Learning Unit Title: Around the World in Eight Hours
Authors: Camille Mastascusa & Carolyn Carlson
Subject Area: Social Studies
Grade Level: 3
School Address: Copenhagen Central School
School Phone/Fax: 315-688-4411/315-688-2001
A unit that develops map skills at a third grade level. It incorporates Nikki’s Adventures from the U.S. Geological Survey found on the Internet. Nikki’s Adventures is an integral part of the first six learning experiences and should be obtained before beginning the unit. The interdisciplinary activities cover Social Studies, Math, Writing, Technology, and Art. Activities can be geared toward the individual student, groups or whole class at the teacher’s disgression. The students are asked to use math to measure scale and convert, technology to research and write a report, and the media of art to demonstrate their acquisition of mapping. Students may also be asked to keep a journal throughout the duration of the unit. Assessment is ongoing and consists of teacher observations, appropriate worksheets, journals, quizzes when warranted, and a final exam.
Written Overview:
Around the World in Eight Hours is a unit that develops map skills at a third grade level. It incorporates Nikki’s Adventures from the U.S. Geological Survey found on the Internet. Nikki’s Adventures is an integral part of the first six learning experiences and should be obtained before beginning the unit. The interdisciplinary activities cover Social Studies, Math, Writing, Technology, and Art. Activities can be geared toward the individual student, groups or whole class at the teacher’s disgression.
The students are asked to use math to measure scale and convert, technology to research and write a report, and the media of art to demonstrate their acquisition of mapping. Students may also be asked to keep a journal throughout the duration of the unit.
Assessment is ongoing and consists of teacher observations, appropriate worksheets, journals, quizzes when warranted, and a final exam.
(Attached, please find Assessment at the end of the unit. Many of the learning experiences lend themselves as opportunities for using the Internet as a means of obtaining maps to be used for practice and assessment. (Street finder, for instance, could be incorporated).
The culminating activity is a written report done on Microsoft Word, using information acquired through the Internet and/or World Book of Knowledge (on the computer). Students will also be provided with an outline map and templates for 4 physical features of New York State, as well as 3 natural resources, and 3 products. Students will be responsible for proper placement of these items based upon their research findings. Maps and reports will be displayed in an area accessible to students in the building.
Content Knowledge
| Declarative |
Procedural |
|
|
Essential Questions
Why do we need maps and globes?
How do we use maps and globes to make decisions?
Initiating Activity
(Where in the World Am I?) Students will participate in a discussion concerning where they are in the world, being sure to include him/herself,
home, city, county, state, country, continent, world. Students will wear location signs and role-play the expanded environment by aligning themselves in the proper sequence. Lastly, each student will create a "map" showing themselves in relationship to all the aforementioned locations.
Learning Experiences
(Overview)
12. Globes and hemispheres
Culminating Performance
Using knowledge gained from this unit, students will identify and display the physical features, natural resources, and products of New York State on an outline map. A typed written report will accompany maps to include short descriptions about the state’s climate, capital city, natural resources, and products. Projects will be displayed in an appropriate area to be viewed by other students in the building.
CONNECTIONS TO STANDARDS
SS #3 –Elementary Level
Key Idea #1 (Geography) Performance Indicator # 2:
Key Idea #1 (Geography) Performance Indicator #3:
Key Idea #1 (Geography) Performance Indicator #4:
Key Idea #2 (Geography) Performance Indicator #1:
Key Idea #2 (Geography) Performance Indicator #2:
SS #4 – Elementary Level
Key Idea #1 (Economics) Performance Indicator #4:
ELA #1- Elementary Level
Key Idea #1 (Listening and Reading) Performance Indicator #1
Key Idea #1 (Listening and Reading) Performance Indicator #2
Key Idea #1 (Listening and Reading) Performance Indicator #3
Key Idea #2 (Speaking and Writing) Performance Indicator #1
Key Idea #2 (Speaking and Writing) Performance Indicator #2
Key Idea #2 (Speaking and Writing) Performance Indicator #4
Key Idea #2 (Speaking and Writing) Performance Indicator #5
Key Idea #2 (Speaking and Writing) Performance Indicator #6
Key Idea #2 (Speaking and Writing) Performance Indicator #7
MST #5 – Elementary Level
Key Idea #3(Computer Technology) Performance Indicator #2
Art #1 – Elementary Level (optional)
Key Idea #1 – Performance Indicator #2
Key Idea #1 – Performance Indicator #5
Learning Experience
SS#3 – Elementary Level
Key Idea #1(Geography) Performance Indicator #2
Draw maps and diagrams that serve as representations of places, physical features, and objects
Key Idea #1 (Geography) Performance Indicator #3
Locate places within the local community, State, and nation; locate the Earth’s continents in relation to each other and to principal parallels and meridians.
Students view a specific location from a familiar perspective (at ground level) Items observed at this view would be used as reference points when the perspective changes in the next lesson.
To begin this lesson, ask students to look at illustration 1 and make a list of what they think is in the park. Some sample responses should include:
A playground
A water fountain
A flag pole
Rides
Tell students that you have a story about an adventure that a little girl has in the park. Read the tale in the story box.
Pass out Activity Sheet 1. Students should color in the balloons, put their name in the banner area, and cut them out. When completed, have them post their balloons on the wall next to illustration 1. Have students predict what they think is going to happen next in the story.
N/A
Photocopies of Activity Sheet 1 for every student
Approximately 25 minutes to implement lesson
Nikki’s Adventures: Call 1-800-USA-Maps to obtain materials
Learning Experience
SS #3 – Elementary Level
Key Idea #1 (Geography) Performance Indicator #3
Locate places within the local community, State, and nation; locate the Earth’s continents in relation to each other and to principal parallels and meridians.
Students will learn how objects change in appearance depending on the perspective from which they are viewed. This prepares students to understand the overhead perspective offered by most maps.
To begin the lesson, review illustration 1 and go on to illustration 2. Initiate a discussion about the new point of view of the same park. Ask
students where Nikki is, and discuss ways that a person could see a park from the same angle. Sample responses could include:
A tower
A tall building
A plane
The top of a ferris wheel
Read the second part of the tale in the story box.
Pass out index cards with these labels: 1.) tree outside the park, 2.) front gate to the park, 3.) top of the clock, and 4.) top of the carousel Have students attach their cards to their proper locations. Next, show illustration 2 and point out how these features have changed. Relocate index cards to new positions on illustration 2. One can now see both the side and the top of these items. Note that with the tree, you now see less of the trunk and branches.
N/A
Photocopies of illustration 2 for every student
Approximately 30 minutes to implement lesson
Nikki’s Adventures: Call 1-800-USA-MAPS to obtain materials
Learning Experience
SS#3 – Elementary Level
Key Idea#1(Geography) Performance Indicator #3
Locate places within the local community, State, and nation; locate the Earth’s continents in relation to each other and to principal parallels and meridians.
Students will develop an understanding of the overhead view presented by most maps.
2. Procedure:
To begin this lesson, show illustration 3. Have students locate the same four items as in lesson 2 again using the index cards. Ask them how they look different in this view. From above, the trees may look like circles, and buildings like squares. Explain that although this is an unfamiliar view, it is the one used in most maps.
Point out the rolled up map in the leather bag. Ask students how Nikki might use the map.
Lead a class discussion about where students have seen maps and what different uses they have.
End the lesson by reading the final story box.
N/A
Photocopies of Illustration 3 for every student
Approximately 30 minutes to implement the lesson
Nikki’s Adventures: Call 1-800-USA-MAPS to obtain materials
Learning Experience
1. Learning Context
SS#3 – Elementary Level
Key Idea #1 (Geography) Performance Indicator #2
Draw maps and diagrams that serve as representations of places, physical features, and objects.
Students will become familiar with the concept of symbols.
Students will learn to use a legend to identify features on a map.
To begin the lesson, reintroduce illustration 3 to the students. Make sure that index cards are still in place. Explain that maps are often unable to show the same level of detail for objects or features found on the Earth as shown in Illustration 3. Consequently, mapmakers often use symbols to represent some of these objects or features. For example, in a map of your town, mapmakers will not draw a separate picture of a school. Instead, they draw a square with a flag on top as a symbol of a school. Then, each school, whether it is big or small, long or narrow, will have its location marked with this same symbol. Explain that when we look at a map, we may be unsure of what a particular symbol represents. On a map, symbols are identified in an area called the legend. The legend often displays other important information including scale and direct.
Point out the legend in the illustration. Have the students identify what information this legend shows them. Go over each symbol and have students find it on the map. Ask students if they can identify the circle with the red and white triangular shapes. What is the rectangle with the blue and white shapes? If they didn’t know the other part of the story and see the other illustrations, could they still identify the carousel and snack bar? What else could they have been? A tent? A big blanket?
Ask the students to find things in the illustration that are not on the legend. Explain to them that only a permanent feature or object on the ground would be included on a map. Consequently, things such as the animals or people would not be included on the map or in the legend.
Pass out work page 2. Discuss how it is like the big map, and how it is different. Make sure students understand the size and color difference. Colored symbols are often used to depict features. Features are often symbolized with the color they are associated with. For example, water features such as rivers and lakes are shown as blue; vegetation cover such as trees, shrubs, and grass are shown as green; and constructed features such as buildings and streets are shown as black. Ask students to color in the legend on their small maps according to the legend on the big map. Have them also color several reference points – the carousel, the lake and the food tent according to the legend. If there is extra time, allow students to add more color detail to their small maps, using their legend guide.
N/A
Approximately 2 (two) thirty minute period class sessions
Nikki’s Adventures: Call 1-800-USA-MAPS to obtain materials
Learning Experience
1. Learning Context
SS#3 – Elementary Level
Key Idea #1 (Geography) Performance Indicator #3
Locate places within the local community, State, and nation; locate the Earth’s continents in relation to each other and to principal parallels and meridians.
Key Idea #2 (Geography) Performance Indicator #1
Ask geographic questions about where places are located; why they are located where they are; what is important about their locations; and how their locations are related to the location of other people and places.
Students will learn to use north, south, east and west to identify relative locations and provide directions.
Review legends lesson with an overhead example showing color and symbols. Ask students to look at the circle figure to the right of the legend. Inquire as to whether anyone knows what that circle is or what it is used for. Next, explain to students that it is a compass rose, which is found on all maps to determine direction. Explain to students that a direction is the point toward which something faces. For example, when you ask all the students to face forward, forward is a direction. Also, when you ask everyone to look up, up is a direction.
Explain to students that, north is at the top on most maps. Put Illustration 3 on the floor with north oriented properly. Have the students sit around the illustration. Point out the star located in the center. Demonstrate how directions such as "forward," "up," "right," etc. are ineffective when trying to plan movement on a map. To walk over to the dinosaur slide, students on one side might say "move right," while students on the opposite side will say "move left." Explain how maps use a much more effective set of directions: north, south, east, and west. West is the direction in which the sun sets. When facing west, north is to the right, south is to the left, and east is behind.
Show the students where north, south, east, and west are marked on the illustration. Demonstrate to students that to walk over to the dinosaur from the star, you would have to go east. Ask students which direction you would walk to go over to the barn. (West)
Introduce the idea of direction between two points. Point out that not everything is directly north, south, east, and west of another point. Introduce students to additional directions – northeast, southeast, northwest, and southwest. Ask students if they were standing on the star and looking at the carousel, what direction they would be looking? (Southeast) Ask students to help Nikki’s mother get to the pasture where Nikki landed the balloon. Choose different locations on the map where Nikki’s mother might be, then ask questions about which direction she would travel to go from that location to the pasture.
Talk about relative location. Explain how we can use north, south, east, and west to talk about where one place on a map is in relationship to another. Demonstrate to students that one place is north of another. Do the same for south, east, and west. Examples: the bridge is _____ of the dinosaur (north); the food tent is ____of the carousel (west).
Teacher may use this learning experience as an opportunity to have
students locate directionality on local maps.
Approximately 40 minutes to implement lesson
Nikki’s Adventures; Call 1-800-USA-MAPS to obtain materials
Learning Experience
SS#3 – Elementary Level
Key Idea #2 (Geography) Performance Indicator #1
Ask geographic questions about where places are located; why they are located where they are; what is important about their locations; and how their locations are related to the location of other people and places
Students will learn how grids are created and used to locate positions of objects or features on a map.
Students will be introduced to lines of latitude and longitude.
Review compass lesson. Pick out a few places on illustration 3 and ask students to name their location using directionality. Next, explain to students that today they are going to learn about a different way of locating places using a grid system. Explain to students that a grid is a network of evenly spaced horizontal and vertical lines. Do this while drawing a simple grid of five horizontal and five vertical lines on the overhead. Explain that maps use similar grids to help locate specific places or objects.
Place illustration 3 on the floor. Have students sit on the floor or in chairs on the south side. Point out the numbers 1, 2, 3, 4, and 5 on the left side; also point out the letters, A, B, and C along the top. Explain that each letter or number identifies a section of the map.
Using string, run lines from top to bottom midway between letter A and letter B. Do the same midway between Letter B and letter C. This identifies section B on the map. Now do the same at midway between number 2 and number 3 and again midway between number 3 and number 4. This identifies section 3 on the map. The space that is framed by the four lines is called B3. Tell students they could identify the location of the star by giving these coordinates (B3). Continue framing different sections until students have a working understanding of the activity. Note that each section of the grid has its own letter-number label, such as A2, C1, and B5.
Students are now ready to identify the absolute location of certain features by section letter and number.
After students have sufficiently demonstrated understanding of the use of grids, introduce students to latitude and longitude using a map on an overhead. Choose a few places on the map and ask students to identify these areas using latitude and longitude.
N/A
Photocopies of the fifteen black- and – white sections of illustration 3.
Four 60 inch strings
Approximately 35 minutes to implement the lesson
Nikki’s Adventures: Call 1-800-USA-MAPS to obtain materials
Learning Experience
SS#3 – Elementary Level
Key Idea #2 (Geography) Performance Indicator #2
Ask geographic questions about where places are located; why they are located where they are; what is important about their locations; and how their locations are related to the location of other people and places
Students will learn about map scale and what it does.
Students will learn how to use the scale on a map to determine distance and to measure the size of objects.
Begin the lesson by reviewing grids, and asking students to locate various places on illustration 3 using coordinates. Next, ask students if illustration 3 shows the park in its actual size. The answer, of course, is no. Explain that the size of the park and everything inside has been proportionately reduced to fit on paper. Explain what the term "proportionately" means. To find out how much smaller this illustration or a map is than the actual area on the ground; we refer to the scale. The scale on a map is usually located on the legend.
Continue the discussion by telling students that the scale of a map is in proportion to the area it represents. In illustration 3, the proportion is 1 to 48. What this means is that one inch on the map represents 48 inches on the ground.
Point out the scale in the legend of the map (illustration 3). Students will see that the distance of one inch on the scale is marked as equaling 4 feet on the ground. (You may want to show students that multiplying the number of feet (4) by the number of inches (12) equals 48 inches.
Explain to students that one reason people use maps is to find the distance between two places. Demonstrate how they can use the scale to measure the length of objects in the park and the distance between two points. Take a piece of paper and follow the path between two points, marking lines on the edge of the paper until you have marked the total distance. Take the paper and count how many times the scale will go along the marked line on the paper. Use repeated addition or multiplication to determine the distance.
Have students use the scale to determine the distance Nikki’s mother would have to walk to get to the pasture where Nikki landed. Have Nikki’s mother stand at different areas of the park and let the students develop a list of distances between these areas and the pasture. For example, how far is it from the south gate to the pasture? How far is it from the bridge to the pasture?
Students could be asked to bring in a map of an area they are planning to travel through or have already traveled through, and asked to calculate the number of miles that will be covered, or were covered.
Approximately 40 minutes to implement lesson
Nikki’s Adventures: Call 1-800-USA-MAPS to obtain materials
Learning Experience
1. Learning Context
SS#3 – Elementary Level
Key Idea#1 (Geography) Performance Indicator #3
Locate places within the local community, State, and nation: locate the Earth’s continents in relation to each other and to principal parallels and meridians.
Students will learn what a title is and what labels are and what they are used for.
Students will learn what an inset map is and how it is used.
On the overhead, display an atlas of the United States. Ask students to tell you what is being displayed. Ask them how they know what it is. Explain that mapmakers use titles on maps much the same way as authors use titles on books. Ask students if they can also tell you anything else that they see on the map. How do they know that those are the states? Again explain that mapmakers use labels to help people identify places on maps.
Using the same overhead map of the United States, ask students to locate Hawaii and Alaska on the map. Ask students to identify the location of each place. Lead students to realize that this cannot be done, and inquire as to why not. Once students have realized that these states are not in their proper location, ask why. Explain that mapmakers must sometimes rely on inset maps. Ask students if they could define what an inset map is and when it might be used.
Next, present students with various state maps and display these on a wall. Hand out various city inset maps on cards and ask students to match them up with the correct state. Example: Manchester to New Hampshire.
N/A
Learning Experience
SS#3 – Elementary Level
Key Idea#1 (Geography) Performance Indicator #4
Identify and compare the physical, human, and cultural characteristics of different regions and people
Key Idea #2 (Geography) Performance Indicator #1
Ask geographic questions about where places are located; why they are located where they are; what is important about their locations; and how their locations are related to the location of other people and places
Students will learn what special-purpose maps are and what they are used for.
Review inset maps by displaying the same map of the United States on the overhead. Next, have students explain what we can learn from a map key (what the colors on the map mean and what the symbols mean). On the overhead, display a rainfall map of the United States and ask students to write three questions about the map. Have students exchange questions with a partner and then check each other’s answers. Next, display a vegetation map of the United States and ask students what type of map it is. How do they know? What did they need to look at? Ask students what other kinds of information could be included on a map. Discuss. Display maps of the United States, which contain natural resources, climate and landforms. Explain to students that since these maps have a special purpose, they are called special-purpose maps. Discuss when and why these maps would be used.
N/A
Approximately thirty minutes to implement the lesson
Learning Experience
SS#3 – Elementary Level
Key Idea #1(Geography) Performance Indicator #1
Draw maps and diagrams that serve as representations of places, physical features, and objects
Students will learn how to identify landforms using relief maps.
Students will create landforms using flour and salt dough.
Review special – purpose maps by placing different maps on the overhead and asking students to identify each one, presenting a landform map last. Inquire as to how landform maps could be shown in another way. Discuss. Next, present students with either a relief map or a relief globe. Ask students to describe how these landform maps or globes differ from the maps presented in previous lesson. Ask student to describe this difference. Explain to students that some landform maps are called relief maps because they show landforms in three-dimensional shapes. Next, present students with a chart or poster, which displays all of the various physical features. Discuss a few. Ask students how they might make a relief map themselves using the information on the poster. Choose at least four landforms from the chart. Explain that they will be using flour and salt dough to actually create the landforms. Present a model that you have made yourself. Pass out a piece of cardboard, approximately 8" X 10". Pass out a piece of dough, which is approximately the size of a baseball. Allow students time to form their physical features. Explain that the next lesson will be spent painting and labeling their relief maps. For labels, fold over one half of an index card. On the outside, write the name of the physical feature, and on the inside, write the definition.
Provide a work area for students and have students facing the teacher as he/she models the process.
Approximately 45 minutes to implement lesson
6. Assessment Plan:
Students will be required to make a one minute oral presentation to their
classmates, describing and/or explaining their relief maps.
Learning Experience
SS#3 – Elementary Level
Key Idea #1 (Geography) Performance Indicator #3
Locate places within the local community, State, and nation; locate the Earth’s continents in relation to each other and to the principal parallels and meridians.
Students will be able to explain what oceans and continents are.
Students will be able to identify the seven continents and four oceans on a world atlas.
Ask students to tell you what they already know about oceans and continents. (Be prepared to explain these terms to students). Next, hand out the sheets with each individual continent. Provide each student with a portfolio to place all work into for this lesson. Explain to students that they will be allowed to color maps on their own.
Next, on the overhead, present a blank world atlas and ask students to identify and name each continent. Provide students with the same blank world atlas and while monitoring, ask each student to fill in their own atlas identifying the seven continents.
Again, on the overhead, point out the four oceans and ask students to again fill in their atlases identifying the four oceans.
N/A
Photocopies of seven separate continents and blank atlas
Approximately 30 minutes to implement the lesson
Learning Experience
SS#3 – Elementary Level
Key Idea #2(Geography) Performance Indicator #2
Ask geographic questions about where places are located: why they are located where they are; what is important about their location; and how their locations are related to the location of other people and places.
Students will learn what a globe is and how it relates to maps.
Students will learn what the four hemispheres are and be able to identify them.
Students will be shown various items such as toy cars, toy boats, toy planes, and toy furniture. Explain to students that these toys are representative of the "real" thing. Next, present students with a globe and ask whether or not the globe could be a model. Lead students to understand that globes are models of the earth.
Give each student a piece of clay and have him or her shape the clay into a small model of the earth. Again, show students the globe and point out the equator. Point out the North and South Poles and ask students to indicate their position on their piece of clay with a pencil point. Let each child mark the equator on its "model" with the pencil. Using a plastic knife, have students cut their "model" in half through the equator to form the northern and southern hemispheres.
Have students mold the top and bottom halves back together and cut down through the center of the clay model to form the eastern and western hemispheres.
Again ask students to remold their clay models to form a round model of the earth. At this time, students can be introduced to the concept of latitude and longitude. Have students mark lines in their clay running from the North Pole to the South Pole and explain that these lines are called lines of longitude. Next, have students mark lines in their clay running parallel to the equator (above and below) and that these lines are called lines of latitude.
Note: some students may need assistance with using knives in cases where they have difficulty with fine motor skills.
Students should be provided with a work area and seated so that they are facing the teacher as he/she models the process.
Approximately 30 minutes to implement the lesson
Learning Experiences
Extending and Refining
| What knowledge will students be extending and refining? Specifically, they will be extending and refining their understanding of… |
What reasoning process will they be using? |
Describe what will be done. |
| Where places are located and why. |
Comparing Classifying Inductive Reasoning Deductive Reasoning Error Analysis Analyzing Perspectives ÿ Constructing Support Abstracting Other: |
The student will be presented with five different maps of the same real or imaginary state. The first map will contain physical features; the second map will be an elevation map; the third map will be a rainfall map; the fourth map will be a vegetation map; and the fifth map will be a products map. After each map, the student will need to make a decision about where they would locate a city, taking into consideration each of the five criteria. A small explanation should accompany each map. Students may change the location of their city as they go from map to map. |
Blueprint for Performance Task Vignette
(Culminating Performance)
Title of Task: Relief Map/Typed Report
Curriculum areas: Social Studies/Language Arts Developed by/Adapted from: Camille Mastascusa and Carolyn Carlson
Resources/materials: outline map of New York State, templates, and computer
Recommended grade level(s): 3
Approximate time frame: two weeks
Learner Outcomes/Content
Standards/Benchmarks
Social Studies
Students will demonstrate an understanding of the use of maps and information contained in them.
Language Arts
Students will write a research product to inform others.
Students will demonstrate effective use of the language.
Description of the task using a prompt format (FAT – P –form, audience, topic, purpose
Students in your school have come to you complaining about their dissatisfaction with living in New York State, and are considering the prospects of moving to a new state. It is your responsibility to change their minds using information that you will research through the Internet and through The World Book of Knowledge, found on the computer. You will be presented with an outline map of New York State, as well as a template containing symbols for physical features, products, and natural resources. You will need to research maps or other information to guide you in the placement of these symbols on your outline map. An outline guide will accompany outline map.
