Before (Planning Phase)
The teacher should have a prepared map of a bedroom, a title to place on the map later, and a key to also place on the map.
Student desks should be in groups of 4
Each group will need:
Glue stick
White card stock
Colored construction paper
Pencils
Lesson Topic and Name: Mapping with Shapes
Content Area(s) Focus: Identifying/Developing Map Elements
Step 1: Facts about the Student Learners
The 2nd grade classroom consists of a total of 23 students: 11 Caucasian, 8 African American, 3 Hispanic, 1 Chinese.
Three students are English Language Learners. Two, Penelope and Jose, are from Mexico and the other, Simon, is from China. Jose struggles with attention span and following directions given to him. Penelope is
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quite developed in her language skills and is very passionate about doing well in school. Although Simon is an ELL student, he is very developed socially. Simon enjoys talking with his friends and working in groups. Tyler has a speech impairment, stuttering, and receives weekly speech therapy with the speech pathologist.
Many students in the classroom are visual learners. The teacher finds that integrating technology often yields greater interest in the lesson. The teacher has also found that when incorporating a song into the lesson, students’ attentiveness increases.
Pause and Reflect About Specific Students
Jose will be placed in a group with students who remain on task in order to encourage him to stay focused.
Step 2: Content:
Students will learn about maps, legends, and map titles. Students will develop their own map with a group.
MA2013(2) 24. Recognize and draw shapes having specified attributes such as a given number of angles or a given number of equal faces. (Sizes are compared directly or visually, not compared by measuring.) Identify triangles, quadrilaterals, pentagons, hexagons, and cubes. [2-G1]
SS2010(2) Living and Working Together in State and Nation 6. Identify states, continents, oceans, and the equator using maps, globes, and technology.
• Identifying map elements, including title, legend, compass rose, and scale
ACOS Standard Correlation:
Instructional Objective:
Students will work in groups to construct a simple map of an
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area. Students will investigate the elements of a map. Students will evaluate a map. Students will be exposed to the states of our continent. Differentiation Considerations: The teacher will use a visual aid to present the lesson. The students will create a map with paper and cut out shapes. Step 3: Products Showing Student Success The students will develop a map of a bedroom as a group. The map will include shapes to represent items, a key/legend, and a title. The teacher will view the map to determine the students understanding of a map, map title, and legend. Pause and Reflect Jose should be placed near the front of the board while presenting the map in order to keep him attentive. Pause and Reflect about Specific Students: Each group will have a map to display, these maps will enter a portfolio because not every child will have one today. Step 4: Processes of Instruction (Indicate options). Instructional Formats Considerations: Adapting Lectures Activity-Based-Students will create a map of a bedroom. Experiential Simulations/Role Play Group Investigation Discovery Learning Computer/Web-Based Self-Directed Stations/Centers Integrated Cross-Curricular Thematic Unit/Lesson Pause and Reflect About Specific Students This lesson includes elements for auditory, tactile, kinesthetic learners. Instructional Arrangements Considerations: Cooperative Learning Structures Same or Cross-Age Peer Tutors Independent Whole Group- The teacher and the students will discuss the map on the poster, and the elements of the map. Small Group One-to-One, Teacher-Student Instruction Instructional Strategies Considerations: Choose Research-Based Strategies Apply Concepts from Multiple Intelligences Integration of the Arts-Students will use an artistic approach to develop a map. Use Taxonomies Cognitive Affective Psychomotor Social and Physical Environments Considerations: Room Arrangements- Students will have their desks in groups of four. Use of Space Outside the Class Social Norms/Expectations Positive Behavioral Supports Environmental Alterations Pause and Reflect Implementation Phase Sequence Engage: The teacher will present the students with a model map of a bedroom on a poster board.
Items in the bedroom will be represented by shapes (bed-rectangle, side table- square, lamp-circle, etc.) with recognizable features. The teacher will ask the students “Does anyone think they know what this is a picture of?” Students will be given the opportunity to decipher the map.
Explain:
After students spend time working to find what the picture is of and given the chance to share, the teacher will attach the title and the legend/ key. The teacher will tell the students that this is a picture of a map, a map of a bedroom. The teacher will also explain what the purpose of the title and the key on a map are. The students with the teacher will discuss why this title and this key clarify that this picture is a map of the bedroom.
“A title tells the person viewing the map, what the map is of.”
“The key or legend tells the person viewing the map what is included on the map”
“The key has all of the shapes included on the map, so that we as map readers can match the key with the map to know what the map says”
Students with the teacher will determine what object the rectangle represents, what object the circle represents, etc based on the
legend. Explore: The student desks are in groups of four. Each group will be given 1 sheet of white cardstock, and at least 5 sheets of colored construction paper. The teacher will explain that the groups are going to design their own bedroom map. Students will use the colored construction paper to cut out shapes to represent items in the bedroom. Students will give their map a title, complete a key/legend for the map, and glue the items in the “bedroom”. Evaluate: The teacher will be able to assess students understanding of a map based on the success of the development of their own map. The students will present their bedroom to the class. They will explain their title, their key, and the shapes they chose to represent objects. Elaborate/Extend: The teacher and students will discuss other maps that they have seen. The teacher will review the elements of a map and then show the video https://www.youtube.com/watch?v=_E2CNZIlVIg. The students will discuss the map of the United States and why it is important.
