Big Book: - Be GLAD · Web view1st Grade Navigation Unit (Oregon) IDEA PAGES. I. UNIT THEME....

1st Grade Navigation Unit (Oregon)IDEA PAGES

I. UNIT THEMEThroughout history, societies have used various navigation systems and tools. The ability to navigate by land, water or air has allowed for movement of people, products and ideas, influencing the course of history.

II. FOCUS/MOTIVATION Visit a train station, airport, river dock, etc World map: places visited by teacher and students• Inquiry chart• Compasses, pedometers• Cartographer awards• Read Aloud - Big Book: The Navigation Transformation• Observation charts Signal words Cognitive content dictionary Personal interactions Poetry and chanting Current events

III. CLOSURE• Process all charts and information• Parent letter• Student-made Big Books• Build space shuttle, train, ship, car/truck, etc. out of cartons and boxes Treasure hunts: student-made maps Field trip to Aviation Museum in McMinnville Field trip to OMSI submarine in Portland Field trip to Oregon History Museum (antique cars and trains, Oregon Trail,

maps of historic Portland) Scavenger hunt of local area landmarks Unit test

IV. CONCEPTS Maps help move people, products and ideas (languages, religions) from place to

place There are different types of maps for different purposes Natural features and human-made inventions are used to help people navigate the

world: stars, geographical features, compass, GPS, road signs The invention of the wheel had a major influence on transportation The invention of the fuel-powered engine had a major influence on transportation Cartographers use a variety of data to make maps Linear measurement and coordinate geometry are important to map-reading Various transportation modes are used depending on suitability

Navigation Level 1 OR 1Erick Herrmann & Laura Curry (North Clackamas SD) - Project G.L.A.D (04/07 JB)

1st Grade Navigation UnitIDEA PAGES

V. VOCABULARYAtlasBird’s eye viewBorderCardinal pointsCartographyCommerceCompassCompass roseConstellationCoordinatesDirectionDistanceElevationEquatorExplorationFloor planFreight

Geographical features: mountain, valley, sea, ocean, coast, riverGeographyGlobeGridHemisphereImmigrationJourneyKeyLatitudeLighthouseLinear measurement:

miles, feet, yards, inchesLongitudeLuggage/baggageMagnetic polesMigrationNavigateNavigationPassengerPassportPedestrianPedometerPerspectivePortProductsScale

Ship (noun and verb)SlaverySymbolTopographical map, political map, road map, weather map, relief map (3-D)TradeTransport TransportationUnderground railroadVehicleVoyageWheel and axle

VI. ORAL LANGUAGE/READING/WRITING SKILLS

English/Language Arts Standards,Grade 1:Concepts of PrintIdentify letters, words, and sentences.Match oral words to printed words.Recognize that sentences start with capital letters and end with punctuation such as periods, question marks, and exclamation points.

Decoding and Word RecognitionUse letter-sound correspondence knowledge to sound out unknown words.Use knowledge of vowel digraphs and r-controlled letter-sound associations to read words (e.g., ea in beat, and ea in ear).Read compound words and contractions.Read inflectional forms (e.g., -s, -ed, -ing), and root words (e.g., look, looked, looking).Read common word patterns (e.g., -ite, -ate in words such as gate, late, kite, and bite).Read common irregular sight words accurately and fluently (e.g., the, have, said, come, give, of).Read aloud grade-level text with accuracy and comprehension in a manner that sounds like natural speech, using cues of punctuation to assist.By the end of the first grade, read aloud unpracticed grade-level text at a target rate of 40-60 wcpm (words correct per minute).Read or demonstrate progress toward reading at an independent and instructional reading level appropriate to grade level.



Listen to and Read Informational and Narrative Text

VocabularyUse context to understand word and sentence meanings. Read to Perform a TaskRead written directions, signs, captions, warning labels, and informational books.Locate the title, name of author, name of illustrator, and table of contents.Alphabetize a list of words by the first letter.Read and understand simple one-step written instructions. Obtain information from print illustrations.Identify text that uses sequence or other logical order (explain how informational text is different from a story).Informational Text: Demonstrate General UnderstandingDescribe new information gained from text in own words.Answer simple written comprehension questions based on material read.Informational Text: Develop an InterpretationMake connections and discuss prior knowledge of topics in informational texts.Discuss how, why, and what-if questions in sharing informational texts.Literary Text: Demonstrate General UnderstandingDescribe the roles of authors and illustrators.Recollect, talk, and write about books read during the school year.Retell the main events of the story describing the beginning, the middle, and the end.Sequence the events in the story.Literary Text: Develop an InterpretationRelate prior knowledge to the story.Predict and justify what will happen next in stories.Literary Text: Examine Content and StructureDistinguish fantasy from realistic text.

