Elissa Hawkins Where in the World Do I Live?

1st Grade Geography Unit Lesson 3 (60 min) Essential Question/s Themes What is the purpose of maps and globes? When do people use maps and globes? Why are maps an important tool? How do you read a map? Specific How are land, water, cities, and roads shown on a map? What are the cardinal directions Where is the United States located on the map and globe? Where is Virginia located on the map? Where are the capitals of Washington D.C., and Richmond, Va. Located on a map? What can information can be learned from a map? What information can be learned from a map legend?

NCSS THEME People, Places, and Environments VA Standards of learning Geography 1.4 The student will develop map skills by a) recognizing basic map symbols, including references to land, water, cities, and roads; b) using cardinal directions on maps; c) identifying the shapes of the United States and Virginia on maps and globes; d) locating Washington, D.C., the capital of the United States, and Richmond, the capital of Virginia, on a United States map. The student will construct a simple map of a familiar area, using basic map symbols in the map legend.

1.5

Science 1.1 The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by planning and conducting investigations in which b) observations are made from multiple positions to achieve a variety of perspectives and are repeated to ensure accuracy Fine Arts 1.11 The student will create observational drawings of people and objects in the environment.

English 1.3 The student will adapt or change oral language to fit the situation. a) Initiate conversation with peers and adults. b) Follow rules for conversation using appropriate voice level in small-group settings.

Objectives SWBAT visualize the features of a map from an aerial view. SWBAT explain why maps are created from an aerial view. SWBAT create a simple map of a familiar area using basic map symbols. SWBAT use basic map symbols in the map legend including: land, water, capital, city, and roads. Materials for Learning Activities Teacher Unit PowerPoint Notebook Paper Construction paper Bulletin Board Paper Pencils Make sure timing of lesson does not conflict with other class playground schedule As the Crow Flies by Gail Hartman Grouping Cards Students Social Studies Notebook Pencils Crayons/color pencils/markers Scissors Glue Technology Smart Board Personal Computer Procedures for Learning Activities Introduction (10 min) Teacher will set up the Smart Board and PowerPoint before the lesson begins. Students will stand by their desk and follow the movements of the Compass Slide. (ENGAGE) (Slide 12) o http://www.youtube.com/watch?v=Nw07DjfQ48g During this time the teacher will pass around notebook paper for each desk. When the song is finished, tell the students to sit at their desks.

Tell students to talk to the person across from them at the table, and make a list of features we have discussed already. (LINK to previous lesson) o Students should use the notebook paper to write their list on. Teacher will call on students until all of the features are said o When students give a feature, the teacher will ask what symbol is represented by the feature Land Water Capital City Tell the students to gather their Social Studies Notebook and a pencil. Tell the students the class will be going outside to the playground for a mapping activity. (PURPOSE) o Students need to remember the playground rules when we are out there. This is not a time for playing. We are going to use the playground to learn more about maps. If students are not behaving they will be asked to sit out and will not participate in the activity.

Instructional strategies (45 min) Instruct the class to go outside to the playground with their materials. o Teacher will bring extra pencils and the book As the Crow Flies. Once on the playground, have students sit together on the ground. Teacher will conduct a read aloud. Ask the students, how was what was seen by the crow different from the rabbit? Tell the students, most maps are made from a birds eye view, or an aerial view. This means that maps are picture from above looking down. Today we are going understand why maps are designed this way. We are going to visualize being a bird or an airplane and determine what it would look like from that point of view. (PURPOSE) Tell the student to turn their cartographer minds on. Tell the students they are going to use their observations skills. Tell the student to stand up, turn towards the playground and only look straight ahead. Dont turn your head What do you see? o Call on students o Teacher points out the line of trees. Can you see past that if we stay in this spot? Tell the students to take 2 minutes to draw what you see on the next blank page in you Social Studies Notebook. Split the student into 2 groups. Ask the each group to go to the tallest parts of the climber. o Remember our playground safety rules. Tell the student to pretend they now have the eyes of a bird or an airplane. Looking down and all around, What do you see?

