Introduction
Section 1 - Desired Results
* Essential Questions
* Enduring Understandings
* SWBAT's
* State Standards
Section 2 - Assessments
* Summary of Assessments
* Rubrics
Section 3 - Instruction
* Methods and Strategies
* Unit-at-a-glance plan
* Lesson Plans
^Day One - Mental Maps
^Push and Pull Factors - Class News Map
^Travel Writing - Compare and Share - Research for Country Profile
Section 4 - Thought Questions
* Diverse learners
* Technology
* ELL's
* Exceptional Learners
Examples of Student Work
Friday, June 5, 2009
Wednesday, June 3, 2009
Thought Questions
Diverse Learners
I want to engage the minds of all of my students, and I hope that the active learning strategies used in this unit will help accomplish this. Thinking about it now, I wonder if there is anything in the unit to appeal to "naturalistic" or "bodily-kinesthetic" learners, but other than that the projects and lessons here should be adaptable to all kinds of minds. For example, if a student wanted to do a Country Profile focusing on the natural resources, parks, and environment of a country, I would see no reason to deny them.
Technology
Clearly, technology is a big part of this unit. I wrote this with a fantasy school of 1:1 laptops in mind. There are some of those, but most teachers would have to reserve computer labs forsome of these exercises. Like all endeavors involving students and computers, the teacher will have to set down ground rules and be vigilant about reinforcing them.
ELL's
There are a couple of strategies explicitly mentioned here that might help ELL's in this unit. The first is the Wordle tool used in the brainstorming activity. In addition, active learning strategies like Compare and Share will help ELL's by allowing them to share ideas with one or two partners and not the entire class.
Exceptional Learners
There will be students who, for whatever reason, are more adept at these skills than others. Many of these projects, however, put no real limit on how much work can be done. Interacting with online tools is something that cannot really be mastered; there is always something new to explore, a new skill to learn. That's a big reason why we can't keep students off the internet. Hopefully, this unit will harness that interest, and exceptional learners will be able to work up to their ability throughout.
I want to engage the minds of all of my students, and I hope that the active learning strategies used in this unit will help accomplish this. Thinking about it now, I wonder if there is anything in the unit to appeal to "naturalistic" or "bodily-kinesthetic" learners, but other than that the projects and lessons here should be adaptable to all kinds of minds. For example, if a student wanted to do a Country Profile focusing on the natural resources, parks, and environment of a country, I would see no reason to deny them.
Technology
Clearly, technology is a big part of this unit. I wrote this with a fantasy school of 1:1 laptops in mind. There are some of those, but most teachers would have to reserve computer labs forsome of these exercises. Like all endeavors involving students and computers, the teacher will have to set down ground rules and be vigilant about reinforcing them.
ELL's
There are a couple of strategies explicitly mentioned here that might help ELL's in this unit. The first is the Wordle tool used in the brainstorming activity. In addition, active learning strategies like Compare and Share will help ELL's by allowing them to share ideas with one or two partners and not the entire class.
Exceptional Learners
There will be students who, for whatever reason, are more adept at these skills than others. Many of these projects, however, put no real limit on how much work can be done. Interacting with online tools is something that cannot really be mastered; there is always something new to explore, a new skill to learn. That's a big reason why we can't keep students off the internet. Hopefully, this unit will harness that interest, and exceptional learners will be able to work up to their ability throughout.
Sunday, May 31, 2009
Lesson Plan: Travel Writing and Country Profile Intro
Overview
In this lesson, our class will begin work on the final major assessment of this unit, during which they will use the tools they have used to locate and share information about one place.
Up to this point, these students have not been required to write anything longer than a short note on a map. The Country Profile assessment will require a bit longer writing, and this lesson is intended to prepare them for success.
National or State Standard(s) Addressed
Minnesota DOE, Strand III, Substrand I. The student will demonstrate knowledge of significant political and cultural developments of the late 20th century that affect global relations.
Minnesota DOE, Strand V, Substrand C. The student will understand the regional distribution of the human population at local to global scales and its patterns of change.
Lesson Outcomes/Objectives
SWBAT: give examples of the "push" and "pull" factors that cause people to leave their homes for somewhere else.
SWBAT: use Google Maps to obtain information about life in another country.
Sequence of Learning Activities
Intro/Hook (5 minutes) - I will read aloud an excerpt from the "Best American Travel Writing" series. Up to this point in the unit, the students have learned about places largely from information that can be found on maps, in pictures, and in videos. While these sources can be rich with information, I want my students to know that written material can be just as valuable. I can choose the excerpt I read based on my knowledge of the character of each particular class.
Frame (5 minutes) - I will ask my students if they have questions or comments about the reading. How did the author use language to describe the place? Were metaphors used? What other descriptive language was used. How was this means of conveying information about a place better than the tools we have used so far?
Activity 1 (15 minutes) - Travel Writing Compare And Share
I will select short pieces of travel writing or take excerpts from longer ones. Compare and Share is a variation on the classic Pair and Share activity, where students pair up and discuss a piece of writing and then share it with the class. In Compare and Share, each student in a pair reads a different piece of writing individually. The students then compare what they read with their partner using a simple Venn Diagram (perhaps something like the one pictured below). Once this is done, students share their thoughts with the entire class.
