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Social StudiesActivity Worksheet

GRADE LEVEL: Third

Course Title: Comparing Communities

Strand: II. Geography

Topic: People, Places, and Cultures

Grade Level Standard: 3-5 Compare and contrast people, places, and cultures of

different communities.

Grade Level Benchmark: 1. Locate and describe cultures and compare the

similarities and differences among the roles of women, men, and families.

(II.1.LE.1)

Learning Activity(s)/Facts/Information

1. Colonial Life: Life in Early America (activity attached)

2. Members of a Community (activity attached)

Resources

New Vocabulary:

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COLONIAL LIFE: LIFE IN EARLY AMERICA

FOCUSStudents will explore the people, places, and events of life in the early settlements and colonies of the United States of America.

OBJECTIVESAfter completing this unit, students will:

1. Identify the thirteen colonies on a U.S. map 2. Compare the lifestyle of colonial families with those of today 3. Use graphs to identify price differences 4. Demonstrate map-reading skills to both give and follow directions 5. Exhibit a command of new vocabulary in creative writing activities

MATERIALS AND RESOURCES1. Poster board, glue, scissors, lined and unlined paper (white or colored), crayons

and/or markers, pencils, pens, index cards, shelf paper (for mural), rulers, ball of heavy string

2. Cooking equipment for various activities: warm water, method to boil water(stove/hotplate), oven, cookie sheets, large stockpot, small saucepan, measuring cups and spoons, cheesecloth, two large jars with lids, baby-food style jars with lids(one for each student), plastic knives, strainer

3. Foods required for individual recipes are listed with instructions 4. Fabric scraps and yarn 5. 3-hole punch and brads 6. Neutral colored sponge, at least 1" thick, enough for four 1" cubes per student 7. Miscellaneous: instant coffee, wax paper, paper bags(small), props such as old

clothing, hats, tools(for student-created script), aluminum foil 8. Various books (see reference list) for teacher and student use 9. On-line resources:

Colonial Williamsburg http://www.history.org Students may explore the site and write for information about the area.

Archiving Early Americahttp://earlyamerica.com Many teacher resources, but does display maps, the Declaration of Independence and Constitution, and various papers students could view.

Mayflowerhttp://members.aol.com/calebj/mayflower.html Information about the Mayflower includes passenger lists, links to biographical information, and a section on authentic first Thanksgiving recreation.

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http://www.history.org/

http://members.aol.com/calebj/mayflower.html

http://earlyamerica.com/

Virtual tour of Plymouth Plantation, MAhttp://www.media3.com/plymouth/vtour including homes, tools, and people

Billy Bear's Thanksgiving web sitehttp://www.zia.com/thanks.htm (and links to other holidays) includes pictures, puzzles and mazes to download

Thanksgiving Holidayhttp://www.gamesdomain.com/tigger/thanks/pc.htmIncludes links to free and low-cost shareware of games and puzzles for Thanksgiving holiday

INITIATING ACTIVITYPrepare several sets of directions (with eight compass points marked); distances should be expressed according to student strides, i.e. take eight steps northwest. These directions should move from the classroom to various points in school or in playground and back to classroom. If possible, post small sign or special object at each "site" (as if treasure hunt). Show students the directions and explain that they will need a way to follow these directions accurately. Lead students to build a homemade compass in this manner:

Send students in small groups according to available sets of directions. Appoint one student to read the directions, one to collect information at each site, one to hold compass, and one to serve as the "yardstick" (can be done with fewer than four per group). When students return, compare notes to see if everyone followed directions. Show map of United States (current map ok) and find states' geographic relation to each other (i.e. Connecticut is _______ of South Carolina). Be as specific as possible. Point out the first thirteen states. Why were they close together? Why do you think most of the first states were on the coast? What would it be like to move to a new country? Locate Jamestown, VA: site of the first permanent settlement.

GENERAL ACTIVITIES1. Using examples from Cohn, students can write Dutch-style riddles; they may

also enjoy the Sarasponda rhyming song after reading Spier's book about New Amsterdam. If you are not musically inclined, simply choose a rhythm for the children to follow (words will seem like nonsense anyway) or ask a parent or the music teacher to help with this.

2. Using the books Sarah Morton's Day and Samuel Eaton's Day, ask students to write a basic outline of their daily activities. With prior preparation students could bring in photos of some activities from home; they can also draw original art. Alternatively, this could be prepared on a large chart as a class activity using a Venn diagram. Be sure to compare the literature with the students' responses.

3. Examine Mayflower website and look for the passenger list. How many different family names can you find? Make a graph of the number of times each surname (last name) appears on the list.

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http://www.gamesdomain.com/tigger/thanks/pc.htm

http://www.zia.com/thanks.htm

http://www.media3.com/plymouth/vtour

4. Make an Indian Humming Toy White-clear water, day Black-life cycle birth to death Gray-gloom and sadness Blue-sky; long-lasting Yellow-sun and moon Red-morning, evening, good health Orange-peace and calm Circle-life and goodness Arrow up-day Arrow down-night, no return Using scissors, cut a 3 inch circle with two holes in center, 3/4 inch apart. Students may color the circle any way they wish. Before they do so, discuss the meanings of colors today: team colors, red/yellow/green signal lights, red cross, etc. Ask for students to suggest colors which have meaning, and symbols also.

Once circles are decorated, loop string through each hole and tie the ends together. If you hold the ends and turn the circle round and round until the string is tightly wound, you will be rewarded with a humming noise as the string unwinds.

5. As students become familiar with early America, they may acquire a speaking vocabulary of words before learning to use those words correctly in a written work. Students may design a vocabulary map to display new words and meanings.

What is the word? What category is it? (part of speech)

What is it similar to? How is it used? Students may compare their results with other students; the best maps may be distributed as a list for an upcoming quiz.

6. Using students suggestions, compile a list of occupations that were common in this era (Paul Revere held many of these himself!). Write each on a small sheet of paper and divide children into teams. Play either a charade-type game or a Pictionary-type game (where players try to illustrate the item). Use a chalkboard or large-size paper if drawing the clues.

7. Francis Marion once fought for colonial liberty in a fort of palmetto trees in Charleston, SC under a blue flag marked with a silver half-moon. Students could design a flag to represent the class in a competition with other classes (i.e. Field Day) or for the teams that compete in various activities during this unit. Be sure to use paper as a blotter if cloth material is provided for the flags. Carefully sanded old broomsticks pr discarded PVC pipe scraps will make good flagpoles.

8. With the above activity, newspaper or shelf paper squares can be folded into triangular hats decorated to match the flag designs (or in place of the flag activity). Fold the square in half, turn the corners down, and turn the bottom edges up for the rim. Staples and tape will help preserve the shape.

9. Choose one or more of these songs and rhymes to do as a class, or pair up and have each team design a set of movements to share.

The Muffin Man, Yankee Doodle, The Old Gray Goose, Hot Cross Buns, Little Boy Blue

10. The Counting Rhyme will help students remember about colonial chores just as it helped colonial children. One, two buckle my shoe; (Get up early) Three, four, shut the door; (shut to keep out the farm animals) Five, six, pick up sticks; (gather firewood and kindling) Seven, eight, lay them straight; (stack wood

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neatly near the fireplace) Nine, ten, a big fat hen; (gather eggs from the hens) Eleven, twelve, dig and delve. (help care for the garden)

11. Hold potato sack or three-legged races on the playground.

12. Make an Almanac weather lore picture by placing 1/4 cup of instant coffee in a small pan filled with 2" of warm water. This mixture will tint a plain piece of white bond paper a nice antique-style brown. Wrinkles are ok, but be careful and do not allow the paper to tear. It will take about three minutes for each paper to tint, and then it must dry before use, so you may want to have several tubs available. Three tea bags will also work as a dye. Allow the paper to dry thirty minutes. Draw weather shapes--clouds, moon, sun--on the edges and then choose a saying for your work. Examples include: Red sky at night means sailor's delight. April showers bring May flowers. When grass is dry by morning light, look for rain before tonight. If smoke flies low watch for a blow.

SELECTED LITERATURE RESOURCESAdler, David A. A Picture Book of Benjamin Franklin. Illustrated by John and Alexandra

Wallner. Holiday House, 1990.Adler, David A. A Picture Book of Thomas Jefferson. Illustrated by John and Alexandra

Wallner. Holiday House, 1990.Adler, David A. A Picture Book of George Washington. Illustrated by John and

Alexandra Wallner. Holiday House, 1989.Adler, David A. Benjamin Franklin: Printer, Inventor, Statesman. Illustrated by Lyle

Miller. Holiday House, 1992.Bulla, Clyde Farmer. A Lion To Guard Us. Illustrated by Michele Chessare. Thomas Y.

Crowell, 1981.Bulla, Clyde Farmer. Squanto: Friend of the White Men. Illustrated by Peter Burchard.

Thomas Y. Crowell, 1954.Bunting, Eve. How Many Days to America. Illustrated by Beth Peck. Houghton Mifflin,

1988.Carmer, Elizabeth and Earl. Francis Marion: Swamp Fox of the Carolinas. Illustrated by

William Plummer. Garrard, 1962.Cohn, Amy, compiler. From Sea to Shining Sea: A Treasury of American Folklore and

Folk Songs. Illustrated by Caldecott Award winners. Scholastic, Inc. 1993.Corwin, Judith Hoffman. Colonial American Crafts: The School (also The Village and

The Home). Franklin Watts, 1989.Dalgliesh, Alice. The Thanksgiving Story. Illustrated by Helen Sewell. Charles Scribner's

Sons, 1954.Fradin, Dennis. The Thirteen Colonies. Children's Press, 1988.Fritz, Jean. And Then What Happened, Paul Revere? Illustrated by Margot Tomes.

Coward, McCann, and Geoghegan, 1973.Fritz, Jean. Who's That Stepping On Plymouth Rock? Kroll, Steven. Oh, What A Thanksgiving. Scholastic, 1988.Loeper, John J. Going to School in 1776. Atheneum, 1973.Longfellow, Henry Wadsworth. Paul Revere's Ride. Illustrated by Nancy Winslow

Parker. Greenwillow Books, 1985.

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Lowrey, Jeanette Sebring. Six Silver Spoons. Illustrated by Robert Quackenbush. Harper and Row, 1971.

Perl, Lila. Slumps, Grunts, and Snickerdoodles: What Colonial America Ate and Why. Illustrated by Richard Cuffari. Clarion, 1975.

Pryor, Bonnie. The House on Maple Street. Illustrated by Beth Peck. William Morrow, 1987.

Rappaport, Doreen. The Boston Coffee Party. Illustrated by Emily A. McCully. HarperCollins, 1988.

Rusche, Diana. Founding the American Colonies. Franklin Watts, 1989. (Good teacher resource)

Spier, Peter. The Legend of New Amsterdam. Doubleday, 1979.Stein, R. Conrad. The Story of the Boston Tea Party. Illustrated by Keith Neely.

Children's Press, 1984.Waters, Kate. Sarah Morton's Day: A Day in the Life of A Pilgrim Girl. Scholastic, 1989.Waters, Kate. Samuel Eaton's Day: A Day in the Life of A Pilgrim Boy. Scholastic, 1993.

***************************Recipes******************************* Health and safety concerns: Students should not have unsupervised access to any sharp or heated objects. Ask for a parent volunteer if desired. Students must wash their hands before touching any ingredients. ANY utensil that touches a raw item (i.e. eggs) must not be used once that product is added to the others. All utensils need to be washed, rinsed, and sanitized before reuse; rinsing off in the sink is not acceptable and can spread illness. Ensure that all cold items are refrigerated until use. Once cooked, any uneaten food should be refrigerated in a shallow pan immediately or be discarded. Room temperature food that was once heated or cooled can become unsafe in a short time.

*****************************************************************1. Making Butter. Each student will need a small baby food or similar jar with a tight-fitting lid. Fill each jar half-full with room temperature whipping cream. Replace lid tightly. Students should shake the jar until the curd separates from the whey, To get the excess liquid off, pour the whey into a strainer. Add salt to taste. Let students sample their butter with bread or crackers. Some students will not like the taste, so you may want to have alternative snacks available.

2. Hoe Cakes. Once cooked over an open fire, this recipe will work just fine in an oven. It will not make very much as it is designed for two students to work as partners. Utensils: measuring cup/spoons; mixing bowl/spoons; cookie sheet; oven and small pot to boil water 1 cup corn meal 1 1/2 teaspoon salt 1/2 cup milk 1 tbsp. butter 1/2 teaspoon baking powder

Preheat oven to 325 degrees F. Grease cookie sheet lightly. Mix ingredients in bowl and stir. Stir in boiling water a little at a time to make a stiff batter. Roll in small balls. Place on cookie sheet and flatten slightly. Bake for 30 minutes and allow to cool before eating.

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3. Applesauce. Utensils: knife; measuring spoons; stirring spoon; crock pot 1 lb. Jonathan, Winesap, or McIntosh apples 1 cup hot water 1/2 cup sugar (add to taste) 1 Tbsp. cinnamon 2 tsp. lemon juice spoons and cups for students

Early in the school day, students should was the apples and quarter them. Peels are ok, but cut out the cores. Place in crock pot with other ingredients. Cover and cook on high for about five hours. Be sure to stir about every thirty minutes.

4. Stir-about. Utensils: large saucepan with lid; mixing spoon and small bowl; fork and spoon; spoons and small cups for students This recipe says it serves six but that would be large entree servings. You could double it easily if desired but the simmering would take a little longer. This recipe requires almost constant supervision so a parent or aide would be necessary.

4 cups chicken broth 4 cups sliced potatoes 1 cup chopped celery 1 tsp. parsley 1 tsp. garlic powder 1 tsp. salt 1 tsp. pepper 2 cups canned corn, drained 2 cups cooked chicken (could be canned) in small pieces 1 cup tomato sauce 2 eggs, beaten 1/2 cup all-purpose flour

Boil chicken broth in large saucepan. Add potatoes, celery, spices and simmer covered until potatoes are almost tender (15 to 20 minutes for this size). Add cooked chicken, tomato sauce, and corn. In the small bowl, mix eggs and flour with fork to make a thin paste. Drop with the spoon into the above mixture, which should be almost at a boil again. Cover and gently boil for 8 to 10 minutes.

5. Shawnee CakeUtensils: Large mixing bowl; measuring cups and spoons; mixing spoon; 8 inch baking dish; small bowl and spoon for beating eggs

1 cup cornmeal 1 cup flour 1/2 teaspoon salt vegetable oil 1/2 tsp. salt 1/2 tsp. baking soda 2 eggs 2 cups milk 2 tbsp. molasses

Preheat oven to 325 degrees F. Mix cornmeal, flour, salt and baking soda in large bowl. Beat eggs and add with molasses and milk to dry mix. Stir until completely combined. Grease pan with vegetable oil and pour in batter. Bake for about 20 minutes.

6. Walnut Shell InkUtensils: Paper bag; hammer; small saucepan; measuring cup and teaspoon; cheesecloth; small containers with covers(baby food jar, small take-out food or drink container)

4 empty walnut shells 1 cup water 1/2 tsp. salt 1 tsp vinegar Large feather trimmed to a point

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Crush shells in paper bag with the hammer (watch your fingers!). Put in saucepan and add water. Boil the mixture and add salt and vinegar. Turn down heat and simmer for 15 minutes. Strain the ink through the cheesecloth to remove shell pieces. Use the feather as a quill pen to write with the ink. It will take practice; use newspaper as a blotter.

7. Cranberry InkUtensils: Medium saucepan; measuring cup; metal spoon; metal strainer (plastic will stain); container with lid as above

1 cup cranberries 2 tbsp. water Feather

Put cranberries and water in saucepan. Boil mixture and then use spoon to crush cranberries. Strain the ink and pour into containers. Use another feather for this color ink.

(These recipes will need to be increased for large groups; it may be best to do this in small groups/centers over the course of a day or a week.

LITERATURE-SPECIFIC ACTIVITIESOh What A Thanksgiving by Steven Kroll.This is a story of David and his family. David travels back in time into the first Thanksgiving celebration, taking his family with him.

Pre-reading Activity: After sharing the cover with the students, ask them to predict what the story may be about.

ACTIVITIES1. Have students compare the differences between the first Thanksgiving and their

own celebration. They can make a chart comparing such things as guests, food, clothing, activities, preparation, etc. The students could also do this as a take-home activity: family members help the student prepare the chart which then is shared in class orally to a large or small group.

2. Students make paper dolls and dress them in clothing styles worn by the Pilgrims (such as breeches, a doublet, or falling band). Clothing could be made from paper or cloth scraps. Give the dolls names from this or other literature from this time period and design a puppet show.

3. Ask students to write a paragraph or two about what their family's experience might be like if they were to travel back in time. Would everyone in the family have a good time? Would anyone want to stay?

Discussion Questions1. Do you think the first Thanksgiving was a lot more fun than the Thanksgiving we

have today? Why?2. David seems to think life was easy in this time period. What do you think?3. If a Pilgrim boy or girl came to visit here for Thanksgiving, what would we want

them to see?

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Sarah Morton's Day: A Day in the Life of A Pilgrim Girl by Kate Waters. Samuel Eaton's Day: A Day in the Life of a Pilgrim BoyThese books describe the life of children in the early colonial years. Interpretative guides in a colonial setting provide clear visual images of colonial life.

PRE-READING ACTIVITYAsk the children to recall the various activities they did on the previous school day. Mark on paper or the chalkboard a long bar with a sunrise, high noon, and sunset and try to list the activities in their approximate time frame.

ACTIVITIES1. Students may write a journal of their day as if they were a Pilgrim child. Some

may wish to do this for several days but others will find it easier to keep a journal of actual present-day events. Ask students to make specific references to time as much as possible, i.e. "early in the morning" or "just after dinner" instead of "we went bowling and then we went to the store".

2. Learn the "Three Blind Mice" song that Sarah learned. Some students may wish to write a similar nonsense rhyme.

3. Look at the riddles Sarah knew. Children will enjoy making and sharing new riddles with their friends. Write them down and illustrate the answer on the back of the page. Collect the pages in a book.

4. Make 17th Century Indian Corn Bread Boil 3 cups water. Stir in 1 cup coarse cornmeal grits. Simmer until water is absorbed, stirring occasionally. Cool until mixture can be handled. Turn onto a surface floured with 1/2 cup fine cornmeal flour. Work dough into two flat round cakes. Bake on a floured cookie sheet at 400 degrees F for 45 minutes.

5. If students have small photos of themselves available, use the face as the face of a pilgrim paper doll. Scraps of paper or cloth can be used to make authentically styled clothing. The dolls could be displayed on a bulletin board or in the hallway outside the classroom.

Discussion Questions1. What was the first thing that Sarah or Samuel did in the morning? How is this the

same or different from what you do in the morning?2. Compare yourself to Sarah or Samuel. How are you like them, or different?3. Would you like to do the chores and other activities the Pilgrim children did? Why

or why not?4. Tell some ways that the clothing was different. Could you wear clothing like that

today with the activities you do?

