Download - WHERE IN THE WORLD?

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KEYS TO LEARNING

WHERE IN THE WORLD?

OBJECTIVES• Thestudentwillbecomefamiliarwiththeplacementandshapeofthesevencontinentsonamap.

• Thestudentswilllearnamnemonictohelpthemrememberthesevencontinentnames.

• Studentswillcreatemapsingroups.

• Thestudentswillusethemapshe/shehascreatedtofindtheircontinent,countryandstate.

MATERIALS• 12x18pieceofcardboard,oneforeachgroup

• PlaydoughinsevencolorsWorksheet #1

PROCEDURE1. DiscusswithstudentstheirupcomingtouratCNNCenter.Askwhattypesofthingstheythink

theywillsee.

2. ExplaintostudentsthatCNNisabusinessthatbeganinGeorgia,butisnowallovertheworld.Toshowthelocationofsomeofitsworldwidebureaus,thecompanyhasmadealargemapoftheworldontheflooroftheatrium.Thismapisofthesevencontinents.

3. Pulldownyourclassroommapandpointoutthelocationsofthesevencontinents.Askpositionquestionssuchas:WhichcontinentisNorthAmerica?WhichcontinentisaboveAustraliaetc.Keepthemapdownforstudentstousetheactivity.

4. Tellstudentsyouaregoingtotellthemaspecialstorythatwillhelpthemrememberthenamesofthecontinents.Writethemnemonicstory(Worksheet #2 )ontheboardoronaposter.Pointtothecontinentsasyousaythemnemonic.Saythestorymorethanonce,allowingastudentortwotocomeupandpointtothecontinentsastheclassrepeatsthestory.(seefollowingpageformnemonicstory)

grade 1 pre-visit activity - one hourSOCIAL STUDIES


KEYS TO LEARNING

WHERE IN THE WORLD?

PROCEDURE (CON’T)

North America married South America and they went to live in Europe! Soon they had quadruplets and they gave them all names that started with “A”. Their names were Africa, Asia, Australia, and Antarctica. Poor little Antarctica is always cold. Maybe he needs a blanket!

5. Passoutacopyofthemnemonicstory.Askstudentstogetintogroupsoftwoandreadthestorytoeachother.Whenfinished,askstudentstodrawapicturethatwouldgowiththestory.

6. Onatableordeskinyourroom,provideballsofplaydoughinsevendifferentcolors.Ifyouhave6groupsofstudents,thenyouwillneedsixballsofeachcolor.Giveeachcoloradesignatedcontinentnameandputalabelinfrontofthatparticularpileofplaydoughballs.Forexample,Europeisyellow.Allyellowballswillbebehindthe“Europe”label.Thiswillhelpyouknowifstudentshaveputthecontinentintherightplace,evenifitissomewhatmisshapen.Itwillalsohelpstudentsknowwhentheyhaveattemptedallcontinents.

7. Divideyourstudentsintogroups.

a. Giveeachgroupofstudentsthe12”x18”pieceofcardboard.Tellstudentsthattheyaregoingtousethecardboardtomakeacontinentmapoftheworld.Remindthemthattheycanusethepulldownmaptohelpthemwithsizeandshape.

b. Pointouttheplaydoughonthedesk.Tellstudentsthattheymayonlytakeonecontinentcoloratatime.Theymustrememberthatiftheymakeonecontinenttoo

SOCIAL STUDIES STANDARDS

SS1G2 Thestudentwillidentifyandlocatehis/hercity,county,state,andcontinentonasimplemaporaglobe.

SS13G Thestudentwillbeabletolocatemajortopographicalfeaturesoftheearth’ssurface.

a.Locateallofthecontinents:NorthAmerica,SouthAmerica,Africa,Europe,Asia,Antarctica,andAustralia.

ELA1R5 Thestudentacquiresandusesgrade-levelwordstocommunicateeffectively.Thestudent:

a.Readsandlistenstoavarietyoftextsandusesnewwordsinoralandwrittenlanguage.


WHERE IN THE WORLD?


KEYS TO LEARNING

WHERE IN THE WORLD?

PROCEDURE (CON’T) large,theotherswillnotfit.Discussthefactthattwoofthecontinents“touch”

eachotheralongalongborderandwillneedtobejoinedinsomeway.Discusswhichtwocontinentswillneedtobejoined.(AsiaandEurope).

c. Allowstudentstobeginmakingthecontinentsasyouwalkaroundhelpingtomonitorforsizeandpositionofthecontinents.

d. Oncethemapsarecompleted,calloutthenameofeachcontinentandaskstudentstopointtoeachinturn.Saythemnemonicstorytogetherasstudentspointtothecontinentsontheircontinentmap.

e. Askstudentstopointtothecontinenttheyliveon.Next,askthemtopointoutandnametheircountry.Lastly,askstudentstopointtoapproximatelywheretheirstateislocatedandnameit.

