Adventures across

Africa
Ms. Romero
th
December 12
2016

Table of contents

Rationale

Concept map 4
Content online 5
Language arts lesson plan 6
Math lesson plan
Science lesson plan
Glossary

10
14

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Rationale
OHIO SOCIAL STUDIES STATE STANDARDS
3. Local communities change over time.
Students will engage in this lesson in order to compare functional communities
changes over time. While the students are studying how communities change
over time, the students will also be studying how different communities interact
with each other. Does geography play a role in the goals of a community? What
are the similarities of communities from different countries? From different
continents? Students will begin the lesson by looking at a local community, how
does the community in your neighborhood function? Does the community in the
state you live in differ from the community you encounter in your neighborhood?
These are the questions students will be challenged by while in the process of
completing this unit. In order to complete this unit, the students will be looking at
Africa and compare the understanding of communities in Africa to the
communities found in their own countries.

Concept Map
Are the
communities
found in this area
similar to the
communities
found in your
area?

How are the

communitie
s found in
your area
different
than those

AFRICA

What is the
information
that indicates
the
communities
have

What natural
resources play a
significant role in
this area?

Content outline
Language Arts:

Students will learn about Communities in

Africa as well as climate. The students will
learn how to communicate effectively with
their peers as well as build off each
others ideas.

Math:
Students will be looking at rounding to the
nearest 10th. Students will also be working
on understanding Base 10 numbers.

Science:

The students will learn about the water

cycle and how water has an effect on the
surrounding community.

Madison Romero
EDU 300
Early Childhood Education
October 27th, 2016
Africa
1. Objective: Students will be able to come prepared to a discussion bringing in their ideas
in order to verbally ask questions to check for understanding of the literature presented.
Students will also be expected to stay on topic and connect their responses to their peers.
2. Content Standard (s): Thirdgrade,EnglishLanguageArts

CCSS.ELALITERACY.SL.3.1.C
Askquestionstocheckunderstandingofinformationpresented,stayontopic,and
linktheircommentstotheremarksofothers.
CCSS.ELALITERACY.SL.3.1.A
Cometodiscussionsprepared,havingreadorstudiedrequiredmaterial;explicitly
drawonthatpreparationandotherinformationknownaboutthetopictoexplore
ideasunderdiscussion.
OHIOSOCIALSTUDIESSTATESTANDARDS:
7.Systemsoftransportationandcommunicationmovepeople,productsandideas
fromplacetoplace.
OHIOSOCIALSTUDIESSTATESTANDARDS:
8.Communitiesmayincludediverseculturalgroups.

3. Motivation:
ENGAGEMENT At this point in the quarter the students will have been introduced to
continents and will be working on the continent of Africa. The students will have viewed
the video on YouTube about Mount Kilimanjaro. The students will have learned basic
facts about some students in Africa and the differences in students lives. The students
will engage in watching this video which followings a group of adventurers who embark
on a journey to climb mount Kilimanjaro. https://www.youtube.com/watch?
v=eZ7PqDSQ7p0
4. Instructional materials:
Teacher materials:
Projector
Computer

Internet
Its Snowing in Africa book
Pre-Prepared materials:
Discussion questions in relation to the book to be read during the lesson, comprehension
question, and Padlet board
Some sample questions would be:
Who were the main characters in the story?
Where does the story take place?
Was this story what you thought it would be about, why or why not?
Have you ever seen snow?
Student materials:
Pen
Pencil
Coloring utensils: option of crayons, colored pencils, or markers.
KWL Chart
5. Procedures:
Students will arrange the desks in a circle
The lesson will be introduced
EXPLANATION
The students will be given a list of vocabulary words
The students will first fill out a KWL, filling in what the students Know, Want to
know, and at the end what they have learned. The students will fill out the K, and
W portion of the chart in order to preview the book. After the lesson the students

will complete the chart by filling in the L section.

