Teaching Social Studies: Final Project

Ellen DeWitt, Mary Gaither, Morgan Michell

Standard:
Grade 3: Locate the continents on a map or globe
Using vocabulary associated with geographical features of Earth, including hill,
valley, peninsula, island, isthmus, ice cap, and glacier
Locating major mountain ranges, oceans, rivers, and lakes throughout the world
(Alabama)
1. Write 3 learning objectives to adequately teach the content of focus
Ellen: Students will compare and contrast the seven continents and locate them on a quiz
labeling six out of seven continents correctly.
Mary: Students will be able to recognize and define vocabulary associated with
geographical features of the earth by creating a foldable where they will be required to
draw a picture and write the definition with the correct vocabulary word given with 14
out of 16 accuracy.
Morgan: Students will locate the four oceans by making a paper plate map of the world
and correctly labeling all of them.
2.
Determine the content needed for students to be successful in achieving the
objectives. Provide a summary of how this content aligns with the learning
objectives.
Students need to know each of the seven continents and the four oceans and where they
are. Students need to know what a landform is and be able to define specific types of
landforms and recognize them. Knowing the seven continents and the four oceans and
where they are will help students know how to label them on a map. Being able to
recognize and define the provided vocabulary words will help increase the students
knowledge and understanding of landforms.
3.
Develop 3 learning activities for each standard to incorporate into the
teaching of the lesson. Provide a summary of how these activities will support the
learning objectives.
Ellen: Students will be given a Seven Continents Book where over the course of two
weeks, they will fill out one page after that continent is taught. There will be a page for
each continent with a picture of the continent and the words, This is _______. The
students will also have a word bank with each of the seven continents. They will cut out
and paste the corresponding continents name when it is that days continent to be
completed in the booklet. Students may color the continent after cutting, pasting, and
labeling. On the last page, there will be a map of the whole world where students will
label each continent using the word bank.

Mary: Students will be split up into teams of 4 and play a game of geographical
vocabulary jeopardy. The different categories will expand the students knowledge of the
vocabulary through examples, pictures, and definitions of each word. With each turn, the
student will be asked to pick from one of the categories and then identify which
vocabulary word is being described. If they get the answer correct, their team will receive
a point. the team with the most points at the end will be the winner.
Morgan: Students will each receive a paper plate with the continents already traced onto
it. They will paint the pieces of land green and the water blue. After it dries, they will
glue pre-made labels on the 7 continents and the 4 oceans. Then, on a separate piece of
paper they will write 2 countries that each ocean touches.
The Seven Continents Book supports the objective because it will prepare students to
eventually be able to label the continents on a quiz. The students will see a big
picture/outline drawing of the continent by itself on one page. This helps them be able to
see just one continent at a time. At the end, they label every continent on one map. I
chose this activity because it is a way of scaffolding. The students start out with each
continent individually, and at the end of the book they label with a word bank. On the
quiz, there will be no word bank. This booklet will be good practice for the quiz. I chose
to play this game of jeopardy because it provides the students with a way of practicing all
aspects of the vocabulary words being taught while having fun and interacting with each
other in teams. This game is a great tool because of its ability to practice a large amount
of knowledge at once while keeping the students engaged and plugged in. We chose to
have the students create a paper plate map because it would allow for hands-on learning.
It helps students to recognize the difference between land and oceans on a map. It is a 3D example of what a map looks like. The students are writing the two countries that the
ocean touches because this will help them be able to label the oceans on a map in the
future. The students will create a paper plate activity for mountain ranges, rivers, and
lakes as well during this unit.
4.
Design an assessment for each objective. Provide a summary of why you
chose the assessments and how they align with the learning objectives.
Ellen: Students will be given a blank map of the world with the seven continents clearly
shown with a number (1-7) in each. There will be a list at the bottom, numbered 1-7,
where the will write the continent on the line with the corresponding number. Students
must label six out of seven correctly to be considered proficient.
Mary: Each student will be given a foldable that has each vocabulary word on a flap. The
students will be asked to draw a picture of the vocabulary word on the back of the flap
and then write the definition on the middle part of the foldable. Students will be graded
on getting the picture and the definition correct separately. Students will be required to
get 14 out of 16 correct in order to meet accuracy.

Morgan: Students will be given a map of the world. They will color the oceans blue, then
label each one correctly.
I chose this blank map assessment because it is a true test to see if the students learned
their continents. They have seen the continents individually, labeled a map with a word
bank, and this quiz is a true test to see if they can do it without a word bank. This foldable
was chosen to be the assessment because it gives a good image of how all the aspects of
the different words are tied together. By requiring the students to draw and define the
words, the students will be assessed on multiple layers of the content. The students are
coloring the oceans blue because it shows that they can recognize the difference between
land and ocean on a map. The students will label each ocean to show that they can locate
them in relation to each other.
5.
Locate and cite 3 online resources for the project. Provide a summary of how
these resources will support the learning objectives.
Ellen: http://www.ezschool.com/Games/SocialStudies/Continents.html
The Seven Continents Game. Students will play this game to practice. There is a map of
the world and the students will wait for the flashing to stop. Whichever continent the red
ends on, the students must determine which continent it is and select it.
Mary: http://www.enchantedlearning.com/geography/landforms/glossary.shtml This is a
resource glossary that has good definitions for many different types of landforms
including those in the standard. It also has pictures for each word that would be helpful to
show the students while teaching the words.
Morgan: http://www.sheppardsoftware.com/World_Continents.htm
This is an online game that allows students to label the oceans and the continents. There
is different levels, so the students can challenge themselves.
I chose this Seven Continents Game because it is a great way to have the students
practice recognizing the continents. Unlike the assessment, in this game, students get
three choices of which continent is shown. This is another way of scaffolding, as the quiz
they are given neither choices nor a word bank. Having an online activity is engaging for
students and a fun way to practice. The students can easily practice this game at home as
well as at school. I chose this source because it was a great resource for the teacher to
use as part of their teaching. This source provides pictures and definitions that could
either be used as the main definitions for the class or the teacher can use the pictures as
more examples to help the class. This source also allows the teacher to be able to show
the class other examples of landforms and their aspects. This website will allow students
to practice labeling the continents and the oceans on a map. Because there is different
levels, they will develop a true understanding of where they are located. This website can
be used at home and at school.
6.
Locate 3 childrens books to support these social studies lessons. Provide a
summary of how they will support the learning objectives.

Ellen: Explore Earths Seven Continents by Bobbie Calman

Mary: What Is a Landform? by Rebecca Rissman
Morgan: The Four Oceans by Wil Mara
I chose this book because it explains what a continent is and what makes each of the
seven continents unique. This is a great teaching tool when the teacher is teaching each
continent before the students make their booklets. I chose this book because it provides a
clear understanding of what the overarching word landform truly means. This book
provides many examples of landforms, where they can be found, and the characteristics
of them as well. This book includes many of the landforms that are a part of the
vocabulary in this standard. This book was chosen because it gives a general overview of
each of the four oceans. It relates to the students what makes them different from each
other. It brings the information down to a level that they will understand and appreciate.