Day four

● Lesson title:
○ Hometowns

● 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 be 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

● Motivating Activity/ Access prior knowledge:

○ https://youtu.be/xv7zmrRPHZs
○ We will start with a video that allows for the students to engage and
compare their hometowns and the many different things they share in
common.
● Procedure:
○ The teacher asks the students several questions relating to their
hometown, using some key words from the lesson to get them thinking
 about the topic. The teacher can write hometown on the board, list the
interesting points, and cover a few vocabulary words.
○ Warm up questions:
Where are you from? What is your hometown?
How long have you lived there”?
Do you like your hometown?
○ Discussions about what hometowns are. A Hometown is the city or
town where one was born or grew up also: the place of one's principal
residence. Explain and discuss why people have different hometowns.
People have different hometowns because they grew up in different
cities and move over time to different places.

Subtitle One: Identifying State and national Capitals

■ We will begin by asking students to share something that they

have learned so far from the previous lesson about the national
capital..
■ After students share what they have learned so far, ask the class to
make personal connections to read aloud a ticket around the
world.
■ Minimize threats and distractions (7.3)
■ Foster collaboration and community (8.3)

Subtitle Two: Identifying our state and hometowns

■ We will start to jump further into identifying their hometowns.

Starting with our state Florida and its many hometowns
like Orando. Ask the students where they live to make
sure they know their city.
■ Discussion with the students about the different cities
that their peers live in and what they have in common.
Do they all have hospitals, parks, schools, train stations?
■ We will then continue to display a map of your state and show
where your hometown is. Display your state map, and show
 students where your state capital is located. Allow the students an
opportunity to ask questions and share connections. Students can
color or circle their hometown in the state map to show their
peers.
■ Continue with the U.S. map, showing where your state is located
in relation to others. Students should recognize how small their
world is, as maps show their city decreasing in size.

■ Subtitle Three: Completing the Flip book

■ After the students share their hometown with their peers, and
explain to the students that people have different hometowns and
why.
■ Show the students your hometown, Orlando and the fun things it
has including train stations, zoos and parks.
■ We will use our cut out of Florida and our circles to locate our
own hometown and county.
■ Beginning the Flip book “ my place in the world” Students will
learn about where in the world they live. By creating the flipbook
they can explore their continent, country, and state, all the way
down to their hometown. This Flipbook is specially made for the
United States, students can customize and identify their state,
county, and city.
■ Illustrate through multiple media (2.5)
 ■ Students will have to identify the world on the first page and
continue to show their continent, country, state, county, city until
they get to show their own home in the last page of the flip book.
● Closure:
○ After locating each other’s hometowns students will have a "find
someone who" mingling activity. They will stand up and move around
asking each other questions related to places in a town or city.
● Materials:
○ United States Map
○ Map of the state
○ Color pencils/ Crayons
○ Flip book