Week 11: 1

Candidate’s Name: Shany Justman

Grade Level: 2

Title of the lesson: Continents, countries, states, cities, What’s the Difference?

Length of the lesson: 30 min

Central focus of the lesson (The central focus should align with the CCSS/content standards and support students to develop an essential literacy strategy and requisite skills for comprehending or composing texts in meaningful contexts) Key questions: what do you want your students to learn? How to make a model to represent the kinds of lands what are the important understandings and core concepts you want students to develop within the learning segment? Students should learn what the difference between continents, countries and cities.

Knowledge of students to inform teaching (prior knowledge/prerequisite skills and personal/cultural/community assets) Key questions: What do students know, what can they do, what are they learning to do? Students have heard of countries and cities, however they may not know how to put these in order of largest to smallest. What do you know about your students’ everyday experiences, cultural backgrounds and practices, and interests? Students like to learn things which focus on their everyday lives. Through this lesson they will use their own addresses to learn about continents countries and cities.

Common Core State Standards 2-ESS2-2 Develop a model to represent the shapes and kinds of land and bodies of water in an area.

Support literacy development through language (academic language) Identify one language function: categorize Students will learn how to categorize continents, countries and cities Vocabulary Categorize Continents, Countries, Cities

Learning objectives Students will know that the Earth has different categories of lands These different categories are within each other Students will know how to model these land types being within each other

Formal and informal assessment (including type[s] of assessment and what is being assessed) Observation- watch how the students are working with Google Earth See if their models are accurate

Instructional procedure: Instructional strategies and learning tasks (including what you and the students will be doing) that support diverse student needs. Your design should be based on the following: First ask students what the difference is between Continents, Countries and Cities. See how much they know Then explain that they contain each other through comparing it to the school building. There is the building,in the building is the first floor, on the first floor is our classroom. So we are in our classroom on the first floor in the building all at the same time Have students look at Google Earth as a class and I will enter the school building address complete with the continent, country, city and street. Students will observe how it zooms in closer and closer. I will point out the continent, country, city as they come up. Next have students enter their own address complete with all the details and have them observe the continent, country and city. Since all the students probably live in the same city as the school and definitely the same country, Students will then enter major landmarks which they know and see the country, city and continent where the landmark is. Have students fill out an organized table with the information Next have students choose one landmark to model. Students will cut out four circles of different colors each bigger than the next and glue them onto each other. The smallest circle will be the landmark the next one should say the city the next the country and the next the continent. See below for a sample of the project.

Instructional resources and materials used to engage students in learning. Google Earth Project

Reflections Did your instruction support learning for the whole class and the students who need great support or challenge? Yes, because it is a lesson where the students work a lot on their own so the teacher is readily available to help