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ASSURE Model Instructional Plan- Dylaney Dalton

Google Earth and Your Surroundings
2nd Grade
Science
Lesson length: 120 minutes, or two class periods
Analyze Learners

Total number of students: 24

Male students: 13
Female students: 11
Students with low learning skills: 4
ESL Student: 0
Hearing Impaired: 0
SPL IEP: 3
Visual/Spatial learners (seven of students)
Kinesthetic learners (nine of students)
Verbal/linguistic learners (five students)
Interpersonal learners (one student)
Logical/Mathematical (two students)

State Objectives

SOL 2.7- Living Systems: Ecosystems

Students will learn how to identify ecosystems of living things, as well as develop thoughts
and ideas on what ecosystems animals would live in based on what their observations are
from Google Earth.
Select Media, Materials, and Methods

Media:
Classroom computers with Internet access and access to Google Earth (possible
completion in computer lab if no readily accessible materials).

Materials:
Worksheets (attached) Blank map of city
Library books about animals Crayons
Pencils Paper
Address slips

Methods
Independent observation period at home to identify animals that live near them
Whole group introduction to Google Earth and how to insert addresses into Google Earth
Whole group instruction of center activities
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Independent group centers

Google Earth- find home address and describe
Small group centers
Google Earth- School and Park address and describe
Map color of city
Partner group centers
Researching animals from the area you live
Researching animals from other areas

Utilize Media, Materials, and Methods

Media:
Classroom computers with Internet access and access to Google Earth (possible
completion in computer lab if no readily accessible materials)- will be used to help students
access Google Earth for many parts of the assignment, with a possible research component

Materials:
Worksheets- students will answer questions about resources in their areas
Blank map of city- students will color and fill in a city map to identify their ecosystem
Library books about animals- students will use these to research animals in their area
Crayons- students will use these to color their maps
Pencils- students will use these to fill out their worksheets
Paper- students will use this for additional research
Address slips- students will use these addresses to plug them into Google Earth

Methods:
Independent observation period at home to identify animals that live near them
Whole group introduction to Google Earth and how to insert addresses into Google Earth
Whole group instruction of center activities
Independent group centers
Google Earth- find home address and describe
Small group centers
Google Earth- School and Park address and describe
Map color of city
Partner group centers
Researching animals from the area you live
Researching animals from other areas

Require Learner Participation

Independent observation period:

During this time, students and parents will be informed by teachers of the upcoming
assignment and the student will be required to briefly identify living things they see at home
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Whole Group Introduction to Google Earth:

As part of the first day introduction to Google Earth, the teacher will provide students with an
overview of to use Google Earth. The teacher will give students the address to the school to
first look up and then will assess them from there. They will brainstorm ways to use Google
Earth in regards to animals.

Whole Group Instruction of Center Activities:

The teacher will explain and demonstrate how to complete each center activity. The teacher
will utilize Google Earth as part of the demonstration and show her home address. The
teacher will further explain how students will be given their street address and asked to
identify different things they see in the neighborhood and how this will then lead into other
sections.

Small Group Center Activities:

The students will work in groups of four to collaborate on each center activity. Each center
rotation will last ten minutes.
Google Earth The students will re-locate their school, as well as the address of a
local park (using the activity tab). The students will then list what they note and
compare and contrast the two places and where they think more animals will be.
Map Coloring Students will color and fill in the map of the city with the appropriate
ecosystem markings (trees, water sources, etc.).
Partner Center Activities
Research animals from where you live- students will utilize books and some
computer resources to identify what animals live near them and why those animals
do live here.
Research animals from other areas- students will utilize books and some computer
resources to identify an animal of their choice and point out factors that may
influence why that particular animal does not live in this area.
Students will be asked to present to class at the end.

Kinesthetic learners are allowed to utilize the computer, as well as write and
draw/color. Visual/spatial learners are appealed to through visual maps, as well as
written research through books. Interpersonal learners get to work closely with their
peers and collaborate on each project. Verbal/linguistic learners are provided with
information from the teacher but also get to verbalize thoughts to peers.
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Evaluate & Revise

Student Performance:
The students will be evaluated on each center activity. The main focus will be habitats and
Google Earth. The students will demonstrate an understanding of how the places around
them directly impact whether or not animals live there. The students will demonstrate
knowledge of habitats based on the information they research and fill out on their
worksheet. The students will also demonstrate abilities to work together in each center, as
well as independently.

Instructor Performance:
During the center activities the instructor can listen to the students explain the concepts to
each other, and ask students to explain what they are doing. When the students turn in their
worksheets, maps, and other research, the teacher can ensure that needs for the objective
were met. If there were areas where students struggled, the teacher can reteach the lesson
and carefully re explain what students were supposed to learn. The teacher can then revise
for the following year.

Media Performance:
The media that was used serves as an introduction for students to access far more
information from Google Earth. If students are able to log research information that pertains
to each aspect of the chart, then the media was used successfully.

Dear parents,
Next week your students will have the wonderful opportunity to learn about ecosystems
and habitats. They have been given the assignment of exploring their habitats at home
to identify any signs of living organisms that might exist. Please encourage them to
complete this assignment and also provide them with their street address in order to
help them complete the rest of the assignment in class.

PART I:
My house is located on: ______________________ (list Street here)

List the animals or creatures that you found living in the area. Predict why they lived
there.

Animals Where Why

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PART II (In Class):

Go to www.google.com/earth. This tool is what you will be using to identify why the
animals chose to live where they do.
Go to the address of the area near your house (use the road location). Describe the
habitat that you see.
______________________________________________________________________
______________________________________________________________________
________________________________________________.
Is there
a) plantlife?
b) water?
c) warm or cold place?

The teacher will provide you with a slip of paper with the address of the school. Go to
that address. What is it like there?

Part III:

Pick an animal of your choice. Identify what the animal needs to survive and decide
where this animal can live.