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Running Head: UNIT LESSON PLAN

Unit Lesson Plan


Kelli Murphy
National University

TED 635
Dr. Cathy Lauer
September 26, 2015

Unit Lesson Plan

2
Abstract

The unit lesson plan is one week of activities that incorporates the content
areas of history/social science, visual and performing arts, and physical education
all tied together by one theme. The theme was designed around the second grade
social studies content area of map skills. The ideas that the students are learning in
social studies are reflected in their visual and performing arts lessons as well as in
their physical education curriculum. The map skills category included ideas such as
letter-number grid systems, North America and its major elements, elements of the
map, and the differences in communities such as rural, urban, and suburban.

Unit Lesson Plan

3
Learner Outcomes and Instructional Activities
Monday

Content Area:

Standard (Learner Outcomes):

2.2 2. Identify the essential map


elements: title, legend, directional
indicator, scale, and date
Social Studies/ History

Visual and Performing


Arts

Students will demonstrate


understanding of the parts of a
map with 90% accuracy or more
by matching pictures and
descriptions of the map
components to the name of the
component.

2.4 Students apply artistic


processes and skills, using a
variety of media to communicate
meaning and intent in original
works of art.
Students will demonstrate their
knowledge of warm and cool
colors by coloring the 8 point
compass following the following
directions: Color the four cardinal
points (North, East, South, and

Instructional Activities:
Students will be shown an example of
a simple community map that has all
the elements of the map labeled on it.
Each student will have their own copy
to reference. To get an understanding
of the parts of a map, teacher will use
an interactive website
http://www.ordnancesurvey.co.uk/map
zone/map-skills to help students learn
each of the parts of the map as well as
different types of maps. After the
teacher and students have discussed
and clicked through each of the
components on the map skills website
activity, students will follow along with
the teacher while filling out a table of
each of the parts of the map and the
roles/importance of that component.
Ex: legend: A map uses symbols to
represent features and objects on the
ground. The explanation for these are
found on the legend. Scale: A map
uses a scale to tell you how far apart
objects are. Direction: A direction is
the way you face an object. A map
uses the directions North, South, East,
and West to help you locate objects.
After the table is complete, students
will complete matching worksheet
activity where they match the
definition/role of the component or the
picture of the component to the
component name.
Students will review with the teacher
the difference between cool and warm
colors. The teacher will explain how
students are going to show their
knowledge of cool and warm colors to
demonstrate the different directional
points of the compass. Students will
receive a picture of an 8 point
compass and will be instructed to label
the points on the compass. The points
include North, northeast, East,
southeast, South, and southwest,

Unit Lesson Plan

West) in Warm colors, and the


other 4 points with cool colors.
They will complete this with 100%
accuracy.

1.0 Students demonstrate the


motor skills and movement
patterns needed to perform a
variety of physical activities.
Physical Education

Students will be able to


demonstrate their knowledge of
cardinal directions while also
accurately listening to directions
of description of movements and
completing the movements with
100% accuracy.

West, and northwest. They will be


instructed to use crayons, colored
pencils, or markers to color the 8
different points. They will be instructed
to color the 4 cardinal points in warm
colors, and the other 4 points in cool
colors.
The teacher will explain to students
that they are going to use their
directional skills that they learned from
the maps and compasses today to
complete a game of Simon says that is
P.E. style. Students will all stand
facing the same direction in 2 or 3
rows giving each of them defined
space to move. Then the teacher will
explain that forward is North,
backward is South, right is East, and
left is West. Then the game will begin.
For example: the teacher will say
Simon says to hop north 3 times.
(The teacher will have the class hop
forward 3 times). Simon says skip
East for 5 seconds (teacher will count
out loud).

Tuesday
Content Area:

Standard (Learner Outcomes):

Instructional Activities:

Social Studies/ History

2.2 1. Locate on a simple letternumber grid system the specific


locations and geographic features
in their neighborhood or
community (e.g., map of the
classroom, the school).