WritingPlanning, Evaluation, and Revision

With assistance, write for different purposes and to a specific audience or person. Develop an idea with an identifiable beginning, middle and end.Sequence two or more events.Use descriptive words when writing.Write in complete sentences and distinguish whether simple sentences are incomplete or fail to make sense.



Writing ConventionsSpell correctly three- and four-letter short vowel words (can, will).Use spelling/phonics-based knowledge to spell independently when necessary.Show spelling consciousness or sensitivity to conventional spelling.Identify and correctly write singular and plural nouns (cat/cats).Identify and correctly write simple possessive pronouns (my/mine; his/hers).Correctly use periods (I like my dog.), exclamation points (Help!), and question marks (Do you like to play ball?) at the end of sentences.CapitalizationCapitalize the first word of a sentence, names of people, and the pronoun I.Print legibly and space letters, words, and sentences appropriately.

Writing ApplicationsNarrative Writing: Write brief stories that describe an experience.Expository Writing: Write simple expository descriptions of a real object, person, place, or event using words that help the reader to see, feel, smell, taste, and hear what is being described.Write simple directions.Research Report Writing: With guidance, gather information about a topic and sort it into major ideas

VII. SOCIAL STUDIES/MATH SKILLSGEOGRAPHY: Understand and use geographic skills and concepts to interpret

contemporary and historical issues.CCG 3.1: Understand the spatial concepts of location, distance, direction, scale, movement, and region.CS:Understand and use spatial concepts of geography.B1:View and draw simple maps and pictures to locate, describe, and show movement among places.3.2:Use maps and other geographic tools and technologies to acquire, process, and reportinformation from a spatial perspective.Locate places and understand and use geographic information or relationships by reading, interpreting, and preparing maps and other geographic representations.Understand the purpose of maps, globes, and other geographic tools.3.3:Locate major physical and human (cultural) features of the Earth.Locate major physical and human features of the Earth.Identify major physical features and describe how they are represented on maps, globes, and other tools.3.4:Compare and analyze physical (e.g., landforms, vegetation, wildlife, climate, and natural hazards) and human (e.g., population, land use, language, and religion) characteristics of places and regions. Identify and analyze physical and human characteristics of places and regions, the processes that have shaped them, and their geographic significance. Identify physical characteristics of places and compare them.



3.6:Analyze the causes of human migration (e.g., density, food and water supply, transportation and communication systems) and its effects (e.g., impact on physicaland human systems). Understand the distribution and movement of people, ideas, andproducts.3.8:Understand how people and the environment are interrelated. Understand how humansaffect the physical environment. Understand how peoples’ lives are affected by the physical environment.

HISTORICAL SKILLSInterpret and reconstruct chronological relationships. Understand, represent, and interpret chronological relationships in history. Understand calendar time sequences andchronological sequences within narratives.

Mathematics Standards:1st Grade:Measurement:Understand measurable attributes of objects and the units, systems, and processes of measurement. Apply appropriate techniques, tools, and formulas to determine measurements.Geometry:Specify locations and describe spatial relationships using coordinate geometry and other representational systems.Arrange and describe objects in space by relative position and direction (e.g., near, far, below, above, up, down, behind, in front of, next to, left or right

VIII. RESOURCES

FictionAunt Harriet’s Underground Railroad in the Sky by Faith Ringgold, 1992Blast Off to Earth! By Loreen Leedy, 1992Follow the Drinking Gourd by Jeanette Winter, 1988Langston’s Train Ride by Robert Burleigh, 2004Me on the Map by Joan Sweeney, 1996Oh No! Train Can’t Go! by Heather Amery, 1999On the Day the Tall Ships Sailed by Betty Paraskevas, 2000The Once Upon A Time Map Book by B.G. Hennessy, 1999Sirius the Dog Star by Angeli Perrow, 2002Treasure Map by Stuart J. Murphy. 2004We’re Riding on a Caravan by Laurie Krebs, 2005Where is Gah-Ning? By Robert Munsch, 1994



