sfies

Stephanie Fies S574 Spring ‘09 Project 2 **Maturing Information Scientists **  Geography: Map Skills **Inquiry Skill **

The following lessons address the AASL Standards for the 21st Century Learner, standard 2.1.4. This standard aligns with the use of technology and other information tools to analyze and organize information. The first grade students begin the world of technology as a novice first learning how to open an Internet application and typing into the browser. As students progress through the grade levels, by fifth grade they have become more of an expert on how to manipulate the Internet and enable it to do the tasks they desire. The more mature the learner, the bigger role he or she can have as an inquirer or questioner. According to Callison, students should be placed in the role of “question raisers” through modeling shared by teachers and instructional media specialists. The levels instruction allows the student to evolve form a novice to an expert by taking the role of “question-raiser” to new and higher levels.


 * Overview **

The following lessons correlate with first and fifth grade academic standards in social studies. The unit encompasses geography focusing on lessons in map skills. Both lessons incorporate the use of technology, AASL 2.1.4, by accessing specific websites that allow students to construct individual meaning relating to the state standards. The first grade lesson focuses on cardinal directions and using them to describe the relationship of two locations. Latitude and longitude are the focus of the fifth grade lesson and using the coordinates to name a specific location. 

Teacher Materials

** Grade: ** First ** Materials: **  · Several Computers with Internet Access · Compass Rose with Cardinal Directions Labeled · Cardinal Directions Skills Sheet · 4 Large Sheets of Paper, Poster Size
 * Unit: ** Geography
 * Lesson: ** Map Skills Using Cardinal Directions
 * Goal: ** Introduce cardinal directions and how they are used to describe location.
 * Objective: ** Students will be able to name the relationship between their hometown of Dyer, Indiana and another geographic location through the use of cardinal directions.
 * Indiana State Standard: ** 1.3.1 Identify the cardinal directions (north, south, east and west) on maps and globes.
 * AASL Standards for the 21st Century Learner: ** 2.1.4. This standard aligns with the use of technology and other information tools to analyze and organize information.
 * Instruction: **

1) Introduce the following vocabulary to the class by writing the words on the board: north, south, east, and west.

2) Ask the students if they recognize these words and what they might be used for.

3) After words like //map// and //location// come out of the discussion, tell the class that they will be learning how to use these words to describe the relationship of two places.

4) Explain the correlation between north-up, south-down, east-right and west-left on a flat map.

5) As the students where they can find good maps for our activity. Guide them to the Internet and to digital maps like the ones found on MapQuest.

6) Split the class into small groups and hand students a Cardinal Direction Skills Sheet. Remind them to put their name and class number on the paper.

7) Tell the class that they will be working in groups and using maps on MapQuest to answer the questions on their sheet. Explain that MapQuest is a website that will make maps for any address that you type in the computer.

8) Allow the students to open the Internet browser and type in the web address, [|www.mapquest.com] . Write the address on the board for all to see.

9) Ask the students what city and state they live in. Then ask them which option to they think will create the most useful tool for this activity, maps or directions? Guide them toward maps.

10) Instruct the students to locate the Maps window and type in the city and state. Then click search. A basic map of the city and its surrounding areas should appear. A red star will mark the town.

11) Let the students look over the map and share anything they may recognize. Point out major features like state highways, bodies of water and large cities.

12) Refer the students to the Cardinal Direction Skills Sheet. Have each student locate their hometown (in this setting it would be Dyer, IN) and see what surrounds it. Read the directions on the sheet with them and ask the class to help generate a few examples. a. Dyer is south of Lake Michigan b. Dyer is east of Illinois.

13) Allow the groups time to work on their answers. Remind each student to record their own answers on their own sheet individually.
 * Conclusion: ** Regroup as a class and discuss everyone’s answers. Have the class generate four separate lists of all the places north, south, east and west of Dyer. Leave list displayed in classroom for several days for future reference.

 ** AASL Standards for the 21st Century Learner: ** 2.1.4. This standard aligns with the use of technology and other information tools to analyze and organize information. **Materials: **
 * Grade: ** Fifth
 * Unit: ** Geography
 * Lesson: ** Using Latitude and Longitude to Name a Specific Location
 * Goal: ** Introduce latitude and longitude and how they are used to describe location.
 * Objective: ** Students will be able to name the relationship between latitude and longitude and designate coordinates of a specific location.
 * Indiana State Standard: ** 5.3.1 Demonstrate that lines of latitude and longitude are measured in degrees of a circle, that places can be precisely located where these lines intersect, and that location can be stated in terms of degrees north or south of the equator and east or west of the prime meridian. 

 · Several Computers with Internet Access · Large Globe · Latitude and Longitude Skills Sheet
 * Instruction: **

1) Introduce the following vocabulary to the class by writing the words on the board: latitude and longitude.

2) Ask the students if they recognize these words and what they might be used for.

