Environments Shape Us and We Shape Environments
Unit Overview
DAY #1 - Social Studies #1
Goals Students will be able to
identify the difference
between physical and
human features of the
classroom environment.
Objective 1. Students learn how to
identify the difference
between physical and
human features of an
environment using, first, the
PowerPoint anticipatory set,
then graphic organizer, and
worksheet as a guide.
2. Students will be able to
display their understanding
of physical and human
features by completing a cut
and paste worksheet.
NCSS: PPE, IAS: 1.3.4, ISTE:
Standards 5b
Materials PowerPoint, Post-It sheet,
worksheet, scissors,
markers, glue, and
classroom items.
Management Students will remain on
either their carpet spots, or
at their desk.
Anticipatory Set The class will go on a
“journey” through Marion.
We will stop at Matter Park,
Splash House, the Garfield
statue, classroom, and
cafeteria. During this, I will
ask students whether
certain items at these places
were made by human hands
or in nature.
Purpose Today we are going to learn
about the difference
between physical and
human features in our
classroom.
Lesson INPUT:
Presentation Explain definitions of
physical and human
features. Write down
features they noticed. Cut
and glue pictures on to the
correct side describing
either “Physical” or
“Human” features.
OUTPUT:
Closure – hold up items
around the classroom and
ask if they are either
physical or human features.
DAY #2 – Social Studies #2
Students will identify and
describe the seven
continents and five oceans of
the world.
1. Given multiple technology
stations, students will
explain the differences
between continents through
a collaborative presentation
to their peers.
2. After the stations,
students will be able to
identify the location of all
the continents and oceans
on a map.
NCSS: PPE ;IAS: 1.3.2, ISTE:
3a
Paper plates,
IPads/computers, crayons,
scissors, glue, two
worksheets, post-it notes,
Doc camera, and
PowerPoint.
Students will be sitting at
their carpet spots and then
at designated spaces for the
four stations.
The class will listen to the
“Seven Continents Song”
from YouTube. But first I
will ask students about the
city, state, and country we
live in. Then I will ask them
if they know what continent
we live in. Then I will define
what a continent is and play
the “Seven Continents Song”.
Today we are going to learn
about the different
continents and oceans
around the world.
INPUT:
Ask about continents
mentioned, give the
PowerPoint presentation on
the seven continents and
five oceans, give general
instructions on stations,
then split students into four
groups to complete two
stations each. Specific
instructions are at each
station.
OUTPUT:
Students will fill out a
worksheet on a specific
country and will make their
own map of the world on a
paper plate.
DAY #3 - Social Studies #3
Students will identify the
difference in style of a select
group of dances from other
cultures.
1. Students will be able to
display their knowledge
of the dancing styles by
imitating the various
dance moves to the song
“Can’t Stop the Feeling”.
NCSS: PPE; IAS: 1.3.2, ISTE:
5b
PowerPoint presentation,
markers, scissors, tape,
crayons, and the Doc
camera.
Students will remain at or
around their carpet spots, or
at their personal desk, when
instructed to do so.
Students will watch and
dance to the music video,
“Watch Me Whip”. Then I
will ask them to analyze the
dance moves and tell the
students how Silento’s
environment influenced the
way he danced.
Today, we are going to learn
about a few different dances
from other countries around
the world, and you will use
these dance moves to make
up your own dance.
INPUT:
Explain the power of
dancing, how it changes no
matter where you go, then
and PowerPoint
presentation on Irish jigs,
South Korean Buchaechum
dance, and the Bronx Hip
Hop dancing.
OUTPUT:
Students will learn some of
an Irish jig and Hip Hop
moves. They will also make
a fan for the Buchaechum
dance. At the end the
students will make up a
dance following the
examples of the dances we
discussed.
Name: Alex Swink
DAY #4 – Read Aloud Lesson Plan
#1
Students will identify the key
attributes of the main character of the
children’s book, Those Shoes.
1. Students will learn how to identify
key attributes of a main character,
using Jeremy from Those Shoes as an
example, before he gets the shoes,
when he gets the shoes, and when he
gives away the shoes through a
graphic organizer.