Tell student to take another two minutes to draw what they see from an aerial view. Tell the student to close their notebooks and make a line to go back to the classroom. Once back in the classroom students will sit at their desks Tell student to discuss with their table the similarities and difference between the drawing from on the ground and the one from the aerial view. Bring the students back together, ask the students: o What is similar about the views? o What is different about the views? o Which one would be the best view for a map? Why? Tell students that maps are created with an aerial or birds eye view because more can be seen this way. If we look at something from the ground, things are blocked from our eyesight. However, if I was to fly above the school I would be able to see the school, the playground, the field, the roads, and the shopping center across the street. Tell students, understanding that more can be seen from this aerial view will help with our next task, creating a map of our community. Ask the students to come to the front of the classroom Read Aloud: On the Town: A Community Adventure by Judith Caseley o After the read aloud ask: o What is a community? Call on a student of lower and higher achievements to gather nay misconceptions (based on formative assessments from the previous lesson) Tell the student the definition of a community is, a group of people who share the same things, such as where they live, culture, language, beliefs, interests and a way of life. o What are some places that were mentioned in the book, that you have seen around where you live? Police Station School Library, etc. Tell the students, today we are going to make a map of our community. The teacher will direct the students attention to the Smart Board/PowerPoint We live in the city of Reston. This is the location of Reston on the map of the United States of America (Slide 20) This is the location of Reston on the map of Virginia. (Slide 21) Is Reston in the north, south, east or west of the state Capital, Richmond? o Remember Never Eat Soggy Waffles (LINK to previous lesson) o Ask students to show with their hands, the cardinal direction. I.e. Point up for north, left for west, right for east and down for south. o Answer: North

Now lets take a closer look at our city. o Go on Google Earth using the shortcut on the computer desktop. o Search Hunters Woods Elementray School. o Zoom in to see the school. o Zoom back out to see the surrounding city/community. o Show the students the different roads, street names, land, and other locations within the community based on the map provided by Google Earth. Back on the PowerPoint (slide 22-23) to show the drawn maps of the city of Reston Ask students what are some features that can be seen on these maps o Highlight the green area, represent parks as land o Blue lines are bodies of water o New feature: Black lines are roads Note the many of the roads also show its name. Tell the students, as we zoom closer in to smaller areas, such as cities and communities, we are able to see more details, such as roads. Tells the students it is our turn to create our known map of Reston. We are going to use our knowledge of what is around our area. Show the example a map of the cities with stores and other local places. (Slide 24) o State, although, this is not a map of Reston, but we are going to create a map similar to this. o Point out the school, stores, roads, and parks/golf course. o These are all places within this community. This might give you help you make connections to what is in and around our community. Tell the students they are going to be in groups of 4. o Within each group students will decide what building, road, land and water they want to put on our class map of the city of Reston. o Each person will be responsible for creating one of those features. o When everyone is done we will put it together on a large class map. o Then we will make a legend, title, and compass rose as a class. o It will be going up on our bulletin board in the hall, so we want our work to be meaningful. Teacher will give students a labeled card with map symbols on it (blue -water, green- land, capital- star and circle, city- black circle). Tell the students, if they have the water symbol, gather in the front right of the classroom. Tell the students, if they have the land symbol, gather in the front left of the classroom Tell the students, if they have the capital symbol, gather in the back right of the classroom Tell the students, if they have the city symbol, gather in back left of the classroom. Tell the students to take 5 minutes to talk with their group about the features they want to put on the map and who is making each features.

After five minutes, ask each group what features they want to make and who is going to make each piece. o The teacher will make sure the each group is has organization. o Tell students it is ok if two groups make similar features. Ex: Jonny is going to make the police station Sally is going to make Lake Anne George is going to make Glebe Street Natasha is going to make a park Tell students they may begin creating their features of the class map. o Materials, such as construction paper will be placed at the front of the classroom. o Other materials such as color pencils, markers, glue and scissors are located at the students desks. Tell the students they have 15 min work on their features. Through the creation time, the teacher will be monitoring and facilitating students. o Teacher will give time reminders to let the students know how much time they have left. Teacher will hang the bulletin board paper up at the front of the classroom. When the time is up, have the students return to their group areas The teacher will call each group one by one, to share what features they decided on and where they should be located on our community map. Once each group had gone, the teacher will ask the class to help her create a legend for the map o Buildings- ex: square o Park/Land- ex: green o Water ex: blue o Roads- ex: black line Next the teacher will draw a compass rose on the corner of the map. o Call on four students to draw north, south, east and west on the compass rose. o Choose two students that have clearly understood the placement of the cardinal directions of the compass rose for north and west. o Choose two students to have shown some struggle understanding the placement of the cardinal directions of the compass rose for south and east. o Depending on reading/writing level of the student, some students may only write the beginning sound, ending sound, blends or the entire word. Ask the students what the title of the map should be? o Choose three responses and have the class vote on their favorite. o Example: Our Community Map of Reston.

Summary- (5 min) Teacher will tell the students they have created a great map of the community. Ask the students what would be the purpose of our map, or another map of the community?