3) After discussing their projected meaning, display a large globe for the whole class to see. Point out the lines of latitude and longitude. Allow the students to see how they cut the globe into sections.

4) Ask the class to see if they can find where the two types of lines intersect. Encourage then to look at it as a large grid of intersecting lines that covers the earth.

5) Point out the numbers on the globe and identify any patterns. Students should see the increments increasing or decreasing by 20⁰. Let the class generate questions such as what the letters after the numbers mean. They should come to the conclusion that the letters stand for the cardinal directions north, south, east and west.

6) Point out the Prime Meridian and the Equator. Explain that these two lines are where latitude and longitude begin. The Prime Meridian is 0⁰ of longitude and the Equator is 0⁰ of latitude. TO help distinguish the two, tell the class that “Latitude is Flatitude”. This will remind them that lines of latitude are flat or horizontal where lines of longitude are vertical or up and down.

7) Focus on the Primer Meridian by showing how the number increase as you go left or right of the line. Explain that going to the right of the line is east and that is why the number is followed by an E. When going right one is going west which is marked by a W. 8) Focus on the Equator. The Equator is 0⁰ and the numbers increase as you go up (north) and down (south). Explain that the N and S after the degree is how many degrees north or south of the equator the line is.

9) Ask the class why they believe we have this grid system, what purpose does it serve? Guide them towards a conclusion relating to pinpointing a location on the earth.

10) Explain to the class that they will be naming a location on the earth by lines of latitude and longitude. 11) Split the class into six groups. Each group will be assigned a continent to focus on and five specific locations in which they must give the coordinates for in degrees of latitude and longitude. 12) Give each student a Latitude and Longitude Skills Sheet. Each member of the group will need to fill out their own. Remind them to put their name and class number on the sheet. 13) Allow each group to log on to the Internet and go to the following website, []. Students may refer to their skills sheet as a reference. 14) Instruct each student to select the group’s continent from the links on the left of the page. Countries can be zoomed in on by clicking the name of the country.

15) Allow each group time to work together and complete the skills sheet.
 * Conclusion: ** Regroup as a class and discuss everyone’s answers. Divide the chalk board into four equal sections by drawing a “t”. Label each corner as such: upper left corner - West Longitude and North Latitude, upper right corner – East Longitude and North Latitude, lower left corner – West Longitude and South Latitude, lower right corner – East longitude and south latitude. Let each group put the name and coordinates of each location on a sticky note and post it to the correct quadrant on the board. When finished, compare the map on the board to the globe. Discuss any patterns and observations the students notice.

The two lessons presented align with the information literacy standard relating to using technology to analyze and organize information. In both lessons, the technology used is the Internet software provided by MapQuest. At the beginning or novice level, the first grade lesson introduces students to simple maps of a familiar area, their hometown. Students learn how to select a region and use the search option. Once the map is located, social studies standards are used to compare the location of the hometown to other items on the map through the use of cardinal directions. Both map skills and information literacy skills are built upon in the fifth grade lesson. Fifth grade students also use the MapQuest Application but at a more advanced level. They have to locate specific continents, countries and cities by searching through the links and familiarize themselves with the organized hierarchical structure of the links. The social studies standard is built upon as well and students have matured to using lines of latitude and longitude to describe specific areas instead of just cardinal directions. The expectations for the skills increase as the age and exposure of the student increases. I believe that both information inquiry standards and state standards are most effective when built upon. The foundation should be set and introduced in the lower levels and then continually revisited and increased as the age progresses to help move along maturation of both content and inquiry knowledge. Therefore, by fifth grade students should be able to use the social studies content knowledge and learned information inquiry skills to achieve the desired task. Teachers and instructional media specialist help in this process by modeling and encouraging exploration in the impressionable learners.
 * Lesson Comparison **

<span style="font-size: 12pt; background-color: rgb(255,255,255);">Callison, Daniel and Preddy, Leslie. __The Blue Book on Information Age Inquiry, Instruction, and Literacy.__ Westport, Connecticut: Libraries Unlimited, 2006.
 * Works Cited **


 * Additional Activities/Resources for Seventh Grade:**

Posted by Darren Mills

Students moving into seventh grade should be familiar with the use of basic maps and globes. They should also be able to successfully locate major cities using longitude and latitude. Being able to read and utilize more detailed maps, such as a topographical map, will be more difficult for students.

Here is a suggested activity to use to teach seventh grade students how to use a topographical map. Have the students sculpt a miniature mountain using clay. Once they have completed this task they will then need to translate their mountain into a topographical map. Their translation should be complete with a map key as well as a date, orientation, grid, scale, title, author, index, legend, and sources (known as Dogstails). Keep in mind that you will need to have some basic topographical maps on hand for the students to refer to as an example. There are plenty of [|examples] on Google images that you can either put on a transparency for an overhead projector or display on a data projector. You may also want to have the students complete the [|Map Reading Activity.docx] before beginning their sculptures.

