Date of Lesson: 11/12/08                                12:45pm                                  no time limit

Social Studies: Shelter                         4th Grade

 

The Importance of Shelter

 

Learning Objectives:

á      Students will be able to post Òwhat shelter protects us fromÓ on the board, chosen from the picture/ word-bank basket.

á      Students will be able to post Òtypes of shelterÓ on the board, chosen from the picture/ word-bank basket.

á      Students will be able to post Òwhere this shelter is locatedÓ on the board chosen from the picture/ word-bank basket.

á      Students will be able to take a picture of the completed board when they are done with the learning center for assessment.

á      Students will choose their favorite type of shelter and color it on and write why they chose it on the bottom of the page.

 

Assessment

a) Learning outcomes of previous lesson related to topic:

á      Students define shelter as a basic human need and as a place that covers, protects, and provides safety.

á      Students know that people need shelters to shield them from extremes of cold and heat, as well as from rain, snow, and wind.

á      Students know what types of shelter there are: Pueblos, Cliff Dwellings, Brick Houses, Mud Houses, Tents, Boat Houses, Hut etc.

á      Students know the different types of shelters such as clay, wood, animal skin, animal dung, brick, mountain-side etc.

á      Students know some houses are sedentary and some are nomadic based on cultural needs.

 

 b) Focus of assessment in this lesson

á      The focus of this assessment is on whether or not students place the correct picture or word in the corresponding category on the interactive board.  This learning center activity allows students to apply their knowledge from previous lessons. Students can exhibit what their favorite type of shelter is by coloring it in and writing about why they chose it.

 

c) Method of assessment

á      The method of assessment will be for the students to take a picture of them next to their board and then the teacher can look at the picture to see if they have everything posted correctly.  If the studentÕs are correct, then the picture will be put up in the center, if they are not, then they can complete the activity again.

á      Students will also choose from a variety of coloring pages of shelters that they will pick their favorite from.  They will color their page and write a few sentences about why it is their favorite. This will be displayed in the center.

 

 

 

d) Differentiation

á      There is no differentiation within the learning center itself. If the teacher sees certain students struggling then the teacher can pair the student who needs help with a student who is fluent to complete the center, learn from a peer, and get their picture on the wall.

 

Standards

á      Standard 3: Geography

á      Students will use a variety of intellectual skills to demonstrate their understanding of the geography of the interdependent world in which we live—local, national, and global—including the distribution of people, places, and environments over the EarthÕs surface.

 

 

Materials (Attached)

á      The learning center has a board with the categories of ÒShelter protects us from, Shelter is made of, Types of shelterÉÓ that students will stick the pictures/ terms under.

á      Basket of pictures and terms that go under the three categories.

á      Traditional Houses from Around the World by A.G.Smith coloring pages.

á      Colored pencils

á      Directions Posted in Center

 

Lesson Process

á      This learning center is designed to be completed without instruction from the teacher.  A directions sheet will be posted in the center for students to follow (Attached). While students are completing this activity, they will have to use all of the terms and pictures from the basket for the board categories. This center can be completed alone or in pairs.  If there are questions, student must ask a peer before asking the teacher for help.

 

If Time

á      Students can choose to complete the board activity alone or in pairs if they would like to complete it a second time

á      Students can choose to complete the coloring/writing activity a second time if they would like

á      I do not predict that a time extension will be needed.

 

References

á      Lin Lin for ideas and conceptsÉ thank youJ

á      Traditional Houses from Around the World by A.G. Smith

á      Google Images for pictures in basket

 

 

 

DIRECTIONS

 

 

 

1. Choose to complete this activity with one partner or by yourself.

 

2. Take the pictures and terms from the basket and stick them under the subject that they belong to.

 

3. When the basket is empty, have a fellow classmate or Ms. B. take a picture of you or you and your partner next to your center.

*Make sure that you and the board can be seen in the picture*

 

4. Choose your favorite shelter from the coloring pages.

 

5. Use the colored pencils to color it in.

 

6. On the back, write a description of why the shelter is your favorite using terms we have learned in class.

*Look at your completed board for ideas*

*Remember to write in complete sentences: ÒThis shelter is called_____.  It is my favorite shelter because­­_____."*

 

7. Hand in your completed coloring page and its description in the teacherÕs tray.

 

 

 

 

Key of categories and the pictures and words that belong to them

What does a shelter protect us from?

     

            Wind                   Rain                   Snow            Temperature         Sun

 

What is a shelter made of?

         

 

Clay                                Wood                          Rocks                  Animal Hide

 

 

 

Animal Dung                        Brick               

 

What are some types of shelters?

        

 

Mountain Cave            Pueblo                     Mud Hut                  Boat House

     Tree House