The Boston Coffee Party by Doreen Rappaport. Based on a letter written by Abigail Adams to her husband John, this book tells of Mrs. Homans' stand against unfair prices and her actions against a coffee merchant.

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PRE-READING ACTIVITYGather newspaper ads prior to this experience. There should be several ads for coffee that students can use to compare prices. Brand names are not nearly as important for this activity; the information compiled should include store found and price per pound (check figures).

ACTIVITIES1. Locate the coffee prices listed in the book. They are in shillings. Students can

use a currency exchange chart (check with local bank) to convert these amounts into today's coins.

2. Look at the editorial page of a newspaper. People give their opinions (feelings) about nearly anything. Write a one-paragraph editorial about this event. Was Mrs. Homans right or Mr. Thomas? Maybe both or neither.

3. Appoint a "Mrs. Homans", a constable (policeman) and a merchant "Mr. Thomas". Divide other students into four groups, one for each character and one group for a "jury". The "jury" should prepare a short list of questions for the "interested parties" and the groups could support their assigned character. Let the jury decide who was responsible for the Coffee Party.

Discussion Questions1. Why are prices higher in some stores than in others?2. How is this story similar to the Boston Tea Party? (have Stein's book or another

ready for class examination)3. What would customers do today if they felt a merchant had prices that were too

high?4. Who were John and Abigail Adams? (see note at end of text)

Paul Revere's Ride by Henry Wadsworth Longfellow (several versions of this text are available)

PRE-READING ACTIVITYPresent a short children's encyclopedia article on Paul Revere, paying particular attention to all the jobs he held. As a silversmith, Paul made many beautiful objects. Allow children to sculpt a bowl or platter with aluminum foil.

ACTIVITIES1. Write an eight-line rhyming poem about a trip you have taken, using the pattern

of AABB like this poem (each two lines rhyme).2. Draw a map showing the path between your home and school. Label all the

roads you can, and try to place landmarks (large buildings, a big tree, etc.) to help someone follow your map.

3. Using a teacher-produced map of 10 by 10 blocks (or 5 by 5), write a set of directions between the two places assigned to you (i.e. soccer field to home, school to grocery store). Use compass directions N S E W and the number of blocks one should travel in each direction. If given an extra stop along the way, can students find the shortest route to travel?

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Discussion Questions1. Point out that Paul Revere did not get to finish the ride in real life, but did in

Longfellow's poem. Why was Paul the hero in the poem when he was not really a hero? Or was he?

2. What are some adjectives (describing words) in the poem about Paul Revere? Can you think of other words (synonyms) for those words? 3. If you have read any other stories of Paul Revere, talk about why you think he tried so hard to make sure the new colonies won the arguments, and later the war, with the bigger British army.

FINAL ACTIVITYFacts and Faces Trading CardsUsing 5 by 7 inch index cards, students will display their knowledge of life in early America. From a teacher-generated list, students will be assigned a small number of persons, places, or pieces of colonial history to examine. A small amount of encyclopedia research will be needed by some students to cover their subjects to their satisfaction. Much information can be gathered in the literature from this unit, especially if author's notes are made available.

The lined side of the index card provides space for information as the student wishes to present it. Charts could show population changes in a city (such as Paul Revere's Boston, MA); key dates in a person's life may be paired with the events of that year; a subject such as "colonial schools" might offer only a sentence or two of description.

The blank side allows for creativity: a sketch of a map or a face (or a Xerox copy); color or black-and-white shapes such as a flag or an item of clothing; borders, backgrounds, and lettering can be experimented upon with each new trading card. You could design a simple color scheme if you wish for real persons, fictional characters, cities, famous events, games or foods.

EVALUATIONStudents who can prepare their trading cards with minimal "outside" research and accurately display facts will have demonstrated basic mastery of the material. By giving some subjects to several (or all) students, one may gain insight into the varying comprehension levels. However, students who go beyond classroom information should not be penalized; is the extra information helpful and interesting? Is the information presented in an organized, logical manner, or just copied out line by line. Once the cards are examined for factual accuracy, look at the illustrations. If original art, is it colorful? Neatness counts, and even a black-and-white sketch should have some details to capture the collector's eye. Extra decorations may make the card more desirable, for once graded, you may consider letting the children actually trade them with one another. After all, that is part of the fun.

http://www.libsci.sc.edu/miller/colony.htm

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http://www.libsci.sc.edu/miller/colony.htm

MEMBERS IN A COMMUNITY

CONCEPTMembers in our community

MATERIALS1. 12 x 18" construction paper (a variety of colors)2. Glue3. Miscellaneous craft items (buttons, pipe cleaners, glitter, etc.)4. Lined paper 5. Pencils6. Crayons or markers7. Large chart paper or marker board8. Book: Tops and Bottoms, by Janet Stevens9. Scissors

PREPARATION1. One pre-made Triangle Person. Do not add a lot of detail. Keep simple so that the

children will not copy what you have done.

PROCEDURE1. Read the book, Tops and Bottoms, by Janet Stevens

2. Ask the children if they ever help out at home. Is there anyone else who helps out at home? What do they do? Stretch this concept of "help-out" past the home and into the community. Ask the children if they can think of anyone that helps the community? If no one offers any suggestions, ask them who helps if there is a fire? A crime? Then re-ask the original question.

3. Make a list of all the community helpers the children can think of along with what they do in the community. Ask how our communities would be different without them. Do we really need them? Should we be afraid of them? This last question is trying to break the stereotypical bounds that have been created between such community helpers as the police force and society.

4. Once the list is complete, tell the children that they are going to get to create one of those community helpers. Ask them if they have ever heard of the Triangle People. Show them your example of a Triangle Person you have already made.

5. Ask them to go back to their desks and take out a pair of scissors. Take them though steps a-d.

a. Take the 12 x 18" piece of paper and hole it the tall way.

b. Fold it from left to right (side to side).

c. Cut from the bottom open end to anywhere above the middle of the opposite side. Show them that the higher you cut up, the taller the person.

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d. Take the left over piece and cut it on the crease. These two pieces can then be the arms of Triangle Person. Demonstrate how to place these on the person by making an X with them on the back of the Triangle Person. Show them that the points can face down or up.

e. Let them decorate the rest by themselves. Invite the children to brainstorm on what they think certain community members may look like (their uniforms). These may be written down next to their names and job descriptions that were written down earlier. (Note: this part should be done before you start to construct you Triangle People).

f. Depending on how much art experience the children have had in the past, you may show them how simple geometric shapes can be transformed into ordinary objects. For example, a blue circle cut in half can be a policeman’s hat.

6. After each child gets done, have them write a little bit about their community member. If this is done in the beginning of the year, pre-made forms could be made up to assist the children in their writing. For example:My community member is a _________. He/She (let them circle or write in) helps the community by ___________. What I like most about (the name of their Triangle Person) is the way he/she _________________. Then leave a few blank lines for the children to write anything else they want.

7. Have each child present their community member to the class either at the end of the day or the following day (depending on when there is time). Hang these up outside the door in a large circle format. In the center of the circle have the words, "Our Community Circle."

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GRADE LEVEL: Third






Grade Level Benchmark: 2. Locate and describe diverse kinds of communities and

explain the reasons for their characteristics and locations. (II.1.LE.2)


1. Amish Communities (activity attached)

2. Community Brochures (activity attached)

3. How Communities are Different (activity attached)

Resources

New Vocabulary:

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AMISH COMMUNITIES

PERFORMANCE EXPECTATION(S)After a lesson about Amish Communities, students will write a paragraph describing similarities and differences between the two communities.

MATERIALSJust Plain Fancy by Patricia Polaccooverhead projectortransparency and markerswriting paper with lines and space for a drawing

PROCEDURESINTRODUCTION

Read Just Plain Fancy to the students.

DEVELOPMENT Amish live in communities. You also live in a community. A community is a place where people can get the things they need and want. Communities have places where people live and work. {Begin a list on overhead transparency (left hand column) and title it “Our Community”}. Ask students "Where do people live and work in out community?" List answers (see example list). From the pictures of the story we read, "Where do Amish people live and work?" {Begin a list in the right hand column of overhead transparency and title it “Amish Community” (see example list; re-open book and show pictures to students again)} Continue with the following questions: "How do people get from place to place in our community?; How do people get from place to place in an Amish Community?; Do people dress exactly alike in our community?; What about in an Amish Community?'; Continue listing, using background information to formulate questions for discussion.

Example:Our Community Amish Community

houses housesfamilies familiesdo various jobs primarily farmcars, trucks, buses horses, buggieswear different clothes wear same type of clothingchurch buildings have church meeting in homesschool school (until 8th grade)by our food and clothes from stores raise most of their food and make their clotheselectricity, diesel power windmillsTVs, VCRs, phones no TVs, VCRs, or phones in the homespeak English (Spanish) speak English and German

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CLOSUREToday we have talked about what a community is and we compared our community to an Amish community. "Were there any similarities between the two communities?" (Both have houses, families, and schools) "What were differences between the communities?" (various answers from list)

Pass out paper to students. Have them write a paragraph about similarities and differences between their community and an Amish community. Teacher can assist in their writing by providing a mode. (My community is similar to an Amish community because… and my community is different from an Amish community because…) Students may draw a picture when they are finished writing the paragraph.

ASSESSMENTUse checklist for student participation in discussion. Teacher can check each student's paragraph for a similarity and difference as they are writing them or papers can be collected as an exit slip.

ADAPTATION/CONSIDERATION Create stations where students can try on Amish style clothing and hats; sample Amish food items; listen to and sing an Amish Children's song; and look at other books about the Amish.

Watch a video about Amish communities.

REFERENCESSocial studies communities. (1991) Orlando, FL: Harcourt Brace Jovanovich.Faber, D. (1991) The Amish. New York: Doubleday.Hartman, J. (1997) Rural sociology. Lecture. Columbia: University of Missouri.Polacco, P. (1990). Just plain fancy. New York: Bantam Doubleday Dell Publishing

Group.

http://www.lessonplanspage.com/SSAmishCommunities23.htm

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http://www.lessonplanspage.com/SSAmishCommunities23.htm

COMMUNITY BROCHURES

PERFORMANCE EXPECTATIONS1. The student will be able to define what a community is. 2. The student will discuss different aspects of their community(family,

neighborhood, school). 3. The student will create a brochure for their chosen community.

MATERIALSposters or pictures of examples of communities(family pictures, school pictures, posters of cities etc.), brochures for community highlights (could be a brochure about the Katy Trail for the community of Columbia, Missouri), construction paper, crayons, markers, glue, scissors, pencil, sample brochure that I made.

PROCEDURESIntroduction: Discuss with the class what they think a community is. Talk about the different communities the children are a part of. These could be school, family, city, neighborhoods etc. Write the different communities the children think of on large paper or the chalkboard.

Development: Show the children the posters, pictures and brochures of example communities. Tell them that they are going to make a brochure for a community that is considerably different from their own. They should be told again what a community is. Point out significant parts of the posters, pictures and brochures that you brought in to show as examples. They can use the construction paper to fold it into thirds to make a brochure. Tell the students that they can pick a community they are a part of and create a brochure for that community. For example, if they want to create a 'family community' brochure, they may want to draw pictures of their family or write what their family does together, or what their family means to them.

Closure: After the children are finished creating their community brochure, have them show their creations. Ask why they chose that particular community. Tell them to go home to their family community and share their creation.

ASSESSMENTThe completion of a brochure with pictures and words about their community. Observation during closing discussion.

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HOW COMMUNITIES ARE DIFFERENT

OBJECTIVEThe students will create a Venn diagram to show how their community is different from other communities they know about.

MATERIALSMarker (1)1 large sheet of paper (Venn diagram)Post-it Notes medium sized (1 pad)Postcards/pictures of communities (students may bring in their own)Masking tape or scotch tape (4 short pieces)

PROCEDURESIntroductionRead the poem titled “The Folks Who Live in Backward Town” (below) aloud to the class and remind them that every community is special in its own way (example: size of buildings, presence of trees, amount of open space, etc.).

DevelopmentRead the book Winter Barn aloud to the class and explain that they should pay special attention to the characteristics of the community in which the story takes place. After the book ha been read, allow some time for discussion between the students. Ask questions, such as:1. Where do you think the story took place?2. What makes you think that?3. What were some of the characteristics of the community?4. What type of community was portrayed in this book?5. How is this similar/different from the community you live in?

Once the discussion has taken place, divide the students into several groups, consisting of about four students each. Give each group a photograph or postcard of a community. Use as many different community settings as possible so the students will be studying different areas. Ask the groups to make a list of characteristics of the community that is represented on the postcard. Allow 10 minutes for the children to work in their groups. If the students have trouble listing characteristics, they could answer the questions listed above. Once the students have completed their lists, each group should share the picture and the list that they created, one group at a time. After each group has shared emphasize several points:

1. Communities are in different places. (near a river, lake, ocean, mountains, deserts)2. Communities are known for different things. (growing food - wheat grown in Kansas,

making things - automobiles made in Detroit, MI, beauty - Mt. Rushmore, Rocky Mountains)

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3. Some communities may be known for raising crops or livestock, for mining, for lumbering, or for fishing. Some communities are huge business areas and communities located in beautiful places often become tourist resorts.

4. Amish communities are very different from most other communities in the world. (possible, depending on your audience)

Tape the large sheet of paper onto the wall, using scotch/masking tape and overlap two circles. Label one circle “My Community” and the other circle “Other Communities”. As students give you ideas as to the difference between their community and others that they have visited or have knowledge about, write the idea down on a Post-it Note. Use a marker to write with so the students can read what ideas have already been given. Once an idea has been given, write it down and post it under the corresponding circle. Discuss what differences! similarities the communities have.

If time allows, read aloud an article about Amish communities. Discuss how these communities are different from most other communities. Be cautious! This may not be appropriate in some classrooms!

ClosureAsk the students to give some characteristics of different communities. Discuss why the characteristics are similar/different.

ASSESSMENTThe students should complete an exit slip, describing what they learned in the lesson. What they write about is up to them as long as they tell me about three things they learned from the lesson. However, it does need to pertain to the lesson.

CONSIDERATIONThere shouldn’t be many considerations for disabled (wheel-chair bound, etc.) because no part of the activity requires the children to be out of their seats. However, to accommodate for those children who are above or below the average of the class, I will group the students in a wide variety of skill levels. For example, group two average students with one above average and one below average student. The above average student could help the average students and the average students could help explain to the below average student. I think that this will allow the students to help one another, rather than relying on one person.

ADAPTATIONI would like for the students to bring in pictures or postcards to use in the lesson. However, the children would need to be notified prior to the lesson.

This could be tied in with Science by talking about Science communities, such as habitats, etc.

The students could also write about their community in a Language Arts lesson. There are also many books available on “communities”.

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REFERENCESBacon. (1991). Communities Grow and Change. Dr. Phillip Bacon, Communities (pp.

230-250). NY:Harcourt Brace Jovanovich, Inc.Ripley, Dorothy. (1994). Winter Barn New York: Random House.

THE FOLKS WHO LIVE IN BACKWARD TOWNThe folk who live in Backward town

Are inside out and upside down.They wear their hats inside their heads

And go to sleep beneath their beds.They only eat the apple peeling

And take their walks across the ceiling.

By: Mary Ann Hoberman

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GRADE LEVEL: Third






Grade Level Benchmark: 3. Locate and describe the major places, cultures, and

communities of the nation and compare their characteristics. (II.1.LE.3)


1. The Colonial Period (activity attached)

2. Regions of the U.S.A. (activity attached)

Resources

New Vocabulary: New England, Middle Atlantic, Southern colonies

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THE COLONIAL PERIOD

CLARIFYING THE BENCHMARK Major places, cultures and communities are cities, states or areas with common features. These places are, or have been important to the development of the country. To locate them, students should be able to show where they are on a map and tell the landforms and bodies of water which are close. They should be able to tell about the weather, land, plants and animals in those places. The culture of a place refers to the way people live, work, eat, travel and play in a location as well as the beliefs and attitudes held by the people who live in the place. The description should include the characteristics found in the area more than in other areas and highlight the similarities and differences.

AN EXAMPLE OF TEACHING TO THE BENCHMARK As students study the early colonial period of American history (1600-1800), the thirteen colonies could be grouped geographically into New England, Middle Atlantic and Southern colonies. The students could be divided into cooperative groups to research information about each group of colonies. The teacher should provide some basic topics which could be included in the research such as:

Population- sorted white, slave and free Africans, land owners, women or other criteria

Economic activity in the area- agriculture, shipping, manufacturing, businesses etc.

Physical characteristics of the area -climate, location, bodies of water, mountains etc.

Human characteristics -religious tolerance, kinds of homes, connection to Britain, population, travel, government and laws, ethnic diversity

Attitudes toward slavery and women's rights

Students can use traditional library resources (encyclopedias, atlas etc) as well as web resources and textbooks. Encourage them to carefully explore the attitudes toward slavery and women as there were some significant differences.

After research is complete, students can share their findings with the class by oral report, videos, HyperStudio, PowerPoint or other multimedia computer presentation or any other creative method for which resources are available. Students should take notes in an organized fashion so comparisons can be made easily. A possible organizer is below:

NEW ENGLAND MIDDLE ATLANTIC SOUTHERNWhite, slave, free Africans, etc.Economic Activities

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NEW ENGLAND MIDDLE ATLANTIC SOUTHERNAttitudes/beliefsFeelings about slavery

Laws against slavery, no interracial marriages, slaves had some legal rights and could earn money and buy property, abolished by 1804

Small # of slaves per farm, whites and blacks worked more closely together, had slave codes, abolished by 1804

Slavery was good for the slaves and the country, afraid of large number of Africans and made laws to control them, by 1660 children of slave were also slaves

Physical geography

BENCHMARK CLARIFICATION DOCUMENT FOR SOCIAL STUDIES In discussing this information, emphasize that ALL people in an area did not behave, think or live the exact same way. This information is a generalization or summary of regional information. As groups are sharing the information, model observation statements and encourage children to share their observations of similarities and differences in the groups of colonies. EXAMPLE: Climate of New England was colder than the southern colonies and the growing season was shorter. Southern colonies used agriculture as their main economic activity which required large numbers of unskilled laborers. New England colonies were involved more in businesses such as shipping and ship building which required skilled workers.

REFERENCESEstell, Kenneth. (1994). “Africans in America”. (pp. 1-35). In African America: Portrait

of a People. Detroit, MI: Visible Ink Press.Low, W. Augustus and Clift, Virgil A. (Eds.). (1981). Afro-American History. (pp. 37-

54). Encyclopedia.We the People. (1999). “How Did the Farmers Limit the Power of our Government?”

Lesson 1. (pp. 4-11). Calabass, CA: Center for Civic Education.