8. Displaythecontinentsandusethemforcontinentreviewbetweenpairsofstudentsduringfreetime,orinthemorningbeforeclassbegins.

GIFTED CONNECTIONAskgiftedstudentstothinkofanothermnemonicstoryaboutthecontinentstohelptheirclassmatesrememberthecontinentnames.

CLOSINGSaythemnemonicstorytogetheronceagainasyoupointtocontinentsonthemap.TellstudentsthatwhentheygotoCNNCenteryouwillbeaskingthemtofinddifferentcontinentsthatarerepresentedintileslocatedontheflooroftheatrium.Remindstudentsthattilesusedtocreatetheimageofthecontinentsontheflooraresquare,sotheshapeisnotperfect,justliketheirownmapswerenotperfect.However,byrememberinghowcontinentsarelocatednexttoothercontinents,theywillbeabletofindwhattheyarelookingfor.

ASSESSMENT1. Askstudentsasagrouptopointtoonecontinentafteranotherontheirmapas

youcallthemout.Assessaccuracyasyouwalkaroundtheroomobserving.

2. Givestudentsacopyofaworldmapwithoutlinesofthecontinents.Worksheet #3 Writethenamesofthecontinentsinalistontheboard.Askstudentstowritethenamesofthecontinentsontheirmap.



KEYS TO LEARNING

PLAY DOUGH RECIPE

One recipe provides enough play dough

for one group of 3-4 students

2 cups of flour

1 cup salt

2 cups warm water

2 TB vegetable Oil

1 TB Cream of tartar (optional)

Food coloring

Mixalloftheingredientsinalargesaucepan.

Stirconstantlyoverlowheatuntildoughcomesawayfromedgeofthepanandstirringbecomesdifficult.Removefromstove.Cool.

Placeonwaxpaperandaddafewdropsoffoodcoloring(useadifferentcoloroffoodcoloringforeachbatch).

Kneadfor1-2minutes,addingmoreflourorwaterasneededtomakemixturesmoothandtoevenlydistributethecoloring.

Storeinanairtightcontainer.

grade 1 SOCIAL STUDIESworksheet 1


KEYS TO LEARNING

MNEMONIC STORY

North America married South America and they went to live in Europe! Soon they had quadruplets and they gave them all names that started with “A”. Their names were Africa, Asia, Australia, and Antarctica. Poor little Antarctica is always cold. Maybe he needs a blanket!

grade 1 SOCIAL STUDIESworksheet 2


KEYS TO LEARNING

WORLD MAPgrade 1 SOCIAL STUDIESworksheet 3

1- Africa2- Antarctica 3- Asia4- Australia

5- Europe 6- North 7- America 8- South America

FIND THE CONTINENTS

CONTINENTS HAVE NAMES! grade 1 pre-visit activity - one hourLANGUAGE ARTS

PAGE 7 TM and © 2011 Cable News Network. A Time Warner Company. All rights reserved.

KEYS TO LEARNING

OBJECTIVES• Studentswilllearnhowtoreadthenamesofthe

sevencontinents.

• Studentswillusethecontinentnamesandfrequentlyusedwordstomakesentences.

MATERIALS• Wordscards,onesetpergroupoftwostudents.

• Pencilsandlinedpaper.

PROCEDURE1. ExplaintostudentsthatwhentheygotoCNNCenter

theywillbeseeingamapoftheworld’scontinentsontheflooroftheatrium.(IfyouhavedonetheSocialStudiespre-visitactivity,reviewcontinentplacementwiththeclassandwhatwaslearnedinthisactivity).Todaystudentswilllearnhowtorecognizethecontinentnamesandhowtousetheminasentence.

2. Passoutthevocabularywordcards,onesetforeachgroupoftwostudents.Worksheet #4 Readthewordstogether,showingstudentswherethecontinentsarelocatedasyoureadthecontinentnames.Gooverthecontinentnamestwoorthreetimes,thenhavepairsofstudentsreadthemtoeachother.Nameacontinentandaskstudentstopointtothatword.

3. Askstudentstocutouttheirvocabularywords.

4. Tellstudentstoworkwiththeirpartnerstomakeonesentenceoutofsomeoftheirvocabularywords.(Modelthisontheboardwithyourownsetofcards,tapingthemtotheboardastheyareusedinasentence.Showhowstudentsmayformanaskingsentence,oratellingsentence.)

