Elissa Hawkins Where in the World Do I Live?

1st Grade Geography Unit Lesson 4 (55 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 items are needed when making 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

Objectives SWBAT locate where their house is on a map SWBAT recognize his/her address as a location on a map. SWBAT compare the locations of his/her house with another students house location. SWBAT create a simple map of two locations on a map.

Materials For Learning Activities Teacher List of students addresses Question Sheet (attached) Grouping Cards Students Social Studies Notebook Pencil Glue Technology Smart Board Personal Computer Laptop cart/ Computer lab Procedures for Learning Activities Introduction (10 min) Teacher will set up the Smart Board before the lesson begins. The teacher will remind the students, yesterday we explored the city of Reston and its community and determined the buildings, roads, water and land within the city and community. (LINK to previous lesson) The teacher will further explain, but, not everyone lives in Reston. For example, the teacher lives in Herndon. It is a city right next to Reston. Tell the students that everyone may not live in the same city, we all have a similar community such as a neighborhood, and within that neighborhood we live in a home. o Ask the students what kind of homes they live in. House Townhouse Apartment Today we are going to explore where we live and where our classmates live too, using the computer. (PURPOSE and ENGAGE) Instructional strategies (40 min) Students will be sitting at their desks. Teacher will pass out grouping cards (attached below). o There are only two types of grouping cards Map of the United States of America Map of Virginia Tell students take out their Social Studies Notebook and a pencil and find one partner with the same grouping card. Once the students have found their partner they will find seats at any of the desks. The teacher will pass out one laptop for each partnership

o As the teacher is passing out the laptops, tell the students that they must remember the classroom computer safety rules. If students do not use the laptop appropriately, they will not be able to participate in the activity. o Also tell the students there are very important directions to complete this activity, so they must have their very best listening ears on or else they will not understand how they are supposed to complete the task. When all of the partners have their computers, the teacher will ask the students to look at the Smart Board to find out what they are going to be doing. On the Smart Board the teacher will pull up the internet. Teacher will go to the favorites menu and click on Google Maps o http://www.maps.google.com o Tell the students this website is a map to help people find directions from one location to another. Next, the teacher will explain that each student will receive his or her own address. Their address is the house number, the name of the street their house is one and the city and state their house is located. Point to the address inputs A and B on the website o Tell the students, one student will be A one student will be B The teacher will use the example of her address and her parents address. The teacher will type in her address next to A and her parents address next to B. Next, the teacher will show the students, by pressing the Get Directions button, the website will create a map that will show you the distance between one home and your classmates home. Tell the student to observe the map from the teachers examples. The teacher will show the students the different features on the map. o Zoom in and out buttons Zoom out to see where you live on a map of Virginia and the United States of America Zoom in to see specific map features such as roads, water, and cities. o The A bubble represent the locations of the first address and the B bubble represents the location of the second address that was typed in. o The button similar to a compass rose, with arrows pointing north, south, east and west, can be used to move the entire map in those directions. o In the upper left corner there is a picture of a satellite picture, if you click on this you can see what the map looks like from space, like the Google Earth we have explored before. What can we see on the map. Are there any similar features on this map compared to the other maps we have seen over the week? What are some features on this map that we know of ? o Green-land, i.e. Parks o Blue- Water, i.e. Rivers o Roads- black lines o Note that cities are located on this map, but are missing the feature that we use. What feature do we use to show a city on a map? Back dot/circle

Tell the students, with their partner, they will compare where each student lives and answer questions about the map you are exploring. o Using the previous example the teacher will ask the questions to the students as a whole group (students will also be receiving these questions on a worksheet for their Social Studies Notebook during partner mapping task) o The teacher will call on students of different learning levels to answer the questions. The teacher will use this as an opportunity to view students misunderstanding and support those selective students during the mapping activity. What city do you live in? Herndon What city does your partner live in? Winchester What cardinal direction is your house, compared to your partners house? South o Show the students how you used the similar compass rose to help her remember the cardinal directions in order to answer the question. o Also remind the student of the mnemonic, Never Eat Soggy Waffles. What are two roads you must drive on to travel to your partners house? Powells Tavern Plaza Dranesville Road o Show the students how they can zoom in closer to view specific street names. What is one waterway you travel by to get to your partners house? Shenandoah River o Show the students how the teacher used her knowledge of map features to find the waterway. She remembered the color blue on a map represents water. Then she zoomed closer to the water feature to discover its name. How would you travel to your partners house? Why? I would travel by car because I live far from my parents house. A car would help me travel the fastest and help me travel past the water and travel on the roads. Can you draw your own map of your house and your partners house? Students will do this on their own during the partner task within their Social Studies Notebook. Ask the students what questions they have. Tell the students it is now time for them to explore their own maps.

