Goal(s):
Students will become familiar with the world map.
Concept(s):
Students will become familiar with the names of the continents and oceans. Students will begin to understand that folktales have originated all over the world and be able to locate some of the places they have come from on the map.
Student work and teacher-created map as it hangs in Mr. Needleman's classroom.
Following Bill Pinkney's Journey
Standards:
CA- CCTC: Aligned CSTP's and TPE's
• Standard : CSTP: Standard for Understanding and Organizing Subject Matter for Student Learning TPE: A. Making Subject Matter Comprehensible to Students CSTP Description: Teachers exhibit strong working knowledge of subject matter and student development. Teachers organize curriculum to facilitate students? understanding of the central themes, concepts, and skills in the subject area. Teachers interrelate ideas and information within and across curricular areas to extend students? understanding. Teachers use their knowledge of student development, subject matter, instructional resources and teaching strategies to make subject matter accessible to all students.
• CSTP Key Element : Interrelating ideas and information within and across subject matter areas.
Question : help all students to see the relationships and connections across subject matter areas?
CA- California K-12 Academic Content Standards
• Subject : History & Social Science
• Grade : Grade One
• Area : A Child?s Place in Time and Space Students in grade one continue a more detailed treatment of the broad concepts of rights and responsibilities in the contemporary world. The classroom serves as a microcosm of society in which decisions are made with respect for individual responsibility, for other people, and for the rules by which we all must live: fair play, good sportsman-ship, and respect for the rights and opinions of others. Students examine the geographic and economic aspects of life in their own neighborhoods and compare them to those of people long ago. Students explore the varied backgrounds of American citizens and learn about the symbols, icons, and songs that reflect our common heritage.
• Sub-Strand 1.2: Students compare and contrast the absolute and relative locations of places and people and describe the physical and/or human characteristics of places.
Standard 1: Locate on maps and globes their local community, California, the United States, the seven continents, and the four oceans.
Objective(s):
1. After reviewing the world map and creating their own, students will know the name of the continent they live on and be able to locate North and South America on the map with sixty-percent accuracy.
Prerequisite Background Skills/Knowledge:
Students have been taught a unit called, "Our Neighborhood at Work" which taught the concept of streets and cities, how they work, and their relative locations. Students have also read about and mapped out the journey of Captain Bill Pinkney as he travelled around the world by boat. This will not be students' first exposure to a map but as this is an abstract concept for them, certain key concepts such as the symbolism of a two-dimensional versus theree-dimensional map.
Vocabulary / Language Skills:
Continents, oceans, and folktales. Examples of each will provided through the map and the subsequent story reading.
Materials:
Butcher paper with penciled in map.
Word cards with names of oceans and continents.
Blank map dittos.
Colored pencils.
Book with fairy tale.
Classroom Management:
Students desks have been rearranged in groups of four to allow for greater collaboration among students. As this is still a new arrangement for students (less than a week old), table points and other reinforcement will be given to reward clever problem-solving and positive peer collaboration. Students will be asked to use colored pencils to ensure that every student participates on each paper that each group creates.
Procedure:
Open
A butcher paper is posted in front of the classroom. Pencilled lightly on the butcher paper is a map of the world. Students and teacher will interact with information about the names of continents and oceans as the teacher inks in the outlines of the continents and the map comes to life in front of students. Students will tell the names of the continents as the teacher draws them; based on students' answers, the teacher can assess students' knowledge of continent names.
Body
Word cards with the names of the continents and oceans are passed out to students. As the map is reviewed a second time, the students with the word cards will come up and place their word cards on the map.
In their teams, students will be given blank maps and be asked to write the names of the continents and oceans on it.
Student Work Samples
Close
Students will return to the carpet and share their maps. The names of the continents, North and South America will be reviewed and a few students will be asked to locate them on their maps.
Finally, remind students that folktales have come from all over the world and end by reading a new folktale to students and locate the location from which the folktale has come on the map.
Assessment:
Informal assessment of prior knowledge will take place while drawing the map of the world.
After making maps, students will be assessed based on their ability to locate the continents of North and South America with sixty percent accuracy.
CA- CCTC: Aligned CSTP's and TPE's 
Question : help all students to see the relationships and connections across subject matter areas?