Non-FictionA River Ran Wild by Lynne Cherry, 1992All Aboard ABC by Doug Magee and Robert Newman, 1990Ancient Transportation by Michael Woods and Mary B. Woods, 2000Atlas of the World, Scholastic, 2001Earth From Above for young readers by Robert Burleigh, 2001Giant Machines by Seymour Simon, 2002Great Journeys by Peter Chrisp, 1997How to Draw Maps and Charts by Usborne, 1993If You Traveled On the Underground Railroad by Ellen Levine,1988If You Traveled West in a Covered Wagon BY Ellen Levine, 1986If Your Name Was Changed at Ellis Island by Ellen Levine, 1993Latitude and Longitude by Rebecca Aberg, 2003Let’s Investigate Marvelous Meaningful Maps by Madelyn Wood Carlisle, 1992Map Keys by Rebecca Aberg, 2003Map Scales by Mary Dodson Wade, 2003Mapping the World by Sylvia A. Johnson, 1999My First Atlas by Bill Boyle, 1994Starry Messenger by Peter Sis, 1996The Boat Alphabet Book by Jerry Pallotta, 1998The Story of Cars by Katie Daynes, 2005The Story of Ships by Jane Bingham, 2004The Wheel and How It Changed the World by Ian Locke, 1993, 1995Trains by Gail Gibbons, 1987Trucks Whizz! Zoom! Rumble! By Patricia Hubbell, 2003Types of Maps by Mary Dodson Wade, 2003Useful Machines Wheels by Chris Oxlade, 2003We Need Directions! by Sarah De Capua, 2002You Can Use a Compass by Lisa Trumbauer, 2003

Technology Resourceswww.googleearth.comwww.mapquest.comhttp://www.boatsafe.com/kids/navigation.htm (The History of Navigation)http://www.marshall.edu/ati/dfv/teacher/timeline.htmlx (Navigation/vehicle timeline)http://www.ruf.rice.edu/~feegi/ (Navigation history and resources)http://en.wikipedia.org/wiki/Navigation (Modern and ancient navigation)http://inventors.about.com/library/inventors/bl_history_of_transportation.htm(History of transportation)


http://inventors.about.com/library/inventors/bl_history_of_transportation.htm

http://en.wikipedia.org/wiki/Navigation

http://www.ruf.rice.edu/~feegi/

http://www.marshall.edu/ati/dfv/teacher/timeline.htmlx

http://www.boatsafe.com/kids/navigation.htm

http://www.mapquest.com/

http://www.googleearth.com/

1st Grade Navigation UnitUNIT PLANNING PAGES

I. FOCUS/MOTIVATION Visit a train station, airport, river dock, etc World map: places visited by teacher and students• Inquiry chart• Compasses, pedometers• Cartographer awards• Read Aloud - Big Book: The Navigation Transformation• Observation charts Signal words Cognitive content dictionary Current events

II. INPUT• Narrative input – Nzinga’s Journey• Read -aloud – Me On the Map• Pictorial input charts:-Navigation signs-Invention of wheel to axle vehicles-“Bird’s Eye View” map of classroom

-World map -10/2 lecture with ELD, L1 review• Graphic organizer: timeline of navigation events and inventions Expert group input on vehicles

III. GUIDED ORAL PRACTICE• T-graph and team points• Picture file activities• Team tasks• Personal interaction• Poetry, chants, songs Process grid: vehicles• Sentence Patterning Chart: vehicles Exploration report: relief map Home-school connections

IV. READING/WRITINGA. Total Class Modeling

Story mapping• Group Frame

• Found poetry Model editing process


1st Grade Navigation UnitUNIT PLANNING PAGES

B. Small group practice – anything modeled by teacher Focused reading Ear to ear reading• Cooperative strip group paragraph Team tasks Expert groups Flexible groupings for ELD reinforcement, primary language, reading

instruction, skill reinforcement

C. Individual use Reading/writing choices: post-it notes in books, picture file card, add to

charts, make word cards, highlight charts, focused reading, poetry booklet, flip chants, strip books, pocket poetry, DEAR time, news articles

Cognitive Content Dictionary Learning logs Interactive journal writing Personal inquiry

D. Writer’s workshop Mini-lessons Plan, share, write, revise, edit, publish Conferencing Author’s chair

V. Extended Activities for Integration Role play travel Mural, living wall Plan a family trip Design a travel poster

VI. CLOSURE• Process all charts and information• Parent letter• Student-made Big Books• Build space shuttle, train, ship, car/truck, etc. out of cartons and boxes Treasure hunts: student-made maps Field trip to Aviation Museum in McMinnville Field trip to OMSI submarine in Portland Field trip to Oregon History Museum (antique cars and trains, Oregon Trail,

maps of historic Portland) Scavenger hunt of local area landmarks Unit test

NAVIGATION-Level 1


Sample Daily Lesson Plans

DAY 1

FOCUS/MOTIVATION Awards; 3 standards Cognitive content dictionary with Signal word: navigation Observation charts Inquiry chart: What we know and want to learn about navigation. Big Book: Navigation Transformation Portfolios ABC book: whole class model

