Maggie Brennan

Project Title: Lesson plan for ED 243 Lesson Title: Compass Activity Curriculum Area (s): Social Studies Grade Level: 3rdgrade Estimated Time Required: 30 min Instructional Groupings: Are you using whole group, small group, partners, quads, homogeneous,
heterogeneous? Is there an opportunity to work individually if wanted? We will be working in partners for this activity.

Standards: List the state or national standards that you are using in this unit/lesson. Cut/paste
these from the DOE website.
SS.3.3.3 2007 The World in Spatial Terms: Identify the northern, southern, eastern and western hemispheres; cardinal and intermediate directions; and determine the direction and distance from one place to another.

Materials: What do you need to remember to get ready and organized? What do your students need?
a paper map of the world for each student that is divided into N, E, S, W hemispheres crayons blank paper compass the has cardinal and intermediate directions

Overview: What is the purpose of the lesson?

The purpose of this lesson is to understand the world in special terms and see that there is a N, E, S, and W hemisphere. They will also learn the directions on a compass.

What will I differentiate? Content, Process and/or Product Who needs this differentiation? For Kinesthetic learners, I can have them get out of their seats and have the front of the room designated as North, the right ride as East, the back as South, and the left as West. When I call out a direction they will have to move to the correct side of the room. For visual and artistic learners, they will color the map and make a key. Different colors will represent different hemispheres. For intrapersonal learners, I will give them the option of working on the project themselves and for interpersonal learners, they can work with a partner. Why will I differentiate? What are the differentiated needs? What are the cognitive, cultural,
linguistic and gender differences that need to be approached? The student will learn best when they are able to learn in an environment that is best suited and most comfortable for him/her.

Maggie Brennan
How will I differentiate? Blind student: When describing the different directions on a compass, I will explain it to him in terms of the space around him. I could have him point forward for North, to the right for East, to the back for South, and to the left for West. I would verbally explain all of the information to him. While people are coloring the hemispheres and compasses, I could have him write a reflection in his computer that is made for the blind and visually impaired. Deaf student: His interpreter would be able to interpret everything that I have said. He can have the option of working on his own when completing the activities or working with a partner. The activities do not require much talking or listening once everything is explained, so I believe he will do just fine with this activity. Student with emotional needs: I will make sure that he is stable throughout the entire activity. If he gets frustrated and does not understand something I will be sure to explain it to him precisely and clearly until he understands. If he has an emotional breakdown I will have a quiet spot where he can go and be by himself until he cools down. I will give him the option of working by himself or with a partner. If he wants to work with a partner I will make sure he is paired with a student who has an upbeat personality and will make his time enjoyable. I will give him sincere positive reinforcement when he does things right to boost his self esteem.

As a result of this lesson/unit students will What is the goal? Understand (big ideas, principles, generalizations, rules, the point of the discipline or topic
within the discipline)

Students will understand a sense of direction and that the United States is in the Northern and Western hemispheres Know (facts, vocabulary, howtos, information that is memorizable)
The directions on a map and compass Do (Skills) (thinking skills, skills of the disciplineskills you will assess). Be able to tell the direction one location is in reference to another .

PreAssessment (How will you find out about where your students are at for this lesson? What will
your preassessment look like?) I will ask the students if they know the directions of the compass or if they have seen a map of the world or heard of different hemispheres.

What is the emotional hook? Emotion drives attention drives learning. How will I emotionally hook
my students so that I have their attention and they are ready to learn? I will hand out gummy worms and teach them the acronym for remembering the directions on a compass, Never Eat Slimy Worms.

Steps in the Lesson: Be specific. How will you address challenges with student engagement?
I will ask the students if they know the directions on the compass and ask them to come up with different acronyms for N, S, E, W. After they come up with acronyms, I will share the common acronym, Never Eat Slimy Worms and hand out gummy worms I will have them make color and fill out their compasses I will then show and them the different hemispheres of the world I will give them blank maps of the world that are divided into hemispheres and have them color a different color for each hemisphere.

Maggie Brennan

Closure Activity/Wrap up: Will there be an opportunity to celebrate their learning? How will the
students reflect about the process and the product? They can come up and get one more gummy worm.

PostAssessment: How will you reflect about the process and the product? How will you monitor
continued growth? What do I want to remember for next time? Have the student write about what they have learned and document the acronym that helped them best to remember the order of directions.

Additional Resources: Any websites or materials that you used

https://learningconnection.doe.in.gov/Standards/Standards.aspx?st=&sub=9&gl=5&c=0&stid=0