Teacher: R.

Franke
Grade Level or Course:

Date(s): 12/7 12/11

1st

grade Science

Unit: Climate
STAGE 1: Desired Results ~ What will students be learning?

SOL 1.6
The student will describe how the location of his/her community, climate, and physical surroundings affect the way people live,
including their food, clothing, shelter, transportation, and recreation.

SOL/Learning Objective

Learning Objectives
Students will understand that location, climate, and physical surroundings affect the way people in a community meet their
basic needs such as foods they eat, clothing they wear, and houses they build.
Students will understand that geography affects how people travel from one place to another and determines what is
available for recreation.
Learning Targets

I can describe how location affects the way people live.

I can describe how location and climate affects what people eat.

I can describe how location and climate affects what people wear.

I can describe how location and climate affects what people do.

I can describe how location and climate affects the types of houses people live in.

Essential Questions &

Understandings

Key Vocabulary

Possible Misconceptions

How does location affect the way people live?

How does climate affect the way people live?
How do physical surroundings affect the way people live
location: Where people live
climate: The kinds of weather an area has over a long period of time
physical surroundings: Land and bodies of water
season: Any one of the four phases of the year: spring, summer, fall, or winter
STAGE 2: Assessment Evidence ~ What is evidence of mastery?
not having a strong grasp of seasons and weather

Instructional Strategies
Identifying similarities and
differences
Summarizing and note taking
Reinforcing effort and providing
recognition
Homework and practice
Nonlinguistic representations
Cooperative learning
Setting objectives and providing
feedback
Generating and testing hypothesis
Questions, cues, and advance
organizers
Higher Level Thinking
Questioning throughout lessons

CONSIDERATIONS AS YOU PLAN WHOLE AND SMALL GROUP INSTRUCTION:

Differentiation
Checking for Understanding

Flexible grouping

Question and Answer

Tiered instruction

Class discussions

Interest-based activities

Group Response

Varied products

Demonstrations

Task cards

Practice sheets

Personal agendas

Quick Quizzes

Graphic Organizers

Connections to other subject areas and/or

Technology Use
authentic applications
SMARTboard
Thinking about what things we sort in our lives
Internet
STAGE 4: Closure ~ What did the students master & what are they missing?

Assessment Part 2
Exit card
Small group observation, whole-group participation
Short Quiz
*Anecdotal Notes
Seatwork/Practice Sheet collected
Homework
Written response to a prompt
Oral responses/participation
Teacher Reflection / Effectiveness of Learning

Monday, December 7, 2015

I Can Statement
Assessment I
Snapshot

How do location, climate, and physical surroundings affect the way people live?
Go over our learning targets for the day. Discuss.
1.
2.
3.
4.

Whole Group Instruction

5.
6.
7.
8.

Closure
Assessment II

I can understand that not all places are exactly like they are here.

Remind students that seasons influence how people dress. Use the seasons chart to discuss other seasonal influences.
Suggest that its not just the seasons that influence choices we make. Tell students that WHERE people live also influence how
they dress, as well as other choices they make.
Introduce the word LOCATION (where people live).
Remind students about maps and how we learned about them last week. Locate the United States on a map and tell them
that its the country we live in.
Explain that different countries have different climates. Review the definition CLIMATE. Discuss different climates and words
that describe them. Discuss how different climates affect choices of clothing and activities.
Tell the children to pretend they are world travelers this week and were preparing for a trip around the globe. Present them
with their passports. Explain how a passport works.
Have students create a self-portrait using markers and crayons then fill out the information on the first page.
Fill in the home page of the passport

Students restate the I can statement. Discuss our learning targets before transitioning to the next activity.
*Anecdotal records during whole group activity
Tuesday, December 8,2015

I Can Statement

Assessment I
Snapshot

Whole Group
Instruction

Closure
Assessment II

I can describe how location affects the way people live.

I can describe how location and climate affects what people eat.
I can describe how location and climate affects what people wear.
I can describe how location and climate affects what people do.
I can describe how location and climate affects the types of houses people live in.