5. Askgroupsofstudentstoreadtheirsentence.

6. Passoutlinedpaper.Askeachgroupofstudentstowritetheirsentenceonthepaperusingcorrectcapitalizationandpunctuation.

LANGUAGE ARTS STANDARDS

ELA1LSV1 Thestudentusesoralandvisualstrategiestocommunicate.Thestudent:

b.Recallsinformationpresentedorally.

c.Respondsappropriatelytoorallypresentedquestions.

d.Increasesvocabularytoreflectagrowingrangeofinterestsandknowledge.

ELA1R1 Thestudentdemonstratesknowledgeofconceptofprint.Thestudent:

a.Understandsthattherearecorrectspellingsforwords.

ELA1R3Thestudentdemonstratestherelationshipbetweenlettersandlettercombinationsofwrittenwordsandthesoundsofspokenwords.Thestudent:

f.Readswordscontainingvoweldigraphsandr-controlledvowels.

g.Usesspellingpatternstorecognizewords.

h.Applieslearnedphonicsskillswhenreadingandwritingwords,sentences,andstories.

CONTINENTS HAVE NAMES!


KEYS TO LEARNING

PROCEDURE (CON’T) 7. Askstudentstoexchangetheirsentencewith

anothergroupforediting.Eachgroupshouldcheckforcorrectcapitalizationandpunctuation.

8. Repeatastimeallows.

ACCOMMODATIONSForEnglishLanguageLearners,orlearning-disabledstudents,considerformingstudentpairsbeforethelessonbegins.Strivetomakesureamoreablestudentispairedwithastudentwhoishavingsomedifficulty.ThemoreablestudentcanhelpyourESLandlearning-disabledstudentlearnthecontinentnames,andworkthroughthetaskofmakingacompletesentence.

CLOSINGRemindstudentsthattheirtriptoCNNCenteriscomingup.IfyouareabletoviewthenetworkonyourTVatschool,youmaywanttoallowstudentstowatchafewminutesofoneoftheprograms.TellstudentsthatCNNhasbureausandreportersonmostofthecontinents.Askstudentswhyitwouldbeimportantforanewsnetworktohavereportersallovertheworld.Reviewthecontinentnamesandlocationswithstudentsusingtheclassroommap.

ASSESSMENT1. Collectthesentenceswrittenbystudentsand

checkforcompletesentences,capitallettersandpunctuation.

2. Assessstudents’abilitytoworkwithapartnerandcooperatewithanothergroupduringediting.

L.A. STANDARDS (CON’T)

ELA1W1 Thestudentbeginstodemonstratecompetencyinthewritingprocess.Thestudent:

c.Rereadswritingtoselfandothers,revisestoadddetails,andeditstomakecorrections.

d.Printswithappropriatespacingbetweenwordsandsentences.

i.Beginstowritedifferenttypesofsentences(e.g.simple/compoundanddeclarative/interrogative)

l.Usesappropriateendpunctuation(periodandquestionmark)andcorrectcapitalizationofinitialwordsandcommonpropernouns(e.g.personalnames,months).

grade 1 pre-visit activity - one hourLANGUAGE ARTS

VOCABULARY WORD CARDS


KEYS TO LEARNINGgrade 1 LANGUAGE ARTSworksheet 4-A

NorthAmerica

South America

Asia Africa

Europe Antarctica

Australia when



KEYS TO LEARNING

can go

stop you

is to

where are

grade 1 LANGUAGE ARTSworksheet 4-B



KEYS TO LEARNING

we can

visit do

see the

I like

grade 1 LANGUAGE ARTSworksheet 4-C


KEYS TO LEARNING

THAT’S BUSINESS!

OBJECTIVES• StudentswilllearnthatCNNisbothaproducer

andaconsumer.

• StudentswilllearnhowscarcityimpactschoiceswithinCNN.

• Studentswillrelatetheseconceptstotheirownlives.

MATERIALS• Onecopyoftheattachmentforeachchild

• Pencils,paper

PROCEDURE1. AskstudentstothinkbacktotheirvisittoCNN

Center.CNNisanAtlanta-basedbusiness,partofabigcompanycalledTurnerBroadcastingSystem,Inc.Ask students if CNN is a producer, a consumer or both.(Both)

2. Ask students to list ways that CNN is a consumer (writetheseideasontheboard.Ideasmayincludebuyingcomputers,camerasetc).Ask students what CNN produces.(Newsprograms).Ask students if the news is a good or a service.(Service)

3. Define“scarcity”foryourstudents.Tellthemthatchoicesmustoftenbemadewhenthingsarescarce,orthereisn’tenoughofagoodorserviceforeveryonewhowantsit.