ASSESSMENT TASKDIRECTIONS TO STUDENTS: Select one region of colonies from our research that you think would be the best place to live. Your task is to create an advertising brochure to convince people to settle in that region of colonies. Your brochure should be appealing and have colorful illustrations. It must also include important information about your area and why people would want to live there as listed below:

1. At least one reason your region is better than each2. Where the colonial region is located in relation to of the other two the other two

regions 3. Attitudes of the residents toward Africans, and4. At least two appealing physical characteristics women 5. One or more economic activities they could choose6. At least two of the best climate features 7. What can be grown on the farmland

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8. What food or natural resources are available9. Name some of the outstanding settlements in the10. Other information of interest which would region. motivate someone to move to

your favorite region

SCORING RUBRICBenchmark(II.1.LE.3) Apprentice Basic Meets Exceeds

Locate and describe the major places, cultures, and communities of the nation and compare their characteristics.

May not state a clear preference and selected elements do not support a choice. Required number of elements is not included.

States a clear preference for one colonial region and includes elements 1-4 but less than other elements in a brochure.

Meets criteria for basic and includes three other elements in a neat colorful brochure with illustrations.

States and supports their choice with elements 1-4 and includes more than three other elements in a neat, colorful brochure with illustrations.

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REGIONS OF THE UNITED STATES OF AMERICA

DESCRIPTIONStudents research information about states found in the southern region of the United States.

GOALSNational Social Studies Standards : (for the early grades)

1. III. People, Places, and Environments - Social Studies should include experiences that provide for the study of people, places, and environments, so that the learner can: performance expectations : a. construct and use mental maps of locales, regions, and the world that demonstrate understanding of relative location, direction, size, and shape; b. interpret, use, and distinguish various representations of the earth, such as maps, globes, and photographs; c. use appropriate resources, data resources, and geographic tools such as atlases, databases, grid systems, charts, graphs, and maps to generate, manipulate, and interpret information; d. locate and distinguish among varying landforms and geographic features, such as mountains, plateaus, and oceans.

2. IV. Individual Development and Identity - Social Studies should include experiences that provide for the study of individual development and identity, so that the learner can: performance expectations : h. work independently and cooperatively to accomplish goals.

3. IX. Global Connections - Social studies programs should include experiences that provide for the study of global connections and interdependence so that the learner can: performance expectations : a. explore ways that language, art, music, belief systems, and other cultural elements may facilitate global understanding or lead to misunderstanding; b. give examples of conflict, cooperation, and interdependence among individuals, groups, and nations; c. examine the effects of changing technologies on the global community; d. investigate concerns, issues, standards, and conflicts related to universal human rights, such as treatment of children, religious groups, and effects of war.

OBJECTIVES1. Students will be able to identify the different states and capitals that make up the

southern region of the United States. 2. Students will be able to identify facts about various states in the southern region

of the United States.

MATERIALS overhead projector map transparency of southern states large map (teacher-made from the map transparency) individual states (teacher-made from map transparency) textbook and supplemental books (see Useful References below) crayons, markers, and colored pencils Velcro

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Southern States Crossword Puzzle Crossword Puzzle in .pdf format; requires free Adobe Acrobat Reader.

VOCABULARY (Southern states' names and their capital cities) 1. Delaware -- Dover 2. Maryland -- Annapolis 3. Virginia -- Richmond 4. Kentucky -- Frankfort 5. North Carolina -- Raleigh 6. Tennessee -- Nashville 7. South Carolina -- Columbia 8. Georgia -- Atlanta 9. Alabama -- Montgomery 10.Florida -- Tallahassee 11.Arkansas -- Little Rock 12.Mississippi -- Jackson 13.Louisiana -- Baton Rouge 14.West Virginia -- Charleston

PROCEDUREAnticipatory Set: Activate students' prior knowledge of the southern states in the United States. Were any students born in the southern states? Have any students read about or traveled to a state in the south? On the board, list any southern states that are mentioned, and after class discussion add any other states that were not mentioned. Inform students that they will be learning about the different states that are located in the southern region of the United States. After today’s lesson, they will know some general information about these states.

Lesson Focus: Prior to the lesson, prepare a large (8 ft. x 5 ft.) outline map of the southern states, made out of white paper. Put a piece of Velcro on each section where a state belongs. From cardboard, cut out each southern state and attach a piece of Velcro to each one.

Divide students into small groups and assign a state to each group. Give each group the cardboard cut-out of their state. Each group will research facts about their state, and they will either write or draw pictures of the facts on their state. Students may use print and/or Internet resources in their research. Once all the groups have finished, the class will guess where each state belongs on the map. Students will then take turns attaching their states to the map.

Closure: As a class, review the facts written or illustrated on the states. Ask each group to share what they learned about their state.

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http://www.eduref.org/Virtual/Lessons/Social_Studies/Geography/GGR0207.pdf

ASSESSMENTObserve students during class discussion and during group research. Each group's state should include facts and/or pictures. Give each student the Southern States Crossword Puzzle to complete. The activity can be used as a homework assignment or a quiz.

USEFUL INTERNET RESOURCES* U.S. States Fast Facts and Trivia http://www.50states.com/facts/

* ABCTeach - Maps of the United States http://www.abcteach.com/Maps/mapsTOC.htm

* NCSS (National Council for the Social Studies) - Ten Thematic Strands in Social Studies http://www.socialstudies.org/standards/2.0.html

* Bernie Poole's EdIndex: A Resource for Teachers and Students http://www.pitt.edu/~poole/edmenu.html

USEFUL REFERENCES1. Fabulous Facts About the 50 States , by Wilma S. Ross 2. Scholastic Atlas of the United States , by David Rubel 3. United States of America: A State by State Guide , by Millie Miller and Cyndi

Nelson 4. The Scholastic Encyclopedia of Women in the United States , by Sheila Keenan 5. Windows On Our World: The United States , Houghton Mifflin 6. United States: Our Nation and Neighbors Chronological History and Regional

Geography of the US, Our North American Neighbors , McGraw-Hill Our Nations, Our World, 1988

SPECIAL COMMENTSThis lesson plan can be adapted for teaching other regions of the United States.

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http://www.pitt.edu/~poole/edmenu.html

http://www.socialstudies.org/standards/2.0.html

http://www.socialstudies.org/standards/2.0.html

http://www.abcteach.com/Maps/mapsTOC.htm

http://www.50states.com/facts/


GRADE LEVEL: Third



Topic: Human/Environment Interaction

Grade Level Standard: 3-6 Compare and contrast human/environment interactions

within communities.

Grade Level Benchmark: 1. Explain basic ecosystem concepts and processes.

(II.2.LE.1)


1. The Great Kapok Tree (activity attached)

Resources

New Vocabulary:

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THE GREAT KAPOK TREE:A SOCIAL STUDIES LESSON

Students will demonstrate an understanding of the interdependence of animals, people and plants in the rainforest by participating in an ecosystem simulation.

MATERIALS ball of yarn one 4" x 6" note card for each student colored felt pens or crayons scissors

PLAN1. Read The Great Kapok Tree by Lynne Cherry. Ask students to pay attention to

the many animals that rely on the Kapok Tree for their needs. (Students will have already have a good understanding of most animals mentioned).

2. After reading, ask students: o How important was the Kapok tree? o To whom was it important? o How do you think the animals in the story felt, when they saw a human

who was bigger and stronger than them came to chop down their tree? o In the end, who has the final say / power for what will happen? (humans

do) o Think of some examples in our community where our ecosystem may be

in danger. (i.e. pollution, littering, car exhaust.)

3. Make necktie-cards in advance or have students make the food web cards before the game is played. Reproduce the food web listed below. A Basic Rainforest Ecosystem

o Kapok Tree o Tree Frogs o Boa Constrictor o Bee o Monkeys o Toucan, Macaw o Tree Porcupines o Jaguar o Anteaters o Sloths o Yanomamo Tribe Children

Write a single web component on each card. When finished, punch a hole in the two top corners of each card and string a piece of yarn about two feet in length through the holes, tying a loop that can later be placed over the student's head. These cards will be worn by the students to identify their role clearly to the entire class while playing the game. (Use picture cues especially for youngest).

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4. Have students draw role cards from a hat, and put them on so their roles are visible.

5. Students form a circle. The student that represents the Kapok Tree stands in the middle of the circle, holding a long dowel upright, with 30 strings attached. (*NB use as many strands as are children in the class). As the narrator (teacher) recites the story, each animal takes a strand of yarn from the "tree". This will form a "web of dependence" on the tree. Once all animals have been presented, the teacher (as a woodcutter) will cut the Kapok Tree down, cutting all "ties" from tree to animals. (See Appendix A for instructions and story retelling) This action will represent "deforestation" and how it harms our ecosystem by creating an imbalance.

Questions: 1. How do you think the animals feel now that the Kapok Tree has been cut down?

2. What will happen to the animals?

3. What will happen to the people in the rainforest?

4. In a "community" - ecosystem such as the rainforest, all living things are dependent on one another, for food, shelter, and many other things. We share "resources" in our community to meet our needs, but we must be careful not to "use up" these resources - what will be left?

EXTENSION/EVALUATIONStudents will create mobiles to reveal their understanding of the rainforest ecosystem. Using coat hanger wire and string, students will construct a three-dimensional "dependence web" utilizing the animal and people-characters in The Great Kapok Tree.Students will also be evaluated informally during question time, when we wrap up the activity. While in group discussion, I will observe whether students understand the concept of interdependence. (Whether students are hesitant or hasty to answer questions, if they stay on task, if they are attentive, and if they ask questions etc.)

APPENDIX A Students stand in a circle. Kapok in Center, holds ball of yarn and stick.Narrator/teacher - When you hear your name called, come to the Kapok Tree and he will give you what you need. (Kapok gives yarn string).

1. The boa constrictor lives in the Kapok Tree. He slithered down the trunk. The Kapok Tree is the boa's home. It has been home for our family for years and years. We are dependent on you for shelter.

2. The bees buzz around the Kapok Tree. They have built their hive in the tree. The bees fly from tree to tree and flower to flower collecting pollen. They pollinate the trees and flowers throughout the rainforest. The Kapok Tree provides a place for bees to build many hives.

3. The monkeys swing from vines to branches of the Kapok Tree. They are dependent on your vines to swing on. The Kapok Tree provides many vines to many monkeys to swing from branch to branch.

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4. The tree frogs crawl on your leaves. Tree frogs need the leaves to hide from predators - so they can be camouflaged. Your leaves match our skin perfectly.

5. The jaguar also sleeps in the tree - he finds his lunch and supper in the Kapok tree. The Kapok Tree provides a home to the jaguar's prey - the animals that he depends on for food.

6. The porcupines swing down the Kapok tree from branch to branch: "We need you for our OXYGEN. All animals - people included - need you to breathe!

7. The anteaters climb down the Kapok Tree with their young clinging onto their backs. They say: "our children are dependent on you. You provide us with a home! Without you, our children have no future!"

8. The sloths began climbing down VERY SLOWLY from the canopy of the Kapok Tree. You are such a beautiful tree. On you, flowers grow and butterflies rest. You make the rainforest a beautiful place.

9. Two children from the Yanomamo tribe walked up to the Kapok Tree and said: "You provide shade for the forest floor, and a sturdy trunk for our family's home. On you we depend for fruits and other vegetation to eat."

10.Then the woodcutter came from the huge furniture factory in Canada. (make up a factory name) He came with a huge, heavy ax and began chopping the Kapok Tree down. Soon, the entire tree was chopped down. (Pretend to "chop" down the tree, cutting all "ties" from Kapok Tree to animals).

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http://www.atozteacherstuff.com/pages/337.shtml

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http://www.atozteacherstuff.com/pages/337.shtml


GRADE LEVEL: Third





within communities.

Grade Level Benchmark: 2. Describe the location, use, and importance of different

kinds of resources and explain how they are created and the consequences

of their use. (II.2.LE.2)


1. Ask students to list some basic needs of people (e.g. food, clothing, shelter). Discuss how natural resources such as fertile soil and plants are used to meet these needs. Using a resource map of Michigan, discuss important state resources, their location and uses. Ask students how they think these resources were created. Finally, discuss the idea that all resources are scarce, or limited, and therefore it is important to conserve them. List ways state resources can be conserved.

Resources

New Vocabulary:

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GRADE LEVEL: Third





within communities.

Grade Level Benchmark: 3. Describe the major physical patterns, ecosystems,

resources, and land uses of the state, region, and country and explain the processes

that created them. (II.2.LE.3)


1. Ice Age (activity attached)

2. Learning Physical Geography Through Making an Edible Map (activity attached)

3. The Influence of Physical Geography and Climate (activity attached)

Resources

New Vocabulary: Geography, climate, temperature

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ICE AGE

CLARIFYING THE BENCHMARK Places can be described in a variety of ways. For example, physical patterns such as the existence of many lakes can be used. These patterns are often the result of physical processes such as glacial action. Places can also be described by the ecosystems which exist there such as wetlands. Types of natural resources such as fertile soil and forests can also be used to describe places as well as the ways in which land is used (e.g. for farming or manufacturing.)

AN EXAMPLE OF TEACHING TO THE BENCHMARK Show a map depicting glaciers covering Michigan during the Ice Age. Describe a glacier to students or do an experiment showing glacial action. Discuss how the receding off the glaciers impacted physical patterns, ecosystems, resources and land use in Michigan. For example:

Fertile land was distributed in the Lower Peninsula Rugged mountains in the Upper Peninsula were rounded and smoothed Many rivers and lakes were created Deposits of resources such as gravel were left behind

REFERENCES Great state – Great parks – Great history. (1999). (4th grade lap kit). [WA 16-17 & WA

21-23]. Lansing, Michigan: EDCO Publishing.Shafer, Jean and Deur, Lynne. (1999). The Shaping of Michigan. Spring Lake,

Michigan: River Road Publications.

ASSESSMENT TASK Each student will select a region (community, county, state, etc.) and make a poster describing in words and illustrations one major physical pattern, one resource, one land use and one ecosystem evident in the region and explain a process that created at least one of them.

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Scoring RubricBenchmark(II.2.LE.3) Apprentice Basic Meets Exceeds

Describe the major physical patterns, ecosystems, resources, and land uses of the state, region, and country and explain the processes that created them.

Accurately describes one resource, one land use, and one ecosystem, evident in the region.

Accurately describes one major physical pattern, one resource, one land use, and one ecosystem, evident in the region.

Accurately describes one major physical pattern, one resource, one land use, and one ecosystem evident in the region, and accurately explains a process that created one of them.

Accurately describes one major physical pattern, one resource, one land use and one ecosystem evident in the region and accurately explains processes that created them.

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LEARNING PHYSICAL GEOGRAPHY THROUGH MAKING AN EDIBLE MAP

DESCRIPTIONThe students will learn physical geography about a state or a country by making an edible map. They will use different edible objects to display the different geographical landmarks of that state or country. This lesson is aimed for early elementary students, and is messy and fun! Materials needed are dough, blue icing, chocolate chips, M&Ms, etc. The recipe included makes about 25 small maps.

GOAL Students will learn the geographical features of a state or country.

OBJECTIVEUsing a physical map for reference, students will make an edible map that shows the major physical features of their country or state.

BACKGROUND INFORMATIONThis activity can be used for any country or state! The students should have reference maps to get the information to make the maps. Have the dough pre-made and divided for the class. The dough is really greasy so you might want to keep that in mind for your classroom set-up. If you are using this for the first grade, you may want to make an outline of the state or country, to help them manipulate the dough, and laminate it.

CONCEPTS Students will be able to describe the representations of the edible physical map to the rest of the class. If you want to expand on this, you could have the students research and write up information on each of the physical characteristics of that state or country.

MATERIALS dough recipe (see below) reference map wax paper ( if needed) different colored sprinkles blue icing chocolate chips M&Ms red pull apart licorice pre-made map outline (if needed)

DOUGH RECIPE * 2 cups smooth peanut butter * 2 1/2 cups powdered milk * 2 1/2 cups powdered sugar * 2 cups white corn syrup

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PROCEDURES1. Pre-make and separate the dough at home. 2. Give each student or group of students (two or three at the most), a reference map

to find the geographical features. 3. Give each student or group, a portion of the dough. 4. Have the students shape the dough to represent the state or country. 5. Once the map is shaped, have the students place the edible objects that represent

the landmarks, accordingly. 6. When the map is finished, have the student or groups share their map with the rest

of the class. (Ask the students to look for any corrections needed).

7. EAT!!!

ASSESSMENT Depending on if you had the students write up information on the major physical features, you can grade this portion according to the requirements. Otherwise the only assessment for the map would be that the students have the landmark representations accurately placed and are able to tell the class about their map.

** This activity was given to me by one of my social studies professors. This activity was created by Susan B. Ouzts.

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THE INFLUENCE OF PHYSICAL GEOGRAPHYAND CLIMATE

DESCRIPTION Largely due to the development of technology -air conditioners, gas and electric heating, air travel- students often seem to lose an appreciation for the limits and demands from the physical world around them. The description here will focus on a lesson about "your" state, but this activity can be used for the United States, or even Continents of the World..

GOALUsed during a geography unit -large or small scale- or at the beginning of a unit on exploration (ex. Europeans to America; Spanish to New Mexico), this activity focuses on motivating student consideration for the impact of the physical world on the survival and well-being of people. Depending on the importance of Geography (depending on the focus of the lesson and of the teacher), this lesson is flexible enough to be a one-day activity, where students write their answers on the chalkboard for a general introduction to a unit, to a three-day activity, where students use the Atlas, a State map, and necessary materials -construction paper, glue, etc.- for a presentation with visual aides.

OBJECTIVES The student will:

1. Identify the geography and climate of your State (i.e. New Mexico). 2. List basic (or other) human needs -shelter, food, water, "MTV, radios, Nintendo,

telephones, etc."- and describe how to meet those needs in the conditions identified.

3. Write a letter (contemporary or dated) to/from travelers/explorers to your State which identifies conditions and important resources which will be needed.

MATERIALSDepending on the weight given this activity, the information base can come from either student "brainstorming" to the use of an Atlas, class texts, and a State map.

PROCEDURE 1. Define the following on the board (other elements may be used as appropriate):

geography, climate, and temperature in terms of seasonal differences, and human needs (shelter, food, water, "MTV, radios, Nintendo, telephones, etc").

2. Divide your State (or could be the United States) into regions and assign groups (3-4 students) to investigate each region. Each group should have no more/less students than the number of assignments. Work can be done individually for group consensus or in cooperation.

3. Finally, students will collect their data and write a letter to travelers or explorers going to their area. This can be done either as a letter of recommendation from the "point of origin," to the explorers, or as a letter "home" from explorers already in the area of study. From investigating the facts, identifying human needs,

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combining these for describing the impact of physical geography, students finish by synthesizing the data and their opinions to a 2-3 paragraph "letter."

