KellyS3

=Stage 3 Plan Learning Experiences and Instruction=

// **Note:** **Each lesson must consider the TPACK framework.** // (How are you using technology as a teacher? How are your students using technology?) Aural: Verbal: Physical: Logical: Social: Solitary**: [|Recipes4Success Lesson Library]. Here you will find exciting, standards-based lessons for Tech4Learning products. Each lesson includes step-by-step directions for both teachers and students, as well as links to high-quality examples, templates, and support resources.
 * 1. (W)** **Where** (Students understand that....), **Why** (Real Life), **What** (MLR)
 * 2. (H)** **Hook** (Engage)
 * 3. (E)** **Equip** (Content - Students will know...), **Explore** ([|Graphic Organizer]), **Experience** ([|Cooperative Learning]), and Resources (Include Web resources)
 * 4. (R)** **Rethink, Revise, Rehearse,** and **Refine** (Feedback, [|Checking for Understanding])
 * 5. (E)** **Evaluate** (Formative Assessment)
 * 6. (T) Tailor** (use the seven [|Learning Styles])
 * Visual:
 * 7. (O)** **Organize** (Students will be able to ...), Product (Technology), and Timeframe (total minutes? over how many days?)

=Lesson 1 Facet (Self-Knowledge)= //A1 Researching and Developing Positions on Current Social Studies Issues Pre-K-2 Students identify and investigate research questions related to social studies by locating, organizing, and sharing information. c. Locate and collect information for a specific purpose from sources including maps, photographs, charts, and graphs. d. Organize findings. e. Share information gathered using oral and visual examples. A2 Making Decisions Using Social Studies Knowledge and Skills Pre-K-2// //Students make individual and collaborative decisions on matters related to social studies using research and discussion skills. a. Share ideas and listen to the ideas of others to reach individual and collaborative decisions and make plans.//
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * MLR: //Social Studies - A. Applications of Social Studies Processes, Knowledge, and Skills:// //Students apply critical thinking, a research process, and discipline-based processes and knowledge from civics/government, economics, geography, and history in authentic contexts.//

1. (W) This lesson activates students' prior knowledge about maps and helps them organize thoughts and questions before they begin exploring maps in detail. Students will use a KWS chart to become an active learner as they seek information about maps. 2. (H) Show students some books that will be kept on display throughout our unit. Hold up the books and read the titles, flip through a few pages of each book, and give them a little synopsis about each book. Get them excited and spark an interest in them to want to pick up those books to read later. After explain to students that we're going to learn how to organize the information we already know about maps and what we want to learn about maps through the use of a KWS chart. The K is for what we know, the W is for what we want to learn, and the S is for the possible sources we'll utilize along the way to validate why what we're learning is important and if the information is factual. Explain to students that when they begin studying new material it's crucial to determine prior knowledge about the topic and it's imperative to process what you want to learn about the topic so you will be motivated and energized in your efforts to uncover more facts about the topic. 3. (E) A huge KWS chart will be made on butcher paper and posted on a wall. Students will get 3 sticky notes to jot down their ideas for each section. After they will share their notes with one classmate and then stick their individual notes under the correct category. Finally we'll take the time to share and reflect upon everybody's thoughts. 4. (R) As sticky notes are read this will be a time for students to rethink the ideas they wrote. They'll be able to compare and contrast their ideas with their classmates. 5. (E) Model for students how to research if what they put in the What I Know column is accurate. Point out the rich resources (books, textbooks, examples of maps) that are housed in the classroom. Also Internet skills will be modeled by showing students websites they could visit such as http://www.infoplease.com to check for accuracy. They'll also be shown the Google search engine and be taught how to type in a search and how to narrow it down. This will be an opportunity for students to self-evaluate their work. 6. (T) Visual and Logical: use KWS chart to recognize and classify information to help them learn or understand it Aural: listen to classmates share ideas on sticky notes Verbal and Social: communicate what they know and what they want to know about maps Physical: able to move around sticky notes on chart Solitary: KWS chart allows students to analyze the different thoughts they have about maps 7. (O) This KWS chart will be on display throughout the whole unit and students will be encouraged to check it regularly. It will be incorporated into daily reading lessons as well. Sticky notes may be added at any time and as questions or new ideas arise they'll be able to write them down and post so all students in the class can share in everyone's new knowledge about maps or somebody may be able to answer a classmate's specific question. The technology used will be Google. This lesson will take an hour and a half. || =Lesson 2 Facet (Explanation)=