4. Givestudentsthefollowingscenario:

Imagine that three of CNN’s cameras have broken down and that CNN prefers this kind of camera to all the others available on the market. Let’s say that a company called Brightstar Camera made those cameras at one time but no longer makes that particular camera. Now imagine that Brightstar did still have three other cameras like CNN’s available

grade 1 post-visit activity - one hourSOCIAL STUDIES + MATH


KEYS TO LEARNING

THAT’S BUSINESS!

to buy, but another company has just bought them. It looks like the cameras that CNN wants have become very scarce. What are CNN’s choices?

5. ListontheboardideasthestudentsmayhaveaboutthechoicesCNNhas.(Thesemayincludepayingtheothercompanyextramoneytobuythecamerasfromthem,buyingthecamerastheydon’tlikeaswellfromanothercompany,askingBrightstartorepairtheoldcamerasetc.)

6. Explaintostudentsthatcompaniesandpeoplemustmakedecisionswhengoodsandservicesarescarce.Askstudentswhatgoodwasscarceintheabovestory(cameras).Askstudentsiftheycanbuyeverythingtheywant,anytimetheywant.Explainthatthereasontheycan’tdothisisbecausemoneyisscarce.Peopledonothaveanunlimitedsupplyofmoney.Choicesmustbemadeabouthowtouseit.

7. PassoutWorksheet #5 Tellstudentstheyaregoingtopretendtheygot$10.00fortheirbirthdaytospendatthetoystore.Theycanbuyanyoftheitemsontheirsheet,butthetotalcannotbemorethan$10.00.Askstudentstolistthethingstheychoseandtheirpriceatthebottomofthepage.Askstudentstousethepricestosetupanadditionmathproblemtoprovethatnomorethan$10.00hasbeenspent.Tellstudentsthatwhentheyarefinished,youwillaskthemwhytheychosetheitemstheychose.Besureandreadovertheattachmentwithyourclasstomakesureallstudentsknowthewordsandfeelcomfortablereadingthem.

8. Whenstudentshavemadetheirchoices,discusswhattheychosenandwhy.Whatdidtheygiveupthattheywouldalsohavelikedtobuy?Discusshowthescarcityofmoneyforcedthemtomakechoicesaboutwhattobuyandwhattoleavebehind.

SOCIAL STUDIES STANDARDS

SS1E1 Thestudentwillidentifygoodsthatpeoplemake,andservicesthatpeopleprovideforeachother.

SS1E2 Thestudentwillexplainthatpeoplehavetomakechoicesaboutgoodsandservicesbecauseofscarcity.

SS1E3Thestudentwilldescribehowpeoplearebothproducersandconsumers.



KEYS TO LEARNING

THAT’S BUSINESS!

GIFTED CONNECTIONAskyourgiftedstudentstopretendtheyhave$100.00tospendanywaytheywouldlike.Byusingthecomputerand/orcatalogs,askstudentstomakealistoftheitemstheywouldbuy.Thetotalcannotbeover$100.00orlessthan$95.00.

CLOSINGAskstudentstogiveyouadefinitionoftheword“scarce.”Discussthefactthatchoicesmustbemadewhengoodsorservicesarescarce.ReviewthewaysinwhichCNNisbothaproducerandaconsumer.Discusswaysyourstudentsandtheirfamiliesarebothproducersandconsumers.

ASSESSMENT1. Collectstudents’papersandchecktomakesure

themathwasdonecorrectly.

2. Assesshowwellstudentsworkaloneortogethertocompletetheassignment.


MATH STANDARDS

M1N3 Studentswilladdandsubtractnumberslessthan100aswellasunderstandanduseinverserelationshipbetweenadditionandsubtraction.

Crayons $ 2.00Sticker $ 3.00Gel-Pen $ 5.00DVD $ 3.00Computer game $ 8.00Board Game $ 5.00Magic Marker $ 4.00Book $ 3.00Rubber nose/ears $ 3.00Glow Stick $ 2.00Plush Animal $ 4.00YoYo $ 5.00Paint set $ 2.00Small Plastic Lizard $ 4.00Magic Trick Set $ 6.00

My TOTAL $


KEYS TO LEARNING

THE TOY STORE grade 1 SOCIAL STUDIES + MATHworksheet 5

LIVE FROM OUR CLASSROOM! grade 1 post-visit activity - one hourLANGUAGE ARTS


KEYS TO LEARNING

OBJECTIVES• Studentswilllearnwhywritingisessentialinthereal

world.

• StudentswillusethewritingprocesstoprepareaTVnewsprogram.

