microphone in the classroom if students need me to talk on that to help them listen since the group is larger, I can put this to use. If students need to sit closer to the Smart Board, this may be arranged as well. For students needing extra support, there are usually extra hands in the room during this time.

I. WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU DO ABOUT IT? The students may struggle with connecting how a countrys location can influence the residents lifestyle. In this case, I will model more examples and my thought process for each one. I will give more examples from where we live and provide more personal examples. Students may be absent and miss my entire lesson. In this case, I will meet with them individually when they return in hopes to get them on track. A fire drill may interrupt my lesson, and in this case, I will get the students safely lined up and out of the building. We will hopefully be able to pick up where we left off when we come back in. In terms of language proficiency, I can put terms or scenarios in a context that ELL students may understand better, in order to help them understand different contexts we are discussing. I can adjust stories to better fit what any third grader may understand better make it personally relatable to them.

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