Teacher Toolkit

Social Studies 1st Grade

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Grade 1

Georgia Performance Standards Self-Guided Tour for Teachers
10 Social Studies Standards Met

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  • Standards are addressed through a self-guided tour of the World of Coca-Cola.
  • Standards may be fulfilled in more than one area of the attraction.
  • Please feel free to ask ambassadors to tell your class about their specific areas as you tour.
  • Teachers may choose to ask students to bring paper and pencil in an empty book bag for some activities listed below.
  • Look for the Coca-Cola red bottle to direct you to the appropriate student activities.

SS1G3 The student will locate major topographical features of the earth‘s surface.

  1. Locate all of the continents: North America, South America, Africa, Europe, Asia, Antarctica, and Australia.
  2. Locate the major oceans: Arctic, Atlantic, Pacific, and Indian.
  3. Identify and describe landforms (mountains, deserts, valleys, plains, plateaus, and coasts).

Location-The Lobby

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Connections

There are a number of large decorated Coca-Cola bottles located in the central area of the lobby as you arrive. Approximately 200 countries were invited to decorate a bottle to represent their country as part of Coca-Cola‘s celebration of the 1996 Centennial Olympics Games in Atlanta.

  • There are a number of large decorated Coca-Cola bottles located in the central area of the lobby as you arrive. About 200 countries were invited to decorate a bottle to represent their country. Take your class around the display and talk about the continent on which each country is located. You will notice other bottles located in various locations in the Hub after you leave the first theater. Other bottles are located at different areas around Atlanta or are on tour.

Location-The Hub

social-studies-1-hub

Connections

The mural in the Hub is a representation of the seven continents starting with North America on the far left. The letters and various languages move you from one continent to the other throughout the artwork.

  • Ask an ambassador to tell your students about the mural in the Hub. It is a representation of the seven continents starting with North America on the far left. Ask students to tell you how they can tell the mural moves from one continent to another. (letters/language changes)

SS1E2 The student will explain that people have to make choices about goods and services because of scarcity.

SS1E3 The student will describe how people are both producers and consumers.

Location-Milestones of Refreshment, Gallery 1
(John Pemberton Invents Coca-Cola)

social-studies-1-gallery1

Connections

This Milestones of Refreshment gallery showcases the time in which John Pemberton invented Coca-Cola.

  • Ask students the definition of a “good” (something you buy) and a “service” (something you pay for that someone else does for you). Ask students what “good” the attraction they are visiting today is all about. (Coca-Cola)
  • Ask students to look around the room and see if they can see an area that might be used to provide a service to people who want a Coca-Cola (the soda fountain).
  • Who would be the person to provide the service? (the person behind the soda fountain)
  • If you were the soda fountain “jerk”, tell what you would do to provide a service to your customer. (take their order, pour the drink, give it to the customer)
  • Look around the room. Ask students if they see any way that Coca-Cola is trying to provide a service to people who come to the attraction. (short videos are providing information about how Coca-Cola got its start)
  • Ask student how many of them are consumers of Coca-Cola. Review what the terms consumer and producer mean. Ask students how many of them have put different ingredients together at home to make something to either eat or drink. Ask students if this would make them a producer or a consumer (producer). If they then eat or drink the thing they made, what would they be then? (consumer).
  • Explain to students that Mr. Pemberton, the man who invented Coca-Cola, was the person who put a lot of things together in order to find something to drink that would taste good. He then started to make the syrup to make the drink. This made him the producer; he hoped to find lots of people who would then be the consumers.
  • Throughout the tour, ask your students to keep an eye out for examples of goods and services, producers and consumers. You can keep a running list of these items found by your students. The list will be used in a post visit activity.

SS1G3 The student will locate major topographical features of the earth‘s surface.

  1. Locate all of the continents: North America, South America, Africa, Europe, Asia, Antarctica, and Australia.
  2. Locate the major oceans: Arctic, Atlantic, Pacific, and Indian.
  3. Identify and describe landforms (mountains, deserts, valleys, plains, plateaus, and coasts).

Location-Milestones of Refreshment, Gallery 8
(International Room)

social-studies-1-gallery8

Connections

This Milestones of Refreshment gallery features a World War II case that details how The Coca-Cola Company provided the Coca-Cola product to soldiers during World War II.

  • In Milestones of Refreshment, gallery 8, (ask an ambassador for assistance to direct you to the correct location) ask your students to notice the continents on the floor. Ask students to stand on various continents as you call them out.
  • Ask students to stand around the perimeter of the room. Ask students to name continents as you stand on them.

Location- Taste It, Second Floor

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Connections

This area allows students to taste products manufactured by The Coca-Cola Company from around the world. The Beverage Connoisseur will speak with your students about kosher products.

