Mary Dunckel
Constableville Elementary
South Lewis Central Schools
Map Unit
Learning Context:
MST#3 – Mathematics – Students will understand mathematics and become mathematically confident by communicating and reasoning mathematically, by applying mathematics in real-world settings and by solving problems through the integrated study of number systems, geometry, algebra, data probability and trigonometry.
Benchmarks: Students will explain to others how they went about solving a number problem. Will add and subtract whole numbers. Understand that measurement is approximate, never exact. Understand common terms used with estimation [about, near, close to, between, a little less than].
Connection to Instruction: The First Grade math curriculum has several chapters on addition as well as subtraction and estimation. These concepts are necessary life skills and therefore essential to learn.
What students need to know: Students must know where to find specific places on a map. They must know how to find the Village of Constableville. The Village of Boonville, and the City of Utica. They must know where to look for the distance scale on a map. They must know how to estimate the distance between the two points on a map and then measure using the distance scale and adding the two figures to come up with the distance from our village of Constableville, New York to the City of Utica, New York.
PROCEDURE
The Teacher will show overhead of map of New York State. Students will discuss whatever background knowledge has been explored during the Initiating Experience. Students will discuss what they see on this map. After discussion Teacher will point out Constableville, as well as Boonville, and the City of Utica, on the overhead if the students have not found the areas.
Students will discuss who has been to Boonville and then who has been to Utica. Teacher will model asking relative questions. "Estimate how long it took you to get to Boonville from Constableville. How about from Constableville to Utica? Is there a way of finding out just how far it is from Constableville to Utica, New York?
Once we have obtained the information that there is a distance scale on the map, we can discuss how that scale will be useful to us to find the distance from Constableville to Utica, New York. We will look at the distance scale and then the students will be asked to estimate the distance. The teacher will put the estimates on the blackboard for comparing with the actual distance found by using the scale itself.
The students will now measure the distance between Constableville and Boonville on the map with a piece of yarn. Then they will measure it against the distance scale. A discussion of what to do next will occur.
Students will have to measure the distance between Boonville and Utica using a piece of yarn and once again discussing what to do with the figure that they have obtained through the measurement.
Both measurements will be done once again using a 12-inch ruler against the distance scale to compare and contrast what differences, if any show up.
Students will understand that in order to find the total distance between Constableville and Utica, it will be necessary to add the measurements together.
The teacher will model that step on the overhead projector so that all of the students can see and take part in the final solution to this problem.
INSTRUCTIONAL/ENVIRONMENTAL MODIFICATIONS
Students who need extra help to reach the same learning outcome, as the other students will have an aide work with them. Also, students who need to be placed close to the overhead projector in order to take in all of the information presented will be moved to the most advantageous placement.
The students are in-groups of four and have the services of an Aide or parent. If I have a student that needs one-on-one care within a group, that student will have an Aide rather than a parent. The Aide will be more experienced at giving the necessary help.
MATERIALS AND SUPPLIES
The students will need pieces of yarn, pencils and paper, and one copy of the map of the area encompassing Utica, Boonville, and Constableville, New York, from the CD " Precision Street Maps USA", by COSMI Customer Service, at website: http://www.cosmi.com
The Teacher will also need pieces of yarn to model measuring the distances, the chalkboard and chalk of various colors to list the initial findings for comparing and contrasting with our estimates.
ASSESSMENT TOOLS AND TECHNIQUES
The Teacher will be able to use teacher observations to watch and be sure that the students are following the directions and focusing on the problem to be solved. That the steps being used to solve the problem are the correct steps and the answers being discovered are correct.
The Teacher will collect the maps and check the answers at the bottom of the page to be certain that all students are progressing as expected.
TIME REQUIRED
Planning this Unit took a very long time because I wanted it to be First Grade Constableville specific. It is. I would say that the time I spent on this lesson took one week because I needed to check out all of the Computer available resources for my grade level and subject area.
I will implement this lesson plan in one hour to one and one-half hour. My materials are already in my room and just need to be dispersed at the beginning of the lesson.
The assessment will take about five minutes at the end of the class.
STUDENT WORK-
REFLECTION
The project supports student progress toward attainment of the learning standards by encouraging students to take the risks in the estimation of the distances we will measure. Students at the first grade level are not inclined naturally to estimate a distance. Rather, they try to get the correct answer immediately.
This is a good learning experience and expands easily to the ELA Standards #1; Students will read, write, listen and speak for information and understanding. Benchmark – Gather and interpret information from …maps.
ELA #3 – Students will read, write, listen and speak for critical analysis and evaluation. Benchmark – Use picture clues and pictures captions to aid comprehension and to make predictions about content.
Also this lesson expands easily to include Social Studies Standard - #3 – Geography. Students will use a variety of intellectual skills to demonstrate their understanding of the geography of the interdependent world in which we live- local, national, and global – including the distribution of people, places, and environments over the Earth’s surface.
Benchmark: Students will know the physical and human characteristics of the local community. (e.g., Neighborhoods, schools, parks, creeks, shopping areas).
This lesson plan reflects the "best" classroom practice and current scholarship in elementary teaching. It involves the student in doing something in the real world and something that can be of use to him/her and the family at home. This distance can be checked out by actually driving the distance that was measured in the classroom and this is a trip that all of my students will take at one time or another. If the map and the distance which has been calculated is put in the car and talked about during the trip- the fun and the learning will continue outside the classroom.