ninamajerus.weebly.com€¦ · Web viewTask 3. TAT2. Nina Majerus. December 26, 2014. A Written Project Presented to the Faculty of the Teachers College. of Western Governors University

Basic Geography Skills User Manual

Task 3

TAT2

Nina Majerus

December 26, 2014

A Written Project Presented to the Faculty of the Teachers College

of Western Governors University

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Table of Contents

Unit Overview…………………………………………………………………………….3

Lesson Overview………………………………………………………………….3

Performance Assessment …………………………………………………………4

Instruction Delivery……………………………………………………………………….5

Overview…………………………………………………………………………..5

Instructional Strategies…………………………………………………………….5

Learning Theory…………………………………………………………………...6

Instructional Materials…………………………………………………………………….6

Instructional Resources……………………………………………………………………7

Detailed Lesson Plans……………………………………………………………………..8

Lesson 1: Introduction to Map Skills……………………………………………...8

Lesson 2: Parts of a Map……………………………………………………….. .10

Lesson 3: Types of Maps……………………………………………………….. 12

Lesson 4: Reading a Map……………………………………………………….. 14

Lesson 5: Latitude and Longitude………………………………………………. 16

Lesson 6: Compass Rose………………………………………………………...18

Lesson 7: Map Making and Assessment ……………………………………….. 20

References ……………………………………………….………………………………21

Assessment ……………………………………………….…………………………….. 22

Assessment Key………………………………………………………………………….26

Other Resources………………………………………………………………………….30

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Instructor’s Manual:

A. Overview: Plan of Instruction

1. Introduction

The instructional goal of this unit is “Given various types of maps, fifth grade

students at Legacy Christian Academy will be able to independently use strategies to

answer questions based upon the map with 80% success in order to meet the Texas

Essential Knowledge and Skills standards for fifth grade.” The intended audience for this

unit are advanced fifth grade geography students with an equal amount of boys and girls.

The length of the unit is seven, one hour, class periods. The delivery approach is a

structure where there is a warm-up activity followed by direct instruction, individual

practice which is monitored by the teacher. Technology is intergraded to make this unit

engaging and interactive for the students. Traditional materials such as paper and colored

pencils are needed but also technological resources such as iPads, websites and MS tools

will be used in this unit.

2. Lesson Overviews

Lesson 1: Introduction to Map Skills

This lesson is an introduction to basics map skills. The components of this lesson

included a Brainpop video clip and quiz as well as group discussion.

Lesson 2: Parts of a Map

Lesson 2 deals with the different parts of a map. The focus of this lesson is to

review the basic vocabulary and introduce the DOGTAILS method of map analysis using

the different parts of a map.

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Lesson 3: Types of Maps

The 3 different types of maps will be discussed in this unit. Students will listen to

lecture and complete a map identification activity.

Lesson 4: Reading a Map

This lesson covers instruction and practice on how to read a map. There will be a

large technology component to this lesson including a video clip on the iPads,

PowerPoint on DOGTAILS and Texas Map and an interactive activity using MS Paint.

Lesson 5: Latitude and Longitude

Lesson 5 deals with using latitude and longitude to read maps and locate places.

After the lecture, students will complete an activity with directional coordinates.

Lesson 6: Compass Rose

Students will learn about the compass rose and how it helps to locate place

through MS Paint. After the instruction, students will complete their own compass rose

drawing.

Lesson 7: Making a Map Assessment

In this lesson, students will review what they have learned in this unit through

creating a Google Site. The unit will conclude with a formal, summative assessment,

which will be completed by posting the answers on their Google Site.

3. Assessment of Learner Performance

The learner performance is assessed through both formal and informal as well as

both formative and summative assessments. Most informal assessment will be done as

the teacher observes the students complete practice activities. In addition, other formative

assessments will be used such as the compass rose drawing and map assessment activity.

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The final assessment will be an objective, summative, formal assessment in which

students will complete a test to assess their learning through the unit.

B. Instructional Delivery

The instruction will be delivered lesson by lesson with each lesson having. Each

lesson will take 1 hour. The delivery of each lesson follows the basic structure of a

warm-up activity, direct instruction, discussion, guided practice and independent practice.

The major parts of the instruction can be grouped lecture, discussion and independent

work taking equal time. The rest of the time is assessment of the learning through the

lecture, discussion and independent work.