(Photo Courtesy of Flickr User Sizemore. "Diagram of the Living Dead.")
Activity 2 (25 minutes) - Country Profile Intro
I will take a few minutes to (first) tell my students about the Country Profile assignment in broad strokes. I will tell them what kind of information they will need to find, what kind of maps skills they will need to demonstrate, what kind of writing they will do, and what the final product will look like. Only after I've done that will I hand out the assignment sheet with a rubric. I will allow time for questions.
Next, I will have them choose a country for their profile. This will be an individual project, but I suppose I don't mind collaboration outside of class, so if more than one student wants to choose the same country, I don't mind.
The students will have the rest of the class period to do some preliminary research on their country. By now, they know what kind of information (pictures, satellite images, videos, basic info) they can find using internet geography tools - they can browse these tools and bookmark pages that might be useful later.
The only structure I will apply to this research is another Venn Diagram. I will ask them to use the diagram to compare their Profile country to The United States. We automatically compare the unfamiliar to the unfamiliar, and I want to guide this process to the extent possible, and give them something they can refer back to. The diagram will be due on the next day of class.
Assessments: There will be numerous opportunities for assessment during this lesson, mostly during discussion. After the excerpt I read in the intro, I will have some idea how receptive these students are to prose as a means of conveying information about a place. I will learn what they find useful or unhelpful about such writing.
I will also learn much from the Compare and Share exercise. I can review the pairs' Venn Diagrams and listen to what they share to get a grasp of how well they are able to compare different places.
Finally, I will have the students' individual Venn Diagrams to help me assess what help they might need in understanding a new country for their profile.
In this lesson, our class will begin work on the final major assessment of this unit, during which they will use the tools they have used to locate and share information about one place.
Up to this point, these students have not been required to write anything longer than a short note on a map. The Country Profile assessment will require a bit longer writing, and this lesson is intended to prepare them for success.
National or State Standard(s) Addressed
Minnesota DOE, Strand III, Substrand I. The student will demonstrate knowledge of significant political and cultural developments of the late 20th century that affect global relations.
Minnesota DOE, Strand V, Substrand C. The student will understand the regional distribution of the human population at local to global scales and its patterns of change.
Lesson Outcomes/Objectives
SWBAT: give examples of the "push" and "pull" factors that cause people to leave their homes for somewhere else.
SWBAT: use Google Maps to obtain information about life in another country.
Sequence of Learning Activities
Intro/Hook (5 minutes) - I will read aloud an excerpt from the "Best American Travel Writing" series. Up to this point in the unit, the students have learned about places largely from information that can be found on maps, in pictures, and in videos. While these sources can be rich with information, I want my students to know that written material can be just as valuable. I can choose the excerpt I read based on my knowledge of the character of each particular class.
Frame (5 minutes) - I will ask my students if they have questions or comments about the reading. How did the author use language to describe the place? Were metaphors used? What other descriptive language was used. How was this means of conveying information about a place better than the tools we have used so far?
Activity 1 (15 minutes) - Travel Writing Compare And Share
I will select short pieces of travel writing or take excerpts from longer ones. Compare and Share is a variation on the classic Pair and Share activity, where students pair up and discuss a piece of writing and then share it with the class. In Compare and Share, each student in a pair reads a different piece of writing individually. The students then compare what they read with their partner using a simple Venn Diagram (perhaps something like the one pictured below). Once this is done, students share their thoughts with the entire class.
(Photo Courtesy of Flickr User Sizemore. "Diagram of the Living Dead.")Activity 2 (25 minutes) - Country Profile Intro
I will take a few minutes to (first) tell my students about the Country Profile assignment in broad strokes. I will tell them what kind of information they will need to find, what kind of maps skills they will need to demonstrate, what kind of writing they will do, and what the final product will look like. Only after I've done that will I hand out the assignment sheet with a rubric. I will allow time for questions.
Next, I will have them choose a country for their profile. This will be an individual project, but I suppose I don't mind collaboration outside of class, so if more than one student wants to choose the same country, I don't mind.
The students will have the rest of the class period to do some preliminary research on their country. By now, they know what kind of information (pictures, satellite images, videos, basic info) they can find using internet geography tools - they can browse these tools and bookmark pages that might be useful later.
The only structure I will apply to this research is another Venn Diagram. I will ask them to use the diagram to compare their Profile country to The United States. We automatically compare the unfamiliar to the unfamiliar, and I want to guide this process to the extent possible, and give them something they can refer back to. The diagram will be due on the next day of class.
Assessments: There will be numerous opportunities for assessment during this lesson, mostly during discussion. After the excerpt I read in the intro, I will have some idea how receptive these students are to prose as a means of conveying information about a place. I will learn what they find useful or unhelpful about such writing.
I will also learn much from the Compare and Share exercise. I can review the pairs' Venn Diagrams and listen to what they share to get a grasp of how well they are able to compare different places.
Finally, I will have the students' individual Venn Diagrams to help me assess what help they might need in understanding a new country for their profile.