At the end of the project have the students present their mountains and topographic maps in an oral presentation. The students should explain the relationship between their mountain and maps in their oral presentation. They should also be able to explain what would change on their maps should something change on the mountain.

If time permits, have the students exchange their maps and then sculpt a mountain based off the topographical map they are reading. This portion of the activity will allow the students to get some firsthand experience with reading and utilizing a topographical map. An additional requirement that you may want to add is the addition of at least one water feature (streams, rivers, ponds, lakes).

In completing this activity the students will take part in acquiring, organizing and analyzing geographic information. They will also gain firsthand knowledge of what type of information is included and the representation of various symbols in a topographical map.

At the end of the project distribute a local topographical map. Have the students read and analyze the map and write a one to two page report (depending on how much variation there is in your area) explaining the map’s features.

Additional Lesson Plan: Fourth Grade
Rusty Heckaman


 * Indiana State Standard:**
 * 4.3.3 Places and Regions : Locate Indiana on a map as one of the 50 United States. Identify and describe the location of the state capital, major cities and rivers in Indiana, and place these on a blank map of the state. (Core Standard)


 * AASL Standard:**
 * 1.1.9 Collaborate with others to broaden and deepen understanding


 * Materials:**
 * Computers with internet access
 * Outdoor space
 * Rope or chalk
 * Safety cones

Day 1:** 1. Introduce the students to the key features of the state
 * Lesson Plan:
 * capital and major cities
 * boundaries
 * rivers

2. Divide the class three groups 3. Assign each group one of the key features 4. Explain to the students that they will need to learn about their feature know significant facts, history, location about and be prepared to share the information. May use a KWL chart to help students identify what they will need to learn about their feature.
 * Day 2:**
 * each individual in the group should then choose one river, city, or boundary to focus upon

5. Spend class time conducting research in the media center using available resources and online material
 * Day 3:**
 * assistance should be provided by librarian and teacher to ensure students are using reliable sources

6. Students should use time to compile their gathered information into presentable facts, figures, and history. Students can collaborate with group members to focus their information and to get feedback.
 * Day 4:**

7. Take the class outside to either a large grassy or paved area. 8. Provide the students in the boundaries and rivers groups with either rope or chalk depending upon surface. 9. Provide the students in the cities and capital group with safety cones. 10. Each student will use their item to identify their feature and then present to the class their facts, figures, and historical information. 11. Upon completion the class should have a large map of the state with key features indicated. Melisa McCain
 * Day 5:**
 * Students will create boundaries and rivers with their chalk or rope and place cones to identify their cities
 * <span style="font-size: 18pt; line-height: 115%; font-family: 'Arial Black','sans-serif'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Arial; mso-bidi-font-size: 11.0pt;">Extension Idea **<span style="font-size: 12pt; line-height: 115%; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman';">

//<span style="font-size: 9.5pt; line-height: 115%; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-size: 11.0pt;">The more mature the learner, the bigger role he or she can have as an inquirer or questioner. According to Callison, students should be placed in the role of “question raisers” through modeling shared by teachers and instructional media specialists. The levels instruction allows the student to evolve form a novice to an expert by taking the role of “question-raiser” to new and higher levels. //<span style="font-size: 12pt; line-height: 115%; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman';"> <span style="font-size: 10pt; line-height: 115%; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman';"> <span style="font-size: 12pt; line-height: 115%; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman';">Here is an extension suggestion that I believe would be beneficial for any grade level in helping students evolve from a novice to an expert by taking the role of “question-raiser” to new and higher levels. <span style="font-size: 12pt; line-height: 115%; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman';">Begin the lesson with the open ended, higher level inquiry, "Why do we use maps?" or "How do maps help us?" Allow students to brainstorm a list of questions that would support the inquiry, for example: When do we use maps? What is the difference between a map, globe, and atlas? What information can be found by using a map?...
 * <span style="font-size: 10pt; line-height: 115%; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman';">You commented: **<span style="font-size: 12pt; line-height: 115%; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman';">
 * <span style="font-size: 10pt; line-height: 115%; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman';">Extension Suggestion: **<span style="font-size: 12pt; line-height: 115%; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman';">

If students have a difficult time developing supporting questions, try this suggestion from Dr. Jann Leppien, University of Great Falls, MT: <span style="font-size: 10pt; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman';">Use red paper to print the [|cube for "who, what/which, why, when, where, and how."] <span style="font-size: 10pt; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman';">Use blue paper to print the [|cube for "can, would, is, will, might, did."] <span style="font-size: 10pt; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman';"> <span style="font-size: 10pt; line-height: 115%; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman';">Have students work independently or together to toss cubes and generate questions to support their inquiry for their research study. Students should record questions on [|record sheet]. Some questions may sound contrived and not too useful; so choose 4 - 6 "keepers" from the list. <span style="font-size: 12pt; line-height: 115%; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman';">As the students find answers for the skills sheet, they could also collect information for the inquiry questions.