The unit starts with an introduction to map skills. This is done through using a

Brainpop video to introduce students to important vocabulary words. The next five

lessons cover parts of a map, types of maps, reading a map, latitude and longitude, and

the compass rose. Students will be introduced to each topic through a warm-up activity

followed by direct instruction in the form of a PowerPoint or lecture. The lessons then

allow for student activities, which allow the teacher to access what they students have

learned. Lastly, the lessons concluded with a review or follow-through activity to

reiterate the topic. The unit concluded with a map making activity using Google Docs

followed by a summative assessment.

The instructional sequence used in this design was Dick and Carey Instructional

Component Model based on Gagne’s 9 events of instruction (Dick & Carey, 2009). The

goal of the unit is to build a foundation of geography skills, which requires students to

move information that is presented into their long term memory. This was accomplished

through the instructional strategy of drawing the learner into the lesson, engaging them in

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recalling knowledge, presenting information in a creative way that engages the student,

allowing the students to practice and engage with the teacher about their answers and

making connections to their lives.

The learning theory used in this unit is a combination of learning theories.

Behaviorism is used in the smallest way in this unit in the way the unit is presented.

There are guidelines in the classroom which help the classroom run well. Students know

the routine of the class and the rules and consequences. Constructivism is used in the

lesson plan because students are often asked to work with other students to come to a

conclusion about the information themselves without being directly told the answer from

the teacher. On the other hand, cognitivism is used throughout the unit because students

are required to memorize and repeat information in order to build the foundation they

need to be successful (Roblyer & Doering, 2009).

C. Instructional Materials:

Brainpop quiz questions

PowerPoint Presentations

Extra maps for students who did not bring their homework

Physical map

Political map

Special interest map

Map of Texas for each student

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D. Physical Resources

Computer

Gmail accounts

iPads

Brainpop access- brainpop.com

MS Paint

Powerpoint software

Internet Access

Construction paper

Colored pencils

Blank white paper

Rulers

Whiteboard

Dry Erase Markers

Notebook paper

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E. Lesson PlansTitle: Lesson 1: Introduction to Maps

Lesson OverviewThis lesson will discuss the definition of a map, how they are used, and the basic

parts of a map. This is an introductory lesson on maps, which will provide a foundation for other lessons in the unit.

Resources or Materials Needed

1) Computer and projector access2) Notebook paper 3) Brainpop quiz questions

Lesson Objectives:

1) Given a list of geography terms, students will be able to define the terms 100% of the time.

2) Given a video clip on maps, students will be able answer basic map questions based on the clip with 80% accuracy.

Time: 1 hour

Step 1: Pre-instructional activities: 10 minutes.

1) When students arrive, there will be 3 questions to discuss on their tables.a. What is a map?b. What is on a map? c. What does a map show us?

2) Student will have 5 minutes to discuss with their groups.

3) Teacher will call on each group to share their ideas with the class.

Step 2: Content presentation? 30 minutes.

1) Students will watch a Brainpop video clip to introduce map skills. (http://www.brainpop.com/socialstudies/geography/mapskills/preview.weml)

2) Teacher will stop the video clip after a vocabulary word is introduced and discuss the definition with the class.

3) Students will be taking notes on the new vocabulary words while watching the video clip.

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http://www.brainpop.com/socialstudies/geography/mapskills/preview.weml


4) After the clip has finished, the teacher will give students a few minutes to finish their notes before playing the video clip again.

5) When the clip has finished the second time, teacher will go over the definitions by calling on various students to read their definitions. Teacher will comment on the definitions and make any necessary adjustments.

Step 3: Learner Participation: 15 minutes

1) Students will practice what they have learned in the video clip by taking the video quiz in groups.

2) Each group will work through the questions together as the teacher walks from group to group to provide guidance. The teacher will also move the quiz questions through from Brainpop.com

3) When all groups are finished, the teacher will call on a group to read the questions and answer aloud. The teacher will give further instruction if needed based upon student responses.

Step 4: Assessment:

1) Students will complete an exit card before they level class. On the card, students will answer the same three questions they talked about in their groups before the start of class. Teacher will informally evaluate to grasp the level of student understanding.