Wednesday, May 20, 2009
Introduction to Unit
Abstract
The Students
This unit is intended for a diverse class of 10th grade geography students. It should be appropriate for any group of American students in their mid-teens. Most of the students have spent plenty of time on the Internet, both in school and in their personal lives. I assume I will encounter. The class includes some English Language Learners, as well as other students who struggle with basic literacy.
The Designer
I am 28-year-old graduate student working towards my Secondary Social Studies certification at Hamline University in Saint Paul, Minnesota. I am the son of a high school Social Studies teacher and a technical school administrator. I have lived in South Dakota, Massachusetts, Japan, and Minnesota, and thus have a first-hand understanding of Push and Pull Factors.
Impact 1: Online Map & Internet Skills
I believe that online maps will eclipse paper maps in societal importance soon, if they have not already. As such, I believe that teaching students how to interact with maps online will make them better students, workers, and citizens in the world they will inhabit.
Impact 2: Community Building
As an introduction to my semester-long geography class, this unit is an essential opportunity for community building. The major projects in this unit are intended to build basic geographical knowledge and skill, but they are also designed to create a community of humble and motivated learners out of my students. Efforts will also be made to extend this community beyond classroom walls by involving parents and sharing student work. If I succeed in building a community during these first weeks of the year, the rest of the semester will be easier for me and more useful for the students.
Impact 3: Understanding a Diverse Society and a Shrinking World
My students live in a world that is more connected than ever before. Raindrops that fall halfway around the world cause water to lap at their front doors. The workforce they will enter will lack true borders; they will be required to interact with people in and from disparate parts of the world. A good Geography class should provide them with the tools they will need to obtain, discuss, and use information about other places and cultures. This unit will lay the foundation for those competencies.
The Students
This unit is intended for a diverse class of 10th grade geography students. It should be appropriate for any group of American students in their mid-teens. Most of the students have spent plenty of time on the Internet, both in school and in their personal lives. I assume I will encounter. The class includes some English Language Learners, as well as other students who struggle with basic literacy.
The Designer
I am 28-year-old graduate student working towards my Secondary Social Studies certification at Hamline University in Saint Paul, Minnesota. I am the son of a high school Social Studies teacher and a technical school administrator. I have lived in South Dakota, Massachusetts, Japan, and Minnesota, and thus have a first-hand understanding of Push and Pull Factors.
Impact 1: Online Map & Internet Skills
I believe that online maps will eclipse paper maps in societal importance soon, if they have not already. As such, I believe that teaching students how to interact with maps online will make them better students, workers, and citizens in the world they will inhabit.
Impact 2: Community Building
As an introduction to my semester-long geography class, this unit is an essential opportunity for community building. The major projects in this unit are intended to build basic geographical knowledge and skill, but they are also designed to create a community of humble and motivated learners out of my students. Efforts will also be made to extend this community beyond classroom walls by involving parents and sharing student work. If I succeed in building a community during these first weeks of the year, the rest of the semester will be easier for me and more useful for the students.
Impact 3: Understanding a Diverse Society and a Shrinking World
My students live in a world that is more connected than ever before. Raindrops that fall halfway around the world cause water to lap at their front doors. The workforce they will enter will lack true borders; they will be required to interact with people in and from disparate parts of the world. A good Geography class should provide them with the tools they will need to obtain, discuss, and use information about other places and cultures. This unit will lay the foundation for those competencies.
Tuesday, May 19, 2009
Desired Results: State Standards, Questions, Understandings, and Objectives
Stage 1: Identifying Desired Results
Content Standards Geography Grads 9-12
• “The student will use maps, globes, geographic information systems, and other databases to answer geographic questions at a variety of scales from local to global.”
• “The student will understand the regional distribution of the human population at local to global scales and its patterns of change.”
Enduring Understandings
• Maps and aerial photos are rich sources of information about the character of places and the people who inhabit them.
• People migrate to different locations because they are compelled to leave by conditions in one location or because they are enticed to leave by conditions in another.
Essential Questions
• What can we learn about a place from a map?
• How can we understand people from maps of the places they live?
• How can online mapping technology be used in everyday life?
• Why are humans always moving to different places?
Students Will Know…
• …the basic components of a map.
• …where to find mapping software online.
• …the characteristics of a geographic location determine the kind of life people live in there.
• …maps can be used to learn about people’s economic and political behavior.
• …people move to different locations for a number of reasons.
Students Will Be Able To…
• …obtain geographic information from a variety of print and electronic sources.
• ...draw conclusions about the character of places based on a comparison of maps, aerial photos, and other images.
• …make their own maps and utilize online interactive mapping software
• …use maps data to compare and contrast the characteristics of regional populations
• …explain general patterns of human movement using the concepts of push and pull factors.
Content Standards Geography Grads 9-12
• “The student will use maps, globes, geographic information systems, and other databases to answer geographic questions at a variety of scales from local to global.”
• “The student will understand the regional distribution of the human population at local to global scales and its patterns of change.”
Enduring Understandings
• Maps and aerial photos are rich sources of information about the character of places and the people who inhabit them.
• People migrate to different locations because they are compelled to leave by conditions in one location or because they are enticed to leave by conditions in another.
