Community, State, Country |
|
Students will identify the town, county, state, and
country in which they reside and the places where people
work. |
Primary Learning Outcomes
What is the name of the city, county, state, and country where
I live? Where do people work in my town?
Additional Learning Outcomes
Assessed QCC Standards:
Grade: 1
Guidance
B. Educational and Occupational Exploration
6
Topic: Skills to
understand and use career information.
Standard:
Describe work of family members, school personnel, and
community workers. Identify occupations according to data, people, and things.
Identify work activities of interest to the student. Describe the relationship
of beliefs, attitudes, interests, and abilities to occupations. Describe jobs
that are present in the local community. Identify the working conditions of
occupations (e.g., , inside/outside, hazardous). Describe ways in which
self-employment differs from working for others. Describe how parents,
relatives, adult friends, and neighbors can provide career information.
Grade: 1
Social Studies
Core Social Study Skills
50
Topic: Map and
Globes
Standard: Names and
locates one's state, country, and continent on a map and a globe.
Procedures/Activities
Step:
1 Duration: 5 min.
Have a discussion with students about town, county, state, and
country. Explain that just as your desk is part of the classroom and the
classroom is a part of the school, a town is part of a county, a county is part
of a state and a state is part of the country.
Step:
2 Duration: 10 min.
Refer to the U.S. map, show how the state is part of the
country. Point to the dot that represents your city and compare the size and
location of that to the state. Use the Georgia map to show your county and city
on a different scale. Draw on the chalkboard a rough sketch of the U.S. and draw
in the boundary of your state only; then make a dot to represent the location of
your town to help students zero in on the location.
Step: 3 Duration: 5 min.
Tell students the name of your city, county, state, and
country. Have students repeat these names after you several time. Ask "What
town? What county? What state? What country?" pausing between questions to give
students time to answer until they answer correctly.
Step: 4 Duration: 5 min.
Discuss with students the places in your town where people
work. Make a list on the chalkboard of these places as students volunteer
them.
Step: 5 Duration: 15
min.
Pass out drawing materials and have students draw a picture of
one of the places where people work and create a display about where people
work, labeled with your town, county, state and country.
Materials and Equipment
Globe, map of United States, Georgia map, county or town map,
drawing materials and paper
Standards (Local and/or National)
Total Duration
40 min.
Technology Connection
Assessment
Students will be assessed on the pictures they've drawn and
their skill in identifying the correct town, county, state and country.
Extension
Remediation
Accommodation
Modification
For students with significant disabilities, what changes can
be made in instruction and teaching delivery to allow students to participate in
classroom instruction while working on IEP objectives and off grade level QCC
standards. Below are suggested modifications correlated to the procedures of
this lesson plan.