Students will receive an example of a


letter-number grid map. It will have 5
locations on the map and the teacher
will go over the letter-number grid
idea with them using the 5 points on
the map. Teacher will first show
students that the school is located in
A3 by finding the school on the grid
map with her finger, tracing straight
up the grid to the top column where it
shows the letter A, and then counting
down the row numbers until landing
back at the school in row 3. After
demonstrating the first point on the
map, the students will help her as a
class to map the other 4 locations.
After they have reviewed as a class,
the teacher will allow them practice
time independently to complete a

Students will demonstrate their


understanding of letter-number
grid maps by completing their
Where on the Grid worksheet with
at least 90% accuracy.

Unit Lesson Plan

5
Where on the Grid activity sheet.
The worksheet will have a question
such as: at what coordinates on the
grid will you find the house? The
answer would be something such as
B8. Then there will be the question
such as what type of building is
located at the coordinates D4? and
the answer would be something like:
the library.

Visual and Performing


Arts

1.3 Identify the elements of art in


objects in nature, the environment,
and works of art, emphasizing line,
color, shape/form, texture, and
space.

Students will demonstrate their


ability to show elements of art by
completing a directed drawing and
accurately adding all art elements.

Physical Education

1.0 Students demonstrate the


motor skills and movement
patterns needed to perform a
variety of different physical
activities.

Students will demonstrate their


ability to accurately find a location
on a number-letter grid map while
also correctly performing the
physical task in each
corresponding task for the 3
minute time block.

Teacher will go over the different


elements that make up art such as
color, shape/form, texture, and space.
An anchor chart will be used with
examples of each element on them.
Students will participate in a directed
drawing activity with the teacher of a
map of the school. The teacher will
demonstrate an example of what the
completed project will look like prior to
them starting the directed drawing.
When students have the materials at
their desk, the teacher will begin the
directed drawing one step at a time.
The drawing will use all of the
different forms of art. For example:
line will be demonstrated in the shape
of the buildings, the flag pole, etc.
Shape will be demonstrated in the
buildings. Texture will be
demonstrated in the trees, on the
grass and dirt, etc. Space will be used
when things are overlapped or are
bigger/smaller depending on size of
objects near it.
Teacher will map out a large grid
using chalk similar to the map grids
students have been learning in class.
In each grid box there will be a
different activity named in chalk.
Students will be partnered off so there
will be at least 10 squares on the grid.
The teacher will have a cup of 10
popsicle sticks with a grid column and
row on it for example one will say A3.
B2, C1, etc. Each pair will pull a
popsicle stick and will perform the
activity named in their grid (they have
to go find the square once given the
coordinates) for 3 minutes each. As

Unit Lesson Plan

6
students are working on their activity,
the teacher will collect the sticks and
have students pick another grid
location at the end of the 3 minutes.
Students will repeat this 5 times.
Activities will be things like: jump
rope, bounce a ball with your right
hand, bounce a ball back and forth to
each other with 1 bounce in between
catches, etc.

Wednesday
Content Area:

Standard (Learner Outcomes):


2.2 Students demonstrate map
skills by describing the absolute
and relative locations of people,
places, and environments.

Social Studies/ History

Student will be able to


demonstrate their understanding
of the different levels of their world
by creating a flip book of different
categories that start from them as
an individual and expand out to
the planet they live on. They will
complete the entire activity with a
sentence and picture of each
category with 100% accuracy and
at least 90% accuracy with their
writing.

Instructional Activities:
Teacher will read to students the book
Me on the Map by Joan Sweeney.
After reading the story, students will
create a flip book about where they
are on the map in relation to other
things. They will have categories in
the flip book and write a sentence and
draw a picture for each category. The
categories will be as follows: me, my
street, my school, my city, my state,
my country, my continent, my planet.
An example of a sentence would be I
live in San Diego, or My family and I
live on the street named Montecito
Glen.

2.1 Sing with accuracy in a


developmentally appropriate
range.

Visual and Performing


Arts

Students will accurately sing along


with the song lyrics provided to
them in an appropriate range for
the song demonstrated by singing
along with the song playing in the
background as a class. Students
will be assessed based off of
participation and song completion.