How do location, climate, and physical surroundings affect the way people live?
Go over our learning targets for the day. Discuss.
1. Tell students we will begin our trip around the world today. Use a world map to locate our first destination, the Arctic.
2. Have students color in the Arctic on their maps.
3. Watch the BrainPOP Jr. video on the Arctic.
4. Create a chart of information about the Arctic from the video: transportation, activities, animals, clothes
a.
What types of clothing might you pack?
b. What types of transportation might you use?
c.
What activities might you participate in on your trip?
d. What animals might you see?
5. Have students complete the first page of their passport.
Students restate the I can statement. Discuss our learning targets before transitioning to the next activity.
*Anecdotal records during whole group activity
Wednesday, December 9, 2015

I Can Statement

Assessment I
Snapshot

Whole Group Instruction

Closure
Assessment II

I can describe how location affects the way people live.

I can describe how location and climate affects what people eat.
I can describe how location and climate affects what people wear.
I can describe how location and climate affects what people do.
I can describe how location and climate affects the types of houses people live in.

How do location, climate, and physical surroundings affect the way people live?
Go over our learning targets for the day. Discuss.
1.
2.
3.
4.
5.

Use a world map to locate our next destination, New Mexico.

Have students color in New Mexico on their maps.
Explain that New Mexico has desert land. Discuss what a desert is.
Watch the BrainPOP Jr. video on the Desert.
Create a chart of information about the desert from the video: transportation, activities, animals, clothes
a.
What types of clothing might you pack?
b. What types of transportation might you use?
c.
What activities might you participate in on your trip?
d. What animals might you see?
Have students complete the second page of their passport.
Students restate the I can statement. Discuss our learning targets before transitioning to the next activity.
*Anecdotal records during whole group activity
Thursday, December 10,2015

I Can Statement

Assessment I
Snapshot

Whole Group
Instruction

Closure
Assessment II

I can describe how location affects the way people live.

I can describe how location and climate affects what people eat.
I can describe how location and climate affects what people wear.
I can describe how location and climate affects what people do.
I can describe how location and climate affects the types of houses people live in.

How do location, climate, and physical surroundings affect the way people live?
Go over our learning targets for the day. Discuss.
1. Use a world map to locate our next destination, Brazil.
2. Have students color in Brazil on their maps.
3. Tell students that we will be roaming the rainforest.
4. Watch the BrainPOP Jr. video on the Rainforest.
5. Create a chart of information about the rainforest from the video: transportation, activities, animals, clothes
a.
What types of clothing might you pack?
b. What types of transportation might you use?
c.
What activities might you participate in on your trip?
d. What animals might you see?
6. Have students complete the next page of their passport.
Students restate the I can statement. Discuss our learning targets before transitioning to the next activity.
*Anecdotal records during whole group activity
Friday, December 11,2015

I Can Statement

Assessment I
Snapshot

Whole Group
Instruction

Closure
Assessment II

I can describe how location affects the way people live.

I can describe how location and climate affects what people eat.
I can describe how location and climate affects what people wear.
I can describe how location and climate affects what people do.
I can describe how location and climate affects the types of houses people live in.

How do location, climate, and physical surroundings affect the way people live?
Go over our learning targets for the day. Discuss.
1. Tell students we will begin our trip around the world today. Use a world map to locate our next destination, Hawaii.
2. Have students color in Hawaii on their maps.
3. Tell students that we will visit the islands of Hawaii today. Discuss the term ISLAND.
4. Visit a website about Hawaii. <http://honolulu.hawaii.edu/photos/hawaii/>
5. Create a chart of information Hawaii: transportation, activities, animals, clothes
a.
What types of clothing might you pack?
b. What types of transportation might you use?
c.
What activities might you participate in on your trip?
d. What animals might you see?
6. Have students complete the next page of their passport.
Students restate the I can statement. Discuss our learning targets before transitioning to the next activity.
*Anecdotal records during whole group activity