Essential Questions
• What can we learn about a place from a map?
• How can we understand people from maps of the places they live?
• How can online mapping technology be used in everyday life?
• Why are humans always moving to different places?
Students Will Know…
• …the basic components of a map.
• …where to find mapping software online.
• …the characteristics of a geographic location determine the kind of life people live in there.
• …maps can be used to learn about people’s economic and political behavior.
• …people move to different locations for a number of reasons.
Students Will Be Able To…
• …obtain geographic information from a variety of print and electronic sources.
• ...draw conclusions about the character of places based on a comparison of maps, aerial photos, and other images.
• …make their own maps and utilize online interactive mapping software
• …use maps data to compare and contrast the characteristics of regional populations
• …explain general patterns of human movement using the concepts of push and pull factors.
Monday, May 18, 2009
Methods and Strategies
I think that Google Maps and it's descendants are going to be vital tools in the world my students will inhabit. Chances are that these students have used such online resources to look up directions or find birds-eye-view picture of their house, but I want to show them what a powerful tool these maps can be for learning about the world and communicating with others.
I believe that the best way to learn how to do something is to actually do it. So, I have designed activities that will compel my students to interact with these maps and construct maps of their own. After all, the interactivity of these maps is the very thing that sets them apart from the maps I had at my disposal as a high school student ten years ago. I could turn pages, look at maps, and write information down in a notebook if I needed to. Students today can type in a place they're looking for, view pictures and videos of that place, and add markers and comments for anyone to see - all on the same web page.
I also want my students to actively monitor their ideas about the nature of various places and think about what they are learning. The Mental Maps activity is designed to aid in this metacognition, and students will be required to review the maps we make as a class. They will make comments on others' contributions and offer suggestions for improvement.
I am not afraid to conduct lectures, but I will attempt to make the time I spend addressing the class full of visual examples, compelling questions, and thoughtful answers. Students will know that they can always ask questions, and that they don't have to worry about being wrong or sounding stupid.
The result of all this will hopefully be students who have a more complete and nuanced understanding of the people who inhabit this world and why they do what they do. Just as importantly, they will leave this unit with a valuable set of skills involving the use of online mapping software.
I believe that the best way to learn how to do something is to actually do it. So, I have designed activities that will compel my students to interact with these maps and construct maps of their own. After all, the interactivity of these maps is the very thing that sets them apart from the maps I had at my disposal as a high school student ten years ago. I could turn pages, look at maps, and write information down in a notebook if I needed to. Students today can type in a place they're looking for, view pictures and videos of that place, and add markers and comments for anyone to see - all on the same web page.
I also want my students to actively monitor their ideas about the nature of various places and think about what they are learning. The Mental Maps activity is designed to aid in this metacognition, and students will be required to review the maps we make as a class. They will make comments on others' contributions and offer suggestions for improvement.
I am not afraid to conduct lectures, but I will attempt to make the time I spend addressing the class full of visual examples, compelling questions, and thoughtful answers. Students will know that they can always ask questions, and that they don't have to worry about being wrong or sounding stupid.
The result of all this will hopefully be students who have a more complete and nuanced understanding of the people who inhabit this world and why they do what they do. Just as importantly, they will leave this unit with a valuable set of skills involving the use of online mapping software.
Lesson Plan: Push and Pull Factors
National or State Standard(s) Addressed
Minnesota DOE, Strand III, Substrand I. The student will demonstrate knowledge of significant political and cultural developments of the late 20th century that affect global relations.
Minnesota DOE, Strand V, Substrand C. The student will understand the regional distribution of the human population at local to global scales and its patterns of change.
Lesson Outcomes/Objectives
SWBAT: give examples of the "push" and "pull" factors that cause people to leave their homes for somewhere else.
SWBAT: use Google Maps to obtain information about life in another country.
Sequence of Learning Activities
Anticipatory Set / Hook (time = 5 minutes ) I will welcome the students and briefly overview the schedule on the board. I will then introduce the subject of Somalia and play the first few minutes of the music video for “Somalia,” by Somali-American rapper K’Naan.
Frame/ Activity 1 (time = 15 minutes) Introduction to Push and Pull Factors
I will transition to the first activity by pointing out that, though K’Naan now lives in the United States, he speaks fondly and with concern about his native land of Somalia. Today, we are going to explore some of the reasons that people leave their homelands for places far away.
Next, I will briefly introduce “push” and “pull” factors. Basically, a “push” factor is something that makes one want to leave a place and a “pull” factor is something that attracts one to somewhere else.
Then, I will lead a brainstorming session using Wordle.net to assist in comprehension. He will ask students to list any “push” factors they can think of. As they do, he will type them into the text box. When the students have finished, Brian will click “create” and Wordle will instantly create a “word cloud” depicting the discussion we just had. We will do the same with “pull” factors.
Activity 2 (time = 30 minutes) Pair and Share
Next, students get together in pairs, with a computer for each pair. Their assignment is to find a news article about people moving from one place or another. They will be responsible for reading the article, writing a short summary of it, and marking the place of origin and destination of the people featured in it.