TYING IT ALL TOGETHERAt first, students will probably want to bring along MTV, "boom-boxes," and plenty of perishable food. After they identify the physical geography, the teacher should ask how they plan using the things they regularly enjoy. This is also a good opportunity for asking and investigating what early explorers had and what else the students think they would need. An evaluation can come from student writing or group presentation (with maps, drawings, and original information, presentations can be very interesting). Teachers should remember this is only a BRIEF description; this activity can be used to introduce a lesson about explorers, as an inclusive geography lesson, and as a simulation of interacting with the land.

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GRADE LEVEL: Third





within communities.

Grade Level Benchmark: 4. Explain how various people and cultures have adapted

to and modified the environment. (II.2.LE.4)


1. Native Americans – A Way of Life (activity attached)

Resources

New Vocabulary:

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NATIVE AMERICANS – A WAY OF LIFE

CLARIFYING THE BENCHMARK Humans interact with their environment in two basic ways. First, they adjust, or adapt, to their environment. For example, people in flood areas may build their houses on stilts to protect them. People in hot climates often wear loose fitting, cotton clothing which keeps them cooler. Second, people change, or modify the environment to better suit their needs. For example, people may dam a river in order to irrigate their crops. They may cut down trees in order to build a shopping mall. Changes can have both positive and negative effects on the environment.

AN EXAMPLE OF TEACHING TO THE BENCHMARK Read A River Ran Wild by Lynn Cherry to students. This book describes the history of life along the Nashua River. It begins with early Native American settlement and progresses through European settlement and the subsequent industrial development leading to serious environmental problems. As you read the book discuss ways people in the story adapted to the environment and ways they modified the environment. Record ideas on a class T -chart. Examples from the book include:

Ways people adapted to fit the environment: Native Americans learned to make their houses out of cattails because the

riverbanks provided these materials. Native Americans planted corn and squash because they were crops that would

grow in forest clearings. People stopped swimming in the river because it had become polluted.

Ways people modified the environment to fit them. The English cleared the land because they wanted to build houses and a

settlement. Dams were built on the river because millponds were needed for mills. Pulp was dumped from paper mills into the river because it was easy for

disposal. People worked together to clean the river because it had become polluted.

REFERENCESGeography for Life. (1994). (p. 69). National Geographic Research and Exploration.Cherry, Lynn. A River Ran Wild. (1992). Orlando, FL.: Harcourt/Brace.Help Your Child Learn Geography. (Click on “Relationships Between Places”).

<http://www.ed.gov/pubs/parents/Geography/>. (June, 2000).

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ASSESSMENT TASK Ask students to think of ways people in their community have adapted to fit their environment and why they did so. Students are then asked to think of ways in which people in their community have modified, or changed, the environment to fit them and why they made the changes. Have students explain the changes on a T -chart in complete sentences which follow this pattern.

They__________________________ because______________________

Example of a T-chart:

Ways People Have Adaptedto the Environment and Why

Ways People Have Changed


Explain how various people and cultures have adapted to and modified the environment.

Correctly identifies at least one example of people adapting to the environment of one example of people modifying the environment.

Correctly identifies at least one example of people adapting to the environment of one example of people modifying the environment.

Correctly identifies at least one example of people adapting to the environment and one example of people modifying the environment and gives an accurate explanation of why the changes were made.

Correctly identifies at least one example of people adapting to the environment and one example of people modifying the environment and gives an accurate explanation of why the changes were made. Gives additional accurate explanations

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GRADE LEVEL: Third



Topic: Location, Movement, and Connections

Grade Level Standard: 3-7 Explore location, movement, and make connections

within communities.

Grade Level Benchmark: 1. Describe major kinds of economic activity and explain the

factors influencing their location. (II.3.LE.1)


1. Duplicate the chart below listing the highest producing countries for Michigan agricultural products. On an outline map of Michigan with the countries labeled, have each student color the counties listed for one of the agricultural products, using a different color for each product map.

Post the maps in the front of the room, and ask students to make observations. Brainstorm factors affecting agricultural production and sale for products. Display other Michigan maps inferences. Guide their critical thinking, as needed, with questions such as: Why are large fruit and vegetable markets located in the western lower peninsula? Why are cereal companies located in Battle Creak? Where would you locate a plant that processes grapes into grape juice and jelly? If you worked for a trucking company based in Grand Rapids, what farm products might youthful, and where would you haul them? How might the location of farming affect other businesses?

Resources

New Vocabulary:

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GRADE LEVEL: Third





within communities.

Grade Level Benchmark: 2. Describe the causes, consequences, routes, and

movement of major migration to the United States. (II.3.LE.2)


1. Migrating to North and South America (activity attached)

Resources

New Vocabulary:

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MIGRATING TO NORTH AND SOUTH AMERICA

CLARIFYING THE BENCHMARK People come to the United States for many reasons. Major migrations to the United States are those when large numbers of people move to a new home for similar reasons. They also had a significant impact on the country or a particular area of the country .This impact can take the form of new problems or benefits. An example of a cause of major migration would be the potato diseases in Ireland that caused a large number of Irish people to come to the United States. Students are expected to identify these major movements, the paths people used to get here and what happened as a result of their coming.

AN EXAMPLE OF TEACHING TO THE BENCHMARK A major pattern of migration began shortly after European contact with South and North America. Between the sixteenth and eighteenth centuries, the 'first wave' of migration took place. Begin your discussion of this phenomenon by highlighting the Bering land bridge theory of 'Indian' presence in North and South America. While technically the Native Americans also migrated, they were here so long before other groups they are not considered part of this 'first wave'.

Spend some time activating student background knowledge by brainstorming reasons people might move from their homes to another place. Record their thoughts and conclude by defining migration as a movement of a large group of people from their homes to a new home

Complete some map analysis and census review as a class using historical and geographic atlases. Lessons 9-13 in the Nystrom historical atlas, "Exploring Our Country', will facilitate students' understanding of who moved, when they moved, where they settled, what they experienced when they got here and some information related to why they came. Include these groups of people in your discussion: British Spanish Africans Pilgrim Puritans French Swedish/German

Evaluating census information at the Historical Census Data Browser site as a class, might also be helpful to build conceptual understanding. Students can make observational statements as they observe the population statistics which are divided by ethnic group/country of origin and population of various colonial settlements. Students will also need some understanding of what life was like in Europe and Africa at the time. Joy Hakim's series A History of US books 1-3 are very helpful. Web sites are also very useful. The students' first task is to draw a portrait of a person who might have participated in this first wave of migration and research information which will allow them to construct a character sketch of this person. Specific topics for research should include items listed in the assessment task directions. (A more expansive explanation of the potential and details of this type of project can be found in the book Social Studies at the Center - pp. 100-108. Give students an organizer or note taking guide.

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REFERENCESGarrison, Tina, (Ed.). (1998). Exploring Our Country. Chicago, Illinois: Nystrom.Hakim, Joy, (1999). A History U.S.: Making Thirteen Colonies. Oxford, NY: Oxford

University Press.Inter-University Consortium for Political and Social Research at the Institute for Social

Research at the University of Michigan. (1992). United States Historical Census Data Browser [on line]. <http://fisher.lib.virginia.edu/census// background>. (August, 2000).

Lindquist, Tarry and Selwyn, Douglas. (2000). Social Studies at the Center: Integrating kids, content, and literacy. Portsmouth, NH: Heinmann.

Northeastern University in Boston, World History Center, Department of History. (1996). Migration Prototype project migrations: The Americas, 1600-1800. <http://www.whc.neu.edu/prototype/migration.html>. (August, 2000).

National History Day Project – Immigration in the Americas and the 13 Colonies – Ernesto. (19). <http://www.geocities.com/SiliconValley/Way/9301/ HistoryDay.html>. (August, 2000).

ThinkQuest. (1997). Virtual renaissance. <http://library.thinkquest.org/3588/ renaissance/GeneralFiles/Introduction.html>. (August, 2000).

USA: Outline of American History from Revolution to Reconstruction. (1990). <http://odur.let.rug.nl/~usa/usa.htm>. (home). <http://odur.let.rug.nl/~usa/ H/1994/ch2_p1.htm>. (colonial period).

ASSESSMENT TASKDIRECTIONS TO STUDENTS: Use the information that you gathered during your research to write a fictional account of this person and his or her life. Your story should be at least 1 page long. Include at least one example of each of the following in a well-written description: 1. Dates of migration 2. Where he/she settled 3. Life in homeland 4. Economics 5. Religion 6. Daily activities 7. Why he/she chose to leave 8. Life in the New World 9. Work 10. Home 11. Friends 12. Daily Activities

SCORING RUBRIC

Benchmark(II.3.LE.2) Apprentice Basic Meets Exceeds

Describe the causes, consequences, routes, and movement of major migration to the United States.

The student writes a description of a fictional person who migrated to the Americas but includes only five of the required elements.

The student writes a grade appropriate one page description of a fictional person who migrated to the Americas but includes only 6-9 of the required elements.

The student writes a grade appropriate one page description of a fictional person who migrated to the Americas and includes one example of elements 1-12.

The student satisfies requirements for ‘meets’ category and includes more examples or more in depth analysis and background information.

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GRADE LEVEL: Third





within communities.

Grade Level Benchmark: 3. Explain how transportation and communication link

people and communities. (II.3.LE.3)


1. Three Modes of Transportation and Communication (activity attached)

Resources

New Vocabulary:

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THREE MODES OF TRANSPORTATION AND COMMUNICATION

CLARIFYING THE BENCHMARK Transportation and communication networks link people and communities together. This is very important because no community has all the resources it needs to be independent. Therefore, communities depend on other communities to help meet the needs of their citizens. Transportation networks link communities by truck, ship, train, car, airplane, etc. People and goods travel between communities using transportation networks. Communication networks link communities by computer, phone, television, radio, etc. Information travels between communities using communication networks.

AN EXAMPLE OF TEACHING TO THE BENCHMARK Ask students to brainstorm a list of ways people are linked to other people. Common student examples will most likely include roads, the postal service, telephones, etc. Introduce the terms 'transportation' and 'communication' and discuss how communities and people are linked by transportation and communication networks. Guide students in adding n(~w examples to their brainstormed list. For example, even though a community may not be a port, many of the goods found in the community may have traveled at one time by ship. Using the expanded list discuss how people, goods and information travel between communities using transportation and communication networks.

REFERENCES Bednarz, Sarah, et al. (1994). Geography for Life. (pp. 85-86, 127). Washington D.C.:

National Geographic Research and Exploration.Cheney, Martha and Bockwoldt, Diane. (1996). Transportation: A Complete Thematic

Unit. New York: Evan-Moor.English, Jane. (1995). Transportation: Automobiles to Zeppelins. New York:

Scholastic.

ASSESSMENT TASK Each student will create a poster explaining in words and illustrations three modes of transportation and three modes of communication that link their local community with other communities.

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Scoring Rubric Benchmark(II.3.LE.3) Apprentice Basic Meets Exceeds

Explain how transportation and communication link people and communities.

Accurately explains in words and illustrations one mode of transportation and one mode of communication that link their local community with other communities.

Accurately explains in words and illustrations two modes of transportation and one mode of communication that link their local community with other communities.

Accurately explains in words and illustrations three modes of transportation and three modes of communication that link their local community with other communities.

Accurately explains in words and illustrations three modes of transportation and three modes of communication that link their local community with other communities.Give additional accurate explanations.

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GRADE LEVEL: Third





within communities.

Grade Level Benchmark: 4. Describe some of the major movements of goods,

people, jobs, and information within Michigan and the United States and explain the

reasons for the movements. (II.3.LE.4)


1. What Is A Community? (activity attached)

Resources

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WHAT IS A COMMUNITY?

ABSTRACTIn this lesson, students explore common characteristics of communities. After brainstorming what makes a community, students identify the things that all communities have, such as a location, natural features, government, history, a transportation system, businesses, people, and resources. They listen to a story about an imaginary community built by children, describe its characteristics, and compare them to the characteristics of their own local community. BENCHMARKIdentify the local community in which they live and describe its characteristics and boundaries (II.4.EE.1). KEY CONCEPTcommunity INSTRUCTIONAL RESOURCESEquipment/ManipulativeAcetate sheetsMaps of the local community. These are available from businesses, county and township offices, and community organizations such as the Chamber of Commerce, Visitor and Convention Bureau, etc.Overhead markerOverhead projector Student ResourceMcLerran, Alice. Roxaboxen. New York: Lothrop, Lee and Shepard, 1991.

Stories and More: Time and Place CD-ROM. Redmond, WA: Edmark, 2000.

Treays, Rebecca. My Town. Tulsa OK: Usborne Publishing, 1998. Teacher ResourceBoehm, Richard, et al. Communities. Orlando, FL: Harcourt Brace, 2000. 22-37.

Norris, Jill. My Community, A Complete Thematic Unit. Monterey, CA: Evan-Moor Educational Publishers, 1996.

SEQUENCE OF ACTIVITIES1. Write the word “community” on an overhead or board and ask students to think

for a few moments about what they learned about the concept in second grade.

2. Divide the class into groups of three students and assign the role of recorder to one student in each group. Give each group a recording sheet with the following two questions written on the sheet: What is a community? What would you find in

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a community? Ask students to discuss the two questions in their group and write down their answers under each question.

3. Ask students to share their answers to the first question with the whole class: What is a community? Lead a discussion about the various answers and guide students toward the idea that a community is a place where people live, work and play together. Next, ask students to list some basic needs people have (e.g. food, clothing and shelter). Remind students that one main purpose of a community is to help people meet their basic needs.

4. Ask students to share their answers to the second question: What would you find in a community? Record their answers on an overhead or board. Common answers are buildings, roads, people, trees, a school, cars, a hospital, a grocery store, a bank, a park, a fire station, firefighters, etc.

5. Guide students to find ways to group together, or categorize, some of the things on the list. For example, a fire station, police station, library, and school are all services, some of which are provided by the local government. Grocery stores and banks are businesses. Roads and cars constitute part of a transportation system.

6. Ask students if communities also provide a sense of belonging. Geographers refer to this as the power of place and the attachment one makes to the community. Ask students to identify a number of reasons people develop a sense of belonging. Some answers may include comfort, cooperation, communications, safety, familiarity, etc.

7. Using a transparency or the board, explain to students that communities have the following characteristics: a location, natural features, a government, a history, a transportation system, businesses, and resources.

8. Tell students they are going to hear a story about an imaginary community called Roxaboxen. (Roxaboxen is the story of events enacted by children who built an imaginary community in their Arizona neighborhood. The story is available in book form or as one of three stories in the Edmark CD-ROM Stories & More: Time and Place). Instruct students to pay close attention for the characteristics listed in Step 7 as the story is read. Read the story and stop frequently for discussion using questions such as: What did the children use to build their community? Who was the founder of the community? What problems did the community face? If we built a community like Roxaboxen in our area, how might it be different?

9. After reading and discussing the story, have students work individually to describe the characteristics of Roxaboxen by filling out a chart like the one below. Sample answers are listed on the chart.

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CHARACTERISTICS EXAMPLES FROM ROXABOXEN(possible answers in italics)

Location In a neighborhood in Yuma, ArizonaNatural Features Sand, rocks, cactus, black pebbles, desert glass, a hill

Government: Rules No speeding in carsGovernment: People

Marian was mayor, Jamie was the policeman

Government: Buildings

A town hall, a jail

History It was started by a few children and then it grew and expanded. It changed over time.

Transportation Roads, cars, horsesBusinesses A bakery, two ice cream parlorsPeople Marian(mayor), Jamie(policeman), Anna May(owner of

bakery), Paul(owner of ice cream parlor)Resources Black pebbles, cactus, boxes, white stones, people

10.Discuss with students how their local community is similar to and different from Roxaboxen. Some sample discussion questions may include: How is our community similar to Roxaboxen? What characteristics are similar? Why do you think this is so? How is our local community different than Roxaboxen? What characteristics are different? Why do you think this is so? What influence do you think location has on a community’s characteristics? What influence do you think the natural environment has on a community’s characteristics? How do the location, natural environment, and resources affect the way people live in their community? Encourage students to support their answers with examples from the story or their local community.

ASSESSMENTThe chart (see below) in which students summarize the characteristics of Roxaboxen may serve as an assessment for this lesson. Additional assessments may include students constructing a web, which illustrates the major characteristics of a community or writing a short essay to answer the question, “What is a Community?”

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What is a Community?CHARACTERISTICS EXAMPLES FROM ROXABOXEN

Location

Natural Features

Government: Rules

Government: People

Government: Buildings

History

Transportation

Businesses

People

Resources

APPLICATION BEYOND SCHOOLStudents can search a local newspaper for articles relating to the characteristics of communities. For example, they could search for articles relating to local government, history or businesses. Students could also conduct a survey asking people to list five important things you would find in a community. CONNECTIONSArtsWhen students study the illustrations of Roxaboxen which were created by Barbara Cooney, two-time recipient of the prestigious Caldecott Medal, they explore how illustrators convey meaning through art.

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English Language ArtsWhen students listen to and analyze the book Roxaboxen they use a variety of literacy skills, including informational listening skills. When students share and discuss answers, they practice the speaker’s craft. ScienceWhen students explore the concept of natural features, they consider science concepts relating to landforms, environment, habitat, human impact, etc.

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GRADE LEVEL: Third



Topic: Regions, Patterns, and Processes

Grade Level Standard: 3-8 Explore regions, patterns, and processes.

Grade Level Benchmark: 1. Draw sketch maps of the community, region, and nation.

(II.4.LE.1)


1. Drawing a Sketch Map of Our Local Community (activity attached)

2. Hiking the Appalachian Trail (activity attached)

3. Locate Major Natural and Human Features on A Map.(activity attached)

Resources

New Vocabulary: Appalachia, environment, geography, instruction, journal writing, trails

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DRAWING A SKETCH MAP OF OURLOCAL COMMUNITY

ABSTRACTIn this lesson students create a sketch map of their local community. They begin their review of basic map concepts by exploring a map of the Hundred Acre Wood and by comparing and contrasting two island maps. After viewing maps of their own community and reviewing what they have learned about their community, students generate a list of important natural and human features to be included on their sketch maps. They create the sketch maps individually and then include the maps on a “Community Poster.” UNIT OF STUDYDefining a Regional Community BENCHMARKDraw a sketch map of their local community (II.4.LE.1). KEY CONCEPTcommunity INSTRUCTIONAL RESOURCESEquipment/ManipulativeExamples of different kinds of maps from National Geographic Society, newsmagazines, placemat maps from restaurants, and maps in children's literature. The school librarian will be helpful in locating mental or sketch maps drawn by other children or for inclusion in children's books.Maps of your local community Student ResourceHartman, Gail. As the Roadrunner Runs: A First Book of Maps. New York: Simon and Schuster, 1994. Sweeney, Joan. Me on the Map. New York: Crown Publishers, 1996. Treays, Rebecca. My Town. Tulsa OK: Usborne Publishing, 1998. Teacher ResourceBeaver Island Map. Beaver Island Net Web site. 18 May 2001 http://www.beaverisland.net/Places/Island_Map/island_map.htm. Hundred Acre Wood Map. PoohBear.com Web site. 18 May 2001 http://www.poohbear.com/ColoringBook/100acreWoods.html. Mapquest. 18 May 2001 http://www.mapquest.com.

