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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.B7/30/2019 EDEL 453_SPRING2013_alyceMACK_Unit_1_geography_PLANNER.docx
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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
geographic features in Nevada and
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#top7/30/2019 EDEL 453_SPRING2013_alyceMACK_Unit_1_geography_PLANNER.docx
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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 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.
G5.5.1 "Identify and locate major
geographic features in Nevada and
the United States using maps and
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.
G5.5.1 "Identify and locate major
geographic features in Nevada and
the United States using maps and
map elements"
G5.5.4 "Construct maps, graphs
and charts to display informationabout human and physical features
in the United States."
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.
G5.5.4 "Construct maps, graphs
and charts to display information
about human and physical features
in the United States."
Provide students with enough
materials to create their own 3-D
map.
THURSDAYweek#2
FRIDAYweek#2
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EDEL 453 - Spring 2013 Karen Powell- Instructor Making a Plan #1 Submitted By: Meghan McQuain
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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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EDEL 453 - Spring 2013 Karen Powell- Instructor Making a Plan #1 Submitted By: Meghan McQuain
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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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EDEL 453 - Spring 2013 Karen Powell- Instructor Making a Plan #1 Submitted By: Meghan McQuain
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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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EDEL 453 - Spring 2013 Karen Powell- Instructor Making a Plan #1 Submitted By: Meghan McQuain
& Alyce Mack
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=1361125618948085387440973684397/30/2019 EDEL 453_SPRING2013_alyceMACK_Unit_1_geography_PLANNER.docx
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EDEL 453 - Spring 2013 Karen Powell- Instructor Making a Plan #1 Submitted By: Meghan McQuain
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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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EDEL 453 - Spring 2013 Karen Powell- Instructor Making a Plan #1 Submitted By: Meghan McQuain
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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:
1. Which part of the lesson do you think will be the easiest for you to teach?
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?
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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:
1. Which part of the lesson do you think will be the easiest for you to teach?
Showing the population map
2. Which part will be most challenging for you to teach?
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.
3. How will you follow up or extend this lesson?
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
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were no grocery stores? Where could I find water if there were no drinking
fountains?
5. Which part of the lesson, if any, do you think might need to change?
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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A.Summary of the Lesson Plan:
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:
1. Which part of the lesson do you think will be the easiest for you to teach?
Discussing whats expected to be in the brochure, since I have the rubric, and
example to help advise the students.
2. Which part will be most challenging for you to teach?
The persuasive language that they can use, I dont want to tell them, I want
them to use it themselves.
3. How will you follow up or extend this lesson?
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?
5. Which part of the lesson, if any, do you think might need to change?
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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A.Summary of the Lesson Plan:
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:
1. Which part of the lesson do you think will be the easiest for you to teach?
The whole thing, since this is basically reviewing the unit.
2. Which part will be most challenging for you to teach?
Nothing in particular
3. How will you follow up or extend this lesson?
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.
5. Which part of the lesson, if any, do you think might need to change?
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.
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