Next, you will prepare a typed, one- page report again using the Internet and The World Book of Knowledge to research your information. Be sure to include the climate, the capital city, resources, and products for New York State. Identify at least two interesting facts about your state, presenting these attractive features as reasons for remaining in New York State.
This report will be typed on the computer using Microsoft Word.
Finally, you will display your map and report in an appropriate area to be viewed by students in your building.
Student Products/performances
Relief map of New York State typed report typed report
Criteria for evaluating student
Products/performance
| Accurately depicts the physical Features of NYS |
clear & well organized |
effective use of language |
| Title, key & labels included Neat, orderly & readable |
accurate account Of information |
grammar |
Rubric: (For Culminating Performance)
Key Questions:
What are the key elements, traits, or dimensions that will be evaluated?
Are the identified elements of equal importance or will they be weighed differently?
Element #1 Element #2 Element #3 Element #4
| Elements Scale |
Outline Map Content |
Outline Map Drawing |
Language and Vocabulary |
Mechanics and Organization |
| Weights |
25% |
25% |
25% |
25% |
| 4 |
Correctly identifies And displays outline of state; places the symbols of 4 physical features, 3 natural resources, and 3 products in the correct places |
Colors appealing – Labels and symbols are neat All labels, as well as key, are clearly and neatly written |
Uses complete sentences with a variety of vocabulary & sentence beginnings |
Extended topic & begins & ends sentences correctly most of the time- Use of correct grammar |
| 3 |
Mostly correct in display of map; places the symbols for 3 physical features, 2 natural resources, and 2 products in the correct places |
Overall appearance is appealing, but uses only 3 or 4 colors; labeling, as well as key, are for the most part, clearly and neatly written |
Attempted to use a variety of vocabulary & sentence beginnings 1-2 incomplete sentences |
Addresses topic with some details- Begins & ends sentences correctly some of the time- 2-5 grammatical errors |
| 2 |
Somewhat correct in display of map; places the symbols for 2 physical features, 1 natural resource, and 1 product in the correct place(s) |
Use of only 1 or 2 colors ; missing more than half of the labels & symbols ; labels & symbols somewhat messy |
Rarely uses a variety of vocabulary & sentence beginnings – 3-4 incomplete sentences |
Barely addresses topic – Attempted to begin and/or end sentence correctly 4-5 grammatical errors |
| 1 |
Outline of state & symbols are incorrect |
Colors are messy or inconsistent ; Labels and symbols also messy or missing |
Incomplete sentences used – Vocabulary & sentence beginnings are the same throughout |
Topic not addressed – Incorrect grammar Poor use of capitalization & punctuation |
Assessment
Globe and Map Skills
Name____________________Gr____________Teacher________________
|
Can Identify Views from different perspectives _______ from the ground ________from a higher point ________from overhead |
Very Well 3 |
Yes 2 |
Not Yet 1 |
| Can Identify Parts of Maps Which Include ________titles ______keys _______scales _______direction _______symbols _______color coding _______inset maps |
3 |
2 |
1 |
| Knows Basic Global Divisions _______grids _______hemispheres |
3 |
2 |
1 |
| Can Identify Information on Simple Maps ______natural resources ______climate ______vegetation ______products ______physical features ______continents ______oceans |
3 |
2 |
1 |
Have You Considered These Yet?
Learn to Learn Skills:
To develop basic skills of reading, writing, and arithmetic and to develop respect for critical and independent thoughts.
To develop a sense of the physical environment of mankind and the impact of his future on the environment.
Assessment Modifications:
The LD student will be assisted by the Resource Room teacher to help with his/her program modifications such as having material read to the student, answers recorded, or extended time given.
Unit Schedule/Time Plan:
Initiating Activity: one class period
Implementation: 2 to 3 weeks
Culminating Activity: two weeks