Standards
Based Unit of Study
Teacher(s): Melanie Cadima
Subject(s)/Course(s): Social
Studies/Geography
Grade/Level:
Level
6 (equivalent to grade 6, but most students are not on grade level)/10
students, all have been identified as having either a specific learning
disability or a learning difference.
Unit Topic/Focus: Working with Maps and Other Geographic Tools
Integration with other content areas (if applicable): Science/Geology, Kentucky History, Language Arts, Math.
Estimated
time for implementation: 5 days
Connections
to previous/future learning: Students have studied Kentucky previously, and will make connections to
prior knowledge.
Standards:
|
AE 1.1 AE 1:2 AE 1.16 AE 2.19 AE 6.3 |
Big Idea: Geography Geography includes the study of the five fundamental themes of location, place, regions, movement and human/environmental interaction. Students need geographic knowledge to analyze issues and problems to better understand how humans have interacted with their environment over time, how geography has impacted settlement and population, and how geographic factors influence climate, culture, the economy and world events. A geographic perspective also enables students to better understand the past and present and to prepare for the future. |
SS-06-4.1.1 Students will use a
variety of geographic tools (maps, photographs, charts, graphs, databases, satellite images) to interpret patterns and
locations on Earth’s surface in the present day. SS-06-4.2.1 Students will
describe how regions in the present day are made distinctive by human
characteristics (e.g., dams, roads, urban centers) and physical
characteristics (e.g., mountains, bodies of water, valleys) that create
advantages and disadvantages for human activities (e.g., exploration,
migration, trade, settlement, development). |
Interdisciplinary, Meaningful and Authentic Connections: Students need geographic knowledge to
analyze issues and problems to better understand how humans have interacted
with their environment over time, how geography has impacted settlement and
population, and how geographic factors influence climate, culture, the economy
and world events.
Context
(Unit Organizer): Students will build on prior knowledge of the geography of Kentucky to
gain a deeper, more specific understanding of important places in their state.
In addition, students will broaden their understanding of map skills, using
multimedia technology to explore and create maps.
Essential
Questions:
- How
can we use technology to explore geography and create maps?
- What are
some different types of geographic tools, and why are they useful?
- How
can we use maps to learn more about where we live?
Culminating
Activity/Assessment: Each student will use technology
to create their own map of Kentucky that includes their neighborhood, the city
of Louisville, the city of Frankfort, and including at least one of the
locations in our virtual field trip. Students are encouraged to include other points of
interest in Kentucky in their maps (for example, Mammoth Cave) but this is not
required.
Resources
/ Technology:
- Paper
map of Kentucky
- Paper
map of the United States
- http://www.oocities.org/melaniecadima/
- http://geology.com/state-map/kentucky.shtml
- http://www.louisvilleky.gov/
- http://www.ohioriverfdn.org/
- http://www.fallsoftheohio.org/
- http://www.roughriverlaketourism.com/about.htm
- http://www.kentuckylake.com/kylake/kylake.htm
- http://www.lbl.org/
- http://www.lakebarkley.org/
- http://en.wikipedia.org/wiki/Cumberland_River
- http://www2.una.edu/geography/TN_web/
- http://www.lrn.usace.army.mil/op/wol/rec/
- http://parks.ky.gov/resortparks/cf/index.htm
- http://www.mapquest.com/
- http://earth.google.com/
- http://interactive2.usgs.gov/learningweb/teachers/mapsshow.htm
Outline of Daily Plans
|
Day |
Activities |
|
Mon. |
·
Introduction to
paper maps. Students will become familiar with different types of paper maps
and mapping terminology using maps of Kentucky and the United States. ·
Using laptop with a
projector, introduce students to Google Earth. Ask each student to think of a
place (either someplace famous or a place of personal interest). ·
Assessment: Have students
take turns finding a location on Google Earth. |
|
Tues. |
·
Virtual Field Trip
using computer lab so that each student may individually access http://www.oocities.org/melaniecadima
and take the virtual field trip exploring some of Kentucky’s rivers, lakes and
waterfalls. Students may do this at their own pace. ·
Assessment: students
will individually answer the questions posed within the virtual field trip
and hand them in. ·
When students finish
this activity, they will be permitted time to explore Google Earth. |
|
Wed. |
·
Using laptop and
projector, introduce the site http://interactive2.usgs.gov/learningweb/teachers/mapsshow.htm.
Go through the activities with students, ensuring that every student
participates. Allow students to take turns on the laptop being the “teacher”
for their class as they guide their classmates through the activities. ·
Assessment: using reproducible
from the website, students should take them home and complete them for homework.
|
|
Thur. |
· Introduction of culminating activity. Students will create
individual maps of Kentucky which will utilize technology to include their
neighborhood, Louisville, Frankfort, at least one of the places on our
virtual field trip, and other points of interest in Kentucky of their
choosing. This class will be spent in the computer lab to give students time
to create their projects in class. Teacher will demonstrate free SmartBoard software that students may wish to use to
create their projects. |
|
Fri. |
· Students will present their individual map projects for summative
assessment of the unit. Students will use laptop with projector in class to
present their project. Please see rubric. |
|
Rubric: Making A Map Teacher Name: Mrs. Cadima |
|
CATEGORY
|
4 |
3 |
2 |
1 |
SCORE |
Self-Assessment |
|
Labels - Accuracy |
At least 90% of the items are labeled and located correctly. |
80-89% of the items are labeled and located correctly. |
79-70% of the items are labeled and located correctly. |
Less than 70% of the items are labeled and located correctly. |
|
|
|
Scale |
All features on map are drawn to scale and the scale used is
clearly indicated on the map. |
Most features on map are drawn to scale and the scale used is
clearly indicated on the map. |
Many features of the map are NOT drawn to scale even though a
scale is clearly indicated on the map. |
Many features of the map are NOT drawn to scale AND/OR there is
no scale marker on the map. |
|
|
|
Labels & Features - Neatness |
90-100% of the labels/features can be read easily. |
89-80% of the labels/features can be read easily. |
79-70% of the labels/features can be read easily. |
Less than 70% of the labels/features can be read easily. |
|
|
|
Map Legend/Key |
Legend is easy-to-find and contains a complete set of symbols,
including a compass rose. |
Legend contains a complete set of symbols, including a compass
rose. |
Legend contains an almost complete set of symbols, including a
compass rose. |
Legend is absent or lacks several symbols. |
|
|
|
Title |
Title tells the purpose/content of the map, is clearly
distinguishable as the title (e.g. larger letters, underlined, etc), and is
printed at the top of the map. |
Title tells the purpose/content of the map and is printed at the
top of the map. |
Title tells the purpose/content of the map, but is not located
at the top of the map. |
Purpose/content of the map is not clear from the title. |
|
|
|
Knowledge Gained |
When shown a blank base map, the student can rapidly and
accurately label at least 10 features. |
When shown a blank base map, the student can rapidly and
accurately label 8-9 features. |
When shown a blank base map, the student can rapidly and
accurately label 6-7 features. |
When shown a blank base map, the student can rapidly and
accurately label fewer than 6 features. |
|
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Total: |
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