  • In the Taste It room, ask the Beverage Connoisseur behind the counter to play the continent map game with your students. Please make sure your group is divided into two groups.
  • Ask your students if they can discover which continent is missing in this room (Antarctica). Ask if they can find the totem that is not a continent by itself (Latin America).

 


 

Grade 1

Lesson Plan
4 Social Studies Standards Met

Puzzling Continents!

Pre-visit Activity

SS1G3 The student will locate major topographical features of the earth‘s surface.

  1. Locate all of the continents: North America, South America, Africa, Europe, Asia, Antarctica, and Australia.

Objectives:

  • Students will compare and contrast the continents as they appear on a map as opposed to a globe.
  • Students will use the Internet site “Continent Puzzle” to put continents together.
  • Students will fill out an outline map of the world with continent names with the help of a wall map.

Materials

Time — 1 Hour

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Procedures

  1. Review your student‘s prior knowledge about continents by asking them what we call the very large bodies of land that are found on earth. (continents)
  2. Use the wall map to review the names of the continents orally with the group. Once you are sure most children are comfortable with the names, ask volunteers to name continents as you point to them. Ask students to name the number of continents. (7)
  3. Compare the wall map with a flat map of the world. Ask students if any of the continents look different on the flat map. (Antarctica looks long instead of round). Explain to students that because a flat map is used to show a round globe, some of the continents look different than they do in real life. A globe is the best kind of map to use to see the real shape of the continents.
  4. Read the book, Seven Continents: Jigsaw Book, by Jennifer Mappin. Discuss with students as you read through the book. This book includes pictures of animals and products from different areas as well.
  5. Tell students that they are now going to get to play their own continents puzzle game on the computer. Ask students to go to http://www.worldatlas.com/aatlas/woutline.htm which has an easy to play puzzle of the continents.
  6. Keep the wall map down for students to use as they write the names of the continents on their own outline map which can be printed from: http://www.worldatlas.com/aatlas/woutline.htm

Closing

Ask students which continent they would like to live on, if they couldn‘t live in North America. Would they like a warmer continent or a colder one? Ask students to give reasons for their answers.

Assessment

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Use the maps students have labeled to assess their knowledge of continents and their names.


Nibbling on the Continents

Post-Visit Activity

SS1G3 The student will locate major topographical features of the earth’s surface.

Locate all of the continents: North America, South America, Africa, Europe, Asia, Antarctica, and Australia.

Objectives

  1. Students will use the Internet to review continent names.
  2. Students will review their experiences at the World of Coca-Cola.
  3. Students will make a representation of a world map out of graham crackers.

Materials

  • Computer with internet access
  • Graham crackers
  • Large sheet of blue construction paper

Time — 1 Hour

social-studies-1-time

Procedure

  1. Discuss with your students their visit to the World of Coca-Cola. Ask them to review where they found information about the continents. (The bottles in the lobby, the mural in the Hub, the continent map on the floor)
  2. Review the continent names by going to the computer. Ask students to go to: http://www.sheppardsoftware.com/World_Continents.htm. Once there, they should go to level L which is a tutorial. This will lead them to a map that speaks the name of the continent they click on, and spells the continent name as well.
  3. Tell students that today they are going to use graham crackers to make a map of the world. Hold up a graham cracker and ask students which continent it looks like. (none…it‘s a square). Tell students that it looks like you are going to have to nibble away at the cracker until it looks like one of the continents! Ask the students which continent you should nibble. Proceed to nibble around the cracker until it has a similar look as the continent.
  4. Hold up a piece of blue paper. The blue paper represents the world. Where should the continent, you just nibbled be placed on the paper? Use the wall map to help students decide. Glue the graham cracker to the paper.
  5. Tell students that they are going to get to nibble their way into a world map today.
  6. Distribute seven crackers and one sheet of blue paper to each student. The entire long cracker is best to use for this activity. With first graders, it is best to do each continent together as a group. Choose one continent; nibble away at it as you discuss the shape with your students. Warn students that they only get one cracker per continent, so they have to nibble carefully! Next, determine the location and glue. Write the name of the continent on the board for the students then ask them to label the continent on their map.
  7. Ask students to label their map, when all seven continents are finished, “Continents of the World” and add their name.

Closing

Ask students to take turns sharing their maps. Do a review of continents using the wall map or a globe.

Assessment

Walk around and watch your students as they construct their maps. Are they putting the continent in the correct area of their world map? Have they spelled the continent name correctly?

Gifted Connection

Ask your gifted students to choose one continent and make a map of the mountains and rivers found on that continent. Remind students that they should label their continent, the mountain chain and the rivers they find.

English Language Learners

Make sure to pair your English language learner with a buddy who can explain terms that are unfamiliar, and help with directions on the map activity. This is particularly important for students who have not been in the country very long.

National Geographic has assembled excellent lesson plans for students in grade one in the area of Social Studies. To access these lesson plans go to:
http://www.nationalgeographic.com/xpeditions/lessons/matrix.html