(Alabama, Arkansas, Florida, Georgia, Kentucky, Louisiana, Mississippi,
North Carolina, South Carolina, Tennessee, Virginia, West Virginia)
Author: Louisa A. Flamini
School: St. Agnes:Chicago Heights, Illinois
THEME: Southeastern states of the United States
BROAD CONCEPT: survival (life skills)
GRADES: 4-5
INTEGRATED SUBJECTS: social studies, math, reading, science, language arts, technology,
art
UNIT GOALS AND PURPOSE: A region's features have an effect on its economy as well as
elements of its society. Possessing knowledge of the historical and physical features of an
area provides one with a better understanding of a region's past and insight into its future.
Determining distance, costs of purchases, and sharing information learned are experiences
encountered by individuals in daily life. As part of this thematic unit, students will participate
in engaged learning activities that will assist in learning about the southeastern region of the
United States as the class "journeys" through each state by sharing completed projects and
research.
TIME FRAME: 10 activities of one activity per day (allow more time for researching and
using word processing programs for the state report if computer usage is limited)
OBJECTIVES: In this lesson, students will...
author a state report as a group project using the steps for writing a research report
studied
add and subtract decimals in determining answers to word problems
measure distances on maps using both U.S. standard and metric units
create a graphic relief map of an assigned state using modeling dough
make and interpret bar graphs, pictographs, and spreadsheets
identify basic star constellations
state thrust is the force that propels rockets
utilize the internet and computer for research, projects, and word processing as
needed
e-mail NASA using the student access community line
MATERIALS:
General materials and equipment chalkboard and overhead projector
(students need paper, pencils or pens, crayons, markers, tempera paints, and glue.)
Activity 1- transparency map of the U.S., 2 large sheets of white bulletin board paper,and a
dark marker. Trace two copies of U.S. maps on bulletin board paper. Using the
transparency/overhead projector method is an easy, quick manner in which to
trace these. Cut out the southeastern states individually from one of the maps. The
other map will be used to glue the states cut out from the first copy for this unit and
over the course of the year if regions are studied as part of the curriculum.
Activity 2- Salt dough and 11"x14" cardboard base for each group
(Salt Dough Recipe: 1 cup flour,« cup salt, ¬-« cup water. Mix salt and flour
thoroughly. Add water slowly and mix to make a soft dough. Place in sealed
plastic bags to prevent drying.)
Activity 3- large white bulletin board paper for graph, pattern of person (or another of your
choosing) for population pictograph, and glue.
Activity 4- K-W-L chart for each student, travel brochures from local travel agency or AAA
Motor Club for southeastern states, and Kidpix program.
Activity 5- Word processing program, charts or transparencies on presenting a report ,
actively listening to a report, the five steps for writing a report.
Activity 6- string or yarn to measure distances on the mural map of the U.S.( Social Studies
textbook maps and distance keys may be used in lieu of the mural map for a
more accurate measure of distance.) Students may use rulers or a piece of
string to determine distances using the map key in the text.
Activity 7- coin and bill patterns(most are available in the math resource pages or teacher's
manual), paper bag or container, spreadsheet program, and totaling formulas
from instructor.
Activity 8- problem-solving strategy chart or transparency and xeroxed copy of decimal/money
word problem from grade appropriate teacher's manual or enrichment packet.
Activity 9- a large, light-colored balloon for each group, rulers, spreadsheet program, one small
sheet of black construction paper for each student, and "Glow in the Dark" self-
adhesive star stickers ( available at teacher supply stores for approx.$4) or similar.
Activity10- skein of yarn (approximately 15 feet per group), one drinking straw per group, one
long balloon per group, masking tape, e-mail capabilities, and a bar graph program.
Technology tools
Computer with internet and e-mail capabilities for each group if possible
Software Used in this Unit
Word processing, spreadsheet, bar graph, encyclopedia programs.
Kidpix Studio Deluxe slide show program and Money Math by Edmark, Inc. ($9.95
suggested price) .
STATE STANDARDS ADDRESSED BY THIS UNIT:
Illinois State Standards for Language Arts
1.A.2a- Read and comprehend unfamiliar words, using root words, synonyms, antonyms,word
origins and derivations.
1.A.2b- Clarify word meanings using context clues and a variety of resources including
glossaries, dictionaries, and thesauruses.
1.B.2c- Continuously check and clarify for understanding (e.g., in addition to previous skills,
clarify terminology, seek additional information)
1B.2d- Read age-appropriate material aloud with fluency and accuracy.
1.C2f- Connect information presented in tables, maps and charts to printed or electronic text.
3.A.2- Write paragraphs that include a variety of sentence types; appropriate use of the eight
parts of speech; accurate spelling, capitalization and punctuation.
3.B.2a- Generate and organize ideas using a variety of planning strategies (e.g.,mapping
outlining, drafting).
3.B.2b- Establish central idea, organization,elaboration, and unity in relation to purpose and
audience.
3.B.2d- Edit documents for clarity,subjectivity, pronoun-antecedent agreement, adverb and
adjective agreement and verb tense; proofread for spelling, capitalization and
punctuation; and ensure that documents are formatted in final form for submission
and/or publication.
3.C.2b- Produce and format compositions for specified audiences using available technology.
4.B.2b- Use speaking skills and procedures to participate in group discussions.
5.A.2b- Organize and integrate information from a variety of sources (e.g.,books, interviews,
library reference materials, websites, CD/ROMs).
5.C.2a- Create a variety of print and nonprint documents to communicate acquired information
for specific audiences and purposes.
5.C.2b- Prepare and deliver oral presentations based on inquiry or research.
Illinois State Standards for Mathematics
6.A.2- Compare and order whole numbers, fractions, and decimals using concrete materials
drawings and mathematical symbols.
6.B.2- Solve one- and two-step problems involving whole numbers, fractions and decimals
using addition, subtraction, multiplication and division.
6.C.2a- Select and perform computational procedures to solve problems using whole numbers,
fractions and decimals.
6.C.2b- Show evidence that computational results using whole numbers, fractions and
decimals are correct and/or that estimates are reasonable.
7.A.2b- Solve addition, subtraction, multiplication and division problems using currency.
7.B.2a- Determine and communicate possible methods for estimating a given measure,
selecting proper units in both customary and metric systems.
7.C.2a- Describe relationships in a simple scale drawing.
9.A.2a- Build physical models of two-and three dimensional shapes.
10.A.2a-Organize and display data using pictures, tallies, tables, charts, bar graphs, graphs,
line plots and stem-and-leaf graphs.
10.B.2b-Collect organize and display data using tables, charts, bar graphs, line graphs, circle
graphs, line graphs, circle graphs, line plots and stem-and-leaf graphs.
10.B.2d- Interpret results or make relevant decisions based on data gathered.
Illinois Standards for Science
11.A.2b-Collect data for investigations using scientific process skills using scientific process
skills including observing, estimating, and measuring.
11.A.2c- Construct charts and visualizations to display data.
11.A.2d- Use data to produce reasonable explanations.
11.A.2e- Report and display the results of individual and group investigations.
12.F.2b- Explain the apparent motion of the sun and stars.
12.F.2c- Identify easily recognizable star patterns (e.g., the Big Dipper,constellations).
Illinois Standards for Social Studies
16.A.2c-Ask questions and seek answers by collecting and analyzing data from historic
documents, images and other literary and nonliterary sources.
16.A.5a-Analyze historical developments using inquiry (pose questions,collect, data make and
support inferences, evidence, report findings).
17.A.2a- Compare the physical characteristics of places including soils, land forms, vegetation,
wildlife, climate, natural hazards.
17.A.2b- Use maps and other geographic representations and instruments to gather
information about people, places and environments.
17.C.2b- Describe the relationships among location of resources, population distribution and
economic activities(e.g., transportation, trade, communications)
17.D.2a- Describe how physical characteristics of places influence people's perceptions and
. their roles in the world over time.
17.D.2b- Identify different settlement patterns in Illinois and the United States and relate them
to physical features and resources.
N.C.T.M. STANDARDS ADDRESSED BY THIS UNIT:
Numbers and Operations
understand numbers, ways of representing numbers, relationships among numbers,
and number systems;
understand meanings of operations and how they relate to one another;
compute fluently and make reasonable estimates
Measurement
understand measurable attributes of objects and the units,systems, and processes
of measurement.
apply appropriate techniques, tools, and formulas to determine measurements.
Data Analysis and Probability
formulate questions that can be addressed with data and collect, organize, and
display relevant data to answer them;
select and use appropriate statistical methods to analyze data;
develop and evaluate inferences and predictions that are based on data;
Problem Solving
build new mathematical knowledge through problem solving;
solve problems that arise in mathematics and in other contexts;
apply and adapt a variety of appropriate strategies to solve problems;
monitor and reflect on the process of mathematical problem solving
Reasoning and Proof
recognize reasoning and proof as fundamental aspects of mathematics;
make and investigate mathematical conjectures;
Communication
organize and consolidate their mathematical thinking through communication;
communicate their mathematical thinking coherently and clearly to peers, teachers,
and others;
use the language of mathematics to express mathematical ideas precisely.
Connections
recognize and use connections among mathematical ideas;
recognize and apply mathematics in contexts outside of mathematics.
Representation
create and use representations to organize, record, and communicate mathematical
ideas;
select, apply, and translate among mathematical representations to solve problems;
use representations to model and interpret physical, social, and mathematical
phenomena
STUDENT ACTIVITIES WHICH WILL PROMOTE ENGAGED LEARNING:
Activity 1
A semantic map is used to introduce the unit to review ideas known, prior knowledge,
about the southeastern region of the United States. One of the same-sized mural maps can
be placed on a bulletin board or displayed in the classroom. The states on the other mural
map are cut out, will later be given to each group as part of the project, and then glued on the
bulletin board map. Groups of 2-3 students are formed one for each state in the region of
study. Each group then begins to research information on the computer using the
Encyclopedia Brittanica on line program or accessing the Infoplease.com kids almanac or
mapquest.com internet sites. Students need to find out the following information about their
group's state of study: capital, nickname, flower, bird, historical sites and attractions, motto,
and forms, rivers, famous natives, resources, and products. The state cut out is given
to each group on which many of the aforementioned will be listed, illustrated, and colored.
When finished, students will assemble the state puzzle pieces on the giant U.S. map sharing
with the class what the group learned about their state.
Activity 2
Students access mapquest.com, infoplease.com, or virtual tourist.com on the internet to
determine the locations of rivers and land forms found in their state of study. A sketch of the
topographical map of the state can be printed from one of the above sources or from the
Encyclopedia Brittanica online program. Each group is then given enough salt dough to form
a model of their state on a cardboard base.(Food coloring can be added to dough when mixing
e.g., blue for rivers, green
for vegetation, brown for mountains... instead of using paints).
These will need to dry overnight and can be painted with tempera paints during art class. When
dry the topographical maps can be shared through presentations to the class.
Activity 3
Students will research the current population of their state using the Encyclopedia Brittanica
online program or infoplease.com, , ajkids.com, or virtualtourist.com. Each group will receive
enough pattern pieces, one symbol=1,000,000 persons, to represent the number of persons
residing in their respective state. As a class activity, a southeastern region of the U.S. state
population pictograph is made using a large sheet of bulletin board paper and pattern pieces
students will color. The pictograph is titled "The Population of States in the Southeastern Region
of the U.S. 2000" listed at the top. Each state's name is listed in the left margin of the graph.
The key symbol (e.g., a pattern of the outline of a person=1,000,000 residents) is listed at the
bottom. The groups each glue the number of colored symbols identifying their states
respective population to the pictograph. When completed, a discussion can be used as a
follow-up activity noting the states with the largest or least populations and other notable
features.
Activity 4
A K-W-L chart, completed during the course of this activity, is used as a graphic organizer.
Travel brochures obtained from a local travel agency or auto club are distributed to each group
to assist in the research process. Students will produce a slide show using the Kid Pix Deluxe
Studio program highlighting historical sites and attractions for the group's respective state.
Pictures can be drawn or copied and labeled. The slide shows will then be shared with the
class when completed.
Activity5
Students author state reports using the word processing program. The class develops
research questions to assist in identifying the content of their reports. The Encyclopedia
Brittanica online program can be used as a source to answer the research questions. Internet
sites (e.g., infoplease.com or ajkids.com) can also be accessed for information. Books
selected by students from libraries or on the suggested list for the unit can also be used.
Additional research questions can be added by group members for further study. Students
then author a state report, per group, using the word processing program. A review of steps for
writing a report (i.e., prewriting, first draft, revising, proofreading, and publishing) or similar
should be provided. Steps for presenting a report (i.e., speaking clearly, looking at the
audience, and using maps, charts, and illustrations when needed) and listening to a report (i.e.,
giving attention to the speaker, listening for main points, and forming questions to be answered
later as you listen) can also be done as a class activity in preparation for state report
presentations beginning with the next activity.
ns beginning with the next activity.
Activity 6
The mural map is needed as part of this activity. Begin by placing a push pin for the city in
which the school is located (e.g., Washington School in Chicago, Illinois) if the map is on a
bulletin board or using a removable sticker if it is displayed in another area of the room. As
each report is presented, using the tour guide method, the mural and land form map or other
materials the students want to present to supplement their printed reports is shared with class
members. The distance from the city of origin (e.g., Chicago, IL) to the state capital for the
report being presented is measured in both miles and kilometers (1 mile=.6 kilometers). This
process is repeated for each state report.
Activity 7
Students will add and subtract decimals to the hundredths place using the "Decimal Draw"
activity. Each group should receive a copy of coin and bill patterns, these are usually found in
the resource section of math basals or kits, and a paper bag. The coins and bills need to be cut
out and placed in the bag. Two
to three items (coins and/or bills) are drawn and the amounts
added for the trial 1 cell on the spreadsheet later in the course of the activity. The coins and/or
bills are then returned to the paper bag to be used for trial 2 when once again three items are
drawn, added, and returned to the bag. This procedure is used for adding decimals for trials
1-5 and subtracting decimals in trials 6-10. The instructor can record the trial totals for each
group using the computer/scanner monitor system if available or on the board. Students then
list these on their spreadsheet program. Trials 1-10 can be listed in the "a" cells and the group
numbers are listed across the top. Students can then determine group totals and work with the
data using formulae provided by the teacher. A copy of the spreadsheet can be printed at the
end of the activity session.
Activity 8
The software program Money Math will be used by students to count money and make
purchases and change as an introductory activity. Students then review a problem solving
strategy (e.g., read the problem, find the facts needed to answer the question, make a plan to
find the answer and determine what operation to use, carry out the plan, and check if the
answer is reasonable). Prepare a "Math Mart" word problem activity sheet by photocopying
a story problem page from a math resource text. Individualize the story problems by replacing
the names of people in the word problems with student's names and the states studied. (e.g.,
Joe bought 5 oranges for $1.75 when he visited Florida. How much change would he receive if
he paid with a $5 bill?). This can be completed as a group or individual assignment.
Activity 9
Invariably, students presenting reports for the state of Florida will probably share information
regarding the space program with the class. This is one way the earth science curriculum
objectives can be introduced. A field trip to the planetarium can also be scheduled. For the lab
on the expanding universe, each group needs a round balloon, ruler or measuring tape, and a
permanent marker to plot the points, "stars", on the balloons. Three categories are used as
follows: small, a deflated balloon; medium, a partially inflated balloon; and large, a fully inflated
balloon. Students plot three points on each side of the "small-sized" balloon numbering these
1-6. The distances are measured from points 1-2, 2-3, 3-4, 4-5 and 5-6 in both inches and
millimeters Measurements are also taken from the "medium-sized" and "large-sized" balloons
in the same manner. Inflated balloons should be pinched at the opening but not closed. A
spreadsheet program is used to record the data. Balloon sizes are placed in the left margin
cells, point numbers are listed across the top, and measurements in inches and millimeters
beneath these. The groups can then print their spreadsheets. A class discussion on
movement and distance follows.
Each group is then given the name of a constellation; star patterns arbitrarily named after a
mythical being resembled in outline; researching its location, how it was named, and myths or
legends surrounding it using Encyclopedia Brittanica online or infoplease.com. Short
descriptive paragraphs are written using the word processing program. A visual model of the
constellation is done on black construction paper using the "Glow in the Dark" self-adhesive
stars by each student. The models and reports are shared with the class.
(Constellations: Lepus-hare, Cetus-whale, Pegasus-winged horse, Cygnus-swan, Lyra-lyre,
Delphinus-dolphin, Lacerta-lizard, Camelopardalis-giraffe, Monocerus-unicorn, Microscopium-
microscope, Telescopium-telescope, Cepheus-King of Ethiopia, Auriga-the wagoneer,
Perseus-son of Zeus, and the Big and Little Dippers.)
Activity 10
Students research information about the U.S. space program using Encyclopedia Brittanica
online, infoplease.com, ajkids.com, or quest.arc.nasa.gov/interactive/index.html in preparation
for the "Pathway to the Stars" lab. A long balloon, drinking straw, and a piece of yarn
approximately 15 feet long is given to each group. The yarn is strung through the straw and
taped to the inflated balloon with masking tape. This balloon is pinched but not closed. One
end of the yarn is tied to a
chair while the end with the balloon, straw and yarn are held
by a group member. The balloon is released and should travel along the yarn. Each group will
have an opportunity to "launch their balloon rocket." Distances should be measured to be
recorded on a bar graph program. The group numbers are listed at the bottom of the bar graph
and distance traveled by feet is listed along the left margin. Results are discussed and
conclusions about how the balloon traveled and its relation to thrust are examined. In an effort
to promote science education, NASA has provided web sites for students to e-mail scientists,
engineers, technicians, and space professionals. Other NASA e-mail addresses include:
listmanager@quest.arc.nasa.gov and subscribe@quest.arc.nasa.gov. Students and teachers
may want to e-mail NASA using the following URL's.
Activity 11
Return reports to students and have each group compile a"Top Ten List" of facts about their
state along with the answers on index cards for the Southeastern States Lotto Game.These are
given to the teacher who places the cards in a container. The class is divided into two teams.
Students are selected to choose an index card from the container to be answered. The teacher
then reads the question to the student. If answered correctly, the team earns a point. If
unsuccessfully answered, the question is returned to the container. The team with the highest
score is declared the winner. Some of the answers may need to be rechecked by the teacher
before the game begins.
SHARE YOUR IDEAS: The students' work will be displayed. If the students have a partner
class, arrangements might be made for a visit to view the completed projects and possibly
read the state reports. Pictographs, bar graphs, spreadsheets, and state reports will be
completed as group projects and later shared with the class through presentations. Students
will receive credit for all projects completed. An example of a grading rubric that can be used is
listed below:
SAMPLE GRADING RUBRIC FOR UNIT
Possible Points Points Earned
1. mural map state pattern 20
2. land form map 30
3. population pictograph 20
4. K-W-L chart 20
5. Kid Pix slide show 40
6. state report 40
7. presentation of state report 30
8. decimal activity spreadsheet 20
9. participation in "Money Math" 10
10. word problems 30
11. lab:expanding universe spreadsheet 30
12. constellation project and
descriptive paragraph 20 (cont.)
13. e-mail to NASA student line 10
14. lab on pathway... bar graph 30
-------------------
TOTAL POSSIBLE POINTS = 350
SAMPLE GRADING SCALE
(315-350 points) = (90-100%), (280-314 points) =(80-89%), (245-279 points) = (70-79%)
(210-244 points) = (60-69%)
STUDENT AND TEACHER ROLES: As students participate in engaged learning activities,
each will have and opportunity to research and discuss new ideas learned. Students can
assist and encourage one another as they work together to reach a common goal of either
completing a project or authoring a report. Projects and research are shared with class
members. The teacher assumes the role of facilitator introducing the activity and guiding
understanding by engaging in discussions and asking questions related to the project as part of
the learning process. Encouraging students and assisting them in determining what is needed
to reach their learning goals is also a part of engaged learning.
ADDITIONAL REFERENCE PRINT RESOURCES STUDENTS MAY USE:
World Book Encyclopedia
Encyclopedia Brittanica Micropaedia
Rand McNally Atlases
THE FOLLOWING BOOKS CONTAIN INFORMATION ABOUT THIS TOPIC:
The Explorers by Robert Humble
The United States of America: A State-by State Guide by Millie Miller and Cyndi Nelson
The Pioneers by Houston Hornton
Words that Built a Nation: A Young Person's Collection of Historic Documents by Marilyn Miller
The Long Journey from Space by Seymour Simon
Astronomy Today: Planet, Star, Space Exploration by Dinah L. Moche
Gravity and the Astronauts by Mae Freeman
The Moon: Steppingstone to Outer Space by Dorothy E. Shuttlesworth and Lee Williams
FOR ADDITIONAL ONLINE INFORMATION AND MEDIA PERTAINING TO THIS UNIT,
TEACHERS MAY WANT TO USE THE FOLLOWING INTERNET ARTICLES:
Title1: Ask Eric
URL1: http://ericir.syr.edu/Virtual/Lessons
Description1: A major data base for educators, this ERIC site provides lesson
plans for most disciplines and grade levels.