2) Since the unit is designed for students who have below average test scores and the teacher is aware the previous knowledge of the students, a pretest was not included as part of the unit. A posttest will be administered at the end of Lesson 7 which will cover information from all of the lessons in the unit. This will serve as a comparison to the standardized test scores and allow the teacher to further plan units in order to help the students attain mastery of the information.

Step 5: Follow-through activities 5 minutes.

1) Teacher will ask students to brainstorm when they will have to use map skills outside of school.

2) Students will do a think-pair-share with a student next to them.

3) Teacher will call on a few groups to share their real life applications to the lesson.

4) Homework: Students will bring any type of map they can find to class tomorrow.

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Title: Lesson 2: Parts of a Map

Lesson Overview: In this lesson, students will learn the different aspects of a map using the acronym DOGTAILS.

Resources or Materials Needed:

1) PowerPoint Map Presentation

2) Notebook paper

3) Extra maps for student who did not bring their homework

Lesson Objectives:

1) Given a map, students will be able to identify the 9 parts of a map with 100% accuracy.

Time: 1 hour

Step 1: Pre-instructional activities: 10 minutes

1) Students will come into class and take out their maps they found as homework the night before and the list of vocabulary words from the lesson yesterday.

2) Teacher will as students to look at their maps and the vocabulary words and in their groups come up with a list of what they think are important parts of a map.

3) One student from each group will write their list on the board.

4) Teacher will look over the words on the board and tell the students to be watching throughout the lesson for words that are on the board that they hear during the lesson.

Step 2: Content presentation: 30 minutes

1) Teacher will use the PowerPoint presentation about maps to teacher the parts of a map and the DOGTAILS techniques.

2) The teacher write the phrase DOGTAILS on the board beside the map and tell the students that this is what they need to remember in order to know the parts of a map.

3) Teacher will go through one-by-one and explain what each letter of the acronym stands for and show it on the projected map.

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a. Date- D When the map was made b. Orientation- O Directions (north arrow) c. Grid- G Locates places on the map d. Scale- S What the map distance is e. Title- T What, where, and when f. Author- A Who made the map g. Index- I Map address of places h. Legend- L What the symbols mean i. Sources- S Basis for map information


1) Using the maps each student brought to class, students will identify any and all parts of DOGTAILS that are included on their maps by numbering their maps and writing the part of the map with the corresponding aspect.

2) Teacher will walk around and monitor the students work and provide direction and correction if necessary.

Step 4: Assessment: 1) Since the unit is designed for students who have below average test scores and the

teacher is aware the previous knowledge of the students, a pretest was not included as part of the unit. A posttest will be administered at the end of Lesson 7 which will cover information from all of the lessons in the unit. This will serve as a comparison to the standardized test scores and allow the teacher to further plan units in order to help the students attain mastery of the information.

Step 5: Follow-through activities: 5 minutes

1) Teacher will ask the students why it is important to understand the parts of a map and what might happen if they do not know what the different parts mean.

2) Homework: Students will sit down with an adult or older sibling and tell them about the different parts of a map using DOGTAILS. Teacher will remind students to bring back the map they brought to class today for class tomorrow.

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Title: Lesson 3: Types of Maps

Lesson Overview: Students will learn about similarities and differences of the 3 main types of map (political, physical, and special interest).

Resources or Materials Needed: 1) Physical map2) Political map3) Special interest map4) Notebook paper

Lesson Objectives:1) Given a map, students will be able to identify the type of map 100% of the time.

2) Given a physical, political or special interest map, students will be able to describe the uses of each with 80% accuracy.

Time: 1 hour

Step 1: Pre-instructional activities:

1) Students will take out their maps from yesterday.

2) Teacher will instruct students that they have 3 minutes to get into groups with other students who they think have the same types of map as they do.

3) As students are forming groups, the teacher will walk around and watch how students are deciding groups.

4) When the 3 minutes is up, have students sit with their groups.

5) Ask for a few volunteers to tell the class how they decided which group they belong in.

6) Have students hold on to their maps and tell them to remember their groups.

Step 2: Content presentation

1) Teacher will post the 3 main types of maps on the board and write the name above each one.

a. Politicalb. Physical c. Special-purpose

2) Teacher will discuss the main differences between each map while students take notes.

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Step 3: Learner Participation:

1) Students will get the map that they brought into class.

2) On a piece of notebook paper, each student will write what type of map they think their map is and why.