Students will learn and sing the song


called On the Map by Sam Jones.
Each student will receive a copy of
the lyrics for the song so they can
read it. Students will first listen to the
song sung by Sam Jones and follow
along with their lyrics.

Unit Lesson Plan

2.0 Students assess and maintain


a level of physical fitness to
improve health and
performance.
Physical Education

Students are expected to test their


physical fitness each year and this
activity is designed to prepare
them for the test. In order to
demonstrate understanding, the
student will at least attempt each
activity and record their attempts
or completions on their log.

Teacher will explain to students how


they just learned where their place is
in relation to the world. To connect
P.E. to this idea, the teacher will
explain to them that each student has
their own physical activity level, and it
should be their own personal goal to
work on their aerobic capacity, their
muscular strength, and flexibility
among other things. Because they
need a starting point, they will do an
Around the world type activity where
they have stations of work to do. They
will record their activity on a log, and
then next time when they complete
this activity, they want to strive to be a
little better. For example: there will be
a station for sit ups, push-ups, squats,
lunges, etc. For 1 minute they will do
as many as they can and record how
many they were able to complete.
After they have done all of these they
will all run a lap around the track and
will be given their time. They will
record their time on their worksheet.

Thursday
Content Area:

Standard (Learner Outcomes):

Instructional Activities:

Social Studies/ History

2.2- 4. Compare and contrast


basic land use in urban, suburban,
and rural environments in
California.

Students will listen to the teacher read


the book Country Kid, City Kid by
Julie Cummins. After reading the
book, they will brainstorm as a class
through a Venn Diagram the
similarities and differences between
the city kid and the country kid. After
they complete the Venn Diagram,
students will complete an activity
where they cut out and paste clues
about a community into the correct
column with that community as the
header. For example: if the clue said
there are yards for pets to run
around they would place this clue
into the suburban column. If the clue
said you can ride in a taxi they
would place that in the urban column.
If the clue said you will find corn
fields here they will place that in the

Students will demonstrate their


understanding of the differences
between rural, urban, and
suburban communities by
completing the cut and paste
activity with at least 90% accuracy.

Unit Lesson Plan

8
rural column.

3.0 Students apply artistic


processes and skills, using a
variety of media to
communicate meaning and
intent in original works of art.
Visual and Performing
Arts

Students are expected to


complete their diorama of the
rural, suburban, or urban
community of their choice.
Completion with accurate
depiction of the community is
required,

4.0 Students demonstrate


knowledge of physical fitness
concepts, principles, and
strategies to improve health and
performance.
Physical Education

Students will demonstrate their


ability to complete movements
with different intensity by
completing the movements when
they are called out by the teacher
accurately with appropriate form.

Teacher will instruct students to create


a 3D diorama of an urban, rural, or
suburban area using the knowledge
they learned in their social studies
unit. They will each use a shoe box,
and mixed media materials to create
a scene from an area of their choice.
Students can use pictures from
magazines, construction paper, paper
and pencil, crayons, markers, glue,
string, etc. to create this scene from a
rural, urban, or suburban community.
Teacher will provide examples of each
type of community presented as a
shoebox diorama.
Students will have just learned about
rural, suburban, and urban
communities. The teacher will explain
that they will be demonstrating the
different feel of the environment of
each community through P.E.
movements. They will learn that cities
such as New York or other Urban
communities move at a very fast
paced environment, whereas rural
communities are slower paced. With a
game similar to red light, green light,
students will be asked to demonstrate
the community with an action. For
urban they will be asked to run
around in the area as fast as they
can. When the term rural is called out
they will walk slowly around the area,
and when suburban is called they will
practice skipping at medium speed
around the area.

Friday
Content Area:

Standard (Learner Outcomes):

Instructional Activities:

Unit Lesson Plan

2.2. 2. Label from memory a


simple map of the North American
continent, including the countries,
oceans, Great Lakes, major rivers,
and mountain ranges.
Social Studies/ History
Students will demonstrate their
ability to use teacher provided
resources to answer questions
about and label parts of North
America with at least 90%
accuracy.

