RobynScarbrough
2ndGradeStudents
Geography
PURPOSE:
The purpose of this unit is to teach students about where they live,
and about homes around the world. They will learn about the
different
reasons homes differ in a variety of locations. This unit will be
designed to provide your students with information and activities
centered
around various types of homes.
CONNECTION
TO THE NATIONAL
GEOGRAPHY STANDARDS:
No. 1 Knows and understands how to use maps, globes, and other
graphical
tools to acquire, process, and report information. In this lesson
plan, the students will use a globe and maps to locate where they live
and where other countries or areas that are discussed are
located.
They will create a map of their community to locate specific
places.
They will also be required to use the Internet to answer questions
about
a map on a web site, and to make a map that shows the location of their
house.
No. 4 Knows and understands the physical and human characteristics
of places. In this lesson plan, the students and teacher will
discuss
a variety of places and the physical and human characteristics of each
place.
No. 6 Knows and understands that culture and experience influence
people’s
perceptions of places and experiences. The student’s will learn
that
people’s culture often influences where they live and what type of
house
they live in.
No. 15 Knows and understands the consequences of the interactions
between
human and physical systems. The students will learn that the
human
and physical systems often work together. They will discuss how
the
physical characteristics of a place affect the type of homes people
build.
APPLICABLE
TEXAS ESSENTIAL
KNOWLEDGE AND SKILLS:
The student understands the relative location of places.
Create and use simple maps to identify the location of places in the
classroom, school, community, and beyond.
The student understands various physical and human characteristics
of the environment.
Identify the physical characteristics of places, such as, land forms,
bodies of water, natural resources, and weather.
Identify and describe the human characteristics of places, such as,
houses and ways of earning a living.
OBJECTIVES:
Students will demonstrate their ability:
1. To understand in which continent, country, state, and city
they live.
2. To know their address and be able to use it to locate where
they live on a map.
3. To construct a map of their community, identifying important
features within the community and being able to place their house in
the
correct location on the map.
4. To understand the direction words north, south, east, and
west, and use them to answer questions about a map.
5. To learn to use the Internet and successfully manipulate their
way around web sites , and be able to use the web sites to learn
information
that is useful in this unit.
6. To understand that there are many types of homes around the
world and be able to locate the countries where each type of home is
found
on a map or globe.
7. To understand that there are many reasons why homes around
the world are different and some of these are the local climate,
available
materials, geography, and cultural traditions.
8. To find information on two kinds of homes, and be able to
compare and contrast the two homes.
9. To create their own house, give it a name and a location where
it could be found, and write a description of it.
OVERVIEW
OF PRESENTATION:
This lesson plan unit consists of material that can be utilized for
a 50 minute period of classroom time for ten days, and so it is
organized
into ten separate class periods. This unit focuses on the
geography
themes of location (What direction is North? South? East? West?),
place (What are homes like in our community? What are they like in
different
parts of the world?), and human-environment interactions (How does the
environment help determine the kinds of homes people choose to
build?).
Students will learn their address and be able to locate their house on
a map. They will construct as a group their own map of their
community.
They will make a dictionary that shows the many types of houses
discussed
throughout the unit, a bulletin board of homes around the world, and
they
will create their own home. This lesson also includes two
activities
that involve the student’s use of the Internet. The first
activity
requires the students to answer specific questions about a map.
The
second activity allows the students to make a map of the location of
their
house by simply typing in their address. All of the activities in
this unit will help students learn about where they live, the different
types of homes in the world, and the reason therearedifferent kinds of
homes.
PROCEDURES:
DAY 1:
Sponge Activity (5 min.): Have the students write in their
journals
about their home and where they live. Tell them to include
specific
information about their surroundings such as: what their house looks
like,
trees, streets nearby, and what type of house they live in (one story
or
two story house, apartment building, mobile home, etc.)
Opening (10 min.): The teacher should introduce the unit by
telling
the students that they are going to be learning about where they live,
their home, and homes around the world for the next ten days. The
teacher should tell the students today they will focus on each
student’s
home and where it is located. Discuss where the children
live.