3) When students are finished, the teacher will instruct them to get into groups based upon the type of map they have. Remind students that it is okay if they are not in the same groups as before.

4) In the groups, students will share with each other why they think their map is part of the group. The teacher will be walking around and assisting each group as needed to ensure that each student is in the correct group. If not, the teacher will guide the student to the correct group and help the student discover where their map belongs and why.

5) When all students have finished, ask for volunteers to share about what was challenging about determining how to figure out what type of map they had.

Step 4: Assessment:


Step 5: Follow-through activities:

1) Ask student to think of times when they would need to use each of type of map.

2) Discuss as a class when students are finished.

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Title: Lesson 4: Reading a Map

Lesson Overview: This lesson will focus on how to read a map and the importance of knowing what to look for when reading a map.

Resources or Materials Needed: 1) iPads for each student2) DOGTAILS and Texas Map Review PowerPoint 3) MS Paint for use on iPads4) Youtube Video Clip

Lesson Objectives:1) Given a map of Texas, students will read and analyze the map through answers

questions pertaining to the map with 80% accuracy.

Time: 1 hour


1) On iPads, students will watch a video clip about reading a map to gain attention and introduce the lesson. http://www.youtube.com/watch?v=8QlJn_iMeAg

2) Discuss as a class the most important part of reading a map.


1) The introductory video clip is the first part of the instructional presentations. Review with the students the steps to reading and analyzing a map. Show the DOGAILS and Map PowerPoint. Students will:

a. Identify the details using DOGTAILS (review DOGTAILS from yesterday if needed)

b. Look at the title and the area covered. c. Ask how can I use this map and what information can I learn.

2) Show the Map of Texas on the PowerPoint presentation.

3) Go through each step and model the process of reading a map to the students.


1) Using the iPads, students will open the map of Texas imported to MS Paint (teacher will need to import the maps to Paint prior to the lesson)

2) Teacher will instruct students to use the steps they just discussed and are projected on the board on the PowerPoint to read and analysis the map.

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http://www.youtube.com/watch?v=8QlJn_iMeAg


3) As students are working, the teacher is moving around the room to offer guidance and correction of errors through one on one support.

4) When most students are finished, discuss the answers as a class. The teacher will tell the students that they may change their answers if they decide they hear a better correct answer but they may also choose to share their answer and get feedback from the class.

Step 4: Assessment:



1) Ask students to think about a. When they will need to be able to read a map?b. What happens if they cannot?c. What technology can help them read maps?

2) Discuss some of the student responses as a class.

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Title: Lesson 5: Latitude and Longitude

Lesson Overview: In this lesson, students will learn about latitude and longitude as well as how to write geographic coordinates.

Resources or Materials Needed:1) Class wall map 2) Individual map

Lesson Objectives:

1) Given a map with lines of latitude and longitude, student will identify correct geographic coordinates of city with 80% accuracy.

Time: 1 hour


1) Teacher will write the classroom number in large print on the board and ask students what the number represent.

2) Students will then turn to their partner and tell them their address.

3) Teacher will explain that addresses represent the location of a home and in the same way that geographers create address for specific places on earth. Longitude and latitude are used to create these addresses.


1) Teacher will write the terms longitude and latitude on the board and draw a horizontal line under the word latitude and a vertical line under the word longitude.

2) Teacher will then explain that lines of longitude and vertical or run up and down and lines of latitude run horizontally or side to side.

3) Students will hold one arm in the arm straight up and say longitude followed by bending their arm at the elbow and saying latitude. Teacher will lead students in this 10 times.

4) Using the class wall map, the teacher will point out the two main lines on the map which are the Prime Meridian and the Equator and explain their importance.

5) Students will write the two words and definitions in their notes.

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6) Teacher will then show students how to find the coordinates of a city by the lines of latitude and longitude. Teacher then will identity the following cities and coordinates.

a. Anchorage, Alaska- 61.13, 149.54b. Miami, Florida- 25.46, 80.12c. Minneapolis, Minnesota- 44.59, 93.14d. San Juan, Puerto Rico- 18.30, 66.10e. Vancouver, Canada- 49.13,123.06


1) Teacher will pass out a physical map that has longitude and latitude lines.

2) Students will create a list of 10 cities and their geographic coordinates.

3) When all students have their list, each student will be placed in a group of 4.