D1 Geographic Knowledge, Concepts, Themes, and Patterns Pre-K-2 Students understand the nature and basic ideas of geography. b. Create visual representations of the immediate neighborhood and community. c. Use basic maps and globes to identify local and distant places and locations, directions (including N, S, E, and W), and basic physical, environmental, and cultural features.//
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * MLR: //Social Studies - D. Geography: Students draw on concepts and processes from geography to understand issues involving people, places, and environments in the community, Maine, the United States, and world:

1. (W) This lesson will help students become familiar with maps as representations of real scenes and with map keys. Each student will create a map and a map key, understand that a map shows the view from above, and use a map key to interpret symbols and to locate places and objects on a map. 2. (H) Play "I Spy" game where students will be asked to point to the objects that I spy. For example: I spy the white board. Where is the white board? I spy the Smart Board. Where is the Smart Board? I spy my desk. What about my desk? I spy the windows. Where are the windows? Pose this question to spark their curiosity and enthusiasm for the topic. Why do we need to know where things are located in the classroom? Let's close our eyes. Do we still know where my desk is? Point to it. Try other objects. Gather students onto the rug to read aloud a story titled __Me on the Map__ by Joan Sweeney. Tell students this is a story about locating objects and about maps. Read a few pages and then pause, gather students reasons for wanting to read on in this book. 3. (E) Discuss the main points and pictures in the book. What new information about maps do you now know after the read aloud and what else would you like to know about maps? This is a good place to refer back to our KWS chart that we did in lesson 1. Tell students that they will each be constructing their own playground maps. 4. (R) Discuss the concept of symbols and map keys. Show them examples of each and also where the map key could be located on a map. Brainstorm some possible symbols, draw them on the board such as railroad crossing, lake, river, forest, factory, park, bridge, picnic area, hospital, school, town, road, capital, fire station, mountains, a house, and an airport. Use the Internet and Google map symbols to show them more examples. http://www.map-symbol.com/sym_lib.htm Allow time for students to practice drawing some of these symbols and think of some more on their own. 5. (E) Students will first list the things they would want in their ideal playground. Next they'll make a symbol for each thing. After they'll draw a map of the playground. They must place the symbols on the map and in the map key. The symbols in the map key must match the symbols used on the map. Finally they need to give their map a title and include a compass rose. Students will be given large white butcher paper, rulers, pencils, markers, and crayons to use while constructing their maps. An assessment rubric will be introduced to students so they know the expectations of the project. The rubric will be used to evaluate their final product of the map. 6. (T) Visual, Verbal, and Logical: make a map to organize information and communicate with classmates their ideal playground, explain process of how they constructed the map Aural and Social: listen to read aloud __Me on the Map__ and discuss new discoveries, have a conversation about the story Physical: I Spy game, students will have an opportunity to move around to different spaces in the room during the lesson Solitary: focus on the creation of your playground map, use book resources to learn more about map skills 7. (O) The completed maps and stories will be posted on the walls in the classroom and the hallway for students to refer back to throughout the unit. The technology used will be the internet to Google map symbols. This lesson will take four 45 minute periods. || =Lesson 3 (Application)=

