ADVANCED ORGANIZER LESSON PLAN
ADVANCE ORGANIZER LESSON PLAN
Subject: Social Studies Specific Content: Neighborhood and
community
Grade Level: 1st
Length of Lesson: 20-25 minutes
Instructional Objective(s): The learner will use an Advance Organizer to discuss the concept of community.
GOAL: Students will describe, compare, and explain the locations and characteristics of economic activities, trade, political activities, migration, information flow and the interrelationships among them.
OBJECTIVE; Student will describe and illustrate how neighborhoods or communities include housing, commerce, transportation, and communication systems, as well s their interrelationships with each other.
Yesterday’s Lesson: Culminating activity for their animals unit
Materials:
Four pictures
Where are your materials to be kept until their use during the lesson?
Teacher’s easel
When will your materials be passed out? N/A
How will materials be passed out? N/A
Model of Teaching: Advance Organizers
Procedures
List each procedure according to stages of Advance Organizers
Include each question you are planning to ask your students in the appropriate section of your lesson plan.
PHASE 1: PRESENTATION OF ADVANCE ORGANIZER
Tomorrow’s Lesson: Exploring forms of housing in their own community
Prerequisite Knowledge or Behaviors Needed:
Skills: Students are learning more about group discussion
Concepts: Travel, food, shelter of insects and animals from the previous two science units, finding locations on simple grid maps, 911 call procedures, functions of school, hospital, fire and police departments
Behaviors: Raising hands for discussion, listening without interrupting others
Why is the Content of Today’s Lesson Relevant for Your Students?
Many human interactions revolve around obtaining food, clothing, shelter for our families and seeing to the needs of our community members.
PHASE 2: PRESENTATION OF LEARNING TASK OR MATERIAL
Pictures introduction – 1 – bees
“Does it look like this nest is a home for one bee?”
Student response time
“Do you mean that these bees can live in one nest?”
“Wouldn’t they bump into one another all the time?”
“The nest isn’t that big, and there are a lot of bees.”
Student response time
“I was wondering how they got this big nest to live in.”
“Did they just borrow it, or did they make it?”
Student response time
“So how did they get the rope to their nest?
Student response time
Picture 2 – prairie dogs
Student response
“Now what I am wondering about is why all these prairie dogs live so close together. With all that land around them, don’t you think they’d rather live by themselves or at least have a little more space?”
Student response
Picture 3 – group of monkeys
“What do you think is going on here?”
Student response
Picture 4 – ant hill
“What do you think all these ants are doing?”
Student response
“I’ve learned a lot from these pictures today.
1 – Bees make houses.
2 – Monkeys follow rules.
3 – Prairie dogs protect each other and maybe share food with each other.
4 – Some of these animals live in neighborhoods just like we do.
5 – When people help each other, we call that a community.
PHASE 3: STRENGTHENING COGNITIVE ORGANIZATION
Center activities
1 – Practicing 911 calls
2 – Grocery store
3 – Drawing pictures of suggested community places
4 – Finding locations on simple city maps
5 – Identifying bus routes on simple maps
Closure: “What did we talk about today in our class discussion? What do you want to know more about?”
Assessment
The students will create their own advanced organizer independently about the grocery store.
Subject: Social Studies Specific Content: Neighborhood and
community
Grade Level: 1st
Length of Lesson: 20-25 minutes
Instructional Objective(s): The learner will use an Advance Organizer to discuss the concept of community.
GOAL: Students will describe, compare, and explain the locations and characteristics of economic activities, trade, political activities, migration, information flow and the interrelationships among them.
OBJECTIVE; Student will describe and illustrate how neighborhoods or communities include housing, commerce, transportation, and communication systems, as well s their interrelationships with each other.
Yesterday’s Lesson: Culminating activity for their animals unit
Materials:
Four pictures
Where are your materials to be kept until their use during the lesson?
Teacher’s easel
When will your materials be passed out? N/A
How will materials be passed out? N/A
Model of Teaching: Advance Organizers
Procedures
List each procedure according to stages of Advance Organizers
Include each question you are planning to ask your students in the appropriate section of your lesson plan.
PHASE 1: PRESENTATION OF ADVANCE ORGANIZER
Tomorrow’s Lesson: Exploring forms of housing in their own community
Prerequisite Knowledge or Behaviors Needed:
Skills: Students are learning more about group discussion
Concepts: Travel, food, shelter of insects and animals from the previous two science units, finding locations on simple grid maps, 911 call procedures, functions of school, hospital, fire and police departments
Behaviors: Raising hands for discussion, listening without interrupting others
Why is the Content of Today’s Lesson Relevant for Your Students?
Many human interactions revolve around obtaining food, clothing, shelter for our families and seeing to the needs of our community members.
PHASE 2: PRESENTATION OF LEARNING TASK OR MATERIAL
Pictures introduction – 1 – bees
“Does it look like this nest is a home for one bee?”
Student response time
“Do you mean that these bees can live in one nest?”
“Wouldn’t they bump into one another all the time?”
“The nest isn’t that big, and there are a lot of bees.”
Student response time
“I was wondering how they got this big nest to live in.”
“Did they just borrow it, or did they make it?”
Student response time
“So how did they get the rope to their nest?
Student response time
Picture 2 – prairie dogs
Student response
“Now what I am wondering about is why all these prairie dogs live so close together. With all that land around them, don’t you think they’d rather live by themselves or at least have a little more space?”
Student response
Picture 3 – group of monkeys
“What do you think is going on here?”
Student response
Picture 4 – ant hill
“What do you think all these ants are doing?”
Student response
“I’ve learned a lot from these pictures today.
1 – Bees make houses.
2 – Monkeys follow rules.
3 – Prairie dogs protect each other and maybe share food with each other.
4 – Some of these animals live in neighborhoods just like we do.
5 – When people help each other, we call that a community.
PHASE 3: STRENGTHENING COGNITIVE ORGANIZATION
Center activities
1 – Practicing 911 calls
2 – Grocery store
3 – Drawing pictures of suggested community places
4 – Finding locations on simple city maps
5 – Identifying bus routes on simple maps
Closure: “What did we talk about today in our class discussion? What do you want to know more about?”
Assessment
The students will create their own advanced organizer independently about the grocery store.