Show the students a world map. Help them locate the continent
they
live on (North America), then the country (United States), the state
(Texas),
and the city they live in (Abilene). The teacher should have a
city
map available and show them where he/she lives in the city. The
teacher
should tell them her address.
Guided Practice (20 min.): Discuss with the students how each
of their homes have a specific location, and that the location of their
house is identified by its address. Every home has an address,
and
it is important that they know their address. Brainstorm with the
students reasons why it is important to know our address (you will
always
be able to get home, you can tell others where you live, and they can
find
your house by knowing your address, etc.).
Independent Practice (15 min.): Give each student a piece of white construction paper and have them draw a picture of their house. While they are drawing, the teacher should help each child write their name and address at the bottom of the page. The teacher should have a class list available in case some of the children do not know their address. The teacher should tell the students that they must learn their addresses by the end of this unit.
DAY 2:
Sponge Activity (5min.): Have the students write in their
journals
about the community they live in. Do they live by many other
homes
in a neighborhood? In an apartment building? On a farm? What is
near
by their house? Grocery store? Bank? School?, etc.
Opening (10 min.): The teacher should explain that today they are going to talk about the community they live in and the type of homes people in their community live in. Have them brainstorm the variety of homes people in their community live in, and make a list of these on the board. Emphasize the fact that many different homes make up a community. Then talk to the students about the community in which they live. Lead the discussion and help them think of buildings, streets, parks, or features that are unique to their community, and make a list of these on the board. Ask the students if they have ever seen someone using a map. Explain to them that maps are useful because they show us where things are located, give us important information about our surroundings and our world, and we can use them to find places. Tell the students that today they are going to make a map of their community.
Guided Practice (30 min.): With teacher assistance, students as a whole class will construct a map of their community. Use an actual city map to help with this activity. The teacher should have a large piece of white butcher paper that is visible to all the students. First, draw a simple street grid on the paper. Then help the children figure out which street names need to be included on the map, and label these in the proper location. Using the list that was made earlier, assign groups of children to draw important features such as buildings, stores, parks, or lakes to the map. Have them add traffic lights, street signs, trees, flowers, or any other specific details that would be helpful to include. Finally, the teacher and students should come up with a legend, or code that helps them identify or decode the objects on their map.
Independent Practice (5 min.): Have each child make a small construction paper house with his/her name on the house. As they finish, help each student tape their house to the correct location on the map. Let them try to put it in the correct location by using their address on their own if they can.
Evaluation: Students will be assessed on:
-their participation in the completion of the Community Map
-their ability to find the specific location of their house on the
map
DAY 3:
Sponge Activity (5 min.): Have students complete the "Where do
you live?" activity sheet. The activity sheet will contain two
maps:
a world map and a United States map. On the first map the
directions
will say: Color the continent you live on with a blue crayon, and color
the country you live in green. Write the name of the continent
and
the country with a black crayon beside each of these. On the
second
map the directions will say: Color the state you live in red, and draw
a yellow star on the map in the correct location to mark the city you
live
in. Write the name of the state and city you live in with a black
crayon beside each of these.
Opening (10 min.): Teach and reinforce concepts about direction words (north, south, east, and west). Begin by showing the children a model airplane and a globe. Help them understand that the globe is a model of the Earth. Help the students identify the North Pole and the South Pole on the globe. Use the model airplane to trace a path along the globe toward the North Pole. Tell the students that when we move toward the North Pole, we are moving north. Repeat the activity for the South Pole. Post signs in the classroom that show which direction is north, south, east, and west. Then have the students stand and face north with their arms stretched out at their sides. Show the students that when they are facing north, their left hand points west and their right hand points east.
Guided Practice (30 min.): The class is going to do an Internet activity that will reinforce direction concepts. With this Internet activity the teacher needs to guide the students as a group through the lesson prior to the completion of the worksheet. The teacher will log-on for What Do Maps Show?: http://www.usgs.gov/education/teacher/what-do-maps-show/index.html The teacher and students will go through the web site together. Scroll down to the bottom of the screen and click on Working With Maps. Then click on Map Adventures, and Nikki’s Adventure, and read the story together. Go back to the previous page and click on Introduction and Lessons, and then click on Learning Directions on a Map. Have the students read the Key Points. Then scroll down and click on the highlighted words Illustration 3. Show the students where north, south, east, and west are marked on this illustration. Demonstrate to the students that to walk over to the dinosaur from the star, one would have to go east. Ask them which direction you would walk to go over to the band (west)? Introduce the idea of directions between two points. Point out that not everything is directly north, south, east, or west of another point. Additional directions are northeast, southeast, southwest, and northwest. Show them if they were standing on the star and looking at the carousel, the direction they would be looking would be southeast. Talk about relative location. Explain how we can use north, south, east, and west to talk about where one place on a map is in relationship to another. Demonstrate to the students this concept by showing them that the bridge is north of the dinosaur. Then say, " the food tent is what of the carousel?" (west) Tell them they will now complete a worksheet (see Appendix) by using this map to answer the questions.
Independent Practice (5-10 min.): The students will complete the worksheet using the web site after the teacher has guided them through the lesson. After each student is through with the worksheet, help them log off the Internet.
Evaluation: Students will be assessed based on the following criteria:
Excellent Good Fair Poor
1. Completion of the worksheet ------------------------
2. Participation --------------------------
3. Ability to use the Internet ----------------------------
4. Cooperation --------------------------
DAY 4:
Sponge Activity (10 min.): Provide the students with magazines,
newspapers, travel brochures, and travel magazines. Have the
children
cut out pictures of all the different kinds of homes that they can
find,
especially various types of housing found in different countries.
Opening (5 min.): Discuss with the students how homes around the world are different. Homes differ from country to country. A home in Africa does not look like a home in the United States. Homes also differ within a country because not everyone in a country lives in the same kind of home. Remind the students that many of their houses were different from one another.
Guided Practice (15 min.): The teacher should have numerous books that show pictures of homes around the world. Some good ones to use are: This is My House by Arthur Dorros, Houses and Homes by Ann Morris, Houses Around the World by Louise Lee Floethe, and People by Peter Spier. Use these to show the students the different houses that are located around the world. For each country or area that is referred to, help the children find its location on the globe.
Independent Practice (20 min.): Divide the class into groups of four. Using the pictures the students cut out earlier, have them make a picture dictionary of the different houses they found. Have them glue the pictures on colored tag paper. Have them label each type of home its location according to the country or area where it can be found. The ones they are not sure about, the teacher can help them with or they can wait until that particular home is discussed. They can also use the books for references. Have them put the houses in alphabetical order. A few ideas of houses to include are: apartment building, hogan, houseboat, igloo, sod house, townhouse, yurt, and cottage.
DAY 5:
Sponge activity (5 min.): Have a selection of children’s
literature
about homes available. Let them silently read one of these books
at their desk.
Opening (5 min.): Tell the students that today they are going to make a bulletin board called "Homes Around the World". It will display their pictures of different homes and a world map. They will have to match the house with the country it belongs to. Ask them which countries they would like to be included and list these on the board. They may include other countries too, but this will just help them get started.
Guided and Independent Practice (40 min.): Provide the students with the books that have pictures of houses around the world that they used before. They could also look at magazines and travel brochures. Provide the students with construction paper and crayons, and have each child draw and label a picture of a home from another country. A few students can also draw and label pictures of homes in their own country, but make sure there is a variety of houses. The teacher should already have a bulletin board with a world map displayed on it. There should be letters at the top of the board that read, "Homes Around the World". Help the children place their pictures around the map and connect them to the matching countries with pieces of yarn. See if they can find the country on the map by themselves before you help them.
DAY 6:
Sponge Activity (5 min.): Have a piece of writing paper with
the story starter- " Where I live is great because..." written at the
top
for each child. Have them complete this sentence and they may
draw
a picture to go with what they write if they want to.
Opening (5 min.): Ask the students to name some of the different kinds of homes around the world. List their answers on a piece of chart paper. Tell them today they will discuss why there are so many different kinds of homes.
Guided Practice (15 min.): Ask the students this question: "Why are homes around the world different"? Let them come u with some answers on their own. Then help the students understand that two primary factors determine the kinds of homes people choose to build- the local climate and available materials. Other factors include geography and cultural traditions. As the class is discussing these things, make a web on the chart paper to help reinforce these concepts. Write the question in the center and have each factor branch out to the side. Discuss the different types that would apply to each factor and write them out to the side of the factors. For example, some types of climate are hot, cold, dry, and wet. Some types of materials are wood, stone, brick, and clay. Today they are going to focus specifically on climate.
Independent Practice (25 min.): Explain to the students that homes protect people against heat, cold, rain, and other weather conditions. In hot places, people need homes that will help them stay cool. In cold areas, people need homes that will keep in the heat. Homes in cold areas have thick walls to keep in heat. Homes in cold areas have thick walls to keep in heat. Windows with two layers of glass, carpeting, fireplaces, and heaters also add warmth. Explain to the class that they will do two activities today and so they will be split into two groups. The first activity will be done individually. So one group will do this while the other group works on a group activity. On a piece of notebook paper, they need to write about how their home is suited to the climate in their area. Tell them to discuss how features such as air conditioners, heaters, and shutters help protect people from the elements of weather. The second activity the children will do in a group. Tell them to imagine they were selling a home in a cold place. Let them look at real estate ads for houses. Tell them to notice the features that are listed which reflect the type of environment in which the homes are found. Then have them design a flyer that advertises for a home in a cold climate to attract buyers.
Evaluation: The teacher should assess the students on the following criteria:
Excellent Good Fair Poor
1. Completion of activity ---------------------------
2. Student’s participation ---------------------------
3. Appropriateness and creativity of activity 2
-----------------------------
DAY 7:
Sponge Activity (5 min.): On the chalkboard write: " Homes on
Water". Below this write: "Some people live in house boats.
You can find houseboats in Canada, the United States, India, China, and
other countries". Have the students read this and then answer
this
question in their journal: "Would you like to live on water? Why
or why not?"
Opening (5min.): Remind them that one of the factors that makes homes different is the available materials. People build homes out of materials that are easily available. Have them name some of the materials that are used for their houses.
Guided Practice (10 min.): Have the students think of five different countries from five different continents. Help them remember what the different continents are by looking at a world map. List the countries on a piece of chart paper. Using the house dictionaries, and the books on homes for resources, help the students list one building material that is used in each country. Tell the students today the activities deal with materials used on houses because of the climate they live in, geography, or culture. Explain that they will rotate through three stations today. The teacher needs to teach the material that each station will talk about(written below). The teacher should divide the students into three groups and place them at a beginning station.
Independent Practice (30 min.-10 at each station):
Station 1: In hot, wet places, some people build houses on
stilts.
The stilts protect the house from flooding. You can see stilt
houses
in New Guinea, Borneo, Malaysia, and Thailand. Find these places
on a map or a globe. Have the students write three sentences
describing
the climate of one of these areas. They may use the Encyclopedia
for help.
Station 2: Mud homes are found in hot, dry places. The houses may be rounded huts like those of some African tribes or rectangular structures like the homes in Mexico or Nigeria. Have the students shape their own mud home from modeling clay. Have them poke holes in the clay to make windows and doors. Have pictures of these types of homes available for the children to look at.
Station 3: In one part of Turkey, people live in homes that have been carved out from tall, cone-shaped rocks. In Spain, some people called Gypsies live in caves ranging from one room to over a hundred rooms! Tell the students to suppose they were a person who lived in a cave. Have them draw a picture of what hey would want it to look like, and make sure they include how many rooms there are in their cave.
