The Cajun Gingerbread Boy
Author: SHERRY KIGHT
Based on lesson by: SHERRY KIGHT
Date created: 11/05/2011 8:16 PM EST ; Date modified: 11/06/2011 10:28 AM EST
GENERAL COMMENT AREA
General Comments
VITAL INFORMATION
Subject(s)
Reading, Science, Social Studies
Topic or Unit of Study
Bayou Life
Grade/Level
Grade 2
Standards
NC- North Carolina Standard Course of Study
Subject: Social Studies
Grade/Topic: Grade 2 REGIONAL STUDIES: LOCAL, STATE, UNITED STATES, AND WORLD
The second grade study emphasizes community life in a variety of contexts with a major focus on geography. Students examine how communities may be linked to form larger political units, and how there are cultural, geographic, and economic ties. Through their study of various patterns of community living, the students begin to understand that people’s activities are influenced not only by their geographic location, but also by how they use the earth’s materials, the physical environment, and human traditions. By looking at communities from a geographic perspective, students become aware of some of the cultural, political, geographic, and economic factors that help bind communities together through both time and space.
Competency Goal 5: The learner will understand the relationship between people and geography in various communities.
Objective 5.01: Define geography and use geographic terms to describe landforms, bodies of water, weather, and climate.
Subject: Science (updated)
Grade: Grade 2
Subject Area: Life Science
Competency Goal: 1: Will conduct investigations and build an understanding of animal life cycles
Objective: 1.01 Describe the life cycle of animals including: Birth, Developing into an adult, Reproducing, Aging and death
Objective
Students will compare and contrast versions of the story of The Gingerbread Man.
Students will state the meaning of and be able to apply the terms of geography, bayou, city, river, weather, and climate.
Students will review the steps in the life cycle of frogs and discuss how the characteristics of the bayou support the frog’s development.
Summary
The lesson is based on the book The Cajun Gingerbread Boy. By reading the book, the teacher will be able to introduce the concept of a bayou and its inhabitants to students. The teacher will use teacher talk to emphasize the difference between the original version of The Gingerbread Man and The Cajun Gingerbread Boy. The students will learn the terms of geography, bayou, river, city, weather, and climate and be able to apply them. Students will view an educational video on the life cycle of an ant, bee, butterfly, and a frog. The teacher will engage students in a discussion on what the life cycle means, and review the life cycle of a frog in the video.
IMPLEMENTATION
Phase 1: Engage the Learner
“What is a bayou?”(Student given opportunity to answer.) The teacher will show students pictures of different bayous on smart board. The teacher will explain that they are going to read The Cajun Gingerbread Boy, in which they will learn meet some of the habitants of the bayou. The students will also be informed that they will watch a video on the life cycles of some of those habitants. The teacher will inform the students that this information will be applied in other lessons in this unit. 20 minutes.
Phase 2: Explore the Concept
Students will use computers to work with partners to research the terms: geography, bayou, river, city, weather and climate. Each set of students will be responsible for one term. Once the students have researched the terms, they will discuss them with their partners. The teacher will circulate around the room talking to the students and asking questions. 5 minutes.
Students will create a PowerPoint presentation that includes a definition of their word, an illustration, and use the word in a sentence, which also includes the definition. Additionally, students will include a description of the life cycle of the frog in the presentation with one slide discussing how the bayou supports the development of the frog.
Phase 3: Explain the Concept & Define the Terms
The teacher will call the students together on the carpet to discuss the terms: geography, bayou, river, city, weather and climate. Students will be given an opportunity to share the word they research with the class. The teacher explains that these terms are used when identifying locations on maps, globes, and weather and climate can be used to describe the physical environment that people live in. The teacher will then display pictures of maps and globes on the smart board which the students take turns going to the board to point out and discuss the features on the map. Together, the group will discuss how the bayou supports the life cycle of the frog. A local community member who works for a geology consulting firm will speak to the class about how he surveys land and will discuss how these terms are used in his job. 10 minutes
Phase 4: Elaborate on the Concept
Students will work with partners to create a map on the computer with landforms, bodies of water that include rivers, bayous, and cities. Students will discuss other areas where frogs may live.Teacher will monitor class behavior, and encourage and prompt students when needed. 10 minutes.
Phase 5: Formative Assessment
Students will share their maps with their classmates. They will discuss their maps with classmates and teacher. The teacher will use the product produced to assess they students understanding of the terms and their relationship to maps. 10 minutes.
Time Allotment
1 class periods. 55 Mins. per class.
Reflections
MATERIALS AND RESOURCES
Differentiated Instruction
English language learners will be paired with peers to gain understanding of the concepts. Heterogenous grouping will be used for computer work to allow those below grade level to understand the concept. Gifted students will be given the opportunity to extend their presentations with a presentation of their map and the work of a surveyor.
Instructional Materials & Handouts
Resources
Materials and resources:
The Cajun Gingerbread Boy
Life Cycle video
Smart Board
STANDARDS & ASSESSMENT
Assessment/Rubrics
Assessment will be in the form of observations and completed product of students’ maps and accuracy of content in the Powerpoint presentation related to word definitions and frog life cycle.
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