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http://www.mapquest.com/

http://www.poohbear.com/ColoringBook/100acreWoods.html

http://www.beaverisland.net/Places/Island_Map/island_map.htm

Maps and Globes. Geography World Web site. 18 May 2001 http://members.aol.com/bowermanb/maps.html. Maps On Us. 18 May 2001 http://www.mapsonus.com. Perry-Castenada Library Map Collection. 18 May 2001 http://www.lib.utexas.edu/Libs/PCL/Map_collection. Sketch Map of Thacher Island. Thacher Island Web site. 18 May 2001 http://www.thacherisland.org/map.htm. SEQUENCE OF ACTIVITIES

1. Show a map of the “Hundred Acre Wood” from the Web sites listed above. Note that some preparation of the map is required and may be done in the school (library, computer lab, or classroom). The local Regional Educational Service Agency (RESA) or Intermediate School District (ISD) or Regional Educational Media Center (REMC) have the capability to download, print, and prepare maps for classroom use from the World Wide Web. Once students view the map, ask them to identify the different things shown on the map. Student answers may include a compass rose, a river, trees, places where events happened, houses, etc. Ask students how the map might be used. Students’ answers might include to find out who lives in the hundred acre woods, to see the location of various places in the woods, and to understand where different events in the story happened. To demonstrate the procedure, the teacher may read a short passage from the story that specifies a particular location and have the students point to the place on the map.

2. Show a sketch map of Thacher Island and a map of Beaver Island. (See Step 1 above for suggestions regarding how maps may be prepared. Note that the Beaver Island map is very large so it is advisable to save it in a folder and print it out using a program such as PhotoPaint or inserting it in a WORD document. There are directions for doing this at the website. You could also substitute any detailed map with a legend, compass rose, and other map components from a textbook or classroom atlas. Ask students which map is most like the “Hundred Acre Wood.” Have students support their answers with reasons.

3. Guide students in comparing and contrasting the two island maps of Thatcher and Beaver islands, or comparable maps if those are not available, with questions such as: Which map has a legend or map key?How does the legend/key help us use the map?Why do you think this map needs a key and the other doesn’t?Which map has the most detail?What does the detail tell us about the physical and human characteristics of the place?What would be some uses for each of the maps?

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http://www.thacherisland.org/map.htm

http://www.lib.utexas.edu/Libs/PCL/Map_collection

http://www.mapsonus.com/

http://members.aol.com/bowermanb/maps.html

If you were going to draw a map of our community, which map would it be most like? Why?

4. Show students maps of the local community. These can be obtained from local planning departments, recreation office, township offices, country offices, and some websites, etc. Ask students to identify the physical or natural features shown on the maps, for example, rivers, lakes, mountains, forests, etc. Ask students to identify different human (cultural) features shown on the maps. These will include schools, cemeteries, bus station, railroad tracks, town buildings, houses, etc.

5. Return to the list of physical and human characteristics and the categories from Lesson 2. Ask students to locate the characteristics that are shown on the map or maps of the local community. Have students add features neatly to the maps if specific characteristics are not shown and add them to the key for the map.

6. Next, have students individually draw sketch maps of their local community that include the physical and human characteristics discussed in Step 5. The community map discussed and observed earlier should serve as a spatial reference for the students, but they should not copy the reference map. If students need help with relative locations, they may refer to the community maps used in Step 5 in order to develop their concept of the spatial organization of the local community.

7. As a culminating activity, have students create a poster that includes their sketch map and describes five important characteristics of the community in words and pictures.

ASSESSMENTThe teacher could monitor students’ sketch maps to check for understanding. A paper and pencil assessment may be given in which the students identify five physical and five human characteristics of the local community. These could be selected from a list prepared by the teacher, or the students may construct their response from prior knowledge based on information from the lesson. Students may also list or draw physical and human characteristics on a blank outline map of the local community that has some locational information place on the base map, such as the location of the school, and a common landmark such as a park, etc. APPLICATION BEYOND SCHOOLStudents could create a sketch map of their neighborhood. Students could also collect a variety of maps by searching newspapers, websites, tourism brochures, etc. CONNECTIONSEnglish Language ArtsWhen students share and discuss answers, they practice the speaker’s craft.

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When students use books, websites, and newspapers they explore a variety of text structures and engage in informational reading. MathematicsWhen students explore maps they use direction and orientation. Some students may use distance in city blocks, miles, or travel time. ScienceWhen students explore the concept of natural features they consider science concepts relating to landforms, environment, habitat, human impact, etc.

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HIKING THE APPALACHIAN TRAIL

U.S. GEOGRAPHYThere can be endless variation to this lesson, geared to your grade level and the materials and time on hand. I chose to stress the natural beauty of the trail and the foresight of it’s developers. This one was used with grade 5 with good success. It works best with groups of 10 or less.

THE STUDENTS WILL ...1) Participate in a “hike” on the Appalachian Trail.2) Read a trail map and guide from trail markings.3) Read excerpts from selected stories and articles.4) Make entries in a trail diary, and on a geography journal data sheet.

THEMELocation, place, human-environment interactions, regions

MATERIALS Maps, posters and books on the Appalachian Trail, markers, large map ofeastern U.S., masking tape, crayons, dry erase board and markers, trail diary sheets, The Arrowhead by Jan D. Curran, arrowhead artifacts, clipboards, index cards, wordsearch, maps of the Appalachian Trail, GORP (raisin & peanut mix), trail signs (“Trail’sEnd _______ miles”.), small tape player with tape of actual bird songs (playedthroughout the “hike”).Note: There are several excellent Internet sites devoted to the AT. Set up the “stops” in the hallway, possibly a stairwell. At every stop along the way, theteacher will either have posters or maps on the wall, or other information available suchas pictures in a book, or other primary sources.

SET INDUCTIONActivity I: KWL Activity on the Appalachian Trail (5 -10 minutes) Teachers asks questions in an effort to find out what the group knows about theAppalachian Trail, and what they would like to know.K: Questions: Have you ever heard of the Appalachian Trail? If not, what do youthink it might be? Where do you think it can be found? What could it’s purpose be? Why do you think people created the trail? Teacher lists all responses on the board.W: What you like to know about the trail? Teacher lists questions on board.

Activity II The “Hike” Part 1, (10 - 15 minutes)“We are going to set out on the Appalachian Trail.” To get the full effect of the trailexperience, encourage students to shoulder their backpacks if they have one available. Give each student a clipboard, map of the trail, and an index card with a question aboutthe trail. Each question is different, and the students are to find the answer along theway:Examples: What is a blaze and what is it’s purpose? How long is the Appalachian Trail?

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Why do you think it runs from Georgia to Maine?... why didn’t it go on to Florida?Who was Emile Benton MacKaye, and what is he known for?How many states does the A.T. go through?... name five of them.

Stop 1 Expository ReadingOn wall: Posters showing Virginia features, a sign indicating Trail’s End XXX miles.Present a map of the Trail, ask the students where they think we are based on the pictures shown. Using the maps, tell the students to estimate how far we are from the end of the trail. Fill in the miles on the Trail’s End sign. Students enter information on their trail diary sheet. Each student is given a copy of a short article on the Appalachian Trail to read. Remind students that they are to look for the answer to the question on the index card, but it may not be in this particular article.

Stop 2 Word Search ActivityOn wall: Posters showing Pennsylvania features, a sign indicating Trail’s End XXXmiles. Ask students to find our current location on their trail maps, given the pictures supplied. Students enter information on their trail diary sheet. Give students a word search in which they find words from the expository article. Students get a reward of “GORP” trail food when finished. (Good Old Raisins and Peanuts).

Activity III The “Hike” Part 2, (15 - 20 minutes)Stop 3: Narrative Reading On wall: Posters showing New Hampshire features, a sign indicating Trail’s End XXXmiles. Ask students to find our current location on their trail maps. Students enter information on their trail diary sheet. Give students a copy of the arrowhead poem. “The poet asks a question, what is that question, and does she answer it?”. Pass around arrowhead artifacts. Opportunity for discussion.

Stop 4: Trail’s End On wall: Posters showing Maine features, a sign indicating Trail’s End. This stop willbe next to a large wall map of the eastern U.S.Discussion: Sit students down in a semi-circle. Have each student read their index cardquestions and answers, or discuss unanswered questions. Give each student a data sheet with the name of a state that hosts the Appalachian Trail, or let the students choose their favorite. They are to collect data for that state using atlases, maps and other books provided by the teacher.

ASSESSMENTStudents will have participated fully in group discussions, map activities, and journal entries.

Arrowhead by Jan D. Curran

I found an arrowhead today.Black stone, chipped and grooved.Not your normal museum arrow - This was real, lying on the trail

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Where it was shot or lostBy someone long ago.

I wonder - was it on the hunt?Or a battle between tribes?Or perhaps he’d stopped to restAnd it fell unnoticed by his side.

What sort of man was this?A proud and noble huntsmanAfter food for wife and child?Or some mean savageSet in ambush for a foe?Perhaps a soldier of the tribeTrying to hold the settler tide.

It is certain I will never know.So it shall be a souvenirOf whatever I decide.I found an arrowhead todayLost by a noble huntsman long ago.

The Appalachian Trail is a wilderness footpath that wanders along theAppalachian range, 2,160 miles from Katahdin in Maine to Springer Mountain, Georgia.This footpath has some of the East's most beautiful scenic wonders. It passes throughfourteen states, eight national forests and six national parks. It is maintained byvolunteers.

The trail was the dream of Emile Benton MacKaye, (“Ma-kye”, rhymes with“sky”) who gained enough support to have the trail built in the 1920's and 1930’s.The Appalachian Trail is marked with 2-inch by 6-inch white paint blazes. Adouble blaze—one above the other—is placed before turns, or other areas that wherehikers need to be alert. Blue blazes mark side trails. Usually these lead to shelters, water supplies, or special view-points

Each year some hikers come to the Trail to attempt a thru-hike, a non-stop hikefrom beginning to end. Maybe 20 percent who start will actually finish. The rest eitherquit because they are not ready for the test, get hurt, or have some other emergency. Many people hike the trail in parts. Some have taken years to complete the entire trail. One man finally finished after 45 years of short hikes.

The Appalachian Trail is for anyone who wants to explore the natural wonders ofeastern America. Spend a day, or a week, or a season on the trail!

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UNITED STATES GEOGRAPHY JOURNAL

Name of State Region Capital

FACTSWhat other states or countries border this state?

MAP IT!Sketch the outline of this state. Label the capital, and major rivers, lakes and mountain ranges, bordering states, national parks. Show where the Appalachian Trail crosses the state.

RESEARCHGive at least three prominent features about this state: (for example people, culture, lifestyles, environment).

1.

2.

3.

Appalachian Trail Diary of Starting from: ________________________ Date:

Stop #1 A lean-to on Roan MountainState Miles left to go Today I saw/learned

Stop #2 A hostel near Boiling SpringsState Miles left to go Today I saw/learned

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Stop #3 Trail shelter by a cairn on Mount LafayetteState Miles left to go Today I saw/learned

Stop #4 End of the trail, the bald on Mount KatahdinState Miles traveled Today I saw/learned I feel

THE APPALACHIAN TRAIL Find all 10 words in the list below. Then take the underlined letters andunscramble the mystery word to find out who maintains the trail!

BLAZE, KATAHDIN, GORP, MOUNTAIN, MACKAYE, BALD, APPALACHIAN, HOSTEL, BACKPACK, WILDLIFE

E R H O S T E L O L J H G F R P K H S C J U Y T R E N B I O IG H P I O K H A S Z T H Y U K J G F D E R F G N M U I T H F WB P I U U L L G R Q W B L A Z E K R L R O Q W V Z D P O L T RO K B B G T R I I E W G F D R L P K I U Y H M N G F R E W L VQ A S D F G V N M K J U I O L K A T A W I L D L I F E F R E BT H J N B C C O L U J G T E F B M Z X W P H J F G E R Y T A JE R F Y I K G O R P J H G F R P K H S C J U Y T R E N B I O IG H P I O K H A S Z T H Y U K J G F D E R F M O U N T A I N RB P I U U L L G R Q W B N M U D K R O R O Q W V Z D P O X W EL M A C K A Y E J I E W G F D R L P K I U Y H M N G F R E N OW A S D F G H N M K J T I O L K J H G Y X K A T A H D I N L QB H J N B C C O O U J G T E F B M Z X W P H J F G E R Y T A PA R A P P A L A C H I A N S C J U Y T R E N B I O I G H P I OC H A S Z U H Y U K J G F D E R F G N M U I T H F B P I U U WK L G R Q W B N M U D K R L R O Q W V Z D P O L O K B B H Y UP T R I I E W G F D R L P K I U B A L D G F R E W Q A S D F S

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A H N M K J R I D G E L P R E G F R E T H J N B C C O O U K GC T E F B M Z X W P H J F G E R Y T A O S Y K J K K J I P K VK Y U L K H F F J S K J I P J T Y U L K H F F R P O U J G T IWho maintains the Appalachian trail?

The 10 letter mystery word is

(rules posted on the “trail”)

Welcome to the Appalachian TrailRules for the Trail

Leave no sign, pack out what you pack in.Contain all fires

Speak softly, step lightlyListen to learn

Be courteous to othersRespect the wonders you seeDon’t be afraid to ask for helpAlways help your fellow hikers

Enjoy!

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LOCATE MAJOR NATURAL AND HUMAN FEATURES

CLARIFYING THE BENCHMARK Maps are important tools in geography. They help us locate places and better understand the human and natural features of places. Therefore it is important not only to be able to interpret maps but also to draw sketch maps of the community, region and nation where we live. These maps should include important landmarks such as roads, bodies of water, important buildings, etc.

AN EXAMPLE OF TEACHING TO THE BENCHMARK Obtain a large map of your community and small copies for students. Guide students in locating major natural features such as rivers. Next, locate human features such as major roads, a library, a mall, schools, a post office, etc. Discuss the relative location of each of these features. Discuss the idea that this map has more detail than a sketch map would require. Ask students which features would be most important to include on a sketch map of the community.

REFERENCESNational Geographic Research and Exploration. (1994). (pp. 61-64). Geography for

Life. National Geographic Society.Sobel, David. (1998). Mapmaking with Children. (pp. 1-10, 17-19). New York, New

York. Heinemann.

ASSESSMENT TASK Students create a simple sketch map of their community showing a minimum of two major roads, six human features, and two natural features.


Describe the location, use, and importance of different kinds of resources and explain how they are created, and the consequences of their use.

Accurately draws a sketch map of their community showing one human feature and one natural feature.

Accurately draws a sketch map of their community showing one major road, two to five human features, and one natural resource.

Accurately draws a sketch map of the community showing two major roads, six human features, and two natural features.

Accurately draws a sketch map of the community showing two major roads, six human features, and two natural features. Additional examples of roads, natural features, or human features are accurate.

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GRADE LEVEL: Third





Grade Level Benchmark: 2. Describe places, cultures, and communities in the

United States and compare them with those in other regions and countries.

(II.4.LE.2)


1. Explore the Native American Culture (activity attached)

2. Ireland – The Emerald Isle (activity attached)

3. The Clothes Line (activity attached)

Resources

New Vocabulary: Desert, plains, woodlands, native culture groups

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EXPLORE THE NATIVE AMERICAN CULTURE

CLARIFYING THE BENCHMARK Places, cultures and communities are cities, states or areas with common features. Students describe the place when they are able to tell about the weather, land, plants and animals and other natural geographic features in those areas. The culture of a place refers to the way people live, work, eat, travel and play in a location as well as the beliefs and attitudes held by the people who live in the place. Because people use the environment in which they live to meet their needs, people who live in the same area tend to use the environment in similar ways. Students are expected to identify similarities and differences and compare the way people in other regions and countries use the environment.

AN EXAMPLE OF TEACHING TO THE BENCHMARK The diversity among Native American cultural groups and the regions in which they lived provide excellent opportunities to compare regional characteristics. Most students have a broad background in Native American culture that allows this activity to concentrate on using geography skills.

Begin by examining a map of the major Native American culture areas. There are many organizations of Native American groups. One organization includes Natives of the northwest, desert, plains and woodlands.

Distribute an outline map of North America with states, provinces and countries identified. As a class, color the four broad regions representing the plains, eastern woodland, desert (southwest) and northwest native culture groups. Have students work in groups to research information about the physical characteristics of a region. Standard characteristics for groups to research would be: bodies of water, climate, flora, and fauna. Landforms and natural resources.

Make a chart with columns for each category. Students could also have a comparable graphic organizer. Record the information on the board.

After all the groups have shared, have students predict some 'ways people may have used the environment. Prompt them with questions such as what they might have eaten and/or used to make clothes and houses, problems they might have face and things they would not have to worry about.

Working in groups, have students use resources to gather information about the human characteristics evidenced in the lives of various tribes or culture groups who lived in the region. Provide specific kinds of information they will need to find such as food, clothing, housing, religion, government and/or relations with neighbors. Have students share information while others record it on a graphic organizer. Encourage questioning of each group to help recognize reasons for the choices native culture groups made.

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REFERENCES Hakin, Joy, (1999). A History of US: The First Americans-Prehistory-1600. Oxford,

New York: Oxford University Press.Novosad, Charles (Ed). (1996). Atlas of Our Country. Chicago, Illinois: Nystrom

Division of Herff Jones.Native Americans: People of the Desert. [videotape]. (1993). Raleigh, NC: Rainbow

Educational Media, Inc.Native Americans: People of the Northwest Coast. [videotape]. (1993). Raleigh, NC:

Rainbow Educational Media, Inc.Native Americans: People of the Plains. [videotape]. (1993). Raleigh, NC: Rainbow

Educational Media, Inc.

ASSESSMENT TASK Select two of the culture groups or tribes that have been studied. Write an essay comparing the way they met their needs and used the environment. The essay should be at least three paragraphs long and include the following: 1. A statement of the two culture groups or tribes that are being compared2. The regions in which they lived3. Description of the region in which each group lived (at least three physical

characteristics) 4. At least five comparisons selected from these areas: food clothing, shelter, religion,

government, fears or problems5. An explanation of the effect the environment had on the areas of comparison6. Identify at least one resource that each group had that the other might have wished

for


Describe places, cultures, and communities in the United States and compare them within other regions and countries.

In a composition that may not be grade appropriate, students attempt to complete at least two elements.

In a composition that may not be grade appropriate, students include elements 1-3, some part of elements 4, 5, or 6.