4) Students will take turns reading the name of a city from their list.

5) The other students will have to find the coordinates of the city that was just read.

6) When everyone has the answer, the student who read the city will announce their answer while the others check.

7) If there is a disagreement, all students in the group will recheck their work and come to an agreement.

8) Teacher will walk around to all of the groups to access and direct students.

Step 4: Assessment:



1) Students will identify the coordinates of the city where they were born and share with the group.

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2) Students will brainstorm in their groups when they might use coordinates and what kinds of people or jobs would use coordinates.

Title: Lesson 6: Directions and Compass Rose

Lesson Overview: In this lesson, students will learn the cardinal and intermediate directions as well as how to use a compass and follow map directions.

Resources or Materials Needed: 1) Construction paper2) Maps3) iPads4) MS Paint

Lesson Objectives:

1) Given a compass rose, students will be able to answer directional questions with 80% accuracy.

Time: 1 hour


1) Tell the students that they are going on a trip and need to listen very carefully to directions.

2) Give students very complicated directions in order to get to Russia but do not use any cardinal or intermediate directions. The directions are supposed to be made up and impossible to use.

3) Ask the students what would be difficult about following those directions.


1) Using MS Paint projected on the board, the teacher draw a compass rose with both cardinal and intermediate directions.

2) Teacher will explain how to use the compass rose when looking at a map by using the classroom map and demonstration how to tell the direction when more from one place to the other.


1) Students will map their own compass rose using construction paper.

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2) After each student has constructed their compass rose, using a map, students will create 5 questions for their partner to answer regarding which direction they would go to get from one location on the map to the other.

3) With their partners, students will complete the exercise their partner created.

4) The teacher will walk around the room and read the questions and answers for accuracy and be available for guidance and correction.

Step 4: Assessment:



1) On the way to school the next day, students will write out the directions to school using a compass or a compass app.

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Title: Lesson 7: Map Making

Lesson Overview: In the last lesson of the unit, students will create a map on a Google Site with MS Paint.

Resources or Materials Needed:

1) iPads2) Rulers3) Assessments 4) Google Site access5) MS Paint access

Lesson Objectives:

1) Given the tools to make a map, students will create a map using the 9 aspects of a map with 80% accuracy.

Time: 1 hour

Step 1: Pre-instructional activities: 5 minutes

1) Teacher will draw a map on the board that does not have much detail and is inaccurate, and instruct students to find the treasure.

2) After students walk around the classroom for a bit, have them return to their seats.

3) Ask if any students found the “treasure” spot in the room. Then ask why they were not able to find the spot. (because it was not a good map)

Step 2: Content presentation 5 minutes

1) Ask students to review what makes a good map. (DOGTAILS)


1) Using iPads and Google Sites, students will make a map of their choice, which incorporates the 9 parts of a map using DOGTAILS.

2) When students are finished, they will begin their final assessment for the unit.

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Step 4: Assessment:

1) The creation of the map will serve as formative assessment over the 9 parts of a map.

Step 5: Follow-through activities: 5 minutes

1) Students will add the top three things that they learned during this unit and how they apply to their lives to their Google Site.

Final Assessment: The assessment is a post assessment over the entire unit and will be

scored by the teacher. The students’ final assessment will be typed by the student and

added to their Google Site. See Appendix A.

References

BrainPOP - Animated Educational Site for Kids - Science, Social Studies, English, Math, Arts. (1999, January 1). Retrieved December 7, 2014, from https://www.brainpop.com/

Dick, W., & Carey, L. (2009). The systematic Design of Instruction (7th ed.). Pearson.

Marys Peak Botanical Special Interest Area, OR. (n.d.). Retrieved December 10, 2014, from http://www.topoquest.com/place-detail.php?id=1167203

Political Map. (n.d.). Retrieved December 8, 2014, from http://www2.needham.k12.ma.us/eliot/technology/lessons/map/pol_map.htm.

Physical Maps. (n.d.). Retrieved December 9, 2014, from http://studentweb.wilkes.edu/andrew.risser/FinalProjectRisser/Physical Maps.html

Roblyer, M., & Doering, A. (2009). Integrating Educational Technology Into Teaching (5th ed.). Prentice Hall.