A1 Researching and Developing Positions on Current Social Studies Issues Pre_K-2 Students identify and investigate research questions related to social studies by locating, organizing, and sharing information. d. Organize findings. e. Share information gathered using oral and visual examples. D. Geography Students draw on concepts and processes from geography to understand issues involving people, places, and environments in the community, Maine, the United States, and world. D1 Geographic, Knowledge, Concepts, Themes, and Patterns Pre-K-2 Students understand the nature and basic ideas of geography. a. Explain that geography is the study of the Earth's surface and peoples. b. Create visual representations of the immediate neighborhood and community. c.// //Use basic maps and globes to identify local and distant places and locations, directions (including N, S, E, and W), and basic physical, environmental, and cultural features.//
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * MLR: //Social Studies - A. Applications of Social Studies Processes, Knowledge, and Skills: Students apply critical thinking, a research process, and discipline-based processes and knowledge from civics/government, economics, geography, and history in authentic contexts.

1. (W) In this lesson students will make a class map that shows the routes they take when they travel from school to home. This activity will be a sneak peek into the final project when they will need to create their own individual map of their route from school to home. 2. (H) Using You Tube play a Map song/video done by a teacher and the Rockbots explaining why we need maps to get to places we're unfamiliar with. http://www.youtube.com/watch?v=g9A9jVVGtnc&feature=PlayList&p=E9C924DE8CBAA3E6&playnext They also sing about the importance of maps and embellish upon the compass rose. Play song/video two times and students will be encouraged to sing along. This song will also be given to the music teacher to incorporate into her music class with my students. 3. (E) Explain to the students that we will be making a large map that shows the routes they travel from school to home. Before we begin making the map, suggest that on their bus ride home today they need to play close attention to the names of the important streets along the way and the landmarks such as parks, stores, fire stations, and police stations. Have students keep in mind that we don't need too many details because it could get confusing, let's be sure to include just the most important details. Ask them to jot down the route and bring it into school the following day. They could also enlist the help from someone at home. Also provide them a piece of grid paper to try and mark their route from school to home with a colored line, add a compass rose to show directions, and draw a map key that shows what any symbols mean. 4. (R) The next day, collaboratively we will look at everyone's directions, maps, and then construct a large class map using butcher paper. If need be we will revise some directions and remember to include only the most important information. The map must have a compass rose and a map key. All students will play an active role in constructing this map. 5. (E) Students will evaluate and check for accuracy the maps they created by using a checklist. Once they fill out their own checklist they will get with a partner and share their results. After the individual student maps are completed and factual we will begin to map it out! Remind students to include a compass rose and a map key with matching symbols on the big map. 6. (T) Visual and Logical: construct a map showing how to get from their school to their home Verbal, Aural, and Physical: listen to You Tube Map song/video, can move about the room when it's playing and encouraged to sing along Social: many opportunities will be given to share student work Solitary: some of this lesson will be done independently 7. (O) This completed artifact will be revisited when it comes time for the final project. This lesson laid out the beginning stages of a much bigger end product. The technology used will be a You Tube video. Time frame - four 45 minute periods. || =Lesson 4 (Empathy)=

A3 Informational Texts Pre-K-2 Students read informational texts, within a grade appropriate span of text complexity, for different purposes. b. Restate facts from the text c. Follow one-step and two-step written instructions.// //C. Research: Students engage in inquiry by developing research questions, accessing and verifying a variety of sources, communicating findings, and applying the conventions of documentation. Students present findings orally, in writing, or using mixed media. C1 Research Pre-K-2 Students answer research questions by gathering information from print and non-print sources. b. Collect information for a specific purpose. c. Organize findings. d. Share information gathered using oral and visual examples.//
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * MLR: //Reading - A. Students read to comprehend, interpret, analyze, evaluate, and appreciate literary and expository texts by using a variety of strategies. They connect essential ideas, evaluate arguments, and analyze the various perspectives and ideas presented in a variety of literary and expository texts.