To guide students’ writing, I will ask them to answer the following questions in their summary:
• What is the title, publication name, and URL of your article?
• What country or countries does your article discuss?
• Is the human movement current or did it happen in the past? If so, when?
• What is causing people to leave this place?
• Is there anything that is attracting them to a new place?
The finished map would look something like this. You can click the markers on this map to read summaries and access the articles.
View Push-Pull News Map in a larger map
Conclusion: Review Map Results
We will take a few minutes at the end of class looking at our class map. Tomorrow, after I have had time to review the student summaries and map markers, we will debrief this assignment and explore a couple of the stories students found.
Minnesota DOE, Strand III, Substrand I. The student will demonstrate knowledge of significant political and cultural developments of the late 20th century that affect global relations.
Minnesota DOE, Strand V, Substrand C. The student will understand the regional distribution of the human population at local to global scales and its patterns of change.
Lesson Outcomes/Objectives
SWBAT: give examples of the "push" and "pull" factors that cause people to leave their homes for somewhere else.
SWBAT: use Google Maps to obtain information about life in another country.
Sequence of Learning Activities
Anticipatory Set / Hook (time = 5 minutes ) I will welcome the students and briefly overview the schedule on the board. I will then introduce the subject of Somalia and play the first few minutes of the music video for “Somalia,” by Somali-American rapper K’Naan.
Frame/ Activity 1 (time = 15 minutes) Introduction to Push and Pull Factors
I will transition to the first activity by pointing out that, though K’Naan now lives in the United States, he speaks fondly and with concern about his native land of Somalia. Today, we are going to explore some of the reasons that people leave their homelands for places far away.
Next, I will briefly introduce “push” and “pull” factors. Basically, a “push” factor is something that makes one want to leave a place and a “pull” factor is something that attracts one to somewhere else.
Then, I will lead a brainstorming session using Wordle.net to assist in comprehension. He will ask students to list any “push” factors they can think of. As they do, he will type them into the text box. When the students have finished, Brian will click “create” and Wordle will instantly create a “word cloud” depicting the discussion we just had. We will do the same with “pull” factors.
Activity 2 (time = 30 minutes) Pair and Share
Next, students get together in pairs, with a computer for each pair. Their assignment is to find a news article about people moving from one place or another. They will be responsible for reading the article, writing a short summary of it, and marking the place of origin and destination of the people featured in it.
To guide students’ writing, I will ask them to answer the following questions in their summary:
• What is the title, publication name, and URL of your article?
• What country or countries does your article discuss?
• Is the human movement current or did it happen in the past? If so, when?
• What is causing people to leave this place?
• Is there anything that is attracting them to a new place?
The finished map would look something like this. You can click the markers on this map to read summaries and access the articles.
View Push-Pull News Map in a larger map
Conclusion: Review Map Results
We will take a few minutes at the end of class looking at our class map. Tomorrow, after I have had time to review the student summaries and map markers, we will debrief this assignment and explore a couple of the stories students found.
Assessment Plan
Assessment Plan (Major Assessments in Bold)
1. SWBAT: obtain geographic information from a variety of print and electronic sources.
• Scavenger Hunt – Discussion and Online Map
• Observation During Scavenger Hunt
• Mini-Conferences
• Scavenger Hunt
• Emigration Map
2. SWBAT: draw conclusions about the character of places based on a comparison of maps, aerial photos, and other images.
• Mini-Conferences
• Scavenger Hunt
• Emigration Map
3. SWBAT: make their own maps and utilize online interactive mapping software
• Mental Mapping – Daily Observation and Portfolio
• Scavenger Hunt – Discussion and Online Map
• Mini-Conferences
• Emigration Map
• Scavenger Hunt
4. SWBAT: …use maps to compare and contrast the characteristics of different populations
• NYT Worker Map – Exit Cards and Emigration Patterns
• Advanced Pair-and-Share – Emigration Stories
• Mini-Conferences
• Scavenger Hunt
5. SWBAT: explain general patterns of human movement using the concepts of push and pull factors.
• Mini-Conferences
• Emigration Map
1. SWBAT: obtain geographic information from a variety of print and electronic sources.
• Scavenger Hunt – Discussion and Online Map
• Observation During Scavenger Hunt
• Mini-Conferences
• Scavenger Hunt
• Emigration Map
2. SWBAT: draw conclusions about the character of places based on a comparison of maps, aerial photos, and other images.
• Mini-Conferences
• Scavenger Hunt
• Emigration Map
3. SWBAT: make their own maps and utilize online interactive mapping software
• Mental Mapping – Daily Observation and Portfolio
• Scavenger Hunt – Discussion and Online Map
• Mini-Conferences
• Emigration Map
• Scavenger Hunt
4. SWBAT: …use maps to compare and contrast the characteristics of different populations
• NYT Worker Map – Exit Cards and Emigration Patterns
• Advanced Pair-and-Share – Emigration Stories
• Mini-Conferences
• Scavenger Hunt
5. SWBAT: explain general patterns of human movement using the concepts of push and pull factors.
• Mini-Conferences
• Emigration Map
Thursday, May 14, 2009
First Day - Mental Mapping and Different Types of Maps
Overview: Students will be expected me to go over the syllabus or class rules and procedures on the first day of the semester. We’ll get to that during subsequent days. Today, I’d like to find out what kind of geographic skills my students are bringing with them into the classroom while setting the stage for the next four weeks.
