Map Skills Unit: Day 5 Lesson Plan Third Grade Learning Centers I.

Objectives Virginia Standards of Learning:

History and Social Studies VA SOL 3.5: The student will develop map skills by
a) Positioning and labeling the seven continents and five oceans to create a world map; b) Using the equator and prime meridian to identify the Northern, Southern, Eastern, and Western Hemispheres; c) Locating the countries of Spain, England, and France; d) Locating the regions in the Americas explored by Christopher Columbus (San Salvador in the Bahamas), Juan Ponce de Len (near St. Augustine, Florida), Jacques Cartier (near Quebec, Canada), and Christopher Newport (Jamestown, Virginia); e) Locating specific places, using a simple letter-number grid system. Writing VA SOL 3.8: The student will write legibly in cursive. Science VA SOL 3.1: The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by planning and conducting investigations in which c) Objects with similar characteristics or properties are classified into at least two sets and two subsets Science Big Idea: Science uses both logic and innovation. Innovation has always been an important part of science. Scientists draw upon their creativity to visualize how nature works, using analogies, metaphors, and mathematics. We can see how science innovation makes our lives easier as our map sources have gone from a simple 2-D Map to a physical globe with no zooming capability to a an electronic globe that one can manipulate to see continents, but then zoom in to see a building. NCSS Themes: People, Place, and Environment o The students will review the location of the seven continents and the five oceans o The students will review that the equator and the prime meridian are used to create the Northern, Southern, Eastern, and Western Hemispheres o The students will review the location of the countries that sponsored the explorers and also the regions the explorers explored (How do maps, globes, geographic tools and geospatial technologies contribute to the
understanding of people, places, and environments?)

Time, Continuity, and Change The students will go on a Virtual Field Trip and will see illustrations of locations from the past and how these locations look today. (How has the world
changed and how might it change in future?)

Essential Questions Where are the seven continents and five oceans located in the world? What are the equator and the prime meridian? How do the equator and prime meridian divide the globe into hemispheres? What are the four hemispheres? What is a simple letter-number grid system? How do we use a simple letter-number grid system on maps? 1

Where is Christopher Columbus sponsor country located on a map? Where is the region that Christopher Columbus explored, located on a map? Where is Juan Ponce de Lens sponsor country located on a map? Where is the region that Juan Ponce de Len explored, located on a map? Where is Jacques Cartiers sponsor country located on a map? Where is the region that Jacques Cartier explored, located on a map? Where is Christopher Newports sponsor country located on a map? Where is the region that Christopher Newport explored, located on a map?

Objective: Students will be able to demonstrate map skills by: a) Positioning and labeling the seven continents and five oceans to create a world map; b) Using the equator and prime meridian to identify the Northern, Southern, Eastern, and Western Hemispheres; c) Locating the countries of Spain, England, and France; d) Locating the regions in the Americas explored by Christopher Columbus (San Salvador in the Bahamas), Juan Ponce de Len (near St. Augustine, Florida), Jacques Cartier (near Quebec, Canada), and Christopher Newport (Jamestown, Virginia); II. Materials for Learning Activities There are 21 students in the classroom. Make sure to check-out ahead of time 22 laptops total (11 for center# 1 and 11 for center #2). Center #1 Materials 1. 11 Laptops 2. Google Earth Program 3. Fire Evacuation Map use the one on the wall in the classroom 4. Map of North America use the map that rolls down and is on top of the SMART Board 5. Venn Diagram Handout 6. Pencil Center #2 Materials 1. Resource teacher (if available) to help with the stations. If there is no resource teacher available for this day, then the teacher can train a student from each of the two center groups ahead of time on how to navigate through the virtual field trip so that they can help their peers in their respective groups and not interrupt the teacher in station #1. The students just need to know to how to click on the arrows at the bottom of the virtual field trip screen to move forward or back (see Center #2 Instructions). 2. 11 laptops 3. Center #2 Instructions 4. Center #2 Exit Ticket 5. Exit Ticket Basket (found in the back of the room) 6. Pencil 7. Virtual Field Trip Found under the folder Teacher Share Third Grade Virtual Field Trips A Field Trip to the Lands Explored by Christopher Columbus, Juan Ponce de Leon, Christopher Newport, and Jacques Cartier Make sure to have the virtual field trip on the computer ready for the students to view 2

Homework and/or Extension Materials 1. Concept Sort Handout 2. Folders for Concept Sort 3. World Map Labeling Handout 4. Scissors 5. Glue 6. Crayons or Markers

III. Procedures for Learning Activities Introduction (Whole Group, 7 minutes) o In quick successions, the students will review the concepts learned in our unit by asking the class a question using any of the concepts they have learned up to now. Each table group will pick two questions to ask the rest of the class and they will pick the students to answer their questions, however, the students must be raising their hand in order to answer to avoid putting students on the spot. If no one knows the answer, then the table group that asked the question will answer it. The teacher gives instructions for each learning center.

