Fran, Pam & Victoria

Lesson adapted from: Map Adventure: Introducing Geography Concepts
Stevens, R., and Hatfield, M.  Social Studies and the Young Learner 16(2), pp1-4.

Title:   A Bird’s Perspective

Grade Level: 1- 2

Content Areas: Geography

Learning Target/Goal:  Be able to understand basic spatial relations, represent physical features on paper, and use some of the basic vocabulary of geography.

EALRS and GLES

G 1.1b Use basic mapping elements to construct a map that displays information about school grounds, a neighborhood, or local community. 

Assumptions:  That lesson one from the unit has been covered. The previous lesson would have covered information on “location” using the book “As the Roadrunner Runs,” by Gail Harman and understanding location. 

Materials:

Other books to consider for this lesson:

“As the Roadrunner Runs,” by Gail Hartman (rural area)

“I live in so many places” by Jane Henesaugh(rural, urban & suburban areas)

Pre-Assessment:  

(Done on day one of unit).   What is a map?  Have you ever used a map?

Key Concepts:     Location and place

Objective:

Given a story and activity students will be able to represent physical features by drawing at least on object seen from the bird’s perspective.

Rationale

Introduce students to the knowledge that maps represent physical features of a place and location.

Procedure:

What did we learn from yesterday about “a mouse’s view?” Today we are going to explore what a bird would see from the sky?  First we are going to begin by reading the story “As the crow flies,” by Gail Harman and illustrated by Harvey Stevenson.  (Teacher reads the story)

 Now we are going go outside to the playground, and see what it looks like from a bird’s point of view.  (Take students and all materials outside.)  First we are going to go to the top of the slide with a partner.  Second you are going to stand on the platform and look down at the playground. Third, you are going to slide down the slide and find out what you do next from Fran.  Can I have someone repeat those directions for me? (Have at least two students repeat directions. As the students come down the slide, Fran will give directions). 

Now, that you have seen what it looks like from a bird’s view.  I want you to draw at least one thing that you saw.  When you finish your pictures give them to Fran or me and put your markers back in the box.  (Take students back inside, display the pictures)  Now we are going to take turns talking about our pictures and what you saw. (Volunteers will come up and share pictures)

Closure:

How is the bird’s view different from the mouse’s view?(Reasoning)

Is it easy to see individual blades of grass from high up?(knowledge)

Who sees more of the landscape at one glance: the bird or the mouse?(knowledge)

Who probably sees more bugs on the ground: the bird or mouse?(knowledge)

Formative Assessment:

Students will be assessed on their drawings and display at least one object seen from the birds view. 

*Accommodations: