Elissa Hawkins Where in the World Do I Live?

1st Grade Geography Unit Assessment (50 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 recognize basic map symbols, including references to land, water, cities, and roads.

SWBAT recall cardinal directions on a compass rose. SWBAT use cardinal directions on a map. SWBAT identify the shapes of the United States and Virginia on a map. SWBAT recall the capital of the United States of America, Washington D.C., and the capital of Virginia, Richmond. SWBAT locate Washington D.C. and Richmond on a map. SWBAT design a simple map of a familiar area, using basic map symbols in the map legend. Materials for Assessments Teacher Unit PowerPoint Assessment test Create A Map Rubric Blank computer paper Construction paper My Map Book by Sara Fanelli Student Pencils Markers Color Pencils Crayons Glue Technology Smart Board Personal Computer Classroom computers/ laptop cart Procedures for Assessment Activities Introduction (5 min) Teacher will set up the Smart Board and PowerPoint before the lesson begins. Students will sit at the front of the classroom. Read aloud: My Map Book by Sara Fanelli. (ENGAGE) Ask the students if they recognized any features in the story that they have seen during our map exploration and mapmaking over the past week. (LINK to previous lesson) Tell the students they will be working on a project today that includes creating a map of their own place, such as a city or a country, just like the maps in the book. (PURPOSE) Instructional Strategies (40 min)

Teacher will ask students to sit at their desks. Teacher will show an example of what a map might look like for this project. (Slide 34) o Teacher will point out that there is a title, legend and a compass rose on her map of the Land of Ice cream. o The teacher will also point out her water areas, land, capitals and cities on the example map. The teacher will tell the students that there are very important instructions for this map project. We have to include all of the map features we have learned about. The teacher will pass out the directions for the Create A Map! Project. o The students will read along as the teacher goes over the components needed for the project. This project is to be done by your self. The students will create a map that is no bigger than a piece of construction paper. 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. Tell the students that they may use any of the materials in the room. Students who choose to use a computer may use Word or Paint for this project. They must print it out so the teacher can view it. 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.) o Tell the students, on the back of their map, or on a separate sheet of paper, they to write at least one sentence about how the map could be used. o The components of the project will be posted on the Smart Board as a reminder for students. Total Point Value: 20 points Teacher will tell the students that she wants everyone to get all of the 20 points for this project so the students need to take their time, be creative, include all of the features, and remember to use capital letters and periods correctly in a sentence. Ask the students what questions they have. Tell the students they may begin their projects. (30 min) o Remind the students that they are working on their project by themselves, which means there should be no talking. o Tell the student there should be not be any talking because the teacher is going to call students over to take a quiz to see everything the students

have learned about maps. The class needs it to be quite so all the students can give their best work. While the students are creating their projects, the teacher will call students by reading groups, over to the guided reading table. o The students will need to bring a pencil to the guided reading table. o The teacher will give the students of the reading group a map quiz. o The teacher will orally read the test to the group before they begin completing it. o When one group (or most of one group) is finished, the teacher will call another group, until all of the students have take the quiz. During this time the teacher will give reminders to students about the remaining time to work on their projects. Summary (5 min) After 30 minutes the teacher will tell the student to turn in their projects to the turn in basket, over by the teachers desk. Tell the students she saw some great answers on the map quiz that has showed her how much they have learned about maps. Ask the students to share one interesting fact they learned about maps over the week. o Call on each student to share Tell the student to clean off any other materials off their desk and to get ready for the next part of the day. Extension Student can create map also found in the book My Map Book. The student will decide how much space the different features of their personal map will take up. Then the students will compare their map, with the similar map in the book. The students will answer the following questions: o How are they the same? o How are they different? o If someone were to read your personal map, what information would you want him or her to learn from reading your map? Connection The summative assessments of the unit connects to the main Virginia Geography SOL for first grade: 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

Assessment The summative assessment will be a two-part 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. o Students will design a map of their own community or country. Students must include: symbols, legend, title, capital city, cities, bodies of water and an explanation of how the map could be used. Students may use tools such as paper, pencil, markers, crayons, computer, etc. to design their map. (Rubric and example provided below) o Students will also take a short test about the general components of a map and directions. (A copy of the test is provided below) Differentiation The map creation project will support the learning styles of visual learners and ELLs. The mapping quiz provides different testing strategies for different learners. o Pictures and color labeling will support visual learners. o The word bank provides support to students will lower reading and writing comprehension. o Reading aloud the test before the students begin will support linguistic learners. As the teacher is pulling the reading groups for the mapping quiz, the level of the group will determine the accommodations for the test taking. The test taking will range from independent work to strong teacher support. For example, students who need oral reading accommodations and ELLs will be given the test orally.

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

water