INPUT Graphic Organizer: world map

-10/2 lecture-Learning log-ELD or L1 review

Chant: “Continents Here, Continents There” Read-aloud: Me on the Map Pictorial input: bird’s eye view map of classroom

-10/2 lecture-Learning log

-ELD or L1 review

GUIDED ORAL PRACTICE Chant: “I Can Spell Cartography” T-graph for social skills Picture file activity: list, group, label Exploration Report

READING/WRITING Writers’ Workshop:

--Mini-lesson: procedures, sketch to-plan--Writing time--Author’s chair

CLOSURE Interactive journal with Reading/Writing choice time Home-school connection #1


NAVIGATION-Level 1Sample Daily Lesson Plans

DAY 2

FOCUS/MOTIVATION Awards Cognitive content dictionary with signal word: immigration Home-school connection Review world map with word cards Review Bird’s eye view pictorial with word cards ABC book: whole class model

INPUT Pictorial input: evolution of the wheel to the chariot


-ELD or L1 review Timeline graphic organizer


-ELD or L1 review Chant: “Is this a Map? Yes, Sir!” Narrative input; Nzinga’s Journeys


-ELD or L1 reviewGUIDED ORAL PRACTICE

Chant: “Wheel Invention Sound off” Team tasks

INPUT Expert groups: submarines and Space shuttle

READING/WRITING Flexible reading groups with reading/writing choice time

GUIDED ORAL PRACTICE Chant: “The Wheel”

READING/WRITING Writers’ workshop:

--Mini-lesson: genres--Writing time--Author’s chair

CLOSURE Interactive journal with reading/writing choice time Home-school connection #2



DAY 3

FOCUS/MOTIVATION Awards: cartographer’s notebooks Cognitive content dictionary with signal word: vehicle Home-school connection: share and graph Phonemic awareness chant Pictorial input: review wheel pictorial with word cards, add info from wheel

pictorial and narrative onto timeline Narrative input review

-act out-word cards-conversation bubbles

Poetry-Highlight-Sketch-Picture files

GUIDED ORAL PRACTICE Chant: “Navigation Bugaloo” Process T-graph Sentence patterning chart: vehicles

-reading game-trading game-flip chant

Mind Map Process grid Review chants

READING/WRITING Flexible reading groups with reading/writing choice time Cooperative strip paragraph: “Humans use many different vehicles and

navigation tools for getting from place to place.”-Respond-Revise-Edit

CLOSURE Interactive journal with reading/writing choice time Home-school connection #3



DAY 4

FOCUS/MOTIVATION Awards: bookmarks Cognitive content dictionary with stumper words Process Home school connection

GUIDED ORAL PRACTICE Chant: “Five Cartographers” T-graph review and team oral evaluation Team tasks: sentence patterning chart, classroom map pictorial, ABC book, flip

chant

READING/WRITING Story Map: Nzinga’s Journey Flexible reading groups with reading/writing choice time Cooperative strip paragraph reading (1st grade “at or above”) ELD group frame

CLOSURE Interactive journal with reading/writing choice time



Day 5

FOCUS/MOTIVATION Awards Cognitive content dictionary with stumper words

GUIDED ORAL PRACTICE Team tasks

READING/WRITING Leveled reading groups: Here/There chant (1st grade emergent readers) Focused Reading with personal cognitive content dictionaries Ear-to-ear reading: Navigation poetry books

CLOSURE Team presentation of team tasks Process Inquiry chart Team presentation of chants Parent letter


Big Book: The Navigation Transformationby Erick Herrmann and Laura Curry

Navigation is the movement of people, products, and ideas from place to place, influencing the course of the human race.

We navigate our world by land, water and air.

Walking, riding a horse, bicycling, driving a car or truck, traveling on trains, ships and planes all help us to navigate.

Some forms are faster than others. As technologies are developed, people learn new and more efficient ways of navigating the world.

People use different tools to navigate; they help them find their way from place to place.----------------------


The first form of navigation is walking. Long ago people could only walk from place to place, because they had not invented new ways to navigate. People learned that using animals can get them farther more quickly and help people to carry heavy loads.

In the past, people could only rely on natural land features and instructions from other people to get from one place to another.

People use different tools to navigate; they help them find their way from place to place.-----------------------


The invention of the wheel led to many more efficient ways of moving people, products and ideas.

Cars, trucks, trains, planes and even some ships all use wheels and engines to help them move people and products longer distances more quickly.


Wheelchairs help people who have difficulty walking move around more easily.

People use different tools to navigate; they help them find their way from place to place.-----------------------


Boats have been used for thousands of years to move people, products and ideas.

