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High Impact Teaching Strategies: Multiple Exposures, Feedback, Explicit Teaching, Differentiated Teaching Lesson Plan: 1. Prior to beginning the lesson, prepare a scavenger hunt in the classroom. Hide a prize or treat somewhere in the classroom. Hide clues around the classroom that will lead students to the prize. Have the clues be relative location descriptions. Try to use all of the words from the Poster Pal chart “Location Words” in the clues. For example: a. To start the scavenger hunt, say something similar to this: Look for the first clue. You will find it under the __________. (something that is under something else in your classroom) 2. Begin the lesson by reviewing what students previously learned about relative location: Relative location is how we describe where things are using other objects or places. a. Show the Poster Pal chart “Location Words” and discuss the words we can use to describe the relative location of places and objects. b. Clue #1: Look for clue #2. You will find it next to the __________. c. Clue #2: Look for clue #3. You will find it near the __________. 3. Read the first sentence of the article as the students follow along. Explain that we can describe the relative location of objects in our classroom. We can use relative 5. Point out the word “near.” (Make sure the word “near” is on the chart.) Have the students point to the sink on the image in the student edition. Next, have them point to the flag. Discuss that in the classroom in the image, the sink is near the flag. Explain that we can use the word “near” when describing relative location. “Near” means close to something. 6. Give the students more opportunities to describe relative location, using the image of the classroom and objects and people in your classroom. a. Option 1: Give the students a spatial term (over, under, near, far, left, or right). Have the students say a sentence using that term and the picture in the student edition. For example: i. Use the word “under.” The student could say, “The rug is under the students.” b. Option 2: Name an object in your classroom and have the students describe its relative location. For example: i. Backpack: The students could say, “The backpack is near the desk.” c. Option 3: Have a student stand somewhere in the classroom. Give the rest of the class the opportunity to describe the relative location of their classmate, using location words. Repeat with more students. 7. Have the students discuss what relative location means with a partner. Give the pairs the opportunity to share their answers. Give feedback and clear up any misconceptions as they share. (Relative location tells us where something is, using other places or objects.) 8. Extension activity: Explain to the class that they are going to do a fun activity that will let them use relative location to find a hidden prize in their classroom. a. Complete the previously prepared scavenger hunt. As a class, read the clues and find the relative locations listed on the clues. location to find things in our classroom. 4. Read the last sentence of the article.
Location | Week 14
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