The book Its Snowing in Africa will be read, out loud to the students by the

teacher
After the book is read the students will be able to choose from two ways in order

to find definitions to the vocabulary words: Graphic organizer or definitions list

ELABORATION
After the story is read, the students will verbally discuss their thoughts about the
story for 10 minutes, with a partner of their choosing on either side of them as

they will all be sitting in a circle

EXPLORATION
The teacher will guide the discussion, while open. The teacher will then provide a
series of questions in order to redirect the discussion back to the topic at hand if

need be
Once the students have had time to discuss, the students will then participate in a
verbal class discussion in order to discuss their own thoughts and feelings as
compared to their partners

EVALUATION
The students will then collaborate with groups (the groups will be by number,

counted off by 4s)

After the discussion the students will, in their groups, collaborate in order to
answer a prompt to check for comprehension. The question will be provided on a
Padlet, the students will be using laptops. Each group will have access to one
laptop. The completion of this prompt as a group will serve as their exit slip*
and concluding the lesson.
*An exit slip is a mini assignment or response turned into the teacher in order for
the students to leave the classroom. Exit slips are similar to tickets to leave.

6. Classroom Discussion: The class will be set up with the desks in a circle. This will be an
open discussion, however I, as the teacher, will be the mediator. I will ask a series of
questions based on the book read in class in order to guide the discussion about the book.
7. Academic vocabulary: Frigid, Ice, Hibernate, Chill, Frost, Gust

8. Assessment and Evaluation:

E-LEARNING In order to conclude the lesson, the students will, as an assigned group,
(counted off by 4s) respond to the Padlet comprehension question. I, as the teacher, will
expect to see a thorough answer showing that the students do understand the discussion
and the story. I will also ask the students to include in their answers what ideas each
student in the group contributed.

Value Added:
1. The Learning Cycle: A Framework for Teaching Inquiry: The 5E Instructional
Strategy. Chapter 1, The Inquiry Process Skills
2. Bakrania,S.(2012).It'sSnowinginAfrica![Electronic].Cupertino,CA:Ibooks.
3. Universal Design for Learning:
Students with Autism: will be given the option to have a one-on-one aide. This aide
would allow the student to ask questions without interfering with the class or
interrupting. This would also allow the student have someone monitoring student
comprehension on a much closer level.
Students with hearing loss: will be given preferential seating. This would allow for
the opportunity for the students to choose the seating in which the student feels most
comfortable.
Students with Attention Deficit Hyperactivity Disorder: Will be given the discussion
questions beforehand as well as a copy of the book to be read during the lesson. If the

student choses the option to have the teacher read the book out loud to the student
before the lesson would also be available.

.
MadisonRomero
EDU300
EarlyChildhoodEducation
2November2016
Africa
9. Objective:
DESIREDRESLUTES:

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Studentswillbeabletocorrectlyroundwholenumberstothenearest10or100.Using
thespotsonagiraffethestudentswilllearnamorereliableapproachtoestimation.
Studentswillbeabletoalsocorrectlyroundupiftheyseeaspecificnumberofgiraffes.
10. ContentStandard(s):

CCSS.MATH.CONTENT.3.NBT.A.1
Useplacevalueunderstandingtoroundwholenumberstothenearest10or100
OHIOSOCIALSTUIDESSTATESTANDARDS
9.Membersoflocalcommunitieshavesocialandpoliticalresponsibilities.
OHIOSOCIALSTUIDESSTATESTANDARDS
13. The structure of local governments may differ from one community to
another.
OHIOSOCIALSTUIDESSTATESTANDARDS
5.Dailylifeisinfluencedbytheagriculture,industryandnaturalresourcesindifferent
communities.
1. Motivation:Inordertomotivatethestudentsthestudentswillbeginthelessoninthe
computerlablearningfirstaboutgiraffesinthewild.Thestudentswilldothisbylogging
ontothefollowingwebsite:http://kids.nationalgeographic.com/animals/giraffe/#giraffe
paireating.jpg
2. Instructionalmaterials:

TeacherSupplies:InternetAccess,Computer,Paper,Printer,Whiteboard,ExpoMarkers
StudentSupplies:InternetAccess,Computerlab,chairs,keyboards
3. Procedures:
PLANNEDLEARNINGEXPIERENCESANDINSTRUCTION
Thestudentwillbeginclassinthecomputerlab
Inordertomotivatethestudentsinthislessonaboutroundingandusing
numbers,base10willbeintroducedandthestudentswillthencontinuetheir
researchonAFRICAlearningaboutnativewildlifeinAFRICAfocusing
specificallyongiraffes.

