Discover the Desert

Grade Level: 1st Grade

Curriculum Area: English Language Arts

---

Lesson 1 of 2

1. Standards According to Common Core

CCSS.ELA-LITERACY.RI.1.4
Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.

CCSS.ELA-LITERACY.RI.1.7
Use the illustrations and details in a text to describe its key ideas.

---

2. Learning Objectives

• Students will be able to identify and describe three physical features of deserts.
• Students will enhance vocabulary related to desert landscapes.
• Students will make connections between visual and textual information regarding deserts.

---

3. Essential Question

What are the key physical features of a desert, and how can we describe them using new vocabulary?

---

4. Materials to be Used in the Lesson

• "Deserts" by Gail Gibbons, a picture book
• Pictures of deserts (e.g., sand dunes, cactus, desert animals)
• A large map of the world
• Chart paper and markers
• Whiteboard and dry erase markers
• Vocabulary cards (sand dune, cactus, oasis)
• Coloring sheets with desert scenes
• Crayons or colored pencils

---

5. Warm Up

Time: 5 minutes
Begin the class with a brief discussion by asking: “What do you think a desert looks like?” Encourage students to share their ideas and write a few keywords on the board such as "hot," "sand," or "dry." Show a picture of a desert and ask if it matches their image.

---

6. Procedure

Step 1: Introduce the Desert (10 minutes)
Read a portion of "Deserts" by Gail Gibbons, focusing on illustrations that highlight sand dunes, cacti, and desert animals. Pause to discuss new vocabulary words as they appear.

Step 2: Describe Physical Features (10 minutes)
Show students pictures of key desert features: a sand dune, a cactus, and an oasis. Discuss these features and display corresponding vocabulary cards. Use the map to show where deserts are located globally.

Step 3: Group Activity - Desert Features (15 minutes)
Divide students into small groups. Provide each group with chart paper, markers, and desert pictures. Have them create a poster describing the three desert features, using the vocabulary words. Encourage them to draw these features and label them.

Step 4: Share and Conclude (5 minutes)
Each group shares their poster with the class. Summarize the discussion by reinforcing the vocabulary and physical characteristics learned during the lesson.

---

7. Differentiation

• For advanced learners: Encourage them to include additional facts about deserts or desert animals in their group activity. Provide books or resources for further exploration.
• For beginning learners: Provide them with pre-drawn outlines of desert features for coloring and labeling. Pair them with a peer for group activities for assistance and support.

---

8. Assessment

• Formative: As students work in groups, circulate the room and listen to their discussions, providing guidance as needed. Observe their use of new vocabulary.
• Summative: Evaluate each group’s poster based on their use of new vocabulary and descriptive elements. Check individual understanding by asking students to verbally describe a desert feature at the end of the lesson.

---

Lesson 2 of 2

1. Standards According to Common Core

CCSS.ELA-LITERACY.W.1.2
Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.

CCSS.ELA-LITERACY.SL.1.1
Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.

---

2. Learning Objectives

• Students will write a short descriptive paragraph about deserts, using learned vocabulary.
• Students will participate in a collaborative discussion to share desert knowledge.

---

3. Essential Question

How can we use words and pictures to describe a desert and its unique features?

---

4. Materials to be Used in the Lesson

• Student notebooks or writing paper
• Pencils
• Vocabulary wall/board with desert terms
• Desert feature illustrations from previous lesson
• Large chart with sentence starters (e.g., "A desert is...", "In the desert, you will find...")

---

5. Warm Up

Time: 5 minutes
Start with a recap of the previous lesson by asking, “Who remembers some words we learned about deserts yesterday?” Reinforce the vocabulary by pointing to the word wall or cards.

---

6. Procedure

Step 1: Review and Discussion (10 minutes)
Show the class the desert feature illustrations from the previous day's lesson. Ask students to describe each feature again. Prompt them to use full sentences and vocabulary words learned.

Step 2: Writing Activity (20 minutes)
Guide students to write a short paragraph describing a desert. Use sentence starters provided on a chart to help them format their writing. Encourage the use of vocabulary words such as "sand dunes," "cactus," and "oasis."

Step 3: Peer Sharing (5 minutes)
Have students share their writing with a classmate. Encourage them to give positive feedback and share one additional fact they remember about a desert.

Step 4: Class Sharing and Closure (5 minutes)
Select a few students to read their paragraphs aloud. Conclude the lesson by revisiting the essential question and discussing briefly what everyone has learned about deserts.

---

7. Differentiation

• For advanced learners: Encourage them to include more complex sentences or additional information they've learned.
• For beginning learners: Provide them with the sentence starters written down. They can fill in words or finish sentences with guided support.

---

8. Assessment

• Formative: Observe student participation during discussions and peer sharing. Note the integration of vocabulary in their verbal descriptions.
• Summative: Collect and review their writing for the use of vocabulary and ability to convey factual information learned about deserts.

---

This plan, through its multi-modal approach, not only aligns with US education standards but also enriches students' learning experience with engaging activities tailored for young learners. By combining reading, visual learning, discussion, and writing, students will thoroughly understand and articulate the physical features of deserts.