Beacon Lesson Plan Library
Words of the World
Hernando County Schools
Students work collaboratively in learning and demonstrating their knowledge of words of the world.
The student speaks clearly and uses appropriate volume in a variety of settings (for example, large or small groups, learning centers).
The student knows the locations of the community, city, state, and country on a map and globe.
-Overhead transparency of world map
-Vocabulary words on cards to adhere to word wall (See Associated File)
-Student atlas, at least one per group (if not available use world maps)
-Copies of blank world maps for students (no names)
-Continents to cut out (5 per group as assigned)
-Student scissors, scotch tape, pencils
-Sticky labels (Avery type)
-Copies of Student Rubric for Peer Review (See Associated File)
-Copies of Group Final Assessment (including overhead to review with students)(See Associated File)
1. Secure all items on materials list.
2. Create prior background knowledge of the world with hemisphere, latitude and longitude, and continent introduction.
3. Establish classroom guidelines for students to use during group time.
4. Review expectations for oral presentations.
5. Completely review lesson plan.
Prior Knowledge: Students should have experience with speaking before others using effective speaking skills.
1. Attention Getter: Blow up balloons and ask what they could be used for.
2. Explain expectations of lesson using overhead of the Group Final Assessment. (See Associated File) Go into detail as to how they are going to learn the names of continents and countries around the world. They will make balloon globes and maps in their groups and teach other groups some of the information that they are studying. At the end of the group work, each group will present this information to the whole class.
3. Through a discussion of the fact that each student has a name, and specifically discussing names of different things (i.e. things around school), connect the fact that the continents, countries and states we live in also have names that they are called.
4. Using a world map transparency mark the location in the world of the words being introduced (see step 5) on overhead while introducing and defining vocabulary list. (See Associated File) Place each word in the correct location on the map.
5. Vocabulary List: continents, Asia, Australia, Antarctica, Africa, North America, South America, Europe, country, U.S.A., state, Florida, city, Brooksville (or your own city).
6. Place the above words (already put on cards) on a word wall for student reference as the words are presented (this could be a student assigned job).
7. Establish 5 student groups with the following resources (at least one member of this group should be a high-level reader): atlas, blank map of assigned continents (Group 1: Asia/Europe, Group 2: Australia, Group 3: Africa, Group 4: Antarctica, Group 5: North and South America), and map of world (none of these maps should have any identification on them).
8. Groups are to label the assigned continents and one country that they have selected on that continent . They are to discuss this information and be ready to present it to each of the other groups as they add their assigned continents to the other groups' globes.
[WHILE STUDENTS ARE WORKING, THE TEACHER SHOULD BE CIRCULATING TO MONITOR STUDENT NEEDS AND ASSISTING AS NECESSARY.]
9. Review, using the overhead transparency from DAY 1. Review the words added to the word wall yesterday and label the cities identified by each group.
10. Using the following questions, and any others you may develop, review the concepts introduced during vocabulary introduction.
-Does a strip of land join North and South America?
-Are all continents completely surrounded by water?
-Which continent is the smallest?
-What continent is the state of (your state) located on?
-Using the class world map, show the class the continent of Africa.
11. Cut out the continents that their groups completed the day before (#8).
12. Each student group tapes their assigned continent to their own group's globe balloon and then travels to other groups one at a time. (Students should rotate. Organize this so that only one group is working with another at one time) They tape their assigned continent on each group's globe balloon. At this time they are to discuss with the other group which continent it is, how the name is spelled, and the country they selected (they can also show them this information in the atlas). When this rotation is completed, all groups will have a globe with the continents and one country on each continent identified.
13. Students work on labeling each of the 7 continents and one country per continent on their personal map as their group is waiting for the next continent for their globe to arrive. This information will be available on the teacher overhead transparency and on their group globe upon completion.
14. The teacher reviews on the overhead the information that is pertinent to your state (i.e. Florida: state/country/city).
15. The student makes identifying labels (Avery type supplied by teacher) containing the Florida information that the teacher has just reviewed (name of their country, state, city) and adds the labels to their globe and maps. Collect these at the end of the class.
16. Review speaking skills which have been previously taught and will be worked on continuously throughout the year. Each group orally presents the information on their completed globe to the class (each student must participate).
17. Students are given their own map on which to locate and label: U.S.A., Florida, Brooksville (or your own town), and two additional countries of their choice. Collect these maps for assessment purposes.
18. Review with students the contents of the Student Rubric for Peer Review (See Associated File) explaining the terms excellent, okay, and poor. Allow students time to complete the peer review, and collect when finished.
19. All students receive their personal maps, peer reviews, and Group Final Assessment (See Associated File) during small group meetings the following day.
A Group Final Assessment (See Associated File) is used to assess students in the areas of map identification, group globe building, oral presentation, and group participation. This is used to assess student learning; it is a formative assessment.
This can be addressed in the setup of collaborative learning groups by allowing these learners to work with a variety of level of students.