1. (W) This lesson will show students how to effectively use a helpful resource to get directions from Point A to Point B. They will be taught how to use MapQuest on the Internet where they will put in the information about their starting points and destinations. 2. (H) Students will be shown how to do a MapQuest search. http://mapquest.com/directions As an example I will model how to put in the information from Dirigo Elementary School to my house. Show students how it can be viewed differently, either you can see an aerial view or a street view. Point out and read aloud the directions that are given. 3. (E) Explain to students they will now use the laptops to do their own MapQuest search by putting in the school's address as the starting point and their home address as their destination. I will walk them through the necessary steps for a successful search by using the Smart Board. When ready students will print their personal directions. 4. (R) Students will refer back to their own written directions from lesson 3 and compare them to the printed ones from MapQuest. What components did they have in common? Was some of the same language used such as street names, routes, mileage, or intersections? If need be students can refine their own written directions. 5. (E) Students will be evaluating their own directions versus the online MapQuest directions through the use of a venn diagram. They will note the components they had in common along with the differences. 6. (T) Visual, Logical, and Verbal: view online map quest search, create venn diagram to use as an organizational tool, share information gathered with peers Aural and Social: listen and watch steps to take for an online MapQuest search, discuss with classmates what they found out in their search Physical: students will have the opportunity to move about in the classroom to share their completed venn diagrams Solitary: students will independently gather their MapQuest directions and print them out 7. (O) This lesson will take three 45 minute periods. Students will be able to use the internet as a resource to find accurate and detailed directions from their school to their house. They will also be able to organize the information gathered through the use of a venn diagram. The technology used will be MapQuest. || =Lesson 5 (Perspective)=

D1 Geographic Knowledge, Concepts, Themes, and Patterns Pre-K-2 Students understand the nature and basic ideas of geography. c. Use basic maps and globes to identify local and distant places and locations, directions (including N, S, E, and W), and basic physical, environmental, and cultural features.//
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * MLR: //Social Studies - D. Geography: Students draw on concepts and processes from geography to understand issues involving people, places, and environments in the community, Maine, the United States, and world:

1. (W) This lesson will explore the concept of cardinal directions and the compass rose to children, and help them locate north. After all students can easily identify north by pointing in that direction, review how they can find other directions when they know where north is. They will hold direction signs saying NORTH, SOUTH, EAST, and WEST and stand in the correct place in relation to north. They will need to know south is opposite of north and east is opposite of west. 2. (H) Children will play a game called "Compass Tag" using the cardinal directions to locate different objects around the classroom. 3. (E) Students will know that north, south, east, west, northeast, northwest, southeast, and southwest are called cardinal directions. They will also know that a compass rose is a symbol mapmakers use to show directions. Show them an example of a compass rose and help them locate north. All students will have the opportunity to make their own compass rose later in the lesson. The Smart Board will be used to show students an interactive map. They can practice using a compass rose by clicking on the arrow and watch the map change. http://www.eduplace.com/kids/socsci/books/applications/imaps/maps/g1_u3/index.html When children can easily identify north by pointing in that direction have them hold the direction signs and stand in the correct place in relation to north. Students will need to understand that south is opposite of north and east is opposite of west. 4. (R) The "Compass Tag" game will allow students to test and review their cardinal directions knowledge and understanding. Direction signs and pairs of similar objects will be placed in different parts of the room. For example, place one clipboard in the north, the other in the east. Then ask a player to tag one of them by saying "Find the clipboard in the east." The player must move to the correct clipboard and tag it. Keep playing until all have had a turn. Objects will be rotated so they are in different positions. This game could even be played in the gymnasium or outside. 5. (E) Students will be given a handout showing a compass rose all labeled and will have to answer questions about it. They will also be given patterns to a compass rose that they need to cut out and then assemble correctly on a large piece of paper. They'll attach the pieces in the correct spots, label the directional points on the paper, and finally color the compass rose. 6. (T) Visual and Logical: identify correct placements of hidden objects using cardinal directions Verbal and Social: ask classmates where objects are placed in the classroom, play cooperative learning game with peers Aural: listen to clues as to where to find hidden object Physical: moving around the classroom to different spots during the game and holding up directional signs Solitary: complete worksheet and assemble compass rose 7. (O) This lesson will take one 45 minute time period. Students will understand what cardinal directions are and be able to use a compass rose to locate objects. The technology used will be a web site on the Smart Board for students to use an interactive map to practice using a compass rose. || =Lesson 6 (Interpretation)=

