Title III Technology Literacy Challenge Grant

Learning Unit

LU Title: Finding Your Way Around New York	Author(s): Marilyn Geddis & Ronica Lawrence
Grade Level: 4^th Grade	School Address: Heuvelton Central School
Topic/Subject Area: New York Geography	School Phone/Fax: 315-344-2414
	Email: ronilyn@northnet.org

OVERVIEW

CONTENT KNOWLEDGE

Declarative	Procedural
Identify and locate continents and oceans of the world	Find directions on a map using a compass rose.
Locate NY State as part of 50 states of the USA	Use lines of latitude and longitude to locate places on a map.
Identify and define the geographical terms: globe, continent, compass rose, latitude, longitude, grid, Prime Meridian, equator, key, symbol, scale, geography, population density, county, landform, elevation and contour lines.	Measure distances on maps using a map scale.
Name the characteristics of a political, relief, and road map.	Design a map key and use effectively to locate places on a map.
Locate counties on a political map of NYS.	Compare population density of various counties in New York State.
Identify and locate major waterways of NYS.	Read to analyze various graphs to draw conclusions of trends in population over a period of years.
Identify and locate the two major mountain ranges of NYS.	Use knowledge of the geography of NYS and understanding of sculpture to shape a relief map of NYS.
Identify major landforms, cities, and surrounding states and locate on a map.	Use different colored paint to show elevation of landforms.
State important facts about the geography of NYS.	Summarize key points to use in oral presentation.


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ESSENTIAL QUESTIONS

1. Why is the study of geography of New York State important?

Why is it important to be able to read maps of our state?

Is there more than one type of map?

CONNECTIONS TO NYS LEARNING STANDARDS
List Standard # and Key Idea #: Write out related Performance Indicator(s) or Benchmark(s
Elementary Level

Social 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: #1B: Draw maps and diagrams that serve as representations of places, physical features, and objects.

Benchmark: #1C: Locate places within the local communities , and state; locate the earth's continents in relation the each other and to principal parallels and meridians.

Benchmark: #1F: 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.

Benchmark: #1G: Gather and organize geographic information from a variety of sources and display in a number of ways.

Benchmark: #1H: Analyze geographic information by making relationships, interpreting

trends and relationships, analyzing geographic data

Standard ELA #1: Language for Information and Understanding – Students will read, write, listen, and speak for information and understanding.

Benchmark: #2: Speaking and Writing

2A: present information clearly in a variety of oral and written forms such as summaries, paraphrases, brief reports, stories, posters, and charts

2C: use a few traditional structures for conveying information such as chronological order, cause and effect, and similarity and difference

Launch

The initiating activity for this unit begins the first day with the teacher presenting to the students the MUT. The MUT or culminating project involves students working on a task to create a relief map of New York State and do a presentation to third grade classes.

After discussing the project, students will be asked to use the KWL strategy to brainstorm the K (What do we already in order to understand and read maps of our state? Then in small groups brainstorm the W (What do we need to learn about the geography of our state, that helps us read maps?

The last 25 minutes would be spent with students working in pairs to complete a graphic organizer asking students to compare the physical differences and similarities of our state to another. (use a relevant state)

In chronological order including acquisition experiences and extending/refining
experiences for all stated declarative and procedural knowledge.

Calendar for New York MappingUnit 3 Weeks

Day 1

Launch

-explain project

-KWL

-Map comparison activity with graphic organizer

Day 2

*Identify and locate continents and oceans of the world.

Locate New York State as part of 50 states of the USA

Read text pg 34-36

Using overhead the teacher will lead class in discussion of NY’s placement within the world. Complete workbook pg 6.

Day 3

*Identify and define geographical terms. Find directions a map using a compass rose.

Teacher will have the students use the tile lines on the floor to move north, south, east ,west northeast, northwest, southeast, and southwest. Student will work in pairs to check each other’s knowledge of the 8 main directions. Working in pairs, students will be given a map of NY State and will be asked to use a compass rose to name the direction from one city to another.

Day 4

*Identify and define the terms latitude, longitude and grid.

*Use the above terms to locate cities on a world map.

Working in small groups, the students will make models of the earth using heavy foam plates. The students will place rubber bands on the plates to represent lines of latitude and lines of longitude. Then using a make believe map, students will locate fictitious cities using grid lines found on workbook pg 8.