Toward that end, we will establish our routine of entering class, reviewing the schedule on the board, and sharing New and Good items. “New and Good” is an activity in which the teacher asks students to share things that are new, good, or both. For example, a student might say “I set a personal best in the mile run,” or “I have a new baby sister.” This will only take a few minutes, but it’s a great way to get to know students and build community in the classroom.
Next, we will use the Zappos Shoe Map to discuss the various uses of maps in today’s world. After a brief discussion of this, I will introduce the concept of Mental Mapping, which we will use often in this class. Students will do a version of “Pair and Share” with their mental maps and then repeat the exercise.
Finally, I will give a brief presentation about different types of maps. I want to expand each student’s conception of what a map is and what maps might be used for.
Length of class period: 50 minutes
National or State Standard(s) Addressed
Minnesota DOE, Strand V., Substrand E. The student will use maps, globes, geographic information systems and other sources of information to analyze the natures of places at a variety of scales.
Lesson Outcomes/Objectives
SWBAT: draw a map of the United States with major geographic and physical features.
SWBAT: list three different types of maps.
SWBAT: evaluate professionally- and self-made maps.
Provisions for Individual Differences
This lesson should be possible for every student. Those who are spatially or artistically inclined will have no problem with it. Those who are not so inclined will have a chance to learn strategies for improving their spatial skills.
Materials Needed
Projector. Paper. Pencils. Colored pencils or markers could be used.
Sequence of Learning Activities
Anticipatory Set / Hook (time = 5 minutes ) Welcome. Brief overview of schedule on board. New and Good. I will have the Zappos shoe map on the screen. www.zappos.com/map. I want to get their attention and compel them to look at a map of the U.S., priming them for the activities to come.
Frame (time = 5 minutes) I will explain the concept of mental mapping – the way we represent different places on our own maps tells us something about what we think about those places. I will explain why it might be important to strengthen our mental mapping skills.
Activity 1 (time = 10 minutes): I will give each student an assignment sheet and a blank sheet of paper. I will give them five minutes to draw a quick map of the continental U.S. I will ask them to draw or mark the major features listed on the assignment sheet.
They will protest that it’s not enough time, but I will let them know that they are not being graded and I want them to put whatever is in their heads onto the page.
I will put a Google map of the U.S. on the screen. I have customized it with markings for each of our major features. I will ask each student to think about the least accurate points on their maps. They will pair up and help each other compare their maps to the one on the screen.
Activity 2 (time = 10 minutes): I will collect the students’ first maps. Then, I will give each of the students another blank sheet of paper and ask them to draw the map again from memory.
As a class, we will debrief, comparing our second maps to our first ones. (I will be doing the assignment along with the students, stressing that even an “expert” like me can always improve.)
Assessment: I do not expect that my students will be able to draw the map perfectly after two tries, but I do want to see improvement. Toward this end, I will watch as they make their first maps and collect information about their level of expertise as we discuss them. I will collect the first maps and take a look as they work on their second ones. Finally, I will be able to collect information about how they have improved as we compare the two maps.
My presentation about the different types of maps will include quite a few mini-brainstorming or mini pair-and-share questions. For example, I might ask, “What could a maps like this be used for?” Or, “Turn to your neighbor and talk about which of these maps would be best for finding driving directions.”
I do not want my students to take notes or try to memorize anything. I simply want them to know that there are a multitude of different maps, and that they are used for different purposes. We will get specific about these things later in the unit.
Toward that end, we will establish our routine of entering class, reviewing the schedule on the board, and sharing New and Good items. “New and Good” is an activity in which the teacher asks students to share things that are new, good, or both. For example, a student might say “I set a personal best in the mile run,” or “I have a new baby sister.” This will only take a few minutes, but it’s a great way to get to know students and build community in the classroom.
Next, we will use the Zappos Shoe Map to discuss the various uses of maps in today’s world. After a brief discussion of this, I will introduce the concept of Mental Mapping, which we will use often in this class. Students will do a version of “Pair and Share” with their mental maps and then repeat the exercise.
Finally, I will give a brief presentation about different types of maps. I want to expand each student’s conception of what a map is and what maps might be used for.
Length of class period: 50 minutes
National or State Standard(s) Addressed
Minnesota DOE, Strand V., Substrand E. The student will use maps, globes, geographic information systems and other sources of information to analyze the natures of places at a variety of scales.
Lesson Outcomes/Objectives
SWBAT: draw a map of the United States with major geographic and physical features.
SWBAT: list three different types of maps.
SWBAT: evaluate professionally- and self-made maps.
Provisions for Individual Differences
This lesson should be possible for every student. Those who are spatially or artistically inclined will have no problem with it. Those who are not so inclined will have a chance to learn strategies for improving their spatial skills.
Materials Needed
Projector. Paper. Pencils. Colored pencils or markers could be used.
Sequence of Learning Activities
Anticipatory Set / Hook (time = 5 minutes ) Welcome. Brief overview of schedule on board. New and Good. I will have the Zappos shoe map on the screen. www.zappos.com/map. I want to get their attention and compel them to look at a map of the U.S., priming them for the activities to come.
Frame (time = 5 minutes) I will explain the concept of mental mapping – the way we represent different places on our own maps tells us something about what we think about those places. I will explain why it might be important to strengthen our mental mapping skills.
Activity 1 (time = 10 minutes): I will give each student an assignment sheet and a blank sheet of paper. I will give them five minutes to draw a quick map of the continental U.S. I will ask them to draw or mark the major features listed on the assignment sheet.
They will protest that it’s not enough time, but I will let them know that they are not being graded and I want them to put whatever is in their heads onto the page.
I will put a Google map of the U.S. on the screen. I have customized it with markings for each of our major features. I will ask each student to think about the least accurate points on their maps. They will pair up and help each other compare their maps to the one on the screen.
Activity 2 (time = 10 minutes): I will collect the students’ first maps. Then, I will give each of the students another blank sheet of paper and ask them to draw the map again from memory.
As a class, we will debrief, comparing our second maps to our first ones. (I will be doing the assignment along with the students, stressing that even an “expert” like me can always improve.)
Assessment: I do not expect that my students will be able to draw the map perfectly after two tries, but I do want to see improvement. Toward this end, I will watch as they make their first maps and collect information about their level of expertise as we discuss them. I will collect the first maps and take a look as they work on their second ones. Finally, I will be able to collect information about how they have improved as we compare the two maps.
My presentation about the different types of maps will include quite a few mini-brainstorming or mini pair-and-share questions. For example, I might ask, “What could a maps like this be used for?” Or, “Turn to your neighbor and talk about which of these maps would be best for finding driving directions.”
I do not want my students to take notes or try to memorize anything. I simply want them to know that there are a multitude of different maps, and that they are used for different purposes. We will get specific about these things later in the unit.
Wednesday, May 13, 2009
Major Assessment: Emigration Map
Project Description and Rubric
Introduction
Somewhere in every American’s family history, there is a story of someone leaving their home for somewhere far away. Each student in this class has ancestors – parents, grandparents, great-grandparents, etc.- who came to America hoping for better lives.
In this project, we will create an Emigration Map for our class. Emigration happens when people leave one country or place to move to another. All of us have interesting stories about emigration in our families. We are going to collect those stories and create an online map that will paint a geographic picture of those stories.
Your job is to interview a member of your family and collect at least one story of a relative who moved to St. Paul or The United States from another city or country. After you have conducted your interview, you will earn how to create your own map on Google Maps and you will add information from your interview to a class map.
Objectives
You will be able to use online mapping software to explore the world and make your own maps.
You will be able to define “push and pull factors” and discuss how they affect human movement around the world.
Grading
This project is worth 20 points. Remember, our World of Maps unit is worth 100 total points, so this project is a big part of your grade. You will be rewarded for completing the assignments, asking questions, participating in class, and helping your classmates.
Part One: Interview - 5 points
___The interview was conducted.
___Basic data was collected (name, date and place of birth, date of emigration).
___Interview sheet is signed by family member and turned in.
___Family members’ reasons for emigration are recorded. Ask Why!
___Interview information is entered onto class spreadsheet.
Part Two: Emigration Story - 5 points
___Story is shared with at least one classmate.
___Basic details are included in written story.
___Reasons for emigration are included in written story.
___Written story has at least two paragraphs and uses complete sentences.
___Written story is handed in on time.
Part Three: Online Map- 5 points
___Place of origin is marked and labeled.
___Emigration story is included in label.
___Basic data is included in label.
___Line is drawn from place of origin to destination
___Spelling, grammar, and formatting are neat and correct.
Part Five: Participation and Generosity - 5 points
Participation points can be earned in many ways: asking questions in class, volunteering to share findings and examples, helping classmates, and general good behavior are a few examples. If you are a constructive member of our community and use resources properly, you will earn these five points.
Introduction
Somewhere in every American’s family history, there is a story of someone leaving their home for somewhere far away. Each student in this class has ancestors – parents, grandparents, great-grandparents, etc.- who came to America hoping for better lives.
In this project, we will create an Emigration Map for our class. Emigration happens when people leave one country or place to move to another. All of us have interesting stories about emigration in our families. We are going to collect those stories and create an online map that will paint a geographic picture of those stories.
Your job is to interview a member of your family and collect at least one story of a relative who moved to St. Paul or The United States from another city or country. After you have conducted your interview, you will earn how to create your own map on Google Maps and you will add information from your interview to a class map.
Objectives
You will be able to use online mapping software to explore the world and make your own maps.
You will be able to define “push and pull factors” and discuss how they affect human movement around the world.
Grading
This project is worth 20 points. Remember, our World of Maps unit is worth 100 total points, so this project is a big part of your grade. You will be rewarded for completing the assignments, asking questions, participating in class, and helping your classmates.