In a grade appropriate composition, students include all elements.

In a grade appropriate composition, students include all elements and student applies extensive logical processes to explanations.

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IRELAND – THE EMERALD ISLE

PURPOSE The purpose of this lesson is to give the student’s a perspective of another country that may be familiar to them. They will gain an understanding of location and geography and how it effects and shapes other cultures. The students will have many opportunities to explore their imagination and make these images come to life through the internet. Learning is supposed to be fun, so to prove this statement at the end of the unit the students will engage in a mini St. Patrick’s Day festival.

CONNECTION TO THE NATIONAL GEOGRAPHY STANDARDS No. 1 - Knows and understands how to use maps, globes, and other geographical tools to acquire, process, and report information. It is of great importance for the students to know how to use maps and globes not only in a classroom lesson, but also in the "real" world setting. Following directions and obtaining them from maps are an essential part of everyday life.

No. 2 - Uses mental maps to give spatial perspective to the world. Every student has an imagination that often involves fictional settings. With this ability, it will allow the students to picture the life and setting of Ireland as the lesson is being taught.

No. 6 - Knows and understands that culture and experience influence people’s perceptions of places and experiences. This concept will enable the students to understand not only how the culture of Ireland influences its inhabitants lives, but also how the culture of the United States influences our lives. Many similarities will be seen between the two cultures giving the students a sense of unity between people of all ethnicity.

No. 9 - Knows and understands the characteristics, distribution, and migration of human population. Many of the United States early inhabitants immigrated from Ireland during the Potato Famine years. These immigrants helped shape the characteristics of the land within the United States.

No. 14 - Knows and understands how the earth’s physical and human systems are connected and interact. The country of Ireland and the lives of the people are affected by the environmental system. From availability of natural resources to jobs, the students will be able to grasp the connection on how the environment plays such a vital role.

APPLICABLE TEXAS ESSENTIAL KNOWLEDGE AND SKILLS The student understands how humans adapt to variations in the physical environment.

Describe and explain variations in the physical environment including climate, land forms, natural resources and natural hazards.

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The student understands the concepts of location, distance, and direction on maps and globes.

Use a scale to determine the distance between places on maps and globes.

OBJECTIVES LISTThe students will demonstrate their ability to:

1. Locate Ireland on the globe and map as well as know and understand geographical location concepts.

2. Understand how climate shapes the landscape and effects the lives of the inhabitants.

3. Know the historical significance of the division of Ireland into two distinctive regions.

4. Know and understand the cultural characteristics and customs of Ireland.

5. Understand the significance of the monetary system.

6. Gain the knowledge of the internet and how to use it independently for educational purposes.

OVERVIEW OF THE PRESENTATION This lesson is to give the students a lasting impression on the country of Ireland. They will have many opportunities to express their imagination, especially on the day of the internet activity. The students will learn many concepts that have great importance in the life of the Irish. It will be to the advantage of the students to learn some of the Gaelic language. I will encourage the students to learn some of the basic language and use it throughout the unit. It will enhance the mini St. Patrick’s Day festival if the students know some of the language. Ireland is a country that can be interrelated to the United States; through this lesson, I hope to incorporate these ties to provide an opportunity for easy learning. Ireland is a country of lasting beauty and historical adventures. Imagination and creativity of both the students and teacher can bring the excitement alive in this educational experience.

DAY 1 Sponge Activity: Each student will have a flag color sheet at their desk. The top of the paper will be a paragraph the students will need to read to guide them through the activity correctly. An example of how the paragraph might read is as follows: The flag of Ireland has three colors: green, white, and orange. The green stands on the left for the Catholics, and the orange stands on the right for the Protestants. The white stands in the middle for the wish for peace between the two religions.

Opening: Inform the students that for the next ten days they will be studying the country of Ireland. Encourage them to do their best in this unit, and at the end of the ten days they will be given the opportunity to have a St. Patrick’s Day festival that will include Irish food, music, legend telling, and costume attire. This will be an event that their family can attend. The first day will be spent on learning geographical facts and location of Ireland. Also, go over the flag they have colored and explain the importance of the

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color symbolization.

Guided Practice: The students will obtain an overview of factual knowledge on Ireland using a presentation with the overhead projector. An overhead transparency will have facts such as location, landscape, rivers, islands, mountains, and other geographical facts. The following web site may be of interest in showing the students a map of Ireland: http://cliffie.nosc.mil/~NATLAS The following is a web site in which facts on Ireland may be obtained: http://www.nationalgeographic.com/resources/ngo/maps/ Independent Practice: This will be a time of individual work that will be used in a class discussion. The students will be required to research the geographical location and landscape on their own. This activity will take around five minutes. Afterwards include the class in a discussion of their findings. This will provide an opportunity for the students to retain knowledge through active participation.

Closure: No evaluation will be made on the first day due to not enough information being supplied to the students. At the close of the day, it is important to tell the students what they will be learning the next day (climate).

DAY 2 Opening: The students will be informed of the events to occur in the discussion of climate. These events include how the climate structures the landscape, jobs, and everyday life. In this opening lecture, pictures of different places and landscapes of Ireland can be shown. Get the students involved in a discussion on why they think these pictures are related to the climate of Ireland. This activity will enable the students to have an understanding when completing the independent practice.

Independent Practice: Have the students brainstorm what they know about the United States climate. These ideas will be needed to compare and contrast the climate of Ireland with the climate of the United States. In order to develop a better knowledge of the climatic conditions, this activity can be done in groups; this also allows for more discussion and input.

Assessment: Conduct an assessment that will allow you, as the teacher, to know if the students are enjoying the unit so far. Also ask them if they have any interests in Ireland that they may want to learn about.

Closure: Most of the activities used to learn about climatic conditions of Ireland will be correlated in the subject of science. Therefore, many of these activities will be accomplished during that course study. The students will be informed of the lesson for the next day (history). It is also very important to let the students know that they will be given a test over the material learned on geography, climate, and history.

DAY 3 Sponge Activity: To introduce the topic of the historic division of Ireland give each student a blank map outline of Ireland. Give the students an introduction of the reason for the division and have them draw their own line of division based on the information given. Also, allow the students to color the map and create their own color legend for such things as the division line, rivers, etc.

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http://www.nationalgeographic.com/resources/ngo/maps/

http://cliffie.nosc.mil/~NATLAS

Opening: After they have completed the map show the students where the actual division line lies. If desired, an award can be given to the student who was closest or even correct. Guide the students in a lesson on the Irish Civil War that caused the division. Also, in the lesson discuss the reasons for immigration of the Irish to the United States. The main reason being the Potato Famine has not only restructured the life in Ireland but in the United States as well.

Evaluation: Give the students a test on the material that has been covered in the first three days of the unit. Since there has been an abundant amount of information make this test short including only extreme significant details. (See the appendix for test one entitled Test 1: Geography, Climate, and History.)

Closure: Inform the students that they will be learning about the culture of Ireland the next day.

DAY 4 Opening: This lesson will be structured on the basis of the culture in Ireland. The students will learn various cultural elements such as the food, jobs, homes, education, etc. The main cultural focus will be based on Irish foods, especially since this will be a part of the festival. The students will be informed that there are eight traditional foods: potatoes, corned beef, cabbage, mulligan stew, fish chowder, soda bread, oysters, and oatmeal. If there is a person in the community who is an Irish chef, he or she may be invited to share some of the traditional dishes and how they are prepared.

Independent Practice: The students will be given the opportunity to prepare some of the dishes themselves. They will be divided into groups and given a recipe (this will correlate their math skills). Once they are finished being chefs, they will divide their dish into equal portions to take home and share with their family.

Closure: The students will be instructed to get the opinions of their family on the dishes they have prepared. The next day there will be a class discussion of the reactions they received. At the end of the session, the students will be informed that the next day will be spent on learning about the Irish pound.

DAY 5 Opening: To introduce the topic of the Irish pound, the students will be shown examples of Irish coins using the following internet sights: http://www.hursley.ibm.com/Ireland/coins/MODCOIN.HTM The students will understand the idea that 100 pence equals a pound of Irish money (pence being the value of the Irish coin). Time will be spent on learning the conversion of the pound to the United States dollar.

Guided Practice: After the lesson is taught and the concept of the Irish pound is fully understood, the students will play store. They will each be given a certain monetary amount of pence (each student will have a different amount). Around the room, there will be various items from the classroom marked at a certain price (all priced differently). When instructed to do so, the students will shop around the classroom for the item in which they can afford to buy. They must use all of their money on the item

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http://www.hursley.ibm.com/Ireland/coins/MODCOIN.HTM

they have chosen and must not go over. When all the students have returned to their seat, the teacher is to walk around the room to see if there are any incorrect items that were bought. If so, the teacher is to tell the students how many wrong purchases were made. They must then find the ones that are wrong and trade until each student has the correct purchase.

(This activity is labeled as guide practice because it is important for the teacher to aid in the conversion of the money without giving the student the answer.)

Independent Practice: Have the students go home and practice the money system to prepare them for the test.

Closure: Remind the students that there will be a test over culture, money, and the next day’s lesson on language.

DAY 6Sponge Activity: On each student’s desk have ten index cards with the blank side face up. Instruct them to write the numbers one through ten on the blank side (each number having its card). Allow them to use crayons or markers if desired.

Opening: Explain to the students the purpose of the cards will be in learning how to count from one to ten in Gaelic, the Irish language. Also, inform the students that they will need to pay close attention because they are going to need to be using the language at the festival. Encourage them to use it in the classroom for extra practice.

Guided Practice: As a class, guide the students through writing the Gaelic numbers and pronunciation keys on the lined side of the index card. As this is being done, practice saying the numbers in Gaelic. It would be very helpful to write the spellings and pronunciations either on the overhead projector or black board. Use the book Count Your Way Through Ireland for examples of easy ways to remember the numbers and information on Ireland. (Please see the attached worksheet entitled Counting in Gaelic as an example of the numbers one through ten.)

Evaluation: Administer the test involving the lessons on money, culture, and language. Remember to not get to involved with having them to remember the Gaelic counting because they have just learned it. (See the appendix for test two entitled Test 2: Culture, Money, and Language.)

Closure: Encourage the children to remember the guided practice session over the Irish monetary system. They will need these skills for the internet worksheet to be completed in class the next day. Do not frighten them, but rather assure them that this will be done in groups of three. Make it a surprise what the next day will be about especially since castles will be an enjoyable independent learning exercise.

DAY 7 Opening: In the first few minutes of class time explain to the students that they are going to be exploring the enchanted castles of Ireland. Pass out the internet worksheet and divide the class into groups of three. (See the appendix for the internet worksheet

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entitled The Enchanted Castles of Ireland.)

Guided Practice: Help the students get started by accessing the following web site: http://www.dynasty.net/users/jmoats/castles/index.html Throughout the class period aid the children in any problems that they may have, but remember self-teaching is of great value. The students should first try to solve their problem on their own, then with hints from the teacher, and if needed, direct assistance from the teacher. However, if direct assistance is needed talk the students through the steps to solve their problem. Assessment: It would be wise to have an individual assessment during this session. This will enable you as the teacher to see where each child is with computer knowledge. Use general observation without the student’s knowledge. This will alleviate the nervousness some students may otherwise acquire.

Closure: Inform the students of the lesson for tomorrow. This lesson will be over Irish customs. Encourage them to start thinking about these customs and if they may be able to figure out what they are from previous lessons.

DAY 8 Opening: Start the class out with music from Ireland playing in the background or have a movie that demonstrates some of the dances and music. Make sure the atmosphere is set and let the students enjoy this lesson.

Guided Practice: Most of this lesson will be lecture. Use many forms of examples of various Irish customs whether it be in the form of video, overhead transparencies, or story-telling. Many customs of Ireland can be discussed. Some of these are as follows: dances, music, holiday traditions, birthday celebrations, etc.

Independent Practice: Have the students write down as many American customs they can. After the students are finished, have them divide into groups of five and prepare a presentation on the similarities between the Irish and American customs. Encourage them to use illustrations or drama to enhance the presentation. Hopefully, this will allow the students to draw inferences on how the migration of the Irish to the United States has shaped the customs of Americans. This would be a great opportunity to also have the children do a family tree with their parents. Some of the students may be Irish, and it would be of surprise to them.

Closure: Remind the students that there will be an evaluation over the lessons on castles, customs, and legends or myths. Also, encourage them to keep practicing their counting in Gaelic for a chance at some bonus points on the test.

DAY 9 Sponge Activity: Have the students color a leprechaun or even let them use their imagination by drawing their own illustration of one. These can be used to decorate the classroom for the St. Patrick’s Day festival.

Opening: Tell the story of the leprechaun and discuss the myths of the leprechauns involved in the Irish tradition. The following book can be used as a story: Shamrocks, Harps, and Shillelaghs (starting on page 80). Independent Practice: Let the students open up their minds and use their imagination by allowing them to write their own story

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http://www.dynasty.net/users/jmoats/castles/index.html

about a leprechaun. Inform them that these stories will be read at the festival tomorrow. Give them the rest of class time after the test to write the story and allow them to take the stories home to practice telling it. Encourage the students to be good story-tellers and use voice fluctuation to capture the listener's attention. (See the appendix for test three entitled Test 3: Castles, Customs, and Legends or Myths.)

Closure: Use the last five minutes of class time to explain the events of day ten. Inform them that they can bring their family members to join in the festivities. Also, encourage them to dress in green or in some form of Irish attire.

DAY 10 Opening: Thank all of the visitors for coming to the St. Patrick’s Day festival. It is also important that you thank all of the students for all of their hard work and dedication for making the decorations. This will be a much deserved reward, and it will be enjoyable for all. There will be story-telling by the students, food for sampling, music, and folk dancing lessons.

Closure: This would be an excellent opportunity for the festival to fall on March 17, St. Patrick’s Day. If this is not possible, the students will have a better understanding for Ireland and her inhabitant’s culture by partaking in traditions of Ireland.

MATERIALS The materials need for the lesson is as follows: all necessary worksheets and tests, pictures of Ireland, overhead projector and transparencies, computers, LCD screen, internet access, paper Irish money, index cards, crayons, markers, pens or pencils, notebook paper, maps, globe, and books on Ireland.

APPENDIX (Included here are the tests, Gaelic numbers, and the internet worksheet.)

TEST 1: GEOGRAPHY, CLIMATE, AND HISTORY 1. Which of the following is not a land form found in Ireland? (rainforest)

A. seacoasts B. rainforest C. central plains

2. The name of the longest river in Ireland is the . (Shannon) A. Shannon B. Nile C. Barrow D. Amazon

3. The climate of Ireland can best be explained with one word. What is this word? (mild) A. cold B. warm C. mild D. severe

4. What event took place causing the division of Ireland? (Irish Civil War)

5. The caused of Irish inhabitants to the United States. (Potato Famine; immigration) A. climatic conditions; 5,000 B. Potato Famine; immigration

TEST 2: CULTURE, MONEY, AND LANGUAGE

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1. Name two foods typically served in Ireland. (potatoes, corned beef, cabbage, mulligan stew, fish chowder, soda bread, oysters, or oatmeal)

2. When living in the city, Irish homes are made of . (brick)

3. What is the basic unit of Irish money? (pound)

4. There are _______ pence in a pound. (100)

5. The first known language in Ireland is . The introduced this to the Irish. (Gaelic), (Celts)

TEST 3: CASTLES, CUSTOMS, AND LEGENDS OR MYTHS 1. Many of the historic castles are now popular tourist attractions. (True)

TRUE OR FALSE

2. What is the holiday the Irish celebrate in March? (St. Patrick’s Day)

3. There is a stone in one of the castles that if kissed gives you the gift of gab. What is the name of the stone? (Blarney Stone)

4. What is one of the most popular symbols of St. Patrick’s Day? (Hint: Lucky Charms

cereal) (Leprechaun)

5. The above answer has an occupation. What is this occupation? (shoemaker) (**Include some bonus questions involving counting in Gaelic.**)

COUNTING IN GAELIC

1 a haon (uh heen)2 a do (uh doh)3 a tri (uh chree)4 a ceathair (uh kyehr)5 a cuig (uh kooihg)6 a se (uh shay)7 a seacht (uh shehkht)8 a hocht (uh hahkht)9 a naoi (uh noyee)10 a deich (uh djeh)

THE ENCHANTED CASTLES OF IRELAND DIRECTIONS It is time to explore the magic of Ireland’s historic castles. Please follow the directions carefully. They will guide you through this activity. When clicking on the castles, please allow time for the pictures to load. Be patient and do not click other objects while waiting. If you have completed all of the questions, you may do more exploring. As you

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find interesting facts that you may want to share, please write them on the back of this worksheet.

Click on the picture of the Blarney Castle. When looking for the answers to the questions, read carefully and use the scroll arrows on the right side of the screen.

1. When one kisses the Blarney Stone what is supposed to happen to them? (the gift of gab; "gain the privilege of telling lies for seven years")

2. What interesting feature was used to protect the inhabitants from invaders? (the spiral staircase)

3. When is it recommended to visit the Blarney Castle? (early in the morning or late in the afternoon)

Now click on the "Back" arrow found at the top of the screen. This will take you to the home page. Scroll down to the Dublin Castle and click on it. 1. Who lives in the Dublin Castle? (the prime minister) 2. When was the Throne Room built? (1740)

Go back to the home page. The last castle for this worksheet is the Kilkenny Castle. Click on the picture of it for one last adventure. 1. The first structure of this castle was a wooden tower overlooking the ________.

(River Nore)2. Who bought the castle in 1391? (Butler family) 3. What is found in the basement? (a popular restaurant)

EXTENSIONSIt is important to construct correlation activities in the classroom. This enables the student to remember the information and also provides a variety of learning methods. The following is a list of integral activities that can be used in various class subjects.

Art - Have the children build their own castle out of clay or have them do paintings of castles.

English - Learning the Gaelic language will corporate the language skills of English.

History - Teaching the background of the Irish Civil War, immigration of Irish to the United States, and the Potato Famine.

Math - Teach the students the concept of the Irish pound versus the United State's dollar. Use addition, subtraction, multiplication, and division in the conversion process and also in enhancing mathematical skills.

Physical Education - Allow the students to learn how to play some of the sports played in Ireland such as Gaelic football(soccer), hurling (field hockey), and golf.

Science - Involve the students in learning about weather and incorporate the climate of Ireland. Have the children build their own climates

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associated with Ireland and grow potatoes or flowers.