As teacher is demonstrating each direction, the students will follow each direction. After each direction ask if everyone is ready to move to the next direction. As a whole class, the students will: o Open the laptop o Turn on the lap top o Double click on the internet icon o Click on Favorites menu to the right o Click on the Google Maps o Click on the button Get Directions in the top right corner Teacher will pass out Question Sheets with the students address and questions. o The individual addresses will only be given to the student it corresponds. Instruct that the sheets must be glued into their notebooks, so that the addresses are in a safe location. Tell the students they may begin typing in each address and explore the map with their partner. (20-30 min) During this time the teacher will be monitoring and facilitating students who need support. After 5 minutes of exploring, the teacher will tell the students to begin working on their questions if they have not already. Give time reminders of the time left to complete the task. When the time is up, ask students to turn off the laptop by completing the following directions: o Close the internet by pressing the X in the top right corner o Click Start at the bottom left corner o Click Shut Down Teacher will be showing the students how to complete each step on the Smart Board. The students will follow each step along with the teacher Tell the student to gather their notebooks and bring it with them to the front of the classroom.

Summary (5 min) Ask the students to find an elbow partner (not the partner from before) and discuss one thing they discovered as they explored the map. Call on three students to share what they discovered. Ask the students, what might be the purpose of the map we just used? Tell the students that maps can also be used for directions to travel from one location to another. Tell the students that they need to remember everything they have learned about maps, because tomorrow they have a special task from the Principle. She needs the first grade cartographers to help a special guest find his way around the school. Tell the students it is a secret assignment that will be talked about more the next day. Tell the students to put their Social Studies Notebook in a pile by the teachers desk and to line up for lunch.

 The teacher will put the laptops away when the students are at lunch. Extensions Students may use the computer to explore an interactive map: http://www.nationalgeographic.com/kids-world-atlas/maps.html Students may watch video podcasts of Washington D.C. including map cardinal directions of monuments. http://www.virginiatrekkers.com/WashingtonDC/WashingtonDC.html

Mapping computer games http://www.maps101.com/static_items/games/uncle_sams_farm_cardinal2.php http://pbskids.org/cyberchase/math-games/cybersquad-and-eye-rom/

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: Geography 1.4 The student will develop map skills by recognizing basic map symbols, including references to land, water, cities, and roads; using cardinal directions on maps; identifying the shapes of the United States and Virginia on maps and globes; locating Washington, D.C., the capital of the United States, and Richmond, the capital of Virginia, on a United States map. 1.5 The student will construct a simple map of a familiar area, using basic map symbols in the map legend. o SWBAT visualize the features of a map from an aerial view. o SWBAT explain why maps are created from an aerial view. o SWBAT create a simple map of a familiar area using basic map symbols. o SWBAT use basic map symbols in the map legend including: land, water, capital, city, and roads. 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 whether through the interactive mapping activity or individual work in their Social Studies Notebooks. Within these notebooks the teacher will also be able to assess students understanding. The answers to the mapping questions will be used to assess the student ability use map features appropriately. The drawn map, based off of the virtual map, will assess the students ability to visualize a map with two important locations. 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 Exploring the virtual map will benefit visual learners and ELLs. Hand-on- exploration of the virtual map will benefit kinesthetic learners. The mnemonic for the cardinal directions will benefit linguistic learners. Students will be partnered with another student of the opposite reading level. This will be conducted for students of higher reading levels to support the reading and writing portions of the learning activity for students with lower reading levels. The teacher will be sure to give the grouping cards to the appropriate students to ensure the correct partnerships. ELLs or students with reading accommodations will benefit from the bold vocabulary words on the Question Sheet. This will allow the students to focus on the task, using the map to answer the questions, rather than focusing on their reading comprehension. Interpersonal learners will benefit from the partner map exploration task. These students will gain knowledge through the conversation and personal connections during this task.

STUDENT NAME ADDRESS: (ex: 1234 Purple Street Herndon, VA)

1. What city do you live in?

2. What city does your partner live in?

3. What cardinal direction is your house, compared to your partners house?

4. What is one road you must drive on to travel to your partners house?

5. What is one waterway you travel by to get to your partners house?

6. How would you travel to your partners house? Why?

7. Can you draw your own map of your house and your partners house?

Grouping Cards

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? 3. Color the United States of America Washington D.C. Reston Chantilly New York Herndon Richmond

a.

b.

c.

d.

4.

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

Washington D.C. Reston

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