Part One: Interview - 5 points
___The interview was conducted.
___Basic data was collected (name, date and place of birth, date of emigration).
___Interview sheet is signed by family member and turned in.
___Family members’ reasons for emigration are recorded. Ask Why!
___Interview information is entered onto class spreadsheet.
Part Two: Emigration Story - 5 points
___Story is shared with at least one classmate.
___Basic details are included in written story.
___Reasons for emigration are included in written story.
___Written story has at least two paragraphs and uses complete sentences.
___Written story is handed in on time.
Part Three: Online Map- 5 points
___Place of origin is marked and labeled.
___Emigration story is included in label.
___Basic data is included in label.
___Line is drawn from place of origin to destination
___Spelling, grammar, and formatting are neat and correct.
Part Five: Participation and Generosity - 5 points
Participation points can be earned in many ways: asking questions in class, volunteering to share findings and examples, helping classmates, and general good behavior are a few examples. If you are a constructive member of our community and use resources properly, you will earn these five points.
Monday, May 11, 2009
Major Assessment: Google Maps Scavenger Hunt
Introduction
Google Maps and other online maps programs are great resource learning about our world. You can use them for finding places, learning about them with pictures and videos, sharing geographic information with others, and getting directions.
This project is designed to help you learn how to explore the world with online maps and answer basic questions about life in faraway places using the information you find in various types of maps.
I will provide you with a list of things to find. Some of them will be very specific things, but many of them will be open-ended so that you can make this project as interesting to you as possible.
Objectives
You will be able to obtain geographic information from a variety of print and electronic sources.
You will be able to: learn about life in different places using information found on maps.
You will be able to: use online mapping software to explore the world and make your own maps.
Grading
This project is worth 25 points. Remember, our World of Maps unit is worth 100 total points, so this project is a big part of your grade. You will be rewarded for completing the assignments, asking questions, participating in class, and helping your classmates.
Scavenger Hunt List (One point each)
Marked on Your Google Map
___A Big Ten University
___A Big Sky Conference College or University
___A place where farming is the #1 industry
___A place where fishing is the #1 industry
___An average town or village in a “Third World” nation
___A “place of origin” from a classmate’s Emigration Story
___A school or university in a country other than the United States
___The Mexican-American Border
___Ellis Island
___Two countries that border Iraq
___A major city by a river
___A major city by the ocean
___A major city by a lake
___A major city in the desert
Posted to Your Blog
___Driving directions to St. Paul from a U.S. college or university
___A one-paragraph comparison of your farming town and your fishing town
___A picture of your “Third-World” town or village
___A one-paragraph description of life in that village based on your picture
Format/Details (One Point Each)
___Each item is clearly marked and labeled
___Complete sentences are used in all writing
___Time on computers used constructively
___Maps successfully embedded on blog
Participation/Generosity (Three Points)
Participation points can be earned in many ways: asking questions in class, volunteering to share findings and examples, helping classmates, and general good behavior are a few examples. If you are a constructive member of our community and use resources properly, you will earn these five points.
Google Maps and other online maps programs are great resource learning about our world. You can use them for finding places, learning about them with pictures and videos, sharing geographic information with others, and getting directions.
This project is designed to help you learn how to explore the world with online maps and answer basic questions about life in faraway places using the information you find in various types of maps.
I will provide you with a list of things to find. Some of them will be very specific things, but many of them will be open-ended so that you can make this project as interesting to you as possible.
Objectives
You will be able to obtain geographic information from a variety of print and electronic sources.
You will be able to: learn about life in different places using information found on maps.
You will be able to: use online mapping software to explore the world and make your own maps.
Grading
This project is worth 25 points. Remember, our World of Maps unit is worth 100 total points, so this project is a big part of your grade. You will be rewarded for completing the assignments, asking questions, participating in class, and helping your classmates.
Scavenger Hunt List (One point each)
Marked on Your Google Map
___A Big Ten University
___A Big Sky Conference College or University
___A place where farming is the #1 industry
___A place where fishing is the #1 industry
___An average town or village in a “Third World” nation
___A “place of origin” from a classmate’s Emigration Story
___A school or university in a country other than the United States
___The Mexican-American Border
___Ellis Island
___Two countries that border Iraq
___A major city by a river
___A major city by the ocean
___A major city by a lake
___A major city in the desert
Posted to Your Blog
___Driving directions to St. Paul from a U.S. college or university
___A one-paragraph comparison of your farming town and your fishing town
___A picture of your “Third-World” town or village
___A one-paragraph description of life in that village based on your picture
Format/Details (One Point Each)
___Each item is clearly marked and labeled
___Complete sentences are used in all writing
___Time on computers used constructively
___Maps successfully embedded on blog
Participation/Generosity (Three Points)
Participation points can be earned in many ways: asking questions in class, volunteering to share findings and examples, helping classmates, and general good behavior are a few examples. If you are a constructive member of our community and use resources properly, you will earn these five points.
Emigration Map Example
Here is our class's Emigration Map. You can zoom in and out to look more closely at the points of origin for our family members. If you click on the icon, you can read a brief story about the relative and why they came to St. Paul. Enjoy!
View Emigration Map Sample in a larger map
View Emigration Map Sample in a larger map
Saturday, April 18, 2009
Subscribe to:
Comments (Atom)