Title2:TeAch-nology.com- The Web Portal for Educators!
URL2: http://www.TeAch-nology.com/
Description2: Lesson plans, tutorials, material on alternative assessments, free
items, and educational literature resources are available to teachers and
administrators.
Title3: gopher.com
URL3: gopher://bvsd.k12.co.us:70/00/Educ...Big%20Sky/socialstudies/CEsst.14
Description3: Sample social studies lesson plans and activities for students in
Kindergarten to Grade 12 are listed.
Title4: Welcome to MathMagic on the Web!
URL4: http://swarthmore.edu/mathmagic/index.html
Description4: High interest math activities for grade level K-3, 4-6, 7-9, and 10-12
are available at this web site.
Title5: VirtualTourist.com
URL5: http://www.virtualtourist.com/?s=@964278441-3410&
Description5: Explore more than 31,000 destinations as you research an area
for a possible vacation. Information on currency, time zones, weather, languages,
sites of interest and much more is available.
Title6: Multimedia Project Rubrics
URL6: http://www.ncsu.edu/midlink/rub.mmproj.htm
Description6: Examples of multimedia project rubrics are listed. All rubrics may be
reproduced for classroom use is "Midlink Magazine" or "SAS in School " is cited
as the source.
Title7: Help Your Child Learn Math- Grocery Math
URL7: http://www.com/parents/articles/grocerymath.htm
Description7: Activities for children to learn basic math skills by collecting
data, making a shopping list, using coupons, and other aspects related to
shopping.
Title8: Math.com Math Practice
URL8: http://www.math.com/students/practice.html
Description8: Technology is integrated in many of the lesson plans available
at this web site.
Title9: SchoolHouse Rock
URL9: http://genxtvland.simplenet.com
Description9: Multiplication Rock, Grammar Rock, Money Rock, America
Rock, Science Rock, and Scooter
Computer and Mr. Chip CDs are listed.
RELEVANT INFORMATION, STUDENTS WILL VISIT THE FOLLOWING WEB SITES:
Title1: infoplease.com Kid's Almanac
URL1: http://www.infoplease.com
Purpose of Use1: Students can locate information for the state report and
research material as needed.
Description1: A children's almanac on computer is available on this web
site. Very detailed descriptions on research subjects written for elementary
school children but also usable by older students.
Title2: NASA Quest, Meet NASA people
URL2: http://quest.arc.nasa.gov/interactive/index.html
Purpose of Use2: Introduction to current, first-hand information regarding
earth science and the U.S. space program for children.
Description2: Students can e-mail NASA scientists and other professionals
and also learn more about the space program. The NASA Quest program
attempts to bridge the gap between NASA and the classroom in an effort to
promote learning about science and the space program.
Title3: Ask Jeeves for Kids
URL3: http://www.ajkids.com
Purpose of Use3: Identifying sources for research
Description3: Children can ask "Jeeves" for assistance in researching a topic,
writing a report, and other school related questions. Student enter a question
and request a search. Possible site sources are then retrieved.
Title4: Mapquest
URL4: http://www.mapquest.com
Purpose of Use4: Locating maps for projects and state reports
Description4: Maps for countries, states, and cities can be located on this
web site. Standard and topographical maps are available.
Title5: Washingtonpost.com:Space Exploration
URL5: http://washingtonpost.com/wp-dyn/nation/special/science/space
exploration/index.html
Purpose of Use5: Information on earth science and space projects from a
highly reliable source.
Description5: Provides information on current news stories regarding U.S.
space exploration, projects,
and current exhibits at local museums.
Title6: Encyclopedia Brittanica
URL6: http:/www.Brittanica.com
Purpose6: Research information for reports and projects.
Description6: Brittanica.com is an online service providing information
needed in general research.
Title7: American Association of School Librarians (Division of the American
Library Association)
URL7: AskKC@iconnect.syr.edu
Purpose of Use7: Locate trade books for a topic of study if unavailable
at local libraries.
Description7: An e-mail service assisting students in locating library resources
online and providing instruction on internet usage.