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Thestudentswillindependentlylookforafacteachonehadfoundinteresting.
Thestudentswillbeaskedwhythefactwaschosenorwhythestudentfoundthat

factinparticularinteresting.
Thestudentswillthengroupupwithtwoorthreeotherstudentswhohad

differentinterestingfacts.
Afterthestudentshaveformedgroups,thestudentswillthenbeaskedtodiscuss
insmallgroupswhattheirindividualunderstandingofroundingispriorto

instruction.
Atthispointtheteacherwillbetakinganinformalpreassessmentthrough

observingconversationandthediscussiontakingplace.
Oncetheentiregrouphasananswerthestudentswillthenchooseonepersonto

sharewhatwastheideaofthegroup.
Thestudentswill,intheirgroups,watchavideoaboutNumbersBase10:This
websitegivesthestudentsanopportunitytoseehowtoroundnumberstothe
nearesttenusinganumberline.
https://learnzillion.com/lesson_plans/6242roundtothenearesttenusinga

numberline
Theteacherwillthenaskthestudentsifthereisanywaytousethisnew
informationaboutRoundingandNumbersBase10connectingtheinformation

withwhattheclasshaslearnedaboutgiraffes.
Thestudentswillthenbegivenpicturecardswithseveraldifferentgiraffes
containingrandomclumpsofspots,and,intheirgroupsthestudentswilleach
needtoroundthespotsonthegiraffesandthegroupsofgiraffesthemselvesto

thenearest10or100.
Finally,thestudentswillthenhaveaninformalassessment,asthewholeclass
willneedtodecideasagroupseveraldifferentscenarioswithaseriesof
questions;Roundingtothenearest10,howmanystudentsarewearinggreen?
Roundingtothenearest10howmanystudentsnamesstartwiththeletterM?
Roundingtothenearest10howmanystudentshavebirthdaysinthesummer?
Roundingtothenearest10howmanystudentsloveschool?

4. ClassroomDiscussion:Theclassdiscussionisincorporatedthroughoutthelesson.The
studentswillbeexpectedtoconversewithintheirsmallgroupsaswell.Thediscussions
willbemonitoredbytheteacherinordertoensurethestudentsstayontask.
5. Academicvocabulary:Giraffe,Habitat,Rounding,Base10,Estimation

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6. AssessmentandEvaluation:

ACCEPTABLEEVIDENCE
Thestudentswillhaveaninformalpreassessmentaswellasafinalinformalassessment.
Forthislesson,bothformsofassessmentareinformalattheendoftheweekthestudents
willhaveaformalassessmentonthematerialcoveredfortheweek.
ValueAdded:
1. TheBackwardDesignProcess:adapted/formattedfromUnderstandingbyDesignby
GrandWigginsandJayMcTighe.
2. Forstudentswhoare,EnglishLanguageLearners:ABilingualLanguageAssistant
willbeavailable.Thestudentwillbegiventheoptiontohavethelanguageassistant
intheclassroomwillbeavailabletothestudent.Thestudentwillbeabletotake
advantageofthisresourcewheneverheorshepleases.Thelanguageassistantwould
beabletocreateextraworksheetsorpicturecardsinordertofurtherexplainthe
Englishterms.
Studentswithhearingloss:Willhavetheoptionofapeernotetaker.Thispeernote
takerwillbeseatednexttothestudentandwillensuretotakeappropriatedetailed
notes.Oncethestudenthascompletedthenotes,theteacherwillthenphotocopythe
notesinordertocreateacopyforboththestudentwithhearinglossandthepeernote
taker.
StudentswithAttentionDeficitHyperactivityDisorder(ADHD):willhaveabehavior
contractsetupwitharewardssystem.Thisrewardssystemiscreatedbetweenthe
studentandtheteacher.Theteacherwillallowthestudenttochooseformapre
selectedrewardchoice.Thestudentwillneedtobehaveonadailybasisinorderto
gainagreateroverallprizeattheendofthemonth.Smalldailyincentivesofstickers
willbegiveninordertotrackthebehavioronabehaviorchart.

