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Here is an excellent classroom mapping lesson that is tailored for students with different abilities

Subject:

Other  

Grades:

3, 4, 5  

 

Title – Classroom Scavenger Hunt
By – Michelle Sarabia
Primary Subject – Other
Grade Level – 3 – 5

I have been doing something similar to the lesson plan listed for K-3 with classroom mapping, but with older students (3-5 Resource and Enrichment).

Lesson Plan Title: Classroom Scavenger Hunt

Concept / Topic To Teach: Classroom layout and rules, get to know other students

Standards Addressed: Any subject standard involving comprehension and application of written material to environment, working well with other students, organizational skills

General Goal(s): Students will comprehend and use written directions effectively. Students will know classroom layout and rules. Students will use good interpersonal skills.

Specific Objectives: I have a special ed program (both resource and gifted enrichment). This is where I link the general goals to the students’ IEPs. (e.g. Student will increase organizational skills; Student will link written words to the items they represent).

Required Materials: Index cards with color code/pictures/words (laminated), pictures/artwork to hide around room, scavenger hunt worksheets, student folders, pencils, prizes

Anticipatory Set (Lead-In): Ask students to discuss what classroom layouts and rules they have experienced so far. What things are the same from teacher to teacher? What things are different?

Step-By-Step Procedures:

Before the students arrive, mark each center with a different color. Create enough laminated cards with that color to account for the number of seats at the center (plus some extra to cover loss of materials). Create a pocket on the student folders where you can put a card for the center where you’d like that student to start the day. Also, hide artwork pictures around the room in both likely and unlikely places, as well as placing it near important postings on the walls, etc. (I used the punch-out pieces from seven new stencils of jungle animals, glued each of them to a colored background, colored them in with markers, and posted them next to the bell schedule, the rules, the calendar, above shelving, underneath tables, behind the TV trolley on the wall, etc.).

To create the worksheet, keep your students’ grade level and abilities in mind. I created two different worksheets, one for my resource kids, and one for my enrichment kids. The first part of the worksheet (for me) was a list of the different centers, with a space by each for the kids to write in the colors. The resource kids had the actual name of the center (computer, watch a video, listen to a tape, read a book, etc.). The gifted kids had a task listed that could only be performed at that center (hear the story of “Ali Babba,” watch a scientist talk about prehistoric mammals, find information on the Internet, etc.). The next part of the worksheet asked students to list the jungle animal found next to important postings. Then the students had to list the remaining hidden jungle animals (three for resource, four for gifted, bonus points to find all five remaining animals!). The third section asked the students to find the paints and brushes (inside the cabinet) and the dictionaries (on top of the student cubby shelves). The resource kids were told to “find the dictionaries.” The gifted kids were asked to find the definitions of a word and compare the similarities and differences between the definition items.

After you finish your anticipatory discussion, explain to your students that you have color coded the centers, and have also hidden artwork around the room (point out one to give a direct example). Explain that this activity will help the students get to know the room better. Tell students that they can help each other, but cannot directly show or point out where to find things, nor can they copy off each other’s papers (interpersonal use of effective verbal language). Hand out the worksheets and let the students get started searching. Keep a close eye and ear to make sure they’re talking, not pointing or copying! (I think the most fun part from my perspective was watching the students when they noticed one student lying on his back to find the tiger I’d pasted on the bottom of a table. Suddenly all the students were inching around the room on their backs checking all the bottoms of all the tables and desks!) Students who complete the worksheet correctly get a prize!

Plan For Independent Practice: Students will use centers and resources throughout the year.

Closure (Reflect Anticipatory Set): Ask the students to point out the important class postings, the centers, etc. Ask students what their favorite centers are. Review the procedure for the pocket on their folders. Have students go to a center and explore the information contained there.

Assessment Based On Objectives: Teacher observation.

Adaptations (For Students With Learning Disabilities): See worksheet adaptations. Also, students can work in pairs, draw pictures/color with crayons or markers rather than write.

Extensions (For Gifted Students): See worksheet adaptations.

Possible Connections To Other Subjects: Items searched for can include specific tools used in a particular subject (maps, scopes, rulers, protractors, etc.).

E-Mail Michelle Sarabia !

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