DAY 8:
Sponge Activity (5 min.): On the chalkboard write "Houses on
the Move". Underneath it write: "The Bedouins of the Sahara
Desert
and the Kazaks of Mongolia are nomads or wanderers. Both groups
of
people live in tents. Each time they move, they must take down
their
tents and pack them up." Have the children read this or read it
to
them, and have them answer these questions in their journal: "Would you
like for your family to live in a tent? Why or why not?
Would
you like to move a lot? Why would it not be a good idea for
people
in the United States to live like this?"
Opening (5 min.): We have learned that homes vary according to size, shape, and the materials they are made from. We have also learned many reasons they do vary such as climate, available materials, geography, and culture. Today we are going to research two kinds of homes and compare them.
Guided and Independent Practice (40 min.): First, the teacher should help the children choose two kinds of homes. They may choose two similar types of homes (such as two kinds of mud homes) or two homes that are completely different in construction (such as an apartment building and a houseboat). Split the class into two groups and assign a home to each group. Using encyclopedias, the books about houses, magazines, travel brochures, or any other references, have each group find out about their assigned homes. Give each group a large piece of construction paper. Have them draw a picture of the home. Below the picture, have them write what kind of home it is, one country where it can be found, and a one to two sentence description of the home. When each group is through, have two or three students from each group present the information they found about their home. After both groups have made their presentation, tape both pictures of the homes at the top of a piece of chart paper. Then lead the students in making a chart where they list ways the houses are alike and ways they are different.
Evaluation: The students will be assessed on the following criteria:
Excellent Good Fair Poor
1. Cooperation with group --------------------------
2. Helped in the completion of the group activity
------------------------------
3. Student’s participation ----------------------------
DAY 9:
Sponge Activity (5 min.): Have the students write in their
journals
about which home
that was studied that they liked the best and why.
Opening (5 min.): The teacher should say, "we have talked about the many types of homes in the world and the different reasons people build different kinds of homes. Tell the students that today they are going to build their own house and write about the house they build. Ask them, "what materials would be good to use?" Listen to their ideas.
Guided and Independent Practice (40 min.): Provide the students with a variety of materials such as wrapping paper scraps, construction paper, ribbon, paints, legos, blocks, clay, toothpicks, sugar cubes, popsicle sticks, or any other material that would be good to build their own house with. Explain to them that they may either make a flat house on paper or build a 3-D house, but the 3-D houses must be a reasonable size. Provide them with scissors, glue, tape, or whatever they need to construct their house. On a separate piece of paper have them come up with a name for their house, where the house would be located, and a few sentences describing their house. The teacher should help any students who might need help.
Evaluation: On a scale of 100 points assess the students based on the following criteria:
1. Completion of house- 25 points
2. Creativity- 25 points
3. Name and Location of house- 25 points
4. Description of house- 25 points
DAY 10:
Sponge Activity (4 min.): Have the students review their
addresses,
location of their house, the direction words, their house dictionaries,
and think about all the things they have learned in this unit for a
miniature
test over what they have learned.
Opening (1 min.): Tell the students they will practice what they have learned throughout this unit, and will take a test over some of the information. Assure them they can do it and you will help them if they need it. The test is just to see what they learned.
Guided and Independent Practice (40 min.): First, the teacher will test the student’s ability to recall their address by guiding them as a group through an Internet activity. The teacher will log-on for Map Blast: http://www.mapblast.com The teacher and the students will do the map making activity together. Once everyone has logged on, click on the word "Mapblast!". Then click on Location Label and type in the words, "This is my house!" Click on Address or Intersection and have each student type in their street address. The teacher should type in his/her address as an example. Click on City and State/ Province and have the students type in their city, state, and zip code. Underneath the City and State line check to see if the country box is on the USA. Then click on Mapblast and it will show a map of the location of each student’s house. Next, have them click on Get Driving Directions. Help them enter the appropriate information in the boxes for this screen, starting from the school and ending at each student’s house. It will show a map from the starting point to the ending point, and give directions on how to get from the school to their house. When everyone has done this, help them log off the Internet. Then get the students ready to take the mini test. Give each student a copy of the mini test (see Appendix) and tell them to wait for you to guide them through it.
Closure (5 min.): Discuss everything that the students have learned in the past ten class periods. Review the following concepts:
1. We live in the city of Abilene, in the state of Texas, in
the
United States, on the North American continent. Each of us live
in
a home.
2. We use addresses, maps, and globes to find the location of
our homes and other places.
3. North, east, south, and west are direction words that help
us get to places and know the relative location of things.
4. There are many types of homes in the world.
5. People have different kinds of homes for many reasons such
as climate, available materials, geography, and culture.
Evaluation: The students will be assessed on two things:
1) Internet Activity Yes or No
1. Ability to use the Internet --------------------
2. Were they able to type in their address and see their house
on the map? -----------------
3. Were they able to get directions from the school to their
house? --------------------------
2) Mini Test: On a scale of 100, how much did they know? Each question is worth 10 points.
MATERIALS
Day 1: world and city maps, white construction paper,
crayons
Day 2: white butcher paper, city map, crayons, markers, pencils, rulers, construction paper, tape
Day 3: "Where Do You Live?" activity sheet, model airplane, globe, Internet worksheet, computers, LCD screen
Day 4: scissors, magazines, newspapers, travel brochures and magazines, books that show pictures of homes, globe, glue, tag paper
Day 5: children’s books about homes, books that show pictures of homes, magazines, travel brochures, construction paper, crayons, yarn, world map, bulletin board letters
Day 6: notebook paper with Story starter written on it for each child, chart paper or tablet, notebook paper, real estate ads, tag paper
Day 7: world map, chart paper, books that show pictures of homes, globe, notebook paper, encyclopedias, modeling clay, construction paper, crayons
Day 8: encyclopedias, books that show pictures of homes, magazines, travel brochures, large pieces of construction paper, crayons, chart paper
Day 9: a variety of materials- wrapping paper scraps, construction paper, ribbon, paints, legos, blocks, clay, toothpicks, sugar cubes, popsicle sticks, scissors, glue, tape, notebook paper
Day 10: LCD screen, computers, house flash cards, mini tests
APPENDIX:
Table of Contents:
Day 1:
1. A world and city map are needed for this period
Day 2:
1. A city map is needed for this period
Day 3:
1. " Where Do You Live?" activity sheet has a world map and a
United States map, and the students have to color the continent,
country,
state, and city they live in
2. Internet worksheet that reinforces the concept of the
direction
words north, south, east, and west
Day 4:
1. A globe is needed for this period
Day 5:
1. A world map is needed for this period
Day 6:
1. notebook paper with the story starter, "Where I Live is Great
Because..." written at the top of the paper
Day 7:
1. A world map and a globe are needed for this period
2. A set of encyclopedias would be helpful for the student’s
research
Day 8:
1. A set of encyclopedias would be helpful for the student’s
research
Day 10:
1. Mini test that asks the student’s basic questions about the
unit
Day 3 Internet Worksheet
Web Site Location: http://www.usgs.gov/education/teacher/what-do-maps-show/index.html
Activity Directions: Our class is going to have a picnic in the park at the blue and white food tent in the southwest corner of the park. You need to provide directions for your parents to get there if they enter the park at the North Gate.
1. In which direction would they need to start walking first?
-------------------- (answer: south)
2. When they get to the star, which direction do they need to
turn if they don’t want to go towards the dinosaur?
----------------------------
(answer: west)
3. Have them go around the star, and walk heading
-----------------------
again. (answer: south)
4. When they get to the first path, they need to turn
---------------------
(answer: west)
5. When they get to the tent, have them head
------------------------
towards the two trees, where they will eat under the tree. (answer:
north)
6. What is the relative position of the picnic site to the star
in the center? -------------------
(answer: southwest)
General Questions about the map:
7. If someone was standing at the south gate, which way would
they need to go to get to the carousel? --------------------------
(answer:
northeast)
8. If you stand on the star, what is the pond’s relative location
to you? ----------------------
(answer: northeast)
9. If you are at the East Gate and you want to see the dinosaur,
which way do you go?
