Day one

● Lesson title:
○ People, Places, and environment- day one

● Content area and grade level:

○ 2nd grade geography
● Unit goal:
○ Given A Map students will identify their hometown, Florida, and North
America and also locate the state capital and the national capital with
80% accuracy.

● Daily lesson objectives:

○ The students will use a map vs globe

○ The students will label the oceans, equator and hemisphere
○ The students will listen and recall places from a ticket around the world
○ The students will understand the difference in hometowns
● NCSS Themes and Florida Standards:

○ Themes:
■ Culture
■ People, places, and environments
○ Standards:
■ SS. 2.G.1.2 Using maps and globes, locate the student's
hometown, Florida, and North America, and locate the state
capital and the national capital.

■ SS.2.G.1.3- Label on a map or globe the continents, oceans,

equator, prime meridian, North and South pole.
■ SS.2.G.1.4- Use a map to locate the countries in North America
(Canada, United States, Mexico, and the Caribbean Islands).
■ B.E.S.T.- ELA.2.V.1.3 - Identify and use context clues, word
relationships,reference materials, and/or background knowledge
to determine the meaning of unknown words.
 ■ B.E.S.T.-ELA.2.RL.1.3 - Identify different characters’
perspectives in a literary text
● Assessment:
○ Pre and Post assessment
■ Pre assessment:
● Given before the lesson begins
■ Post assessment:
● Scale
https://classroom.google.com/c/
NDk4ODU1MTk0NzAw/a/
NDk4ODcwNTg3NDE4/details

● Formative/Alternative Assessment
4 3 2 1
I can identify my (Mastery) I can With support, I can I can not identify
hometown, identify my identify my my hometown,
Florida, and North hometown, hometown, Florida, and North
America and also Florida, and North Florida, and North America and also
locate the state America and also America and also locate the state
capital and the locate the state locate the state capital and the
national capital capital and the capital and the national capital
with 80% accuracy national capital national capital.* with 80%
and can teach it to with 80% accuracy. accuracy....yet.
others

■ Students will have a passport , where they will add the

information that is being discussed throughout the day. Students
will participate in different stations, and locations around the
classroom and via the computer where they will participate in
different activities as part of application of the context already
discussed. At the end of the class students will fill out their
passport with facts and a stamp before turning in their flight
ticket.
■ Teacher questioning

● Motivating Activity/ Access prior knowledge:

 ○ We will refer back to our read-aloud: A ticket around the world to recall
how places and cultures are different from the other and specific
locations on a globe and or map
● Procedure:
○ Introduction of people, places and environment, when reading we will
ask questions such as do you think we all are from the same place? What place
looks interesting ? Do you remember anything interesting about that location? Where
is your home from? Turn and share with your elbow partner.
Subtitle One: map to globe comparison

■ We will begin showing the versions of our maps and globes and
how some are zoomed in and tilted. We will go over using sticks
and half circles of what the equator looks like and the
hemispheres. We will briefly go over the continents and oceans.
After reading our story A ticket around the world we will recall what
we learned and discuss oceans, equator and hemispheres. We will
draw a line over the globe for the equator. Model the globe.
Model a compass to show direction. Create our digital passports.
These digital passports will have space for students to mark where
they will “travel” and what they may have passed on the way and
any fun facts. This allows for students to be engaged in the lesson.
We will listen to our song. https://youtu.be/JPcBlfKJtdU
■ Foster collaboration and community (8.3)

■ Illustrate through multiple media (2.5)

■ Optimize access to tools and assistive technologies (4.2)

■ Minimize threats and distractions (7.3)

Subtitle Two: Flight tickets & Stations

■ We will begin handing out each student's flight tickets. They will
get a new one each day with a location for them to discover
during that lesson. They will be given time to explore where they
visited in station 1 and complete and fill out their digital passport.
https://www.canva.com/design/DAE9CY0XMJg/x2c1aqxmrP
HrXwwVYLN_SA/edit?
 utm_content=DAE9CY0XMJg&utm_campaign=designshare&ut
m_medium=link2&utm_source=sharebutton
■ Optimize access to tools and assistive technologies (4.2)

■ The following stations will be found in google classroom

https://classroom.google.com/c/NDk4ODU1MTk0NzAw?
cjc=bjkox7b
■ Station to will be a digital drag and drop for the continents on
google classroom and practice saying the names. ( Students will
need to look at a map as this is only day 1 they will need time to
research where these places are.
■ The next station will be on page 8 where they will label the
equator and hemisphere by dragging and dropping the circles and
lines.

■ The third station will be making our own compass rose. This
station students will have a copy of mine while they create their
own. This can be found on page 3.
 ■ Subtitle Three: Discussion
■ Discuss with students what they learned today from their activities
and allow for time to share where they visited and what they saw.
Allow for time for where in the world is carmen san diago as a
class.
■ For content comprehension use a variety of comprehension activities,
such as; strip

stories, KWL activities, SQ3R, learning logs, role playing activities,

cloze strategy, etc.

● Integrate speaking, listening, reading and writing activities

● Use student pairs for team learning, especially for reports,

experiments

and projects

● Show students how to use graphic organizers like

semantic mapping

and imaging

● Closure:
 ○ The Closing option is spread throughout the passport, They will
complete with the location and facts along with the stamp to show
where they have traveled to for that day.
○ Students will take a sticky note and write their name and where they
traveled to and stick it on the map in the classroom.
○ * Will take note from the passport to see where they traveled that day
and use it for instruction.*
○ Foster collaboration and community (8.3)

● Materials:
○ Ticket around the world book
○ Blank passport
○ Flight ticket
○ Computer
○ Globe
○ Map