A1 Researching and Developing Positions on Current Social Studies Issues Pre_K-2 Students identify and investigate research questions related to social studies by locating, organizing, and sharing information. a. Identify questions related to social studies. c. Locate and collect information for a specific purpose from sources including maps, photographs, charts, and graphs.// //d. Organize findings. e. Share information gathered using oral and visual examples. A2 Making Decisions Using Social Studies Knowledge and Skills Pre-K-2 Students make individual and collaborative decisions on matters related to social studies using research and discussion skills. a. Share ideas and listen to the ideas of others to reach individual and collaborative decisions and make plans.// //D. Geography: Students draw on concepts and processes from geography to understand issues involving people, places, and environments in the community, Maine, the United States, and world: D1 Geographic Knowledge, Concepts, Themes, and Patterns Pre-K-2 Students understand the nature and basic ideas of geography. c. Use basic maps and globes to identify local and distant places and locations, directions (including N, S, E, and W), and basic physical, environmental, and cultural features.//
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * MLR: //Social Studies - A. Applications of Social Studies Processes, Knowledge, and Skills: Students apply critical thinking, a research process, and discipline-based processes and knowledge from civics/government, economics, geography, and history in authentic contexts.

1. (W) This lesson will allow students to analyze many different types of maps. They will also use a digital camera to take pictures and experiment with recording their voice into the computer. 2. (H) Students will use a digital camera and practice taking pictures of their classmates. They will also be shown Garage Band and will practice speaking into the computer and recording their voice. 3. (E) Students will work with a partner to do a "map analysis" activity. Throughout this unit I've asked students to bring in any maps they may have at home or have found and I have done the same. Examples could include: road maps, grocery store product directories, amusement park maps, airport maps, hospital maps, etc... They will work with their assigned partner, rotate around the room to study the different types of maps, and they will fill out a map analysis worksheet as part of their assignment. Questions will include: What is the name of your map? Who would use this map and for what reason? Does your map have a map key? Is there a compass rose? What is the scale of your map? Does your map show cities, roads, and water? The questions will relate to all the essential map elements we've studied throughout the unit. 4. (R) Each pair will decide and agree upon the map they enjoyed looking at the most and filling out the map analysis sheet. They will look closely at that map again and be sure they answered each question thoughtfully and carefully. Next they will each take a turn holding up the map while the other one takes a picture of their partner using a digital camera and then loads the 2 pictures into iPhoto. After the pictures are finished they will use Garage Band program to read off the questions on the map analysis sheet and their answers. They will take turns going back and forth, one asks question, the other answers, then the one who answered asks the question, and so on. They will need to upload their 2 photos at the beginning of their pod cast. 5. (E) Students will be evaluated by the answers they give for the particular map they studied. 6. (T) Visual and Logical: use map analysis sheet to answer specific questions about maps Verbal and Social: students work together to choose a map and fill out the map analysis worksheet, mini-pod cast Aural: listen to partner's ideas for completing the map analysis sheet, hear other classmates finished mini-pod casts Physical: students will have the opportunity to rotate around the room to study the different types of maps Solitary: map analysis sheet allows students to check their work and reflect upon what they've done 7. (O) Students will be able to analyze a variety of maps and reflect upon the essential map elements we've covered throughout the unit. They will use a digital camera and gain some experience using iPhoto as well as Garage Band. The technologies used will be a digital camera, GarageBand, and iPhoto. This lesson will take four 45 minute periods. ||

2004 ASCD and Grant Wiggins and Jay McTighe