-------------------------- (answer: west)
10. To get to Nikki’s house, you walk out of the West Gate and
turn right. So from the West Gate which way is her house?
-----------------------
(answer: north)
Day 10 Mini Test
Fill in the blanks or circle the correct answer.
1. What continent do you live on? ---------------------------
(answer: North America)
2. What is one reason it is important to know your address?
----------------------------
(answers will vary: to find our house, to tell someone how to get to
our house, etc.)
3. What are the direction words that we talked about?
-----------------------------------
(answer: north, south, east, and west)
4. Sometimes things are not directly north, south, east, or west,
but they are in between two points such as southeast. What are
the
other three directions between two points?
-------------------------------------------------------- (answer:
northeast, northwest, southwest)
5. Are all the houses in the world the
same?
Yes No
6. List three types of houses that we learned about.
-------------------------
-------------------
------------------------------ (answers will vary)
For the next two questions I will show you a picture of a house and you need to name the type of house it is and where it could be found. I will give you three possible types of houses for each question.
7. Possible choices:
cottage
houseboat
apartment building
Where can it be found?
----------------------------
(answer: cottage, England)
8. Possible choices:
igloo
cave
hut
Where can it be found?
----------------------------
(answer: cave, Turkey)
9. Name one reason why people build different kinds of homes.
--------------------------
(answers will vary- climate, available materials, geography, culture)
10. What was your favorite activity that we did throughout this
unit? ------------------------
(answers will vary)
EXTENSIONS:
Language Arts: Read the picture book I Know a Place by Karen Ackerman to the students, and then involve them in a writing activity based on the story. Write on the chalkboard the phrase, "I know a place where…". Read it with the students and then the teacher should model completing it by describing his/her home. Ask for volunteers to complete the phrase using words that describe their homes. Provide the students with paper and have them copy the phrase onto their own papers and complete it. Have the students illustrate their sentences. Then staple the papers together with front and back covers to create a class book titled "I Know a Place".
Math: Make a graph that shows the different kinds of homes the students have lived in. Then have the students help make a bar graph that lists the homes in order from the kind the most students have lived in to the kind the fewest students have lived in.
Art: Let the children create a large home that they can actually enter. Bring a large appliance box to the classroom, and cut out a door and windows. Let the children paint their new home. They could add flower boxes with artificial flowers and construction paper shutters. On the inside of the house, the children can create construction paper framed pictures and tape them on the walls. They may wish to bring in things such as chairs, pillows, a small table, and some toys.
History: Talk about some of the types of homes people lived in
in the past such as a teepee. Show the students pictures of these
homes and discuss why they don’t exist today.
BIBLIOGRAPHY:
1. Hernandez, Catherine. "Homes Near and Far". Torrance,
CA: Frank Schaffer
Publications, Inc., 1995.
2. Shiotsu, Vicky. "Shelters Around the World". USA: MCMXCV
Instructional Fair,
Inc., 1994.
3. Flora, Sherrill B. "A to Z Social Studies". Minneapolis,
Minnesota: T.S. Denison &
Co., Inc., 1995.
4. Olwig, Kenneth R. "Landscape and culture". The
Geographical Review. July 1989,
v. 79 p. 382-4.
5. Morris, Ann. Houses and Homes. USA: Lothrop, Lee &
Shepard, 1992.
6. Floethe, Louise Lee. Houses Around the World. USA:
Scribner’s, 1973.
7. Dorros, Arthur. This Is My House. USA: Scholastic,
1992.
8. Hogan, Maura. "Working with Maps". 1996.
http://www.usgs.gov/education/teacher/what-do-maps-show/index.html (April
14, 1998
9. Vicinity Corporation. "Map Blast". 1998.http://www.mapblast.com
(April 14, 1998)
Created April 14, 1998
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