BIBLIOGRAPHY Barth, Edna. Shamrocks, Harps, and Shillelaghs: The Story of the St. Patrick’s Day Symbols. New York: Clarion Books, 1977. Fradin, Dennis B. The Republic of Ireland. Chicago: Children’s Printing Press, 1984. Haskins, Jim, and Kathleen Benson. Count Your Way Through Ireland. Minneapolis: Carolrhoda Books, Inc., 1996. "Atlas of the World." http://cliffie.nosc.mil/~NATLAS/ (9 April 1998) "Irish Castles on the Web." March 25, 1998. http://www.dynasty.net/users/jmoats/castles/index.html (9 April 1998) National Geographic. "Map Machine: [email protected]." 1995 http://www.nationalgeographic.com/resources/ngo/maps/ (9 April 1998) Stafford-Lagan. "Modern Irish Coinage (1928 to date)." http://www.hursley.ibm.com/Ireland/coins/MODCOIN.HTM (9 April 1998) Created April 14, 1998 Return to Geography 354, Spring 1998 http://www.acu.edu:9090/~armstrongl/geography/ire.htm

THE CLOTHES LINE

The Clothes Line is a resource for use with 7 – 11 year olds. It focuses on cotton production and the clothing industry, with particular reference to India. The Clothes Line offers a detailed example of the people who play a part in making the clothes we wear and traces the development of a finished garment from the cotton in the field to a UK shop. In particular this material supports the teaching of English, History and Geography/Local Studies.

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http://www.acu.edu/~armstrongl/geography/plans98.html

http://www.hursley.ibm.com/Ireland/coins/MODCOIN.HTM

http://www.nationalgeographic.com/resources/ngo/maps/

http://www.dynasty.net/users/jmoats/castles/index.html

http://cliffie.nosc.mil/~NATLAS/

For further information on cotton, trade and Fair Trade issues see the background information for teachers.

These pages have been adapted from Oxfam's print publication, The Clothes Line, which you can order online.

RESOURCES FOR USE IN THE CLASSROOM These include a photo set, accompanying captions, and ready-to-use activities.

Photo gallery – ten photos depicting the various stages of clothing manufacture, plus captions.

Lesson plan: Placing India in the world – India in relation to the children's own locality

Lesson plan: Finding out about India – basic information about India, including a quiz

Lesson plan: Where does cotton grow? – map reading exercise Lesson plan: Tracking trade – trade as a world-wide activity Lesson plan: Questioning a photo – find out more! Lesson plan: Before and after – sequencing of events Lesson plan: Matching captions to photos – captions as a way of extending

knowledge Lesson plan: Putting photos in sequence – stages in cotton production Lesson plan: Oral presentation – use of vocabulary and language Lesson plan: Ways of working – different working environments Lesson plan: Print making – appreciating the work of artists and craftspeople Lesson plan: Fair Trade – introduction to the concept Cotton mix and match worksheet Puzzle

http://www.oxfam.org.uk/coolplanet/teachers/clothesline/index.htm

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http://www.oxfam.org.uk/coolplanet/teachers/clothesline/index.htm

http://www.oxfam.org.uk/coolplanet/teachers/clothesline/clothespuzz.htm

http://www.oxfam.org.uk/coolplanet/teachers/clothesline/clothessheet.htm

http://www.oxfam.org.uk/coolplanet/teachers/clothesline/clothesactiv12.htm












http://www.oxfam.org.uk/coolplanet/teachers/clothesline/clothesphotos.htm

http://publications.oxfam.org.uk/oxfam/display.asp?K=182137754303096&

http://www.oxfam.org.uk/coolplanet/teachers/clothesline/clothesinfo.htm

http://www.oxfam.org.uk/coolplanet/teachers/clothesline/clothesinfo.htm


GRADE LEVEL: Third





Grade Level Benchmark: 3. Describe the geography of Michigan at major times in its

history and explain the reasons for its change. (II.4.LE.3)


1. Glimpses of Michigan’s Past (activity attached)

Resources

New Vocabulary:

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GLIMPSES OF MICHIGAN’S PAST

CLARIFYING THE BENCHMARK Geography is the study of physical and human characteristics of a place: the Earth's surface and the processes that shape it, relationships between people and environments, and connections between people and location.

The Michigan region has retained certain basic characteristics but has also undergone spatial redefinition over time. Describing geographic changes in Michigan and the processes that created them provides insights about demographic and economic changes that can be applied to other regions of the world.

AN EXAMPLE OF TEACHING TO THE BENCHMARK Clarify students' understanding that geography refers to the physical and human, or cultural, characteristics of a place. Identify physical and human characteristics. Ask how and why the geography of their neighborhood and community has changed over time. Have students participate in the Detroit Historical Museum’s virtual tour, Glimpses of Michigan's Past.

After viewing and reading about each of the ten eras, ask students to relate new information to what they already know and to discuss the physical and human characteristics and how they interacted. Use questions such as the following:

What were the physical characteristics (landforms, resources, bodies of water, vegetation) of Michigan at that time?

What were the human or cultural characteristics (economic activities, population distribution, social structures, housing, food, religion, recreation) of Michigan at that time?

How did the physical and cultural environment affect people? How did people change the physical and cultural environment?

Discuss where they could get additional information about the physical and cultural geography of Michigan during these times in history.

REFERENCES Detroit Historical Museum (Glimpses of Michigan’s past).

<http://www.detroithistoricalmuseum.org/html/tours>. (July 2000).Killoran, J., Zimmer, S., & Jarrett, M. (1997). Michigan: Its Land and People. (pp. 73-

158). Ronkonkoma, NY: Jarrett Publishing Co.McConnell, D. Forging the Peninsulas. (1995). Hillsdale, MI: Hillsdale Educational

Publishers.McConnell, D. Michigan’s Story. Hillsdale, MI: Hillsdale Educational Publishers.

ASSESSMENT TASK Each student chooses one of the following eras in Michigan history from Glimpses of Michigan's Past:

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The First People Fur Trading Underground Railroad Industrial Age Early Motor City

He/she uses available resources, as needed for supplementary information, to make a poster or three-dimensional display contrasting life in Michigan during that era with life in Michigan today. The visual aid and oral explanation should provide answers to the following questions:

What were the physical characteristics (landforms, resources, bodies of water, vegetation) of Michigan during that era, how do they compare to the present, and if they have changed, why?

What were the human characteristics (economic activities, population distribution, social structures, housing, food, religion, recreation) of Michigan during that era, how do they compare to the present, and if they have changed, why?

How has the physical and cultural environment infected the people then and now?

How have people changed the physical and cultural environment then and now?


Describe the geography of Michigan at major times in it history and explain the reasons for its change.

Visual aid and oral explanation provide accurate information about the physical and cultural geography of Michigan at a major time in history, but student is not able to elaborate on reasons for change over time.

Visual aid and oral explanation provide accurate information and answers to two or three of the questions included in the assessment.

Visual aid and oral explanations provide accurate information and answers to the four questions included in the assessment.

Visual aid and oral explanation provide extensive, accurate information and elaborated answers to the four questions included in the assessment.

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GRADE LEVEL: Third





Grade Level Benchmark: 4. Describe the physical, economic, and cultural geography

of contemporary Michigan and its causes, advantages, and disadvantages.

(II.4.LE.4)


1. Identifying Regions in Michigan (activity attached)

Resources

New Vocabulary:

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IDENTIFYING REGIONS IN MICHIGAN

CLARIFYING THE BENCHMARK Physical characteristics of places include landforms, bodies of water, resources, soil, vegetation, and climate. Cultural characteristics are the people and their learned behaviors: language, social structure, belief systems, institutions, traditions, shelter, food, and art. Economics refers to the ways in which people satisfy their basic needs and wants by using resources to produce goods and services. Geography is the study of the physical and human, or cultural, characteristics of the world and how they affect each other.

AN EXAMPLE OF TEACHING TO THE BENCHMARK Clarify students' understanding of the following terminology as needed: physical, economic, and cultural geography and region.

Identify regions in Michigan and locate them on desktop maps or a transparency (examples: Southeastern Michigan, Northwestern Lower Peninsula, and Upper Peninsula).

Using a transparency of a graphic organizer, collaboratively identify physical, economic, and cultural characteristics of the region where the students reside. Refer to classroom resources as needed. Ask students to draw inferences about connections between the three categories of geographic characteristics and to identify advantages of living in their region.

Ask students to select a different region of Michigan, one that they have visited or want to know more about. Have them complete the same graphic organizer identifying physical, economic, and cultural characteristics of that region using maps, atlases, books and electronic resources available in the classroom. Explain that they will meet in groups of four where each student will inform classmates about another region in Michigan and the advantages and disadvantages of living in that region.

REFERENCES Department of Agriculture (Kids Corner, Marketplace). <http://ww.mda.state.mi.us>.,

(July, 2000).Killoran, J., Zimmer, S. & Jarrett, M. (1997). Michigan: Its Land and People. (pp. 42-

72). Ronkonkoma, NY: Jarrett Publishing Co.Michigan Department of Education (Michigan Week, click facts about Michigan,

weather). <http://mel.lib.mi.us/Michigan/recreation>., (July, 2000).Michigan Student Desktop Map. (1998). Hillsdale, MI: Hillsdale Educational

Publishers.

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ASSESSMENT TASK During Michigan Week a newspaper is sponsoring a contest to find "The best region in Michigan."

To enter you must and write a persuasive paragraph about al region in Michigan that you believe is the best place to live, work, play, and learn. Choose a region that you have visited or studied. Describe where your region is located and the counties it includes, and locate your region on a map with a legend and a title.

Describe all the physical, cultural and economic features, with examples, and explain why you think all these features make your region the best place to live, work, play and learn.


Describe the physical, economic, and cultural geography of contemporary Michigan and its causes, advantages, and disadvantages.

Region location may be inaccurate

Map lacks key or title

Three types of features vaguely or inaccurately described

Disorganized information

Grammar and spelling weak

Region located

Map lacks key and/or title

Three types of features minimally described

Understandable but lacks organization

Grammar and spelling acceptable, with some errors

Region located

Map key and title

Three types of features described with examples

Convincing explanation supports choice

Organized, clear information

Correct spelling and mechanics

Region located

Map key and title

Three types of features described in detail with wide variety of examples

Strong, comprehensive reasons support choice.

Organized, clear information

Correct spelling and mechanics

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GRADE LEVEL: Third





Grade Level Benchmark: 5. Describe the Great Lakes ecosystem, and explain

physical and human processes that act upon them. (II.4.LE.5)


1. Journey Through the Great Lakes (activity attached)

Resources

New Vocabulary:

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JOURNEY THROUGH THE GREAT LAKES

CLARIFYING THE BENCHMARK In an ecosystem, living organisms (plants, animals and humans) interact with each other and their physical and chemical environment. The Great Lakes Ecosystem includes the five Great Lakes and the surrounding eight states and two provinces of Canada. It is located where forests of the eastern United States, pine forests of Canada and grass prairies of the Midwest meet. Humans must learn to interact with the environment without damaging plant or animal life for this ecosystem to survive.

AN EXAMPLE OF TEACHING TO THE BENCHMARK For background information, have students generate pre-reading focus questions, read and discuss "The Great Lakes Ecosystem” (Killoran, Zimmer & Jarrett, 1997, pp. 50-51).

Post a large outline map of the Great Lakes ecosystem. As students participate in guided reading of Paddle to the Sea (Holling, 1969), trace Paddle's journey through the Great Lakes, use symbols to represent plants and animals named in the story, and identify locations where human and physical activities caused changes in the physical environment (Example: lumbering, mining, farming, forest fire, wind, ice storm). Use questioning to assist students in making the connection between text information about the Great Lakes ecosystem and events in the story: location of the ecosystem, how it works, and the impact of humans.

REFERENCES Holling, H. (1969). Paddle to the Sea. New York, NY: Houghton Mifflin Co.Killoran, J., Zimmer, S., & Jarrett, M. (1997). Michigan: Its Land and People. (pp. 50-

51). Ronkonkoma, NY: Jarrett Publishing Co. ASSESSMENT TASK1. Have students draw and label the states and Great Lakes on a sketch map of the

Great Lakes ecosystem, and show different plants and animals that live in forests and near the Great Lakes.

2. Have students list ways in which physical processes and humans have changed the ecosystem.

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Describe the Great Lakes’ ecosystem and explain physical and human processes that act upon them.

Sketch map does not include all states and Great Lakes.

Great Lakes and states may be named but not accurately located.

Fewer than five animals and two plants are labeled.

Zero or one physical process and zero or one human activity that have changed the ecosystem are listed.

Some but not all states and Great Lakes are accurately labeled on map.

Five to nine animals and two to four plants are labeled.

Two physical processes and two human activities that have changed the ecosystem are listed.

States and Great Lakes are accurately labeled on map.

A minimum of ten animals and five plants are labeled.

A minimum of three physical processes and three human activities that have changed the ecosystem are listed.

States, Great Lakes, and additional places and/or geographic features are accurately labeled on map.

More than ten animals and five plants are labeled.

More than three physical processes and three human activities that have changed the ecosystem are listed.

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GRADE LEVEL: Third





Grade Level Benchmark: 6. Describe the geography of major United States regions,

compare the regions, and explain the processes that created them. (II.4.LE.6)


1. What is a Regional Community? (activity attached)

2. What is a County? (activity attached)

3. What is a Metropolitan Area? (activity attached)

4. Oakland County and Metropolitan Detroit as Regional Communities (activity attached)

Resources

New Vocabulary:

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WHAT IS A REGIONAL COMMUNITY?

ABSTRACTIn this lesson students develop a working definition for a regional community. They explore the concept of ‘region’ by looking first at a grocery store and how it is organized, and then at ways geographers divide the Earth into regions. They listen to a book, Where Do I Live? After completing a graphic organizer describing various regions in which they live, they explore the concept of regional communities as they consider counties and metropolitan areas as examples of regional communities. UNIT OF STUDYDefining a Regional Community BENCHMARKDefine a regional community and explain why their county and metropolitan Detroit are regional communities (II.1.LE.2). KEY CONCEPTSregionregional community INSTRUCTIONAL RESOURCESEquipment/ManipulativeA globe Student ResourceChesanow, Neil. Where Do I Live? Hauppauge, NY: Barron’s Educational Books, 1995. Sweeney, Joan. Me on the Map. New York: Crown Publishers, 1996. Teacher ResourceThe Five Themes of Geography. National Geographic. 25 May 2001 Link to site. Five Times Five: Five Activities for Teaching Geography’s Five Themes. Education World. 25 May 2001http://www.education-world.com/a_lesson/lesson071.shtml. Regions. Five Themes of Geography Website. 25 May 2001 http://home.epix.net/~skr/FiveThemes/regions.htm. Souza, Anthony, et al. Geography For Life: National Geography Standards. Washington, D.C.: National Geographic Research and Exploration, 1994. 70-72.

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http://home.epix.net/~skr/FiveThemes/regions.htm

http://www.education-world.com/a_lesson/lesson071.shtml

http://www.nationalgeographic.com/resources/ngo/education/themes.html

SEQUENCE OF ACTIVITIESIn previous lessons students have explored the physical and human characteristics of their local community and drawn sketch maps of their community. They have also examined how where they live may be part of several different regional communities. This lesson proceeds according to the steps below.

1. Ask students the following questions to begin the lesson:

How many of you have been to a grocery story? Have you helped shop for breakfast cereal in the grocery store? Where is the cereal located?Explain to students that grocery stores have their products arranged so it is easy to locate them. Ask students for other examples of grocery store organization. Responses may include descriptions of different sections such as meats, dairy products, a checkout area, baking products, etc.

2. Discuss with they class why they think the grocery store is set up this way. Have

students discuss their answers. Some sample answers may include to help people find things easier, to organize it into smaller areas, or to help employees restock shelves easier.

3. Write the term ‘region’ on the board and explain that the different areas of the

grocery store could be called different ‘regions.’ Explain that regions are areas that share one or more common characteristics. For example, all the items in the meat section must be refrigerated. Ask students to share other characteristics that describe different food regions within the grocery store.

4. Next display a globe and explain that geographers use the concept of regions to

identify and organize areas of Earth. Explain that a region could be small like a neighborhood or large like a continent. You may wish to use the phrase ‘worlds within worlds’ from the National Geography Standards to help students conceptualize regions. Students at this age are in the early conceptualization of spatial inclusion. For example, the concept that Western Michigan University is within Kalamazoo, and Kalamazoo is within Kalamazoo County, and Kalamazoo County is within the State of Michigan, and the State of Michigan is within the United States, and the United States is within North America is developing. Regional communities are a good way to address that spatial concept for students.

5. Read and discuss the book Where Do I Live or a similar book to students. Have

them summarize the information in the book by completing a graphic organizer of concentric circles moving from ‘Neighborhood’ to “Planet.” See the partial sample diagram below or Attachment A for the complete diagram.

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6. Have students look at their graphic organizers and ask them if there is any ‘region’ that could come between ‘community’ and ‘state.’ If they are unable to come up with ‘county’ as an answer, guide students by giving them the name of their county (e.g. Oakland).

7. Explain to students that counties are examples of ‘regional communities’ and that

regional communities often include other communities that may be cities, towns, villages or townships. Explain that counties are a way geographers divide states into regions. The counties in Michigan have local governments, county courts, a county sheriff, a county assessor, as well as other offices.

8. Provide students with copies of a local newspaper article that will stimulate

student thought about common characteristics shared by the communities in their county. Discuss with students some of the common concerns that may affect the county in general, as well as those shared by communities within a county. Some examples may include a county government, county parks, a system of roads, law enforcement, waste management, health of residents, as well as others. A directory of country services in the front section of most phone books is a good reference for students at this age since they are just beginning to consider services provided by different governmental jurisdictions.

9. Ask students what other regional communities might exist between ‘community’

and ‘state’ on their organizer. The classification of metropolitan community may be approached through questions such as:

Have you ever heard of ‘Metropolitan Detroit? ’What does the term “metropolitan” mean? What other communities are a part of Metropolitan Detroit? Can we call Metropolitan Detroit a ‘regional community?” Why or why not?

10.Discuss with students the common characteristics shared by communities in a

metropolitan area. Some common examples include a park system, a system of roads, a transportation system such as a bus network, streetlights, ambulance service, museums, symphony orchestra, hospital, etc.

11.As a class, have student construct a working definition of ‘regional community.’

For example, a regional community is a region made up of other communities. It is smaller than a state. The small communities within the regional community share some common characteristics such as a system of roads and provide common services to the people living there.

ASSESSMENTAs an assessment students write a short definition of a regional community and explain in writing why their county is a regional community. They also explain in writing why metropolitan Detroit is a regional community. Provide the students with a graphic organizer that includes the county in which they live and assign them to spatially

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organize town, county, state, and country in the correct relationship. Instruct the students to place a metropolitan area on the graphic organizer so it is larger than the town, but smaller than the state, and would include several smaller towns, suburbs, cities within the metropolitan region. APPLICATION BEYOND SCHOOLStudents could explore a newspaper and find articles relating to their county or metropolitan region. To review the concept of ‘region’ students could make a sketch map of their community and divide it into regions, such as a business district, a manufacturing section, residential housing, etc. CONNECTIONSEnglish Language ArtsWhen students listen to and organize information from the book, Where Do I Live? they use a variety of literacy skills, including informational listening skills. ScienceStudents are learning classifications in science, such as reptiles, mammals, etc. and the regional community requires some of the same classification and relationship processes.