People use boats to travel up and down rivers and lakes. People navigate the water for fun, commerce and visiting other places and people.

People use ships to send freight across the globe. Ships can travel very long distances over water; many people prefer air travel as it is much faster.

Sailors use the stars and a compass to help them navigate over a long distance. The compass tells them which direction is North, South, East and West.

People use different tools to navigate; they help them find their way from place to place.-------------------------


Trains travel long distances on iron tracks that keep them in place. The engineer has a map that shows how the tracks connect and span the USA from North to South and East to West.

Some trains are passenger trains. They carry people from place to place. You can travel east from Portland, Oregon to New York City, New York by train.

Other trains are freight trains that carry products and goods. A company in Toronto, Canada can ship their products to people in Oaxaca, Mexico.

People use different tools to navigate; they help them find their way from place to place.


---------------------


Planes navigate through the air. After the development of the airplane, people and products could travel great distances very quickly.

Airplanes take off and land all over the world each day. Some planes carry passengers and their luggage.

People can travel from Portland, Oregon to Tokyo, Japan in one day. Fruit grown in Oregon can be loaded on the same plane, exported to Japan, and sold.

Airline pilots use a variety of navigation tools to help them get to their destination. They use computers, the land forms below them, and directions from people in an airport control tower to help them arrive safely.

People use different tools to navigate; they help them find their way from place to place.----------------------Navigation is the movement of people, products, and ideas from place to place, influencing the course of the human race.How does navigation have an influence on your life?


Teaching Points for World Map Input ChartThis input chart is first used as a way for the teacher to introduce him/herself, then to teach map skills and vocabulary, then revisited during the course of the unit to note locations and routes of important events taught through the input chart, expert groups, narrative, and big book.

You will need a globe for comparison.

Begin by telling students that we are in North America, draw the continent and write its name inside the continent in brown (the color will be important later for the key).

Ask students why they think it is called North America and draw the compass rose indicating that it is in the North. Next move to South America and again point out the compass rose and that it lies in the southern hemisphere. Here you should draw in the equator in red, point out with a globe that hemisphere is half a sphere, and again that the map represents a flat version of the globe.

Talk about a time you visited the beach, for example, and write the name of the Pacific Ocean in blue.

At this point you should write the word “continents” in black somewhere on the map and write “land” underneath it in parentheses. Write “oceans” in black near “Pacific Ocean” and write “water” underneath.

Continue drawing and writing in the names of the continents you have visited or would like to visit and the oceans you crossed or would have to cross to get there.

As you are talking about the continents, you can also mention the names of countries you have been to or would like to visit, and write the names in purple in the appropriate place on the map.

Make sure all continents and oceans have been labeled in the appropriate color.

Add “latitude and longitude” to the map. I use the 45th parallel as an example as it passes through Oregon (near Salem). Also add the words “horizontal” and “vertical” under latitude and longitude. For longitude the 0 meridian is good, as it will divide map into eastern and western hemispheres.

On another day, after having read the Big Book, review the world map and add some of the important places and journeys that took place in the big book.

After adding the places and routes from the big book, you may want to add the key.Point out to the students that the continents are written in brown, oceans in blue, countries in purple, etc., and draw a key on the side of the map. Be sure to label it as “Key” and point out its function.


Later, after reading the narrative, go back to the world map and draw in Nzinga’s journey of immigration from Africa to the Southern US, the Underground Railroad journey north, and immigration to Canada. The key will also include symbols for types of travel on routes (train, air, land).

The idea here is to keep going back to the map throughout the unit and marking important journeys and points made throughout the unit.


Pictorial Input Chart Teaching Points:Teaching Points for Bird’s Eye View Map of the Classroom

For this pictorial you will need to sketch out a map of the classroom with the permanent and most prominent features such as the door, windows, chalkboard/white board, carpet area, reading area, student’s tables/desks, teacher’s desk, sink, cabinets, etc. Draw out on a sheet of paper, trying to be accurate in terms of the scale. Copy onto a transparency and make the pictorial in pencil (lightly).

Put the pictorial on the north wall if possible so that when you have students determine which direction is North, it can be facing up. Otherwise you can draw the compass rose to demonstrate the directions.

Start the lesson by reading aloud Me on the Map by Joan Sweeney. Discuss how the character in the book is a cartographer. Let the students know that we will be cartographers today, and that they will have a chance to be cartographers as part of the home-school connection.

Begin to trace or sketch the classroom in front of the students. Ask students to give input as to which elements should be included.