2. Students will show their
understanding of identifying details
that describe a character by
introducing their partner in an
“Introducing:_____” activity.
IAS: 1.RL.2.3
Post-It Easel Pad sheets, sharpies,
“Introducing:______” worksheet,
crayons, and fake paper spotlights.
Students will sit at their carpet spots
and will work with their partners at a
designated spot during work time.
When it is time to share, students will
sit in clusters of four together.
Pass out new crayon to every student
except three, ask them to analyze
crayons, ask how students felt that got
a broken crayon, connect to how the
main character, Jeremy, is sad when
he does not have something that
everyone else has, then read “Those
Shoes”.
I am going to read “Those Shoes” to
you and I want you to think about the
details that describe who the main
character, Jeremy, is.
INPUT:
Read “Those Shoes”, grand
conversation, “What was the problem
in the book?”, discuss how Jeremy
gave shoes to someone who needed
them, define how we learn about a
character, write attributes of Jeremy
before, during, and after Jeremy got
his shoes, students will fill out
worksheet with information about
partner, and then will introduce
partner to another set of partners.
OUTPUT:
Students will answer questions, grand
conversation, fill out the worksheet
that introduces their partner and has
the ways to learn more about a
character.
Environments Shape Us and We Shape Environments
Closure or Point to different items and
Conclusion tell students to point out
items that are either
physical or human features
to their friends and family.
Formative As mentioned above, I will
Assessment hold up items around the
classroom and ask if they
are either physical or
human features.
Adaptations See Lesson Plan:
Remediation: certain
students can not sit by each
other
ELL: clearly define and
expand vocabulary, as well
as model the material.
EXNEEDS: Work with
partners
Summative N/A
Assessment
(as needed)
Play the game, “Pin the
Name on the Continent or
Ocean”. Ask 11 students to
place a sticky note with
name of continent/ocean at
its correct location.
We will play the game, “Pin
the Name on the Continent
or Ocean”. Since every
student can’t participate, I
will also analyze the self-
created maps the students
made to make sure they
know the correct location of
the continents/oceans.
See Lesson Plan:
Remediation: strategically
make station groups so
students will not distract
one another
ELL: clearly explain and
define the vocabulary on the
worksheets, and make sure
the students are looking at
the correct information
while on the IPads or
computers
EXNEEDS: Monitor their
progress slowly, allow these
students to work closely
with other students in their
station group
The students created maps
of the continents and oceans
that I will collect from them.
Review what each dance
includes, ask students to
create their own dance
within a couple of minutes,
move to the carpet spots,
and have them all perform
their dances to the song,
“Can’t Stop the Feeling” for a
couple of minutes.
When the students dance
the Irish jig, I will be able to
see if they can complete the
steps. The fans will help me
see if the students
understood directions and
the impact the fans have on
the South Korean dance.
Additonally, I will ask
questions about what
students notice about the
dance styles throughout the
lesson. Lastly, the dance the
students come up with will
help me see if the students
understood how to
incorporate the dance
moves we learned into their
own creation.
See Lesson Plan:
Remediation: do not let
certain students sit by one
another, which should not
be a problem since they will
either be at their carpet spot
or desk
ELL: clearly describe the
content and activities as
well as the dances, and work
at a slower pace so that all
students will stay on track
N/A
Name: Alex Swink
Have students close eyes to think
about how to learn more about a
character, what questions they can
ask to learn more, and how those
ideas were used in class, allow
students to answer, and guide
students with possible answers from
the graphic organizers if they get
stuck.
As mentioned before, the students
will help provide words or
characteristics of the main character,
which will assess whether they
understand how to identify the
attributes of a main character.
Additionally, the “Introducing:_____”
worksheet will require students to
learn more about their classmates, the
main characters of the classroom.
See Lesson plan:
 Allow students that work at a
slower pace to process with
his classmates and give him a
goal of the number of words
to write in each column on
the “Introducing:____”
worksheet
 Allow the students that need
to move, to hold onto the
crayons I gave out during the
story so that they have
something to move in their
hands without getting up and
distracting others.
The students will fill out and present
their “Introducing: ____” worksheets.
Once they are done presenting their
partner, I will collect the worksheet
and analyze their responses.