5.4 Discuss artists in the


community who create different
kinds of art (e.g., prints, ceramics,
paintings, sculpture).

Visual and Performing


Arts

Students will demonstrate their


ability to understand different
kinds of art by sharing their
favorite part of working on their
own art project and sharing a
positive feature of another
student's art from a different kind
of art.

Students will all receive an iPad for


use during this activity. There are
going to be stations labeled around
the classroom such as North America
the Continent, Oceans, Great Lakes,
Rivers, Mountain Ranges. They will
go on a journey with their table
groups to the many key areas listed
above. At each station there will be a
QR code for them to scan with their
individual iPads. When they scan the
QR code, it will take them to an
approved website where they will be
expected to use the information from
that site to answer questions on a
worksheet and fill in the blanks with
the names of the rivers, mountains,
oceans, etc. in the corresponding
blank spots.
To demonstrate that there are many
different forms of art and how different
artists create different types of art,
students are going to be broken up
into table groups. Each group will
work together to create a form of art
that represents North America and the
surrounding oceans. One group will
be given clay or Playdough type
material and asked to use that to
create their project. Another group will
be given a piece of paper and some
paint and paint brushes. Another
group will be given oil pastels, and
one group will be given foil to use as
their background with permanent
markers, etc. Each group will have
access to different materials, but will
be asked to include the same
features. Each group will need to
have the Pacific Ocean, and the
Atlantic Ocean, Mexico, and Canada.
They will also need to have the great
lakes, and the Rocky Mountains and
Mississippi river, etc. At the end of the
project, each student will have the
opportunity to tell the class their
favorite part about working on their
own groups project, and also make a
positive comment about another
groups art project.

Unit Lesson Plan

Physical Education

10

4.0 Students demonstrate and


utilize knowledge of
psychological and sociological
concepts, principles, and
strategies that apply to the
learning and performance of
physical activity.
Students will demonstrate their
ability to recall the name of
continents while also actively
participating in the four corners
style game with good
sportsmanship and with
cooperation.

Teacher will explain that students will


play a game called 7 continents.
There will be cones set up in a big
circle around the field that have a
name of a continent on them. There
will be a student chosen at random to
be the leader. The leader will stand in
the middle of the circle with their eyes
closed and count to 10. In that 10
seconds, the other students will run,
skip, hop, or crawl (whatever the
teacher tells them) to a continent of
their choice. At the end of 10 seconds
the leader student will keep their eyes
closed and pick the name of a
continent at random. Whoever is at
that named continent is out and all of
the other continents are safe. After
that round, another leader is chosen
from the remaining students at
random by the teacher and the
process is repeated until there is only
1 student remaining.

Rubric
One rubric was created for the QR code assignment. I decided to use this
assignment as the one for a rubric because using technology in the classroom is
likely to be more common as each year goes by. I chose this assignment because
students would have to be respectful of their iPads and follow the classroom
Technology Guidelines, they also need to work cooperatively with their peers, and
also need to use their research skills to complete the assignment. By having a rubric
with expectation on it for them, they get a good idea before the assignment starts
of what is expected of them and it will serve as a reminder to stay on task, follow
the rules, and complete their work correctly and in a timely manner.

Unit Lesson Plan

11

Q R Code Research Assignment


Needs
Improvemen
t

Fair

Good

Excellent

Student completed
their assignment in a
timely manner.

Student remained on
task throughout the
entire activity.

Student used their iPad


following the classroom
technology guidelines.
Student worked
cooperatively with their
peers by working
together to share facts.
Student was respectful
of other students
space during the
assignment.
Students applied their
research skills to
answer questions
during the assignment.