In a world where geography only makes the headlines or points of coffee house discussion if a new study is released about how terrible students are at it, however, amazingly there ARE still students and people alike that simply love it and are thriving in their point of interest. Some stare at maps endlessly searching for things that most people would never even care to look at such as what makes this state similar with this state or why is the population more or less here. Some long to find and view the rarest maps available; others embrace the future by participating in an activity known as geocaching. Geocaching is when the participant visits special areas with “treasures” hidden using their GPS devices and smartphones. Some people even draw thousands of their own imaginary maps, highlighting details in worlds and countries they long to visit.
Until the 1950s, Atlases were mostly comprised of maps that simply show space and place. However in 1953, the World Geo-Graphic Atlas, published by Walter Paepcke’s Container Corporation of America (CCA) with Herbert Bayer, changed people’s notion of what maps look like and what information they contain. Bayer believed, that maps were “a record of time and perhaps even a tool of prognostication.” By the use of Isotypes (International System of Typographic Picture Education), Bayer created an atlas that is universal, therefore allowed viewers to understand complex data more clearly and easily.
Lesson plans are very well organized including visuals for the materials being illustrated. Academic vocabulary is addressed in many ways. For example, key concept and vocabulary words will be introduced to the students at start of lesson using building background. Students will be provided a hard copy of anticipation guide and words will be displayed on the Smart Board, too. Students will be provided with
The Beauty of Maps, (2010- ), BBC series, Part 1, Medieval Maps: Mapping the Medieval Mind.
Before viewing the B1 TAP ASL Intro to Biology video, I tried to recall what I had done on my very first mapping assignment. I remembered that I had focused on specific words the speaker used in the boundary water video. I decided this time to try to focus more on the overall message. Watching the video, I realized the speaker was trying to communicate what an interpreter should do to successfully interpret for this biology class. For the random map, I selected pictures depicting things in a classroom and the people involved in this setting. After the viewing
The text gives an overview of the more detailed information that is on the map. An example would be from the text “Figurative Map of the successive losses in men” and the map showing the troop amounts at the beginning of the campaign and the losses of men till the conclusion.
Jed Martin is a French artist who became famous by photographing maps. Throughout The Map and the Territory by Michel Houellebecq there are a lot of metaphors associated with the title. Jed is able to shift his career from a lowly photographer up to a popular artist. He makes this transition by taking pictures of Michelin maps (Houellebecq 33). He finds these maps magnificent and rich in emotion and meaning. He views looking at a map as becoming a kind of “god” looking down on the villages and imagining the destination of the souls that occupy them (Houellebecq 28). Jed’s father, Jean-Pierre, was an architect which is a profession that often work with maps to design territory. His father had been praised for his seaside resort and the
Shelves and storage: You will need a lot of shelving to store many things in. The back shelves by the door will hold the students items in and they can access them when
The story map I have created is to be used as the explain element in an inquiry-based lesson. The story map breaks down how and why beach erosion occurs. Each factor of beach erosion that is mentioned is explained. The story map is easy to follow and comprehend for students that have little or no background knowledge of erosion. The lesson would start with the engage, I would discuss my experience at the beach and allow students to share their experiences. This will be to focus on a beach’s features. The explore of this lesson would have to be an activity where students are to identify in what ways a beach has eroded and what could have led to the beach erosion. The students would work in groups and document the information discussed. There
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"Types of Thematic Maps." Types of Thematic Maps. Slippery Rock University, n.d. Web. 03 Apr.
Student will be able to identify 12 letters, name 8 colors, and name 4 shapes.
Stop bothering me, or you two will regret it.” Then Ribbon became curious, stopped babbling, and asked, “What map? Is it the one that the kids found yesterday? Is your map the one that the kids put into our sewing basket and forgot about it?” The “One and the same”.
Wright (1989) ,states that, “pictures are very important in helping students to retell experiences or understand something since they can represent a place, an object, people, etc.” (as cited in Yusuf, 2011). Latuheru (1988) states that “Pictures have several functions in the teaching and learning process”. First, picture can translate abstract ideas into more realistic forms, from the picture learner can easily imagine about what they will talk about. Second, pictures are easily obtained, e.g. from school books, newspapers and magazines, it it easier for the students to relate the picture with what they want to talk about. Third, pictures are usable in different kinds of
1. Instructional Context-My class includes 25 five and six year old kindergartners; 24 African-American students and 1 Caucasian student. I have 11 girls and 14 boys in my full-day kindergarten class where I teach language arts, math, science, social studies, and health.