RELATED DOCUMENTS> 3rd Grade Social Students Unit 1 Lesson 4 Student Resource

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http://www.michigan.gov/documents/SS030104sp_34445_7.pdf

WHAT IS A COUNTY?

ABSTRACTIn previous lessons students have examined characteristics of their local community. They have distinguished between local and regional communities and considered counties and metropolitan areas as examples of regional communities. In this lesson students explore the question, What is a county? Through a guided discussion they create a list of characteristics of a county and then examine reasons for classifying a county as a regional community. Following a short prediction activity relating to Michigan counties, students work in small groups to research specific counties using the Internet as an informational resource. As a culminating activity, students plan and deliver a short presentation summarizing the information they have gathered about their assigned counties. UNIT OF STUDY Defining a Regional Community BENCHMARKDefine a regional community and explain why their county and metropolitan Detroit are regional communities (II.1.LE.2). KEY CONCEPTcounty INSTRUCTIONAL RESOURCESEquipment/ManipulativeA map of your countyA Michigan counties mapOverhead projectorOverhead of the Data Collection Sheet Student ResourceMichigan Counties on the World Wide Web. 4 June 2001

http://www.multimag.com/county/mi/. Teacher ResourcesMap of Michigan Counties. Michigan Department of Education. 4 June 2001

http://www.state.mi.us/mde/maps/micounties.htm. Michigan Counties Map. Everything Michigan. 4 June 2001

http://www.everythingmichigan.net/cntymaps.htm. Michigan Counties on the World Wide Web. 4 June 2001

http://www.multimag.com/county/mi.

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http://www.multimag.com/county/mi

http://www.everythingmichigan.net/cntymaps.htm

http://www.state.mi.us/mde/maps/micounties.htm

http://www.multimag.com/county/mi/

Michigan County Profiles. U.S. Census Bureau. 4 June 2001 http://www.census.gov/datamap/www/26txt.html.

Michigan Counties Year of Organization, and Source of County Name. Stuff About Michigan, Michigan Historical Center. 4 June 2001

http://www.sos.state.mi.us/history/michinfo/michfaq/counties.html. OtherEgbo, Carol. 3rd Grade Social Studies Unit 1 Lesson 5 Student Resource Teacher-

made material. Lansing, MI: Michigan Department of Treasury, 2002. SEQUENCE OF ACTIVITIES

1. Ask students to think about the question: What is a county? Then ask them to share their ideas with a partner. Discuss students’ answers with the entire class.

2. Using guided discussion format, have students suggest a list of characteristics of a county. It may be helpful to use a wall map or a large fold out map of your own county to help with this process. As students propose various characteristics, list them on the board or overhead. Some possible characteristics include the following: smaller than a state but bigger than a city or townmade up of several cities and townshas its own governmentgovernment is located in the county seathas a system of roadshas definite boundariesprovides some goods and services for people living in the countyhas a sheriff

3. Re-introduce the definition of a regional community by writing the definition on the board or overhead. A regional community a regional community is a region made up of other communities. It is smaller than a state. The small communities within the regional community share some common characteristics such as a system of roads and provide common services to the people living there. Working in groups of two or three, ask students to discuss how a county qualifies as a regional community. Have student groups share their answers with the class. Ask students to predict answers to the following questions: How many counties are there in Michigan?Which peninsula, the upper or lower, has the most counties?How many counties are there in the Upper Peninsula?How many counties are there in the Lower Peninsula?

4. Have students use a Michigan Counties map to find the correct answers to the questions from Step 4. There are 83 counties in Michigan; the Lower Peninsula

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http://www.sos.state.mi.us/history/michinfo/michfaq/counties.html

http://www.census.gov/datamap/www/26txt.html

has more counties; there are 15 counties in the Upper Peninsula and 68 counties in the Lower Peninsula.

5. Divide students into groups of three and assign one group to each of the following counties: Ottawa, Luce, Mason, Marquette, Saginaw, Monroe, Oakland, Clinton, Genessee. (Other assignments may be given based on the location of your school.) Give each group a copy of 3rd Grade Social Studies Unit 1 Lesson 5 Student Resource for them to record requested information about their assigned county.

6. Demonstrate to students how they will attain information through the Internet. Using a computer, go to Michigan Counties on the World Wide Web at http://www.multimag.com/county/mi. Click on Bay County and model the data collection process for students by reading the information about Bay County and filling in an overhead of the Data Collection Sheet. Sample answers for the Data Collection Sheet for Bay County are: Name of County: BayLocation: Northern base of Michigan’s ‘thumb’History Fact: Important in lumbering in late 1800sNatural Feature: Saginaw RiverImportant Cities and Towns: Bay CityInteresting Fact: Surrounds the Saginaw Bay on Lake Huron

7. Have the small groups complete the data collection process for their assigned county by accessing the website in Step 7. You may also print out the information sheets for the various counties from the website and provide them to the respective groups. Using the data, students record information on their Data Collection Sheet for their assigned county.

8. After students have recorded the necessary information, have each group plan and deliver a short presentation about their assigned county using the information they researched. Encourage students to create a visual display to enhance their presentation.

ASSESSMENTThe short oral presentation about their assigned county can serve as an assessment for this lesson. Students could also write a short paragraph summarizing important characteristics of their researched county or of counties in general. APPLICATION BEYOND SCHOOLStudents could do a “Family County Search” by researching questions such as:

In which counties do we have relatives living? In which counties do we have friends living? Which counties have we visited?

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http://www.multimag.com/county/mi

CONNECTIONSArtsStudents use art skills when creating a visual display for their presentations. English Language ArtsWhen students research and organize information they use a variety of literacy skills. MathematicsWhen students explore maps they use direction and orientation. They classify the number of counties Upper, Lower, and make accurate counts of the counties. TechnologyStudents use technology when they use the Internet to research and technology tools to create a presentation.

RELATED DOCUMENTS> 3rd Grade Social Studies Unit 1 Lesson 5 Student Resource

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http://www.michigan.gov/documents/SS030105DataCollSht_34448_7.pdf

WHAT IS A METROPOLITAN AREA?

ABSTRACTStudents have examined characteristics of their local community as well as different counties in Michigan. They have distinguished between local and regional communities and considered counties as an example of a regional community. In this lesson students are introduced to the concept of a metropolitan area by viewing an aerial photograph of the United States at night. They identify specific areas such as Houston and Chicago by comparing the photograph with a United States’ map. Through an exploration of photographs of major metropolitan areas and a guided discussion of Detroit, students create a list of important characteristics of metropolitan areas. Finally, using a diagram they explore ways in which a large city of a metropolitan area and its suburbs are interconnected.

UNIT OF STUDYDefining a Regional Community BENCHMARKDefine a regional community and explain why their county and metropolitan Detroit are regional communities (II.1.LE.2). KEY CONCEPTmetropolitan area INSTRUCTIONAL RESOURCESEquipment/ManipulativeA map of the United States showing major metropolitan areasA photo or poster of the United States or North America at nightPhotos of major metropolitan areasOverhead projector Student ResourcesCocca-Leffler, Maryann. Bus Route to Boston. Honesdale, PA: Boyds Mills Press, 2000. Loomis, Christine. Rush Hour. Boston: Houghton Mifflin, 1996. Teacher ResourcesThe Earth at Night. Key Light Pollution Resources Page. 6 June 2001

http://www.darksky.org/ida/key/earth.html. Map of Metropolitan Areas. U.S. Department of Transportation. 6 June 2001 Map of USA at Night. International Dark-Sky Association. 6 June 2001

http://www.darksky.org/ida/graphics/usa_lights_small.gif.

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http://www.darksky.org/ida/graphics/usa_lights_small.gif

http://www.darksky.org/ida/key/earth.html

North America at Night Poster. [Available for purchase from Celestial Products Web site

($15.95)] 6 June 2001 http://www.celestialproducts.com/NAAN-L.asp. North America at Night Poster. [Available for purchase from Nova Space Web site

($15.95)] 6 June 2001 http://www.novaspace.com/POSTERS/PHOTO/Nam-nite.html.

North America At Night Poster. Hansen Publications, 1845 South 300 West #A, Salt

Lake City, UT 84115 USA (phone: 800-321-2369; fax: 801-483 5484). USA at Night. NASA’s Observatorium. 6 June 2001. U.S. Metropolitan Area Maps. Perry-Castaneda Library Map Collection. 6 June 2001

http://www.lib.utexas.edu/maps/usmet.html. U.S. Metropolitan Maps. ReiseNett. 6 June 2001

http://www.reisenett.no/map_collection/usmet.html. The World’s 150 Largest Metropolitan Areas: A Quick Pictorial Representation. World

City Photos. 6 June 2001 http://www.worldcityphotos.org/top200.htm. SEQUENCE OF ACTIVITIES

1. Show the students a composite mosaic of satellite images on the computer monitor, on a projection screen, or as a large photo or poster of the United States or North America at night. Ask the students what is shown in the picture. Ask them how they think the picture was created. Direct the students toward understanding that the picture is the result of putting together hundreds of satellite images so they look like a photograph taken from a satellite. Ask the students why blobs of light appear in certain places on the map. Guide the students toward the idea that the blobs of light are really cities and their surrounding suburbs. Chicago is a good landmark since the shoreline of Lake Michigan is readily discernible by the absence of lights, and the western suburbs of Chicago have lights extending away from the city center.

2. Write the word “Metropolitan Area” on an overhead or chalkboard. Ask the

students what they think the term means. After eliciting student responses, tell the students that a metropolitan area consists of a large city and surrounding areas including towns, other smaller cities, and suburbs.

3. Point out the Detroit metropolitan area on the Earth at Night image and ask the

students to observe how large the blob of light is for this area. Tell them that this is the Detroit metropolitan area and it includes suburban communities like Waterford and cities such as Pontiac and Southfield.

4. Point to the Chicago metropolitan area and ask the students what landmark

makes it easy to identify. It is the shore and water of Lake Michigan since there

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are no lights in the lake. Ask the students to compare the Chicago metropolitan area to the Detroit metropolitan area. Students should notice that the Chicago metropolitan area is larger than the Detroit metropolitan area. Also, Chicago does not have lights on the east side in Lake Michigan, whereas Detroit extends to the Detroit River and Lake St. Claire, and to the city of Windsor, Ontario extends into Canada on the east side of the river.

5. Show the students a map of major metropolitan areas of the United States using

the United States Department of Transportation website listed as a Teacher Resource. Have the students compare this map with the nighttime image they examined in Step 1. Using the map, have the students identify major metropolitan areas on the poster or image from Step 1. Some examples may include San Francisco, Los Angeles, New York City, Minneapolis, Dallas, and Houston.

6. Review the definition of a regional community. A regional community is made up

of other communities. It is smaller than a state. The small communities within the regional community share some common characteristics such as a system of roads and provide common services to the people living there. Ask the students whether a metropolitan area qualifies as a regional community. Encourage the students to support their answers with reasons.

7. Review the idea that a county is also a regional community. Discuss how a

county is similar to and different from a metropolitan area. Sample ideas include:

Similarities: They both have cities and towns. They both have a network of roads. They may be served by a large transportation center, such as the Wayne County-Detroit International Airport.

Differences: A county has a government while a metropolitan area usually does not have an overall governing body. Smaller governmental units such as townships, smaller cities, and villages may be incorporated as separate governmental units with a metropolitan region. A county has defined borders, whereas a metropolitan does not. A county has defined borders, but a metropolitan region does not.

8. Show the students photographs of major metropolitan areas. Good examples can

be found at the World City Photos website. Ask the students to list some common characteristics of metropolitan areas based on the photographs. Sample answers may include skyscrapers, lots of roads, traffic, and a large population, and many different neighborhoods.

9. Using metropolitan Detroit as an example, guide students to add more

characteristics to their lists such as sports teams, museums, colleges, factories, stadiums, parks, airport, television broadcasting, the Detroit Auto Show, and the Detroit Boat Show.

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10.Draw the following diagram on the board or an overhead:

11.Using the diagram, discuss how the different ways the city and its suburbs are connected to each other. Ideas to discuss include:

People living in the suburbs often work in the large city.There is often a transportation network such as a bus or train system connecting the large city and its suburbs.People living in the suburbs often attend cultural and sports events in the large city.Many people from the suburbs shop in the city because the city tends to have a wider variety of goods and services.People in the suburbs often read a newspaper published in the large city.

12.Read Bus Route to Boston or Rush Hour to the students. The book shows the

connections between the large city and the suburbs of a metropolitan area. ASSESSMENTStudents could design a poster showing ways a large city and the surrounding suburbs are interconnected. Students could write a short essay explaining why a metropolitan area qualifies as a regional community. Students could create a Venn diagram comparing and contrasting the two regional communities: a county and a metropolitan area. APPLICATION BEYOND SCHOOLStudents could visit a museum, sports event or cultural event in Detroit and give a short oral presentation to the class on what they experienced. Students could have a family discussion about metropolitan areas they may have visited. CONNECTIONSEnglish Language ArtsWhen students share and discuss answers, they practice the speaker’s craft. When students use books, websites, and other sources they explore a variety of text structures. MathematicsWhen students explore maps they use direction, scale, and orientation.

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OAKLAND COUNTY AND METROPOLITAN DETROIT AS REGIONAL COMMUNITIES

ABSTRACTStudents build on prior knowledge of counties and metropolitan areas as regional communities. After locating their own county and the counties bordering it on a Michigan map, they use relative location to describe the location of their county. By comparing various maps of Metropolitan Detroit, students explore the idea that metropolitan areas often lack defined boundaries whereas counties have clearly defined boundaries. Using information gathered from several maps used in the lesson, students decide on ways to describe the relative location of Metropolitan Detroit. UNIT OF STUDYDefining a Regional Community BENCHMARKLocate their county and metropolitan Detroit and describe the relative location of each (V.1.LE.3). KEY CONCEPTregional community INSTRUCTIONAL RESOURCESEquipment/ManipulativeA desk outline map of Michigan countiesMaps of Metropolitan DetroitA Michigan Counties mapOverhead projectorRand McNally Laminated Desk Map of Michigan. Classroom set with marking pens. Skokie, IL: Rand McNally, 2000. Student ResourcesHartman, Gail. As the Roadrunner Runs: A First Book of Maps. New York: Simon and Schuster, 1994. Sweeney, Joan. Me on the Map. New York: Crown Publishers, 1996. Teacher ResourceCity of Detroit Official Web Site. 6 June 2001 http://www.ci.detroit.mi.us/. Detroit and Vicinity Map. Skokie, IL: Rand McNally, 2000. Detroit Metropolitan Area Map. Visit Detroit. 6 June 2001

http://www.visitdetroit.com/common/detroitmetromap.pdf.

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Metro Detroit Map. Jody Green Website. 8 June 2001 http://www.jodygreen.com/map/map.html.

U.S. Metropolitan Area Maps. Perry-Castaneda Library Map Collection. 6 June 2001

http://www.lib.utexas.edu/maps/usmet.html. U.S. Metropolitan Maps. ReiseNett. 6 June 2001

http://www.reisenett.no/map_collection/usmet.html. SEQUENCE OF ACTIVITIES

1. Review the definition of a regional community with the students. A regional community is made up of other communities. It is smaller than a state. The communities within the regional community share some common characteristics such as a system of roads and providing common services to the people living there. Ask the students to brainstorm the various ways that metropolitan areas and counties are examples of regional communities. Record student answers on the chalkboard or overhead.

2. Give the students an outline map of Michigan showing the counties. Have them use red to color the county in which they live. Ask the students what other counties border their county. For example, if the school is located in Oakland County, the bordering counties would include Macomb, Lapeer, Genessee, Livingston, Washtenaw, and Wayne. Have the students color the bordering counties in green.

3. Review the concept of “relative location” by discussing how places can be described in relationship to other places. Ask the students to describe their relative location in the room. Some sample answers may include near the door, across from Mark, or in the front of the room.

4. Ask the students to look at the Michigan counties map and describe the relative location of the county in which they live. For example, if the students live in Oakland County, they might describe its relative location as the southeastern part of the Lower Peninsula of Michigan. Discuss the students’ answers.

5. Ask the students how else they might describe the relative location of the county in which they live. Guide them toward the idea that they could describe their county’s location in relationship to other counties. Working in pairs, have the students write three ways to describe the location of their county in relation to its neighboring counties. For example, Oakland County is west of Macomb County. Have the pairs share their answers with the entire class.

6. Pass out copies of a map of Michigan showing major cities. Ask the students to locate Detroit on the map. Next, ask the students to locate the Detroit Metropolitan area on the map. Provide time for the students to grapple with this request. Using an overhead, display a copy of the map for the class. Ask the students to share what they see as the location of Metropolitan Detroit for the class on the overhead map. Student descriptions of locations should vary.

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7. Remind the students that a metropolitan area consists of a large city and surrounding areas including towns, other cities, and suburbs. Have the students view two maps of Metropolitan Detroit. For example, students can view a Metropolitan Detroit map from the Perry-Castaneda Library Map Collection website and from the Jody Green Web site. Discuss what communities have been included in the area, such as Royal Oak and Dearborn. Have the students describe how the two maps differ.

8. Ask the students what differences they notice about the boundaries of counties and metropolitan areas. Direct student discussion toward the understanding that counties have defined borders whereas metropolitan areas do not. Therefore, people may disagree about the extent of a metropolitan area and two maps of a specific metropolitan area may be different because different criteria were used to determine the extent of the metropolitan region.

9. Ask the students to use what they learned in this lesson to create a list of ways to describe the relative location of the Metropolitan Detroit region. Some examples may include: It is in the southeastern part of the lower peninsula of Michigan. It is in parts of Wayne, Oakland, and Macomb counties. It is across the international border and Detroit River from Windsor, Ontario.

ASSESSMENTStudents could identify the approximate location of the county in which they live and Metropolitan Detroit on a blank Michigan map. For a more formal assessment, students could write three sentences describing the relative location of the county in which they live and three sentences describing the relative location of Metropolitan Detroit. APPLICATION BEYOND SCHOOLStudents could write or call the Detroit Visitors and Convention Bureau or the Oakland County Planning and Economic Development Services Department requesting maps. Students could use their understanding of their county’s relative location to assist them in interpreting severe weather warnings that are issued for a specific locality or for a larger region. Students can observe informational signs that indicate "Welcome to Oakland County" or “Welcome to Detroit" as indications of the governmental unit as compared to the services, roadways, street lights, and waste water treatment that often extend to the regional community which includes both Oakland County and Detroit. CONNECTIONSEnglish Language ArtsWhen students share and discuss answers, they practice the speaker’s craft. MathematicsWhen students explore maps they use direction, scale, and orientation.

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