What information can be learned from using this map? Tell the students a community map can help travelers find important places, such as office building, stores, restaurants, schools and other local places. Much like a larger map that helps us find continents, countries, states and cities, a community also helps us find the location of certain places. Tell the students our community map will be placed on the outside bulletin board for others to view. Maybe others will use our map to help find a particular place in the community! Tell the students to put all of their materials away and get in line for lunch. Extensions Students can write a story about traveling through the community. The students will reference the map and its features within the story. The story may be written in the students writing notebook. Connections This lesson connects to the Kindergarten SOL: K.4 The student will use simple maps and globes to a) develop awareness that a map is a drawing of a place to show where things are located and that a globe is a round model of the Earth; b) describe places referenced in stories and real-life situations; c) locate land and water features. This lesson connects to the previous lessons SOLs and objectives: 1.4 The student will develop map skills by a) recognizing basic map symbols, including references to land, water, cities, and roads; b) using cardinal directions on maps; c) identifying the shapes of the United States and Virginia on maps and globes; d) locating Washington, D.C., the capital of the United States, and Richmond, the capital of Virginia, on a United States map. o SWBAT recognized basic map symbols including, land, water, capitals and cities, on a map. o SWBAT locate the United States of America on a map of North America. o SWBAT locate Virginia on a map of the United States of America. o SWBAT operate a compass rose to determine the location of Washington D.C. on a map of the United States of America. o SWBAT operate a compass rose to determine the location of Richmond on a map of Virginia. o SWBAT explain the purpose for the reading a map.

Assessment The teacher will formatively assess the students by observations, discussion questions, and the work completed in the Social Studies Notebook. Questions are continuously asked throughout the lesson to ensure understanding. The same can be said for observations. The teacher will be formatively assessing students as she

observes their work on the playground and their understanding of aerial view. This observation will also assess the understanding of why maps are made through an aerial view. Individual work in students Social Studies Notebook will also be formatively assessed on their visualization of an aerial perspective. The group work to construct a community map will be assessed for knowledge map features such as, land, water, important locations within the community and the newest feature, road. The teacher will also observe the students ability to communicate appropriately with their peers during small-group work. The whole class creation of the legend, title and compass rose will assess the overall class knowledge of basic map features. Each one of these formative assessments will be used for immediate reflection and lesson changes if necessary as well as instruction for the following lessons within the unit. A summative assessment will be conducted at the end of the unit. This will be a twopart assessment. Part one is the creation of a simple map. Part two is a quiz of basic map concepts learned throughout the unit. The summative assessment and rubric is attached below.

Differentiation PowerPoint, pictures, and maps of Virginia and the city/community of Reston, Virginia will benefit visual learners and ELLs. Naturalistic, kinesthetic and visual learners learners will benefit from the task of aerial perspective using features of nature, outside, on the playground. The cardinal slide song and dance will benefit kinesthetic learners and auditorymusical learners and provide a recollection tool. Using hand motions to represent the compass rose and cardinal directions will benefit kinesthetic learners. Read aloud and lecture will support auditory learners needs. Partner grouping during the introduction of the lesson will be heterogeneous. Desk organization was design for groups of desk to include one high achiever, two medium achievers and one low achiever. In this formation the students will always have someone at their table that can support and enrich their learning.

Grouping Cards waters

land

capital

city

Map Unit Assessment Name: _______________________________________________ Date:_______________________________

1. Color in the state of Virginia

a.

b.

c.

d. 2. Circle the name of our state capital? Can you locate it on the state of Virginia?

Washington D.C.
Reston

Chantilly
New York

Herndon
Richmond

3. Color the United States of America

a.

b.

c.

d.

4.

Circle the name of the nations capital? Can you locate it on the map of the United States? Chantilly Herndon

Washington D.C.

Reston

New York

Richmond

5. Circle the symbol that we use to show the capital a. b. c. d.

6. Circle the symbol that we use to show cities a. # b. c. d.

7. Color the box with the color that shows land on a map:

8. Color the box with the color that shows water on a map:

Use the map of Hunters Woods Elementary School and the compass rose to circle the correct answers: 9. Fill in the compass rose (on the blue lines) next to the map below. (3pts each) 10. To get from the Cafeteria to the Gym, you need to walk: a. North b. South c. East d. West 11. To get from the Black Box Theater to the Gym, you need to walk: a. North b. South c. East d. West

Create A Map! Directions: Time to be a Cartographer! Create a map of your own Community or Country. It can be any shape and theme related. You may use paper, pencils, markers, crayons, computer, etc.

Include the following: Compass rose (4 pts.) Key / Legend (4 pts.) Title (Includes name of country) (1 pt.) A Capital city (1 pt.) 4 cities (1 pt. Each) 3 bodies of water (ex. Ocean, lake, and river) (1 pt. Each) Explain how this map could be used. (3 pts.) Total Point Value: 20 points