Africa

Amanda Hammond Grade Level(s): 2 Subject(s):
• • •

Social Studies/Geography Technology Language Arts

Description: Students will be learning information about Africa within a month time period. The unit will consist of the overall features of Africa: the countries, landforms, and animals. Toward the end of the month, students will focus one to two weeks on Kenya. The learner will do various art, technology, and research activities to help them focus on the concepts being studied. Through the unit, the learner will be responsible for a country and an animal. The responsibility involves finding facts and information on the item and then sharing this information with the class. The students will fill in a time-line of their animal on Kidspiration, as well as a story on Microsoft Word, with a partner, about their animal’s life in Africa. Goal: Students will gain new information about Africa. National/State Standards: • National Science Standards o Other Nations and World Affairs: How is the world divided into nations?
How do nations interact with one another?

State Science Standards

3. Demonstrate the ability to use social studies tools (e.g., timelines, compass, maps, globes, graphs, etc.). (C, H, G, E) a) Identify time and space relevant to a student’s environment (e.g., school/neighborhood, etc.) by using social studies tools (e.g., maps, timelines, etc.).

4. Identify the interdependence of economics (self/family). (C, H, E)
a. Recognize resources and scarcity of resources within a neighborhood environment (e.g., parks, water during drought, etc.).

b. c.

Describe the needs and wants of neighborhood consumers (e.g., drinking water [need], water for a swimming pool [want], etc.). Identify goods and services provided by neighborhoods (e.g., goods are objects [cookies], services are actions [bakery], etc.).

NETS –S Standards: • • • •
Use input devices (e.g., mouse, keyboard, remote control) and output devices (e.g., monitor, printer) to successfully operate computers, VCRs, audiotapes, and other technologies. Use developmentally appropriate multimedia resources (e.g., interactive books, educational software, elementary multimedia encyclopedias) to support learning. Work cooperatively and collaboratively with peers, family members, and others when using technology in the classroom. Practice responsible use of technology systems and software.

Objectives: 1. The learner will gather information about animals, snakes, and birds of Africa. 2. The learner will appreciate the importance of preservation and beauty of animals, snakes, and birds of Africa. 3. The student will create a time-line of their chosen animal 4. The student will organize a fictional story about their animal’s life in Africa.

Materials:
• • • • • • • • • • •

pieces of paper with African animals listed on them books of different animals pictures of African animals to color report sheets toy animals encyclopedias basket example of toilet paper roll computer printer printer paper

Procedures:
Activity One 1. Prepare classroom environment for the activity and collect necessary materials for students to use. 2. Develop instructional materials such as the report sheet to be handed to students. 3. Play the part of the movie "I can't wait to be king" by Lion King on a DVD player.

4. Gather the class at the reading rug. 5. Demonstrate to the class that they will pick an animal out of the basket. The animal that they pick will be the animal that they have to find information about. 6. Demonstrate to the class how they will fill in their report. 7. Show class the material that they may use to help them locate information about their animals. 8. Each student will pick an animal out of the basket. 9. The students may work with other students (only if they need to share the same book and have the same animal). 10. The student will fill out the report sheet that the teacher distributes (5 facts relating to their animals). 11. After the child has finished their report sheets, they will either draw or color a picture of their animal. 12. Students will make a classroom presentation of the animal by discussing why they chose their animals, explaining the 5 facts they collected, and show their drawings. 13. At the end of the period, show the class an example of a “toilet paper roll animal” that they will make the following day.

Activity Two 1. The teacher will have the computer prepared with a guided time-line (formulated on kidspiration) of the animals the students chose from. 2. The students will find their animal’s time-line and fill in the blank areas with information about their animal that they discovered. 3. The students will print their time-line out and turn it into the teacher. 4. The students will (in groups) create a character analysis of their animal on Microsoft Word. 5. The students will first explain why they chose the animal, and then make a short story about their animal and it’s life in Africa.

Assessment/Evaluation:
Activity One 1. The student will have to state 5 facts in front of the class individually or with another student who did the same animal, explain why they chose that animal, and show their artwork. 2. After the reports, ask the class which animal weighed the most? Which part of Africa do a majority of the animals live? What type of food do the animals eat? 3. Collect the report sheets to see if each student completed the report accurately. This activity will be worth thirty points total (20 points for the report and drawing, and 10 for the presentation). Activity Two

1. The students will fill in a guided time-line of their animal’s life in Africa, and print it off. 2. The students will create a story of their animal’s life in Africa using Microsoft Word and will be assessed by: a. The completion of printing the story off and presenting it to the class. b. The facts their stories contain, both about Africa and about their animal.

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