Instructional strategies (Whole Group and Independent, 50 minutes) o Center #1: Google Earth (with the teacher, 25 minutes ) Center #1 Materials: Google Earth on each laptop (11 laptops), Venn Diagram Handout, Fire Evacuation Map, Map of North America (found on top of SMART Board) The teacher will have Google Earth ready on each of the computers The teacher will show them the fire evacuation route map of Brookfield Elementary School and say that this is where we are currently located (the teacher will point to the specific room). Just by looking at this map, would I know what state or country I am in? The teacher shows them a map of North America and says: Now I have a map that shows the Unites states, can I now see our school? How could we solve this problem? As scientists these are the types of questions we think about in order to make life easier through innovation. The teacher asks: What is innovation? The teacher discusses the term with the students. The teacher discusses that science uses both logic and innovation. Innovation has always been an important part of science. Scientists draw upon their creativity to visualize how nature works, using analogies, metaphors, and mathematics. We can see how science innovation makes our lives easier as our map sources have gone from a simple 2-D Map to a physical globe with no zooming capability to an electronic globe that one can manipulate to see continents, but then zoom in to see a building. The teacher will ask: Have you ever wondered what your school looks like on a map of the world? The teacher introduces them to Google Earth and has the students follow along her same steps on the computer so they can find the school on Google Earth. 3

Then the teacher will show them how to zoom out to show Chantilly, then Virginia, then the USA, then North America, and then the planet. The teacher will divide the students into two groups so they can fill out the Venn Diagram handout together. The students will note the similarities and differences among a map, a globe, and Google Earth. The students will do their writing in cursive and each student must have an input. The students have already done a Venn Diagram for similarities and differences between a map and a globe on the first day of our unit, so they should have some background knowledge for these two comparisons. If there is still time for this center then the students can individually manipulate Google Earth to discover new things. When the teacher is done explaining Google Earth to the students in the first station and the students are done with the virtual field trip in the second station, then the teacher will make sure the virtual field trip station in the second station is set up for the next group.

Center #2: Virtual Field Trip (Independent, 25 minutes) Materials: Center #2 Instructions, Center #2 Exit Ticket, Exit Ticket Basket, Virtual Field Trip, and 11 laptops - each student in this center will need a laptop to explore the virtual field trip individually The virtual field trip can be found under the folder Teacher Share Third Grade Virtual Field Trips A Field Trip to the Lands Explored by Christopher Columbus, Juan Ponce de Leon, Christopher Newport, and Jacques Cartier Make sure to have the virtual field trip on the computer ready for the students to view Place an instruction sheet at this center, next to the laptops, so the students know what to do. Place the exit tickets at this station, next to the laptops, so the students can take one after they finish the virtual field trip. Let the students know where the exit tickets are located. The students will view the Virtual Field Trip. After the students complete the trip, they will answer the exit ticket question (writing must be in cursive): What I liked best about my trip to the lands explored by Christopher Columbus, Juan Ponce de Leon, Jacques Cartier, and Christopher Newport was After the first group finishes the virtual field trip, the teacher, resource teacher (if available), or trained student from that particular group will set up the trip for the next group.

Summary (Whole Group, 3 minutes) o The teacher will ask the students what was hard or easy about our learning today. The teacher may also ask what was their favorite part or least favorite part about learning

today. The teacher can get ideas on how to teach this lesson better by listening to the students feedback. o Homework: The students can pick between the following two activities: Concept Sort Materials: Concept Sort Handout, folder, scissors, and glue Instructions: Cut out the labels and sort them according to headers that relate to the word. Glue the words below the header in the folder. At the bottom of each column, explain why you sorted the way you did. Note: some words can belong to more than one header and some words may not belong to any of the headers

World Map Labeling Handout Materials: markers or crayons, scissors, and glue Instructions: o Cut out the labels and paste them on the map. o Draw a line to represent the Equator and another line to represent the Prime Meridian

Extension o If time permits the students can do one of the homework assignments (Concept Sort or World Map Labeling Handout) in class and do the other activity as homework.

IV. Assessment Before: Concept Review The students will answer questions about the concepts we have learned throughout the unit, and the teacher will be able to assess understanding and clarify any misunderstandings. During: Venn Diagram in Station #1 - The students will note the similarities and differences among a map, a globe, and Google Earth. During: Center #2 Exit Ticket - What I liked best about my trip to the lands explored by Christopher Columbus, Juan Ponce de Leon, Jacques Cartier, and Christopher Newport was After: Handout Completion The teacher will use the students product at the centers to assess understanding of the objectives. After: Homework Completion Concept Sort or World Map Labeling Handout V. Differentiation and Accommodations Differentiation Multiple Intelligences: o Visual-Spatial: The teacher will use Google Earth to show the students where they live in relation to the world. The students will enjoy learning while watching the Virtual Field Trip. o Bodily-Kinesthetic: Students will be able to cut and glue the labels necessary for the Concept Sort and the World Map Labeling activities. o Interpersonal: The students will have the opportunity to learn through interaction with their peers in the question review activity at the beginning of the lesson.

Linguistic: The students will be able to sort words according to how each concept relates to the other. They will also be able to share their ideas during the Think, Pair, Share activity and will benefit from extra examples and explanations given verbally by the teacher. o Logical-Mathematical: The students will be able to see the relationship between themselves and the world in terms of location during the Google Earth center. Process: In the extension or homework assignment, the students will develop their concept sort and will be able to explain their own process of why they sorted the way they did.

Accommodations Handout with vocabulary words and other terms used in the lesson o Google Earth a virtual globe, a globe on the computer o Fire Evacuation Route a map of where people should go in case of an emergency o Scientist a person who is trained in science and who does research or solves problems o Innovation a new idea o Analogy a comparison of two things based on their being alike in some way o Metaphor an object, activity, or idea that is used as a symbol of something else o Electronic operating by means of a computer o Zoom in to see more detail o Zoom out to see less detail The teacher will use gestures and additional explanations to accommodate ELLs. VI. Technology Integration The teacher will use Google Earth to show the students where they live in relation to the world. The students will view a virtual Field Trip on their laptops.