EDEL 453_SPRING2013_alyceMACK_Unit_1_geography_PLANNER.docx

7/30/2019 EDEL 453_SPRING2013_alyceMACK_Unit_1_geography_PLANNER.docx

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Unit Plan #1: Maps! Maps! Maps!

Submitted By: Alyce Mack

Partner: Meghan McQuain

EDEL 453: Teaching Elementary School Social Science

Nevada State CollegeSpring 2013

Instructor: Karen Powell
http://images.search.yahoo.com/images/view;_ylt=A2KJkevqHxhRm2gA7LaJzbkF;_ylu=X3oDMTBlMTQ4cGxyBHNlYwNzcgRzbGsDaW1n?back=http://images.search.yahoo.com/search/images?p=maps+Nevada&n=30&ei=utf-8&y=Search&tab=organic&ri=1&w=1058&h=1404&imgurl=www.cohp.org/prominence/maps/prominence_maps/images/nevada_prominence_map.gif&rurl=http://www.cohp.org/prominence/maps/prominence_maps/nevada_map.html&size=288.7+KB&name=the+small+map+on+this+page+beware+of+the+download+time+you+have+been+...&p=maps+Nevada&oid=5c88b66ffaedb52093747c8d7884f777&fr2=&fr=&tt=the+small+map+on+this+page+beware+of+the+download+time+you+have+been+...&b=0&ni=77&no=1&ts=&tab=organic&sigr=123advh6l&sigb=132tmanso&sigi=12d4q3qjg&.crumb=FvnhIr.B


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EDEL 453 - Spring 2013 Karen Powell- Instructor Making a Plan #1 Submitted By: Meghan McQuain

& Alyce Mack

UNIT PLANNER#1: Maps! Maps! Maps! Week 1 of 2

Summary of Lesson Plan NV State Social Studies Objectives Notes

MONDAY

week#1

This lesson is designed to

refresh the students

memories on maps, with the

compass rose, and

coordinates, but in a fun

way.

.

G5.4.1: Identify and use intermediate

directions on a compass rose to

locate places on a map of Nevada.

.

Print a class set of Worksheets, maps,

and print the teacher transparency.

TUESDAYweek#1

In this lesson students learn to define,

and identify geographic features.

G5.5.1 "Identify and locate major

geographic features in Nevada and

the United States using maps and

map elements"

Have power points ready.

Geography, Landmasses and

Geography, Bodies of Water

Bring in extra magazines if needed

Bring buzzers/bells

WEDNESDAYweek#1

This lesson continues the previous

lesson. This time the students must

locate the geographic features on a

map using map elements.

G5.5.1 Identify and locate major


the United States using maps and map

elements

Print a class set of the Almanac Map

Practice

Have access to large United States

Map.

THURSDAYweek#1

This lesson review maps, as

well as, focuses on the difference

between political maps and physical

maps. Students should add new

vocabulary to their social studies

notebooks.

G5.5.3 "Describe purposes for the

different types of maps and globes,

i.e., topographical, political,

physical."

Have Teachers Edition of United

States History Volume 1.

Houghton Mifflin

FRIDAYweek#1

This lesson will introduce a population

map to the students. The lesson is

created to see if students can find a

pattern between population and

political or physical features.

G5.5.2 identify spatial patterns of the

United States.

internet access preferably through

smart board (or class access to

computer lab)

Sign in to eduplace.com

http://www.eduplace.com/kids/socsc

i/books/applications/imaps/maps/g5s

_u9/index.html#top
http://www.eduplace.com/kids/socsci/books/applications/imaps/maps/g5s_u9/index.html#tophttp://www.eduplace.com/kids/socsci/books/applications/imaps/maps/g5s_u9/index.html#tophttp://www.eduplace.com/kids/socsci/books/applications/imaps/maps/g5s_u9/index.html#tophttp://www.eduplace.com/kids/socsci/books/applications/imaps/maps/g5s_u9/index.html#tophttp://www.eduplace.com/kids/socsci/books/applications/imaps/maps/g5s_u9/index.html#tophttp://www.eduplace.com/kids/socsci/books/applications/imaps/maps/g5s_u9/index.html#tophttp://www.eduplace.com/kids/socsci/books/applications/imaps/maps/g5s_u9/index.html#top


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UNIT PLANNER#1: Maps! Maps! Maps! Week 2 of 2

Summary of Lesson Plan NV State Social Studies Objectives Notes

MONDAY

week#2

This 2 day lesson is designed to sum

up the week of map lessons by

having students apply and use whattheyve leaned.




map elements"

G5.5.4 "Construct maps, graphs

and charts to display information

about human and physical features

in the United States."

Make a class set of copies of the

rubric

Ask for two days in the computer

lab.(30 min. a day)

TUES

DAYweek#2

This 2 day lesson is designed to sum

up the week of map lessons by

having students apply and use what

theyve learned.




map elements"


and charts to display informationabout human and physical features


Make sure students have a copy of

the rubric.

WEDNESDAYweek#2

This is the last lesson of the unit. It is

designed to get students thinking of

maps and how theyre created.


and charts to display information

about human and physical features


Provide students with enough

materials to create their own 3-D

map.

THURSDAYweek#2

FRIDAYweek#2


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A. Summary of the Lesson Plan:This lesson is designed to refresh the students memories on maps, with the compass

rose, and coordinates, but in a fun way.

B. Target Population: Grade Level: 5th Skill Level: For students at all learning levels Grouping: First 2 questions as a class, the rest do with a partner.

C. Materials: (Class Set) Disneyland grid map (1) Disneyland transparency map (Class Set) A Trip To Disneyland Worksheet (1) Answer Key Blank piece of paper for each student pencil

D. Objectives:o NV State Social Studies Standards

G5.4.1: Identify and use intermediate directions on a compass rose tolocate places on a map of Nevada.

o Student-Friendly Standards Im going to use a compass rose and coordinates to find points on a

map of Disneyland.

E. Procedure:1. Discuss with the class about maps, and gain background knowledge from previous

years. Discuss the terms coordinates, compass rose, and how both of these work.

Give the acronym for N,E,S,W (Never Eat Soggy Waffles) or (Never Eat Squirmy

Worms).

2. Hand out the Disneyland worksheets, and maps. Read the directions carefully tothe students to ensure that they understand. Show the students how the

coordinates work, (E/W , N/S) Students should watch as you lead the example

problem on the top of their worksheet, and then follow along with you as you goover the first 2 or 3 questions together as a class.

3. Allow students to work with a partner for the remaining questions. Walk around andassist students that need help.

4. For the assessment, the students pull out a blank piece of paper and independentl

answer the question found on the bottom of the answer key (List your top 3 favorite


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rides (if you have never been, use the map on the board to list 3 rides that sound fun

to you. Provide the name of the ride and the coordinates).

5. CLOSURE: Have the students share and discuss this lesson. How they found the rides

and what their favorite rides were.

F. Assessment: What will you use to measure student understanding?

The worksheets and their independent assessment should show me if they are

correctly finding the coordinates for each ride.

Explain how you will know students understand the concepts from the lesson.If the coordinates dont match with the ride, Ill know theres some confusion.

G.Reflection:1. Which part of the lesson do you think will be the easiest for you to teach?

Discussing will be easy, but so will the guided practice where we find some

coordinates together.

2. Which part will be most challenging for you to teach?There is no part of the lesson in particular that I feel will be challenging.

3. How will you follow up or extend this lesson?The lesson could be extended by having students find geographic features in

Nevada.

4. What will you do for students who dont grasp the concepts?Meet with them and do a small group guided practice.

5. Which part of the lesson, if any, do you think might need to change?Im not sure. I think it could be longer and maybe a better introduction. Then

again, this is meant to be a refresher lesson.

6. When you were writing this lesson plan, what was the most difficult part?Creating the maps for the lesson.


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12 11 10 9 8 7 6 5 4 3 2 1 0 -1 -2 -3 -4 -5 -6 -7 -8 -9 -10 -11 -12 -13


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Teacher Transparency


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A Visit To Disneyland!

Jack and Lilly went to Disneyland!!! (A map of Disneyland is attached) You will have to find

the coordinates to follow where Jack and Lilly went in the park. Refer to the map on the

board to get names of rides if needed.

The coordinates remember are listed (East/West , North/South)

Example: (-17, 12) is the middle of the D in Disneyland

1) Once Jack and Lilly entered the park, they had to stop and take a picture in front

of_____________________ which can be found at the coordinates

2) From there, they traveled to ______________ found at (-6,-3.5)

3) Next they went to ______________ found at (7, 1.5)

4) The line for Space Mountain was too long so they decided to get a fastpass and traveled

to the Plaza Pavilion off of Main Street. The coordinates are__( , )_.

5) Jack REALLY wanted to ride the_________ (-10 , 9).

6) Jack was happy now, so it was Lillys turn, and she REALLY wanted to ride____________

______________ ( -10,-4) (use the map on the board to find the name of the ride)

7) They decided to check out _______________________ next (2,5).

8) They took a stroll through Sleeping Beautys Castle, and rode Peter Pans Flight, and made

their way to Thunder Mountain in Frontierland which can be found at ( , ). Use the map on

the board to find Thunder Mountain.

9) They took another picture in front of _____________ (.5, 2)

10) Next, they Traveled to_____________________ (4, 12.5)

11) They went on this famous ride (6.5,10) _________________________.

12) Ask the person across from you, what their favorite ride is.

List the name and coordinates:

____________________________________________________________________________


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Answer Key

1) Mickey Mouse or Mickey Mouse Flowers

2) Adventureland

3) Tomorrowland

4) (-2,0)

5) Train

6) Indian Jones

7) Fantasyland

8) Acceptable answers: (-8,6), (-8,5) (-7,7), (-7,6), (-7,5), (-6,8), (-6,7), (-6,6), (-6,5), (-5,6)

9) Mickey Mouse and Walt Disney Statue

10) Mickeys Toontown

11) Its a Small World

12) Check their coordinates to make sure they match the ride.

*****************************Independent assessment: *****************************

List your top 3 favorite rides (if you have never been to Disneyland, use the map on the

board to list 3 rides that sound fun to you):

( , )________________________________________________

( , )________________________________________________

( , )________________________________________________

*Note Ive attached the Disneyland Lesson separately (The map formatting changed when I

inserted the file into this document)


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H. Summary of the Lesson Plan:This lesson introduces students to the geographic features found throughout the United

States and World.

I. Target Population: Grade Level: 5th Skill Level: For all learners Grouping: individual note-taking, whole class discussion, 3-4 groups for trivia game

J. Materials: Power point Students social studies notebook Large United States map 30-40 Extra magazines 3 or 4 bells or buzzers

K. Objectives:o NV State Social Studies Standards

G5.5.1 "Identify and locate major geographic features in Nevada andthe United States using maps and map elements"

o Student-Friendly Standards I can define and identify geographic features.

L. Procedure:1. Hook the students by asking the class what a globe is and why we need one. What

does a globe show?

2. Create background knowledge for this topic. Discuss with the class that you will

continue the geography unit and will be using maps to identify geographic features.

But first, they need to know what theyre looking for.

3. Ask the class to pull out their Social Studies notebooks.


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4. Ask if anyone knows what geographic features are. (Mountains, rivers, plains, gulf,oceans, etc.)

5. Show the Geography, Landmasses power point and have students take notes onthese features.

6. When youre finished discussing and students have definitions written down in theirnotebooks, tell the students to find 5 pictures from the magazines that the can use

in their notebook as examples. They will cut out the picture, glue it into theirnotebook and label what it is. (Mountains, valley, plains, etc.)

7. CLOSURE: Play Geography Trivia: Break the class up into 3 or 4 groups. Play speedrounds of geography trivia. Each group will have a buzzer or bell. They hit the bell if

they know the answer to your questions (quiz the students on the definitions of

geographic features found in the power points). Allow the students to use their

notebooks to refer to, and maybe in the last couple of rounds eliminate notebooks.

The first team to hit the buzzer gets to answer the question first. If they get it correct,

they get 2 points. If they get it wrong, they loose 1 point, and the question goes to

another team. (Give 10 seconds for an answer) Every student must take turns

answering for their team.

M.Assessment: What will you use to measure student understanding?I will check for understanding while the students are adding pictures to their

notebooks. I will also give them a chance to apply this information by playing

Geography Trivia.

Explain how you will know students understand the concepts from the lesson.If there are multiple mistakes during the trivia game, Ill know to back track andspend more time on the subject.

N. Reflection:1. Which part of the lesson do you think will be the easiest for you to teach?

Power points and discussion.

2. Which part will be most challenging for you to teach?

Creating the background knowledge for those students that dont have any onthe subject.

3. How will you follow up or extend this lesson?

Have students create a poster on one of the geographical features. They must

have pictures, facts, and examples listed.


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4. Whatwill you do for students who dont grasp the concepts?

Meet individually (or small groups if there are a couple) and make sure they can

access background knowledge, revisit the terms and provide them with more

details and visuals.

5. Which part of the lesson, if any, do you think might need to change?

I think the lesson is okay.6. When you were writing this lesson plan, what was the most difficult part?

Gathering the materials.

MATERIALS LIST:

Power Points I combined the two following power points:

http://betterlesson.com/unit/13355/geography?from=search#/document/114051/geograph

y-landmasses?&_suid=136112561894808538744097368439

http://betterlesson.com/unit/13355/geography?from=search#/document/114050/geograph

y-bodies-of-water?&_suid=13611332943800666149897454645

By Chrystal Felima
http://betterlesson.com/unit/13355/geography?from=search#/document/114051/geography-landmasses?&_suid=136112561894808538744097368439http://betterlesson.com/unit/13355/geography?from=search#/document/114051/geography-landmasses?&_suid=136112561894808538744097368439http://betterlesson.com/unit/13355/geography?from=search#/document/114051/geography-landmasses?&_suid=136112561894808538744097368439http://betterlesson.com/unit/13355/geography?from=search#/document/114050/geography-bodies-of-water?&_suid=13611332943800666149897454645http://betterlesson.com/unit/13355/geography?from=search#/document/114050/geography-bodies-of-water?&_suid=13611332943800666149897454645http://betterlesson.com/unit/13355/geography?from=search#/document/114050/geography-bodies-of-water?&_suid=13611332943800666149897454645http://betterlesson.com/unit/13355/geography?from=search#/document/114050/geography-bodies-of-water?&_suid=13611332943800666149897454645http://betterlesson.com/unit/13355/geography?from=search#/document/114050/geography-bodies-of-water?&_suid=13611332943800666149897454645http://betterlesson.com/unit/13355/geography?from=search#/document/114051/geography-landmasses?&_suid=136112561894808538744097368439http://betterlesson.com/unit/13355/geography?from=search#/document/114051/geography-landmasses?&_suid=136112561894808538744097368439


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A. Summary of the Lesson Plan:

This lesson continues on the information acquired in previous lessons. Students will find

geographical features on the United States Map using map elements.

B. Target Population:

Grade Level: 5th Skill Level: All learning levels Grouping: Whole class, Independent

C. Materials:

Class set of Almanac Map Practice Unit1 resource TE pages 1-2 Class set of United States Map Student textbooks Smart Board

D. Objectives:

o NV State Social Studies StandardsG5.5.1 Identify and locate major geographic features in Nevada and the

United States using maps and map elements.

o Student-Friendly StandardsI will be able to locate geographic features on the United States map.

E. Procedure:

1. Now that the students have some background knowledge on geographical

features, we are going to go over how to find these features, on a map. Discuss andreview the geographical features and see if students can find any of these on the big

United States map.

2. Bring up a large map of the United States and ask what the little box labeled

legend or Key means. Discuss how this can be a helpful tool. Next discuss the

scales on the maps and how they work.

3. Have student pull out their individual United States Map. Tell students to point to the

key or legend on their own map. (check for understanding here)

4. Read to the class what each symbol means. Find an example of where each

symbol can be found and then label it on the board.

5. Have the students independently write down the names of 3 rivers, 3 mountains, 3

lakes, and 3 state capitals that they were able to find on their maps. Have them share

their findings with a partner.


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6. Next discuss how the scale on the map works. Show students that they can use a

piece of paper to scale out distances. If a one inch line = 2,000 miles, then we know

that 2 inches = 4,000 miles.

7. Have students get out their white boards and practice a couple of whole group

questions that need the use of the scale. How far is Reno Nevada, from Carson City?

How far is Las Vegas from Reno?

8. Once they have had a chance to share, discuss the findings as a class.9. Next hand out the Almanac Map Practice Unit1 TE resource. Students use the

map provided to answer the questions on this worksheet. This is to be done

independently. Turn this in.

CLOSURE: Have students pair up and secretly choose a major city. They then must

come up with 5-7 clues for another group to figure out what city they picked. They

should use their maps to come up with clues. They should have at least 1 clue that

uses a scale. For example, if I chose LA, some clues could be Im located the

southwest region of the United States The closest mountain range to me is the sierra

Nevada Ask the class if they have any questions and then let them finish up.

Discussions must remain on topic!

F. Assessment:

What will you use to measure student understanding?Almanac Map Practice worksheet, and the clues they come up with for their secret

city.

Explain how you will know students understand the concepts from the lesson.Listening to students as they discuss their clues, their final clues for their major city.

G. Reflection:

1. Which part of the lesson do you think will be the easiest for you to teach?

Leading the discussion, to get students inquiring about map elements.

7. Which part will be most challenging for you to teach?There is no part in particular that seems to be very challenging to me.

8. How will you follow up or extend this lesson?We can get more specific and focus on areas that may go along with our

history unit. That way, students understand the layout of the land for the time

and place that theyre studying.


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9. What will you do for students who dont grasp the concepts?For students who are not grasping this concept, I will check understanding for

the meaning of the symbols and scales. If they were to get lost during the lesson,

this would be the area

10.Which part of the lesson, if any, do you think might need to change?This may run a little long depending on the discussions, so the closure may needto be cut.

11.When you were writing this lesson plan, what was the most difficult part?Once again, my issue is always organizing and compiling details, resources to

come together and make sense. I get carried away sometimes.


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A. Summary of the Lesson Plan:

This lesson reviews maps, as well as, focuses on the difference between political maps

and physical maps. Students should add the new vocabulary to their social studies

notebooks.

B. Target Population:

Grade Level: 5th

Skill Level: All learners Grouping: Whole class discussion, individual answering of the questions, individual

completion of Challenge

C. Materials:

Student textbooks Paper Pencil Social studies notebook Teachers Edition textbook

D. Objectives:

o NV State Social Studies Standards G5.5.3 "Describe purposes for the different types of maps and globes,

i.e., topographical, political, physical."

o Student-Friendly Standards Today, I will learn the difference between a political map and a

physical map.

E. Procedure:

10.Teach the skill -have students read aloud the introductory paragraph on page 12.Then discuss the elements of a political map. Ask, Which are the same as those on

other maps? (title, legend, compass rose, inset map, map scale)

11.Ask the students what is shown on a political map that may not be shown on otherkids of maps. (Cities, states, and countries).

12.Go through the steps under Learn the Skill on page 13. Answer any questionsstudents have about reading maps.

13.Go over steps 1-3 under Learn the Skill TE (pg13), with the class14.Complete Practice the Skill together as a class


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15.Have students independently answer in their social studies notebooks, the questionsunder Apply the Skill

16.CLOSURE: Have students complete the Challenge of the leveled practice in theirSocial Studies notebooks. Students must make a political map of a state. They must

include several cities, or landmarks, as well as the map elements.

F. Assessment: What will you use to measure student understanding?

Social studies notebooks

Explain how you will know students understand the concepts from the lesson.If theyre following discussion, and answering the questions correctly on Apply the

Skill

G .Reflection:


Discussing with the students and then following the TE lesson.

12.Which part will be most challenging for you to teach?There is no part in particular within this lesson that seems challenging to teach.

13.How will you follow up or extend this lesson?Have students research in the computer lab, what topographical maps are and

how they compare to political and physical maps.14.What will you do for students who dont grasp the concepts?

Small groups or individual meetings to discuss the topic in more detail, and

determine where the student is having a difficult time understanding.

15.Which part of the lesson, if any, do you think might need to change?Nothing.

16.When you were writing this lesson plan, what was the most difficult part?Organizing the information

Materials List:


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A.Summary of the Lesson Plan:

This lesson will introduce a population map to the students. The lesson is created to see

if student can find a pattern between population and political or physical features.

B.Target Population:

Grade Level: 5th grade Skill Level: All learners Grouping: Small groups

C.Materials:

markers glue construction paper

D.Objectives:

o NV State Social Studies Standards G5.5.2 "Identify spatial patterns of the U.S."

o Student-Friendly Standards I have learned about political and physical maps, I will now learn

about patterns between these maps and the population in the United

States.

E.Procedure:

1. Tell students to close their eyes and picture themselves living in the days when

explorers were setting out to find new land. Ask them, If you had only your own

hands, and the materials you could carry where would you want to set up home?

(Remind students, they cant hire a construction business to build your house, and

there are no grocery stores) What are the factors behind your decision?

2. Bring up the population map on:

http://www.eduplace.com/kids/socsci/books/applications/imaps/maps/g5s_u9/index

.html#top

3. Clickon 10,000 people located in the legend. This will add a bunch of little red

dots to the map that represent 10,000 people.

4. Ask the students, just from this, do you notice any patterns with where the dense

populations are and where there is very little?

5. Is the home you thought of a few minutes ago, part of this population?
http://www.eduplace.com/kids/socsci/books/applications/imaps/maps/g5s_u9/index.html#tophttp://www.eduplace.com/kids/socsci/books/applications/imaps/maps/g5s_u9/index.html#tophttp://www.eduplace.com/kids/socsci/books/applications/imaps/maps/g5s_u9/index.html#tophttp://www.eduplace.com/kids/socsci/books/applications/imaps/maps/g5s_u9/index.html#tophttp://www.eduplace.com/kids/socsci/books/applications/imaps/maps/g5s_u9/index.html#top


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6. Now click on the Major Cities within the legend, and ask the students if they notice

any more patterns.

7. Leave the population density map up, and allow students to compare it against the

maps in their text book. Bring up another map of Climate Zones of the Continental

United States

8. Have students pair up and write down the patterns they see on construction paper.

They may draw pictures as well.

9. CLOSURE:

When students have all finished with their posters have a class discussion on these

patterns. (Why are there so many people on the east coast? Why are there so few

people in the mid west compared to the east? Are there any patterns you see

between geological features and population? Why is this? Why are there so many

people along the edge of the United States?)

F.Assessment: What will you use to measure student understanding?

The posters that the students create with patterns that they were able to find

Explain how you will know students understand the concepts from the lesson.If students understand that geographic features, and climate have an influence on

population, then their answers of patters will represent it.

G.Reflection:


Showing the population map


It may be difficult to convey the difference in TIME. If they are to picture

themselves in the time of the settlers, theyll need background knowledge.


It would be neat to follow the Lewis and Clark expedition and the trail they took,

and compare their notes to what we see on the maps. Some interesting maps

are found at:http://www.pbs.org/lewisandclark/archive/idx_map.html

4. What will you do for students who dont grasp the concepts?

I would break the lesson down and ask them what are the basics that humans

need in order to survive in this world? Electronics dont exist. Possible answers

could include: shelter, food, water, clothing. Where could I get food if there
http://www.pbs.org/lewisandclark/archive/idx_map.htmlhttp://www.pbs.org/lewisandclark/archive/idx_map.htmlhttp://www.pbs.org/lewisandclark/archive/idx_map.htmlhttp://www.pbs.org/lewisandclark/archive/idx_map.html


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were no grocery stores? Where could I find water if there were no drinking

fountains?


Students may need more background knowledge on the past in order to

understand what it would be like living in the time of Lewis and Clark.

6. When you were writing this lesson plan, what was the most difficult part?Its difficult putting all the information together while still trying to stay on track

with my initial idea.


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This lesson is designed to get students to apply and use what theyve learned to

create a persuasive brochure about a certain region on the World Map.

B.Target Population:

Grade Level: 5th grade Skill Level: All learners Grouping: Individual

C.Materials:

Access to computer lab 30 minutes for 2 days Student textbooks Paper Pencil Construction paper Scissors Markers

Brochure Rubric

D.Objectives:

o NV State Social Studies Standards G5.5.1 "Identify and locate major geographic features in Nevada and

the United States using maps and map elements"


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G5.5.4 "Construct maps, graphs and charts to display informationabout human and physical features in the United States."

o Student-Friendly Standards I will use the information gained from different types of maps and

graphs to create persuasive brochure for a region to vacation at.

E. Procedure:1.Class discussion: Today you are going to write a persuasive brochure for why one

should go on vacation to a certain region (other than where you live) In order to do

this, however, youll need to do some research. So, were going to head to the

computer lab for 30 minutes today and tomorrow. You need to get right to work

searching for fun facts, but also about the climate, physical features, populations, etc.

Use the scales on the map for persuasive fact such as this: Honolulu is only about142

miles from Maui, so you can visit a-whole-other island after a nice boat ride. You will

have 2 days to complete this brochure.

2. If you have access to a smart board with internet connection, show some examples

of how you can find some interesting facts just by looking different kinds of maps.

3. Tell the students to apply some of the strategies learned during language arts to

persuade the reader.

4. Your brochure should be a tri-fold

5. *Tip* Write this letter thinking of what you would like if you were going to really go

there. What would you want to know? What would get you excited? Is there a major

mall near by? Home of the worlds best soccer team? Etc.

6. Hand out the rubric to the class.

7. Check to make sure students understand what is expected of them

8. Let the students choose a region other than where they live. If someone chooses

Hawaii, they cannot use the example above.

9. Once the class has chosen their region/state, you may walk them down to the

computer lab to begin their research.

10. CLOSURE: Discuss this activity with the class, how did they do? Were they able to

find some persuasive facts? Were the different types of maps helpful?

11. Have students present their brochure to the class using Actiview.

12. Ask the class if anyone was persuaded. What was their favorite fun fact

mentioned? Geographical fact?

F. Assessment:

What will you use to measure student understanding?


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The finished brochure

Explain how you will know students understand the concepts from the lesson.Students that understand the concept will provide some good facts within their

letter. They should not just be putting the bare minimum.

G.Reflection:


Discussing whats expected to be in the brochure, since I have the rubric, and

example to help advise the students.


The persuasive language that they can use, I dont want to tell them, I want

them to use it themselves.


Another language arts lesson on persuasive writing would be good to revisit.

4. What will you do for students who dont grasp the concepts?

Discuss and encourage them to think of the things theyre interested in. Will the

region reflect them in any way? Do they like the climate?


The students may need more time to find more facts?

6. When you were writing this lesson plan, what was the most difficult part?

For this plan it was determining the time. Will the students have enough time in

the computer lab? Should it be extended another day?

Materials:

Example Brochure:


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Brochure Rubric


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This is the last lesson of the unit. It is designed to get students thinking of the maps

theyve seen and how theyre created.

B.Target Population: Grade Level: 5th grade Skill Level: All learners Grouping: independent

C.Materials:

markers glue different colored construction paper magazines pencils cotton balls to build up mountains

D.Objectives:

o NV State Social Studies Standardso G5.5.4 "Construct maps, graphs and charts to display information about

human and physical features in the United States."

o Student-Friendly Standards I have learned all about maps, I will now create a map based on my

own made up state.

E. Procedure:

1. Tell students that they will be able to create their own 3D made-up state. It can

have rivers, mountains, valleys and/or lakes. It can be located on the coast or on an

island. Anything is possible, and its all up to your imagination.

2. The must-haves: (put this on the board)

You must include a legend with symbols for rivers, lakes, mountains, andvalleys.

You must have a compass rose, and scale. You must list your states average climate, the state capital, any major cities,

and any major man made features.

3. Have students work independently on their state.


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4. CLOSURE: Combine all the states and put them on display on the wall in the hallway.

F.Assessment:

What will you use to measure student understanding?Their final maps.

Explain how you will know students understand the concepts from the lesson.I will check to see if their maps have all of the must-haves for their map. If they

understand the concept, their map legends and scale will be accurate for their

map.

G.Reflection:


The whole thing, since this is basically reviewing the unit.


Nothing in particular


Students can write a language arts persuasive letter to a friend to convince

them to visit their state.

4. Whatwill you do for students who dont grasp the concepts?

Small group discussion to help them organize their thoughts

It wouldnt be a bad idea to provide the students with a graphic organizer to

organize all that they want to put in their state.


If its too much after the brochure lesson, then the teacher can decide to have

the students draw their map instead of creating a 3D map.

6. When you were writing this lesson plan, what was the most difficult part?

Thinking of what all the students would need to create their 3D maps.

EDEL 453_SPRING2013_alyceMACK_Unit_1_geography_PLANNER.docx

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