Discuss scale with the students, noting that the map is a small representation of the actual classroom. Use a yardstick or tape measure to verify what the scale is, by measuring one of the walls or big items in the room, then measuring how big it is drawn on the map. Write the scale on the map (e.g. 1 inch equals 1 foot).

Draw and label the various parts, asking students to help you spell the words you use to label.

After finishing, hand out some compasses to various students. Have them look at the compass with other students around them to determine which direction is north. Draw in the compass rose on the pictorial demonstrating which direction is north, south, east and west.

The Wheel Invention PictorialAn excellent image for the wheel invention pictorial can be found at:

http://library.thinkquest.org/C004203/science/science02.htm

wheel invention to the chariot


http://library.thinkquest.org/C004203/science/science02.htm

Narrative Input:Nzinga’s Journey

Nzinga was a six year old girl who lived in Oyo State, Nigeria with her mother and father. Her father was a farmer, her mother was a teacher, and she went to school where she was learning about the world. (1)

One day strangers came and trapped Nzinga and her parents and put them into a wagon. They forced them to leave the village and brought them to the coast, where they were put onto a large ship. (2)Nzinga was very scared, but she was glad her parents were with her. The three were put into the hull of the ship with many, many more people. The conditions were horrible, Nzinga could only lie down for a short time before she had to give up space for someone else to sleep. People had no food, no bathrooms, and were sick. The journey was long and difficult. During the journey Nzinga heard they were being brought to a new, far away place in the west. (3)

Upon arrival in the new land, the state of Louisiana in the southern United States, Nzinga found out she was to work as a slave. The slave owner that purchased her and her parents forced them to work long hours picking cotton at his plantation. She prayed to her gods, the Orishas, for help and strength to escape the suffering and terrible slave work of the plantation. (4)

One day Nzinga heard her parents talking about the underground railroad, a system of routes and people that helped slaves escape by moving to the North.The slaves sang a song that told the way north by following the North Star and the “drinking gourd” constellation. (5)

The next night the family set off North on the road to freedom. After walking through the night, they came to a stream. Nzinga remembered the song that told of crossing the stream to lose the scent so the slave master’s dogs could not follow and catch the run-away slaves. After walking all night, their first stop was a “safe house”. They knew it was safe to approach the home if the porch light was on. (6)

The next night Nzinga and her parents left the “safe house” and continued the journey by following the drinking gourd north. It took them two days to get to the next safe place. They knew it was safe to approach because a white sheet was hanging on the porch. (7)

They entered and the people there fed them and made them comfortable until it was time for them to move again. The people at the safe house drew them a map that showed specific rocks, trees and other landforms that helped them know they were on the right track. (8)

After several days of traveling Nzinga heard her parents say they had reached Arkansas. At the next safe house Nzinga and her family were given a quilt to stay warm. A map with symbols showing the way to three more safe places was sewn into the quilt. Colors


and shapes represented hidden messages, and helped Nzinga and her parents navigate the journey. (9)

Nzinga and her family traveled for many more days. She would hear her parents talking about places like Illinois and Michigan. They said when they finally reached Canada they would be free. Sometimes they slept in a cave, other times in the forest or in the bushes, and sometimes at people’s homes. Nzinga and her family spent cold, hungry nights, but were very grateful for the help of people on the underground railroad. (10)

Nzinga and her family finally made it north to a town where they could live, work and not have to live in slavery. They built a house, worked the fields and grew crops just as they had back home in Africa. Nzinga was forever grateful for the help she received from her friends on the underground railroad. Without the song that told about the drinking gourd in the stars, directions, maps, the quilt and all the safe houses she and her family would not have found freedom. (11)

1) Nzinga and her family in Africa.2) Nzinga and family on wooden cart3) Nzinga and family in hull of slave ship4) Plantation and family/slaves picking cotton5) Pic of slaves around fire, singing, dialog bubble of notes and big dipper6) Stream, family on one side, house in sight w/porch light, dogs on other side7) House w/drinking gourd above, white sheet hanging on porch8) Map given to family w/various land forms 9) Quilt w/map10) Nzinga and family sleeping outside (cave, fire, etc)11) Nzinga and family working in front of home


Navigators Here, Navigators ThereBy Erick Herrmann

Navigators here, navigators thereNavigators, navigators everywhere!

Intelligent navigators planningCurious navigators exploringSkilled navigators steeringAnd knowledgeable navigators leading.

Navigators on a shipNavigators at the helm,Navigators in a plane, And navigators at the controls.

Navigators here, navigators there.Navigators, navigators everywhere.Navigators! Navigators! Navigators!


