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Aruba

First Grade
Enayath Hossain

Rationale/Purpose:

Understanding yourself in a grand scheme of things will help you determine who you are. As
first graders, school might be the first experience a student has without their parents/guardians
supervision. First graders need to understand the roles they play within school compared to the
other students in other grades. Just like this, they must realize the grand scheme of their
community and the community at large. This unit focuses on an island called Aruba. By studying
Aruba, students can see how a lonely piece of land fits in the grand scheme of it all. Using this
piece of land, students will be able to create an atmosphere, an environment that will allow them
to be part of International Night. On this night, parents, guardians, friends, and family members
will gather together to take a journey and explore the 1st, 2nd, 3rd, 4th, and 5th classes and learn
about their country.

Sources and Materials:

Map of Aruba
Aruba Map Worksheet
Aruba/US Flag Worksheet
Blank paper
Google Maps
Google Images
Crayons

Lesson Plan

Student Teachers Name: Enayath Hossain Date: February 24, 2014


Topic/Unit: Social Studies

School: United Oaks

Grade Level: 1st

District: Hazel Park

Content
Students will be able to identify important landmarks as they color different common twodimensional shapes.
Benchmarks
1 G2.0.1 Distinguish between physical and human characteristics of places.
G.GS.01.01 Create common two-dimensional and three-dimensional shapes and describe their
physical geometric attributes, such as color and shape.
Learning Resources and Materials
Aruba Map Worksheet
Crayons
Google Maps
Google Images

Development of Lesson
--Introduction
Boys and girls we talked an island yesterday. Let me see the hands of those who remember what
an island is. Have some students share what an island is and what it looks like.
--Methods/Procedures
1. Use Google Maps to pinpoint 3 pieces of land that are not an island and pinpoint 3 pieces of
land that is an island. Mix them up and show them in any order.
2. After this quick activity, show them how Aruba looks under Google Images. (Note: Pre-find
the pictures you want to show the students, so it may be a smooth transition.)
3. While the students are looking at the Arubas map, point out things humans created verses
what is natural. Humans created cities, lighthouse, and ships. Natural things would be beaches,
mountains, and the natural bridge.
4. Pass out the Aruba Map Worksheet.
5. Ask students to put their names on the paper and then read the directions.
6. Read 1-8 and give plenty of time for students to complete each action.
7. Allow time for students to color the rest of the map.

Accommodations/Adaptations
While I read 1 through 8 and wait for students to complete the action that is required, I will give
the students hints on what a circle, square, triangle, and diamond looks like. If the clues are not
helping, then I will partially draw them on the board so they can figure it out and color those
shapes according to what the worksheet mentions.

Assessment/Evaluation
Students will be given the Aruba Map Worksheet to complete, see attachment.

Closure
I will ask the students to point out some of the human made things and the natural things that can
be found on the map.

Teacher Reflection
Majority of my students were able to tell me what an island looks like. They really enjoyed
coloring the different shapes. After every sentence I read, students were waiting for the next
sentence so they could make the map colorful. I think my students have a very good concept of
what an island is, where Aruba is located, and some of the great things that this island has.

Color the picture using the code below:


1. Color the California Lighthouse
Red

2. Color the Plane Orange

3. Color the squares Yellow

4. Color the triangle Brown

5. Color the circles Pink

6. Color the diamond Purple

7. Color the Land Green

8. Color the Caribbean Sea Blue

Name: ___________________________

Lesson Plan
Student Teachers Name: Enayath Hossain Date: February 25, 2014
Topic/Unit: Math

School: United Oaks

Grade Level: 1st

District: Hazel Park

Content
Students will be able to compute sums and differences in order to crack the coloring code.

Benchmarks
N.FL.01.16 Compute sums and differences through 30 using number facts and strategies, but no
formal algorithm.