Score: ___________________________
Comments:_______________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

Assessment

Unit Lesson Plan

12

Each of the activities listed in the unit lesson plan had different types of
assessment. Many of the assignments had worksheets that would be collected and
graded to see students levels of understanding. Many of the lessons would require
teacher observation to be the main type of assessment for that particular part of
the assignment. Teachers who observe their students while teaching a lesson are
able to evaluate their understanding. Spotting a blank look, a nervous pencil
tapping, or a grimace of discomfort on a students face, the teacher can stop the
lesson, check for understanding, and reteach the material to meet the needs of the
students who did not understand (Eby, Herrell, and Jordan, 2011, p. 210).
Observation plays a major role in the style of teaching and assessment for this unit.
Many of the assignments were part of the visual and performing arts
category, many of the assignments did not have a right or wrong answer and would
be assessed based off of completion and participation. I wanted to involve students
in the evaluation process, so on one of the art projects I made sure to use their
reflection as a way to understand their take on the project and also used their
comments to another group/students work as a way to highlight another students
accomplishments. This interactive evaluation system can be used in other parts of
the curriculum too. The question what did you learn? should form the core of the
classroom evaluation. The more often this question is asked, the easier it is for
students to identify and receive the help they need (Eby, et al., 2011, p. 228).
Unit Evaluation
In the end this unit, in order to show mastery, students would be asked to
complete a mastery packet. For example, students would be expected to explain
the difference between the rural, urban, and suburban communities. They might be
asked to discuss the difference between urban and rural communities. Another

Unit Lesson Plan

13

example of a test of mastery that would be in their packet would be a map of North
America with parts labeled A, B, C, D, etc. Each element that is labeled would need
to have the name written in. This is one of the standards outlined in the California
State Department of Education Social Science framework. Another example of
mastery in the packet would be a grid map with numbers and letters. They would be
required to answer questions about the map similar to how they did in their
assignment during the unit. I would like to incorporate writing, so another
assignment in their packet would be for them to write about how they used the
different elements of art in their directed drawing. This is set up similar to a
learning contract or portfolio. Unlike the portfolio that is discussed by Eby, et al., I
plan to have students complete their activity packet fully at the end of their unit. I
want to see what was retained, and what areas need some more addressing. I like
the idea of having multiple ways to explain what they have learned so if they arent
a strong writer or just dont enjoy writing, there are other opportunities in the
packet to still demonstrate understanding.
Final Draft
After showing my lesson plan to a current elementary school teacher, she
commented that I needed to think of ways to not just do worksheet activities in the
classroom, but that it is important to use art, writing, song, etc. throughout my
lesson. She also suggested that I make sure that I use different types of work in the
unit from group work to individual work and to use books to get encourage reading
and as a way to introduce students to a topic. She reminded me how important
reading is to students at that age. After hearing her suggestions, I made sure to add
in some group work, such as in the group art lesson where each group does
different media art of the same project. I also made sure to incorporate reading as a

Unit Lesson Plan

14

class together in the beginning of the urban, suburban, and rural assignment as well
as the Me on the Map lesson plan. That is also the lesson that I found a way to
incorporate a song. The song chosen was created based off of the book we are
reading that day, so it ties in the performing arts to the social studies.
References
California State Department of Education. (2000). History-Social Science Framework
for California Public Schools K-12. Retrieved September 26, 2015, from
http://www.cde.ca.gov/be/st/ss/documents/histsocscistnd.pdf

California Department of Education. (2000). Physical Education Model Content


Standards for California Public Schools Kindergarten through Grade Twelve.
Retrieved September 26, 2015, from
http://www.cde.ca.gov/be/st/ss/documents/pestandards.pdf

California State Department of Education. (2000). Visual and Performing Arts


Content Standards for California Public Schools Prekindergarten through
Grade Twelve. Retrieved September 26, 2015, from
http://www.cde.ca.gov/be/st/ss/documents/vpastandards.pdf

Eby, J., Herrell, A. L., Jordan, M. (2011). Teaching K-12 Schools: A reflective action
approach (5th ed.). Englewood Cliffs, NJ: Prentice Hall.
Ordnance Survey. (n.d.). Map Skills. Retrieved September 26, 2015, from:
http://www.ordnancesurvey.co.uk/mapzone/map-skills