FIVE CARTOGRAPHERSby Erick Herrmann(Tune: “Five Little Ducks”)

Five cartographers, all drawing maps.One drew a topographic- imagine that!It showed the elevations of mountains and hills,A topographic map has lots of thrills.

Four cartographers, all drawing maps.One drew a thematic—imagine that!It had lots of symbols, it was interestingA thematic map, what a wonderful thing.

Three cartographers, all drawing maps.One drew a political—imagine that!The lines showed the borders and the boundaries,It showed all of the world’s countries

Two cartographers, both drawing maps.One drew a mobility—imagine that!It showed all the roads and all the highways,A mobility map is useful in many ways.

One cartographer, starting to draw a mapLooked at his friends and said, “Imagine that!You all drew great maps that will help me:topographic, thematic, political, mobility.”


I Can Spellby Tracy Beaird

I can spell map, m-a-p.I can spell key, k-e-y.I can spell sea, s-e-a.

But I can’t spell cartography.

I can spell globe, g-l-o-b-e.I can spell road, r-o-a-d. I can spell pole, p-o-l-e.

But I can’t spell cartography.

Yes I can! Yes I can!C-a-r-t-o-g-r-a-p-h-y, cartography!


Navigation Bugalooby Erick Herrmann

I’m a pilot and I’m here to say,“I fly airplanes almost every day. Computers and land features help me navigate,Bringing people and products from place to place.”

Airplanes, airports, control towers too,Doing the navigation bugaloo

I’m a mariner and I sail the seasWorking on a ship, that’s the way for me.People, products and ideas are what I convey,I use a compass and the stars to show me the way.

Water, stars, compasses too,Doing the navigation bugaloo

I’m an engineer and I drive a trainMoving passengers and freight in sun or rain.Tracks connect north, south, west and east, Access to remote places is increased.

Trains, tracks, rail stations too,Doing the navigation bugaloo

I’m a truck driver and I’m here to say,“I use directions, maps and signs to show me the way.Trucks navigate the roads to transport productsFoods and merchandise for people to purchase.”

Vehicles, highways, GPS too,


Doing the navigation bugaloo

I’m a cartographer and I’m here to say,“I make all kinds of maps to show you the way.Each type of map has a different purpose,With a physical, mobility or political focus.”

Physical, mobility, political too,Doing the navigation bugaloo


Wheel Invention Sound-offBy Erick Herrmann

We all know cause we’ve been told: wheels are worth their weight in gold. Since 3500 BCE, they changed the course of history.

Wheels--wheelsHelp us—help usWheels help us tonavigate!

People started off by rolling logsunder heavy things to move them along.When the pyramids were built with giant stones,slaves dragged materials with grunts and groans.


Then people cut logs to give the axle shape,with the middle removed they didn’t scrape.As time went on transportation improved,the cart made objects easier to move.


When the wheel and axle were made separate parts,it was so much easier to maneuver the carts.Draft animals supplied the energy

until the invention of engine technology.



The Wheelby Erick Herrmann(to the tune of “The Wheels on the Bus”)

You’ll find wheels on trucks and trains,cars and planes,ships and cranes.Wheels help people in many waysto navigate the world.

Wheels move people from here to there,bring products to share,spread ideas everywhere.Wheels help people in many waysto navigate the world.

Wheels are used for immigration,transportation,inspiration.Wheels help people in many waysto navigate the world.


Is This a Map? Yes, Sir!by Erick Herrmann

Is this a map of the world? Yes, Sir!Is this a map of the world? Yes, Sir!Well, how do you know? It shows the continents.How else do you know? It shows the oceans.Give me some examples. Africa and AustraliaGive me some examples. The Atlantic and Pacific.

Is this the equator? Yes Sir!Is this the equator? Yes, Sir!How do you know? It divides the Earth in half.How else do you know? It’s between the North and South Pole.What are the other lines? Latitude and longitude.What do they show? Location on the world.

Is this a continent? Yes Sir!Is this a continent? Yes, Sir!How do you know? It’s a large land mass.How else do you know? It’s surrounded by water.Give me an example. North America.Where is that? It’s where we live.

Is this Oregon? Yes, Sir!Is this Oregon? Yes, Sir!How do you know? It’s north of California.How else do you know? It’s south of Washington.What else is there? Rivers, mountains and valleys. What else is there? Cities and towns.


All Kinds of MapsTo the Tune of “Row, Row, Row Your Boat”By Cindy McGean

Maps, maps, all kinds of maps, help you find your way.In your city, in your world,every single day!

Political maps show the city and the state you’re in.Where one country has an end, where a new begins.

Maps, all kinds of maps, help you find your wayIn your city, in your world every single day!