Day 5

Extending & Refining

(Inductive Reasoning)

Carrousel Brainstorming

Activity with map of New York State.

Day 6

*Identify and use terms (symbol, key and scale).

*Measure distances using a map scale.

Extending and Refining Task

Teacher will model how to measure distances using a scale on an overhead of map of NY. Students will be given a matrix of correct and incorrect distances between cities of NY State. They will then analyze the distances for incorrect use of the scale. Assign workbook pg 9.

Day 7

*Identify basic vocabulary (county, population density)

*Read and analyze political map of NY showing counties.

*Compare popula-tion density of vari-ous counties in NY.

*Analyze and read various graphs to draw conclusions of trends in population over a period of time.

Teacher will model using overhead of state political map and students, using paper maps will color code counties showing population density. Then working in pairs, students will use factual documents (graphs showing trends inpopula-tion) to analyze for trends.

Day 8

*Locate and identify major waterways of NYS. Read text pg 62.

Students will be given an enlarged map of NYS to locate the waterways. Students will be given a matrix of the major lakes and rivers, students will then need to identify the location of the waterway, the length of the river and how it got its’ name.

Assign workbook pg 17.

Give Map Minute (Students are given one minute to match up locations of cities and waterways to their names)

Day 9

*Identify and define the terms elevation, contour lines. *Identify and locate the two major mountain ranges of NYS.

Students will use relief map of NYS found in textbook page 69 to complete graphic organizer. Students will compare and categorize major locations in NYS according to the elevation. Assign workbook page 19.

Map Minute

Day 10

*Introduce the MUT

Go over the steps (handout) necessary to complete a playdough map of NYS. Review rubric to call attention to quality work. Discuss necessary materials.

Vocabulary Quiz

Match Minute Final

Day 11

Project Work Time

Color code enlarged paper map of NYS using direction sheet.

Day 12

Project Work Time

Cut out paper out-line of NYS and trace onto card-board. Mark any necessary landforms.

Day 13

Project Work Time

Cover map of NYS with playdough showing elevation and landforms.

Day 14

Project Work Time

Paint maps using color key.

Day 15

Project Work Time

Continue painting using color key.

Day 16

Project Work Time

Finish painting maps.

Day 17

Project Work Time

Label locations on maps using guide sheet.

Day 18

Project Work Time

Prepare for NYS relief map speech by completing G.O. using rubric as guide.

Day 19

Project Work Time

Practice and peer evaluate speeches and maps.

Day 20

Project Work Time

2 presentations one for parents and relatives and one for 3^rd graders

Extending and Refining Tasks

Knowledge to be Extended

Critical Thinking Skill

Description of Task

Recognize and find directions on a map using a compass rose.

Identify and use the terms: latitude, longitude and grid.

Locate cities and waterways using grid lines.

Sequence the necessary steps to locate a given destination.

Induction Reasoning

Classifying

Using “Carrousel Brainstorming “ strategies, divide students into groups of four or five. Position centers around the room, with a large road map of NYS and chart paper and markers. Working in teams, students will choose a location on the map and develop a question asking other teams to locate the city when given the latitude and longitude lines. Teams will then rotate to the next center and answer the first team’s question. Then they will formulate a question about another city using same procedure. Teams will rotate again, answer the question, and state the direction you would travel in to go from the first city to the second city.

After returning to original center, each team will design a circular flow chart showing the necessary steps they used to locate each city in order.

Then the teams will take a second run through to test out the accuracy of their flow charts.

Knowledge to be Extended

Critical Thinking Skill

Description of Task

Locate and use a scale to calculate distances between given locations.

Recognize and locate given places on a map.

Recognize and follow the correct mathematical steps to subtract numbers.

Error Analysis

Students will complete an error analysis matrix-using map on page 284 of textbook.

Students will need to locate the first two cities given. Then they will use the scale to determine the distance between the two cities. Next, the student needs to check the matrix to see if the distance is correct. If it is correct, the student will simply write correct in the third column. If the distance given is incorrect, the student must calculate the correct distance and record it in the matrix.

When students finish, after a given amount of time, they will report out and complete and overhead copy of a matrix to check for accuracy. Children will be required to master this skill at the end of this unit, as well as during the oral presentation.