MATERIALS• Videocamera(optional)

• Paper/pencils

• Posterboard

PROCEDURE1. Reviewwithstudentswhattheysawpeopledoat

CNNandwhattheylearnedabouthowanchorsusedemonstrativetechnologytoreportthenewsoncamera.(Theyreadfromateleprompterorfromnotes;theylookintothecamera;etc.)

2. IfyouhaveaccesstotheCNNnetworkatyourschool,allowstudentstowatch10-15minutesofaprogramonCNN.Advisory: Pre-screen current news content to determine if it is age-appropriate for your students.

3. Discusswithstudentsthatpeoplewhoreportthenewsdon’tmakeupwhattheyaresayingonthespot.They,orsomeoneelsewhoworkswiththem,writesentencesdowntoexplainwhatishappeningwithaparticularstory.Remindstudentsoftheteleprompterthattheysawontheirtour.

4. Tellstudentsthattheyaregoingtogetintogroupsandwritethreesentencesaboutsomethingthathashappenedintheclassroomduringthepastweek.Whentheyaredone,theywillpresenttheirsentencestotheclassinanewsprogramabouttheirclassactivities.

5. Divideyourclassintogroupsofthree.Askeachgrouptothinkofonethingthathappenedeitherinyourclass,ontheplayground,orinotherplacesatschoolthatwouldmakeaninterestingnewsstory.

LANGUAGE ARTS STANDARDS

ELA1LSV1 Thestudentusesoralandvisualstrategiestocommunicate.Thestudent

e.Communicateseffectivelywhenrelatingexperiencesandretellingstoriesread,heard,orviewed.

f.Usescompletesentenceswhenspeaking.

ELA1W1 Thestudentbeginstodemonstratecompetencyinthewritingprocess.Thestudent

a.Writestextsofalengthappropriatetoaddressatopicandtellastory.

b.Describesanexperienceinwriting.

ELA1W2Thestudentwritesinavarietyofgenres,includingnarrative,informational,persuasiveandresponsetoliterature.

Critical Component:Thestudentproducesinformationalwritingthat:

a.Beginstocaptureareader’sinterest.

b.Staysononetopicandbeginstomaintainafocus.

LIVE FROM OUR CLASSROOM! grade 1 post-visit activity - one hourLANGUAGE ARTS


KEYS TO LEARNING

PAGE 17

Askstudentstowritethreesentencesaboutthatevent.Remindstudentsthattheywillbereadingthesentencestotheclass,sotheyshouldwriteinterestingsentences.Ifapictureoraposterwouldhelpotherstudentsunderstandthenewsstorybetter,tellstudentsthattheymayuseposterboardtomakethepicture.

6. Askeachgrouptochooseonepersontointroducetheirnewsprogram.Forexample,astudentmightsay,“ThisisKara,AmandaandJuanwiththeclassroomnews!”

7. Wheneachgrouphasfinishedwritingtheirnewsstory,groupthreedesksinfrontoftheclassnexttoeachothertoformanewsdesk.Alloweachmemberofthegrouptoreadonesentenceofthestory.

8. Wheneachgrouphaspresentedtheirstory,askstudentsiftheythinkwritingforanewsnetworklikeCNNwouldbeinteresting.SometimesCNNmustgotocountrieswherethereiswar,orahurricaneoranearthquake.Askstudentswhattheythinkthatwouldbelike.

L.A. STANDARDS (CON’T)

ELA1W2 c.Adddetailstoexpandatopic.

d.Beginstouseorganizationalstructures(steps,chronologicalorder)andstrategies(description).

e.Beginstousegraphicfeatures(charts,pictures,heading).

g.Beginstodevelopasenseofclosure.

h.Mayincludeoralorwrittenprewriting.

i.Maybepublished.

GIFTED CONNECTIONAskgiftedstudentstointerviewthePrincipalaboutanissuewithintheschool.RemindstudentsthattheywillneedtotakeshortnotesaboutwhatthePrincipalsays,andhavequestionsreadytoaskhim/her.Oncetheinterviewisfinished,askyourgiftedstudentstoproduceanewsprogramtoinformtheclassabouttheissue.

CLOSINGReviewwithstudentshowimportantreadingandwritingaretopeoplewhoarepresentingthenews.AskstudentstodiscusswhatwouldhappenifallTVnewsreportershadtomakeupthesentencesintheirstoriesastheyreportedthem,ortotryandremembereverythingtheywantedtosayintheirreportwithoutthehelpoftheteleprompterornotes.Wouldthenewsbeveryaccurate?

ASSESSMENT1. Assesshowwellstudentsworkingroups.

2. Assessthesentenceswrittenbyeachgroupaswellastheirpresentation.

PROCEDURE (CON’T)