Physical maps show you facts all about the land.Where the streams and rivers flow and where the mountains stand.

Maps, maps, all kinds of maps help you find your way.In your city, in your world, every single day!

Cultural maps can teach who the people are,all the languages they speak whether near or far.

Maps, maps, all kinds of maps help you find your way.In your city, in your world every single day!

When you read a map,


you can use the key .It shows you what the symbols mean, it’s clear as it can be.

Maps, maps, all kinds of maps, help you find your wayIn your city, in your world every single day!

With a compass rose, you’ll know East and West.North and South it also shows.directions are the best.

Maps, maps, all kinds of maps, help you find your way.In your city, in your worldevery single day!


Name:________________________Home School Connection #1:

Describe with pictures and words how your family uses different vehicles to travel .

Parent Signature: Student Signature:__________________ _________________


Nombre______________________________Conexión escuela-hogar #1

Describe con dibujos y palabras cómo tu familia usa varios vehículos para viajar de un lugar a otro.

Firma de padre: Firma de estudiante:_________________ _________________


SpanishVehicles

Name:___________________________Home-School Connection #2

Draw a “Bird’s eye view” map of your home.



Nombre______________________________Conexión escuela-hogar

Dibuja un mapa “vista de pájaro” de tu hogar.



SpanishHome map

Имя_________________________Связь Школы с Домом

Нарисуйте карту вашего дома “ С вида полета птицы”.

Подпись родителя _____________ Подпись учащегося ___________


RussianHome map

Name:____________________________Home-School Connection #3

Tell a story using pictures and words about a time you or someone you know got lost.




Describe con dibujos y palabras una vez que tú o alguien que conoces se perdió.



SpanishLost

Name:________________________________Home School Connection #4

Ask someone you know about a time they moved. Where did they move to, how did they do it and why?




Pregunta a alguien que conoces acerca de una vez que se mudaron. ¿Adónde se mudaron, cómo lo hicieron y por qué?



SpanishMove

Имя_________________________Связь Школы с Домом

Расспросите человека, которого вы знаете о том времени, когда он(она) переезжали. Куда они переезжали, как они делали это и почему?

Подпись родителя _____________ Подпись учащегося ___________


RussianMove

Bicycles

Time and Place of InventionThe first bicycles were invented over 200 years ago in France. Bicycles have

been used ever since by people of all ages for enjoyment and transportation.

SpeedPeople on bicycles can move more quickly than they

can while walking. People can travel around 15 miles per hour on a bicycle.


Where usedBicycles travel over dirt or paved roads. Some bicycles are designed for use on

mountain trails, and others can only be used on paved roads.

Navigation toolsBicycles follow roads and trails. People use natural land features, trail maps and

directions people have given them to know where they are.


Automobile

Time and Place of InventionCars were first invented over 100 years ago in Germany. Today there are many

automobile manufacturers all over the world.

SpeedCars use gasoline engines to help them move quickly. Automobiles can travel

between 1 and 200 miles in an hour.


Where usedCars travel over roads. Roads connect to other roads and highways. This system

of roads and highways allows cars to travel to many different places. People also race cars on racetracks.

Navigation toolsPeople in cars use road and highway signs, and mobility maps to figure out how

to get from one place to another. Some cars have Global Positioning Systems (GPS) that show them where they are on a computer map.


Submarines

Time and Place of InventionSubmarines were first developed in Holland in 1620. Today submarines are also

used for underwater exploration and military purposes.

SpeedSubmarines travel about 20 miles in an hour while underwater. On the surface,

submarines can travel around 10 miles per hour.


Where usedSubmarines travel underwater. They can float and move on the surface as well.

Navigation toolsSubmarines use sonar to navigate. Sound waves bounce off of underwater objects

to give a picture of the underwater features. The captains use nautical charts to know where they are.


Space shuttle

Time and Place of InventionThe National Aeronautics and Space Administration

(NASA) invented the first space shuttle in the US in1973. NASA continues to develop space shuttle technology to further explore the universe.

SpeedSpace shuttles move very quickly. In orbit, space shuttles travel over seventeen

thousand (17,000) miles an hour.


Where usedThe space shuttles are launched into space. They orbit above Earth’s atmosphere.

Navigation toolsThe space shuttles use a variety of computers and

instruments to navigate. Weather conditions must be perfect for a launch to take place.


Process GridType of Transportation

Time and Place of Invention

Speed Where used Navigation Tools

Chariot

Bicycle

Automobile

Submarine

Space Shuttle


Big Book: - Be GLAD · Web view1st Grade Navigation Unit (Oregon) IDEA PAGES. I. UNIT THEME....

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