CULMINATING PERFORMANCE
Include rubric(s) Meaningful – Use Task

Students will create a homemade playdough relief map of New York State. They will be asked to use the playdough elevation and landforms. They will also use paint to show the correct elevation, major waterways, surrounding states and Canada. After the map dries, the students will label the important places on the map as listed on their guide sheet. Students will be responsible including a key, which corresponds to their map. Making the map will take a week, allowing time for playdough and paint to dry.

Homemade Saltdough Recipe

(for about 8 maps)

4 cups salt

8 cups flour

4 cups of water

Stir to make soft dough.

Once maps have been completed, each student will design their own graphic organizer to prepare a speech. Graphic organizers must include key facts about the geography of New York State, how the map was made, and how it is different from other maps. Children will use their rubrics as a guide when developing their graphic organizers. Students will then practice their speeches using the graphic organizer as notes. Students will peer evaluate each other’s presentations using the rubric and scoring sheets. On the final day, students will present their completed map and will speak knowledgeably about the project. Children will present once in the morning to the third graders by pairing a third grader to a fourth grader. Students will again present in the afternoon to their parents and relatives in an informal open house setting.

Map of New York State Rubric

	Excellent 20	Good 15	Fair 10	Poor 5
Geography	Outline and shape of NY is clear, recognizable. Elevation is shown with thickness of dough.	Outline and shape of NY is clear and almost correct. Some differences between elevation are shown.	Outline and shape recognizable with some incorrect edges. Some elevation shown.	Outline and shape is unrecognizable. No or little differences in dough thickness to show elevation.
Painting	Painting is neat, and correct use of color. All of map is painted with no white areas.	Painting is neat with; most of the map painted in. Color is correct.	Painting is little messy and map is not all painted. Colors are correct with no mistakes.	Painting is messy with areas not painted. Colors are incorrect.
Writing	Each location has correct label or name. Spelling is correct with correct capitalization. Super neat!	Each location is correctly labeled, few missing. Some misspellings, or not capitalized. Fairly neat.	Some locations missing labels. Words misspelled or incorrect capitalization. Sloppy.	Few locations labeled. Many misspellings. No use of capital letters. Sloppy.
Speaking	Speaker talks knowledgeably about map. Tells how map was made and gives key information about the geography of NY State.	Speaker can mostly speak knowledgeably about map. Gives some other information about NY.	Speaker has trouble thinking of what to say. Knows just a few facts about NY State.	Speaker says little about map. Cannot answer questions. Knows no or little facts.
Behavior	Cleans up after work . Stays on task. Finishes on time. Helpful to others but does not do their work.	Cleans up after work. Stays mostly on task. Finishes on time but has to be reminded by teacher to follow directions.	Does not clean up well. Has to be reminded by teacher to follow directions. Stays little on task. Late.	Does not clean up. Cannot stay on task even if teacher reminds student. Does not complete task on time.

Relief Map of New York State

Rubric Score Card

	Student	Peer	Teacher
Geography
Painting
Writing
Speaking
Behavior

Comments:

Name________________________ Peer Name______________________

What would you improve for next time?

Next time, we would like to have a guest speaker from the county Planning Office to show how they use maps of the state and county to do their work.

Another possibility would be to take a field trip to that office.

We are in the process of looking for software to compliment this unit. When our school is hooked up to the Internet, we would use it as a resource. A Science component could be added incorporating the state’s resources. Many rocks and minerals are mined in our state as well as a discussion of the type of rocks found in each area of the state and the reason why.

We would also like to teach the students to video-tape each other as they give their presentations and even while working on their maps. This tape could be sent home for parents to review and as a self-evaluation.

PRE-REQUISITE SKILLS

The students should have a basic understanding of maps and be able to use the four main directions. Students should be able to speak in public. Students should also be able to read and understand graphs. (bar, line, pie, and picto) Students should have the ability to formulate questions based on documents.

MODIFICATIONS

This unit is very hands on. Some children may need help with the reading and writing aspect, but by working with peers this can be overcome. Students with writing disabilities could use the computer to print out the labels of locations. Students will not need many modifications.

UNIT SCHEDULE/TIME PLAN

This unit will take 3 weeks using one 40-minute period of Social Studies class a day. See above calendar.

TECHNOLOGY USE

This unit incorporates the use of the overhead and possibility the use of the computers for word processing. Presentations could be video taped for self-evaluation and home viewing for the working parents who could not make the classroom open house. We also used CD’s for children to listen to songs of New York State region as they worked on the art project.