World Latitude and Longitude Map. (n.d.). Retrieved December 9, 2014, from http://www.mapsofworld.com/world-maps/world-map-with-latitude-and-longitude.html.

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Assessment Assessment: Map Skills

Instructions: Answer the questions below in complete sentences. 1) Write the definition of each of the following words:

a. Map-

b. Longitude-

c. Latitude-

d. Compass Rose-

e. Directions-

f. Hemisphere-

g. Region -

h. Relative location-

2) Discuss the similarities and differences between latitude and longitude.

3) What are the 9 basic parts of a map? What does each part tell the reader of the map?

4) Describe a physical, political and special interest map. Give an example of when you use would that type of map for each one.

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5) Use the map to answer the following questions:

a. What is the title of the map?

b. Draw a compass rose with both cardinal and intermediate directions.

c. What is the capital?

d. Name 3 other cities shown on the map.

6) Use the map to write the coordinates of each letter labeled on the map.

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A.

B.

C.

D.

E.

F.

G.

H.

I.

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7) Using the space below, draw your own map of a place you visit often. Make sure to include a title, key, compass rose and the appropriate labels.

a.

b. Write 3 questions that can be answered using your map. Include the correct answers.

1.

2.

3.

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Assessment Key: Map Skills

Instructions: Answer the questions below in complete sentences. 1) Write the definition of each of the following words:

a. The definitions may be in students own words. Plausible answers will be

accepted.

2) Discuss the similarities and differences between latitude and longitude.

Students will need to include the definition for each (latitude is the distance north of south of the Equator and longitude is the distance east or west of the Prime Meridian.) In addition, similarities include being measured in degrees and both needed to create geographic coordinates.

3) What are the 9 basic parts of a map? What does each part tell the reader of the map?

DOGTAILS:a. Date- D When the map was made b. Orientation- O Directions (north arrow) c. Grid- G Locates places on the map d. Scale- S What the map distance is e. Title- T What, where, and when f. Author- A Who made the map g. Index- I Map address of places h. Legend- L What the symbols mean i. Sources- S Basis for map information

4) Describe a physical, political and special interest map. Give an example of when you use would that type of map for each one.

a. Physical Map- shows elevation and physical features.- mountain climbing or road trip planning.

b. Political Map- shoes countries, states and major cities. Location of cities, geographic coordinates.

c. Special Interest Map- Election map- looking up historical information

5) Use the map to answer the following questions:

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a. What is the title of the map? – Alaska “The Last Frontier”

b. Draw a compass rose with both cardinal and intermediate directions.

c. What is the capital?- Juneau

d. Name 3 other cities shown on the map.- Fairbanks, Anchorage, Bethel

6) Use the map to write the coordinates of each letter labeled on the map.

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A. 75 N, 90 W

B. 60 N, 120 W

C.60 N, 60 E

D. 15 N, 45 W

E. 0, 150 W

F. 60 S, 120 W

G. 30 S, 0

H. 15 S, 75 E

I. 45 S, 150 E

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7) Using the space below, draw your own map of a place you visit often. Make sure to include a title, key, compass rose and the appropriate labels.

a. The map will be evaluated based up the inclusion of the components listed in the directions.

b. Write 3 questions that can be answered using your map. Include the correct answers.

The questions will be evaluated based upon the rather or not the information can be gathered from the map that was drawn and the correct answer is included.

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Basic Geography Skills User Manual 30


Lesson 3 Maps:

From: http://www.topoquest.com/place-detail.php?id=1167203

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http://www.topoquest.com/place-detail.php?id=1167203


Lesson 3 Resources:

From: http://www2.needham.k12.ma.us/eliot/technology/lessons/map/pol_map.htm

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http://www2.needham.k12.ma.us/eliot/technology/lessons/map/pol_map.htm


Lesson 3 Resources:

From: http://studentweb.wilkes.edu/andrew.risser/FinalProjectRisser/Physical%20Maps.html

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http://studentweb.wilkes.edu/andrew.risser/FinalProjectRisser/Physical%20Maps.html


Lesson 5 Resources:

From: http://www.mapsofworld.com/world-maps/world-map-with-latitude-andlongitude.html

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Documents

ninamajerus.weebly.com€¦ · Web viewTask 3. TAT2. Nina Majerus. December 26, 2014. A Written Project Presented to the Faculty of the Teachers College. of Western Governors University