Learning Resources and Materials


Aruba/US Flag Worksheet
Crayons

Development of Lesson
--Introduction
Boys and girls weve been adding and subtracting numbers using our fingers and counter. Today
we are going to use the same strategies to answer a few questions.
--Methods/Procedures
1. Complete some simple double facts with the students like 2+2, 3+3, and 5+5.
2. Complete the problem 9+7 with the students. Give some time for students to come up with an
answer.
2. Ask a few students what they came up with and ask them how they did it. Highlight the many
different ways students did the problem, but arrived at the same answer.
3. Pass out the Aruba/US Flag Worksheet.
4. Ask students to complete the addition and subtraction problems
5. Use the answers and color code to color the two flags correctly.

Accommodations/Adaptations
If students seem like they dont understand how to use the different strategies to find the answers
then review it with them. Help students understand by modeling using fingers and drawing
dots/circles to represent the numbers and performing the correct operation.

Assessment/Evaluation
Students will be given the Aruba/US Flag Worksheet to complete, see attachment.

Closure
Go over the strategies that students can use and quickly review some double facts.

Teacher Reflection
The lesson went well. Students were reminded of the different ways they can solve one problem.
Some chose a single strategy that they found to be the easiest and used.

Name:_______________________
DIRECTIONS: Solve the math problems and use the color code to color the two
flags

Lesson Plan
Student Teachers Name: Enayath Hossain Date: February 27, 2014
Topic/Unit: Science

School: United Oaks

Grade Level: 1st

District: Hazel Park

Content
Students will be able to create a map of an island with many details that reflects their personality
and it should take the form of the first letter in their first name.

Benchmarks
S.RS.01.11
Demonstrate scientific concepts through various illustrations, performances, models, exhibits,
and activities.

Learning Resources and Materials


Google Maps
Blank paper
Crayons
Map of Aruba

Development of Lesson
--Introduction
Weve been talking about Aruba for quite some time. Today I want to show you the shape it has.
--Methods/Procedures
1. Use Google Maps to pull up Aruba.
2. Ask students to look at Aruba that is being displayed on the board.
3. Pass out the map of Aruba to all students. Ask them to use their index finger and trace around
Aruba.
3. Ask students to flip the map and write the first letter of their first name on the back using most
of the paper. At this time, model by using the letter M for Mr. or Mrs. To give an idea to the
students what you want the students to do.
4. Use Google Maps to explore the islands around Aruba. Point out the different shapes and sizes
of the islands on the Caribbean Sea.
5. Using the letter M, make an island that kind of takes the form of an M, but not exactly.
6. Ask students to create their own island using their first letter of their first name.

7. Tell students to think about all the stuff that was on Tropi Island and on Aruba. Ask students to
make an island that looks fun and enjoyable so that people would love to go to their island.
8. Allow time for students to complete they work.
Accommodations/Adaptations
Give multiple examples of how students can draw their island. Tell them that there are no wrong
answers. Allow students to be as creative as possible.

Assessment/Evaluation
Students will be create their own island and add details that will make people want to come to
their island.

Closure
Islands can come in many different shapes and forms, but one thing they share is that they all are
surrounded by water.

Teacher Reflection
The lesson plan was very engaging. As I used Google Maps, students were so excited to see the
actual map of Aruba. While looking at different islands, students were astonished and puzzled at
the shape, form, and name of some of the islands that I was able to show them. Using their first
letter of their first name as a platform really allowed the students to see all the different
possibilities of how an island can look like.

Reflections:

The overall unit plan was great. My students had the opportunity to study a piece of land that
was surrounded by water, namely Aruba. We explored this island in great depth talking about its
physical and manmade features. They were given the opportunity to create their own island to
attract people from all over the world. The first lesson allowed them to see how the shape of
Aruba was and they were able to see some of the great things that are on this island like the
California Lighthouse, natural bridge, and the various beaches. The second lesson was like a
refresher. I was able to review different strategies on how to solve the same problem. Students
were able to explain their thinking and I was able to see which method was popular amongst my
students. The third and final lesson plan allowed them to create their own island. Before I had
them do this, I used Google Maps to show them the various shapes and sizes of other islands on
the Caribbean Sea. Next time I plan on using street view of Google Maps to show them a closer
view of Aruba. My students were thrilled to create their own island and this was evident in the
time and effort they took to complete this assignment. I took majority of their work and hung
them in the hallways for everyone to enjoy at International Night.