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Madison Romero
EDU 300
Early Childhood Education
Africa:
11. Objective: The students will be to understand the water cycle, specifically in the Rain
Forest. Furthermore the students will understand how humans adapt to the culture around
them in regards to the water cycle.
12. Content Standard(s):
OhioScienceStandards:Grades35:Plantsandanimalshavecertainphysicalor
behavioralcharacteristicsthatimprovetheirchancesofsurvivinginparticular
environments.
OHIOSOCIALSTUDIESSTATESTANDARDS:
17.Aconsumerisapersonwhosewantsaresatisfiedbyusinggoodsandservices.A
producermakesgoodsand/orprovidesservices.
OHIOSOCIALSTUDIESSTATESTANDARDS:
18.Amarketiswherebuyersandsellersexchangegoodsandservices.
OHIOSOCIALSTUDIESSTATESTANDARDS:
10.Individualsmakethecommunityabetterplacebysolvingproblemsinawaythat
promotesthecommongood.
13. Motivation: The students will engage in a Rainforest Yoga activity. The students will
have previously learned about Africa, and will know basics of the continent. This link can
be used by the teacher in order to encourage students to participate the teacher may use
this on a projector so all the students may see the yoga poses.
http://www.kidsyogastories.com/rainforest-yoga/
14. Instructional materials:
Teacher Materials:
Computer & Internet, projector, pre-made assessment on QUIZZIZ, and paper towels.
Student Materials:
Pen/pencil, and paper, computer, Internet, pen or pencil, paper, cotton balls, plate, glass
jar, hot water and ice
15. Procedures:
The lesson will be introduced

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Counting off by fours will pair up the students.

The students will have materials prepared at their desks
The students will engage in the Rainforest Yoga activity at their desks
After the Yoga is complete the students will learn about the water cycle though

the means of explicit instruction on the board

Once the students have a general understanding of the water cycle the students

will be asked to create rain with the materials provided

Once the students have a general understanding of the water cycle, the students

will be asked to make it rain with the materials provided

If students are confused the teacher will be walking around readily available to

answer questions
If students are confused the teacher will be walking around readily available to

answer questions
The students will then be asked to log onto QUIZZIZ and complete the online

questions
The Gizmo will be shown to the students in order to introduce the students to the
next lesson on how water effects a city population

16. Classroom Discussion:

The teacher will lead discussion about Africa and the Rainforests along the different
countries throughout Africa. The teacher will also ask students to participate by asking
questions and discussion with a partner to their left or right.
17. Academic vocabulary:
Rainforest, Water Cycle, Milliliters, Measurement, Continent, Country
18. Assessment and Evaluation:
In order to assess the students I will ask the students to provide examples of their
understanding through answering a QUIZZIZZ questionnaire and the students will need
to complete this activity individually.
Value Added:
1. Resource(s):
https://quizizz.com
http://physicscentral.com/experiment/physicsathome/make-rain.cfm
2. Universal Design for Learning:
Students with Attention Deficit Hyperactivity Disorder (ADHD): For students
with ADHD the option of a modified activity will be provided. This will be a
worksheet with the expected instructions.

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Students with Hearing Loss: For students with hearing loss the students will have
a pre-recorded audiotape with headphones to be listened to at their discretion.
Students with visual impairment: For students with visual impairment, cards with
pictures of the materials and steps will be provided at their desk.

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Glossary

Frigid: adj. Very cold in temperature

Ice: n. Frozen water, a brittle transparent solid
Hibernate: n. A state of inactivity, where an animal is asleep for extended periods of time
Chill: n. An unpleasant feeling of coldness, in the air or to an individual person
Frost: n. A deposit of small icy white crystals formed on the ground
Gust: n. A brief, strong rush of wind
Habitat:n.Theenvironmentinwhichaplant,animal,ororganismlives
Rounding:verb.Alteringanumbertomakecalculationsmoreconvenient
Base10:Anumbersystem,whichincorporatestheuseofthenumbers09
Estimation:n.Aneducatedguess
Giraffe:n.Alargespottedmammal,nativetoAfrica,whichhasaverylongneck
Rainforest: n. A dense forest typically in tropical areas in which there is heavy rainfall
Water Cycle: n. The way water cycles throughout the earth
Milliliters: n. A unit of measurement, one thousandth of a liter
Measurement: n. The size, length, or amount of something
Continent: n. The worlds largest 7 landmasses
Country: n. any nation with its own established government which occupies its own
territory

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