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Summary*Lesson Title (create a title for your lesson):Draw Something! Maps Old and New*Lesson Summary (1-3 sentence summary):The students will examine the geography of North America and the Caribbean. Specifically, students will investigate the geography through consulting maps of the regions made from the 1600s all the way to present day. The students will then mimic early cartographers and attempt to draw maps of their peers’ local communities.*Subject (e.g. Language Arts, Math, Science, Social Studies/History, Art, Music, etc.):Social Studies, Visual Arts*Intended Audience/Grade Level: 3rd Grade *Time Frame (designate whether this lesson will compose a series of lessons or a single lesson and approximate time frame):1-2 daysStandards and Purpose*Standards (link appropriate Common Core State Standards, Next Generation Sunshine State Standards, or other standards below ):Social StudiesSS.3.G.1.1Use thematic maps, tables, charts, graphs, and photos to analyze geographic information. SS.3.G.1.2Review basic map elements (coordinate grid, cardinal and intermediate directions, title, compass rose, scale, key/legend with symbols) . SS.3.G.1.4Name and identify the purpose of maps (physical, political, elevation, population). SS.3.G.1.5Compare maps and globes to develop an understanding of the concept of distortion. SS.3.G.1.6Use maps to identify different types of scale to measure distances between two places. SS.3.G.2.1Label the countries and commonwealths in North America (Canada, United States, Mexico) and in the Caribbean (Puerto Rico, Cuba, Bahamas, Dominican Republic, Haiti, Jamaica). SS.3.G.2.4Describe the physical features of the United States, Canada, Mexico, and the Caribbean. SS.3.G.2.5Identify natural and man-made landmarks in the United States, Canada, Mexico, and the Caribbean. SS.3.G.2.6Investigate how people perceive places and regions differently by conducting interviews, mental mapping, and studying news, poems, legends, and songs about a region or area. Visual ArtsVA.3.C.2.1Assess personal artworks for completeness and success in meeting intended objectives.VA.3.C.2.2Compare techniques used by peers and established artists as a basis for improving one’s own work.VA.3.C.2.3Use constructive criticism to improve artwork.VA.3.H.2.1Compare differences or similarities in artworks across time and culture.*UFDC Resources (Identify and permalink for documents utilized from the UFDC here):North America and Caribbean- 1669: America- 1740: America and Caribbean Map- 1756: America and Caribbean Map- 1767: “New & Accurate” Chart of the Western or Atlantic Ocean- 1790: North America Map- 1806: of Mexico, Central America, and the West Indies- 1860: Question (s) (What are the guiding questions for this lesson? Guiding questions are broad questions that students and the teacher can come back to throughout the learning experience. A good guiding question is (a) thought-provoking, counterintuitive, and/or controversial, (b) requires students to draw upon content knowledge and personal experience, and (c) can be revisited throughout the lesson to engage students in an evolving discussion.):What are the countries in North America and the Caribbean and how are they related in size and distance to each other? What physical features are found in North America and how do they differ among the countries?How did early cartographers depict North America and way would they draw the maps the way that they did?*Objectives (What should students know and be able to do as a result of this lesson? What are the learning objectives for this lesson? What will students know and be able to do as a result of this lesson? Try to make the objectives measurable and specific.):Students will be able to identify the different countries and territories in North America and the Caribbean.Students will be able to describe the physical features of countries in North America and similarities and differences between the countries.Students will assume the role of early cartographers and create maps based on their peer’s explanations.Assessment (how will data be collected on student performance?)*Formative (Describe how and when the students will get feedback about their performance or understanding during the lesson. How and when will they have an opportunity to use this feedback to improve their performance?):There will be two formative assessments:Students will answer basic questions pertaining to the size, geography, and climate of North America (EX:// Which country is larger? Canada or Cuba?; Which country is more North? Bahamas or Jamaica?)The students will be read primary source accounts from explorers coming to America in an attempt to understand how cartographers used primary accounts to draw maps. They would have a short answer response question: “How these explorers’ accounts may have helped cartographers draw their maps? What do you think is still needed to create an accurate map?*Summative (Describe how the teacher will determine if the students have reached the learning targets for this lesson. How will the teacher measure the impact of this lesson on student learning?):Students will be assessed both on the detail that they provide to their partner to create the map and how well they heed the detail provided by their partner to create their map. The peer critique will also play a factor into the assessment of knowledge. Teaching Phase (step by step narrative guide to instruction)*Activate/Build Prior knowledge (Describe how the teacher will gather information about student understanding and prior knowledge before the lesson or at the beginning of the lesson. How and when can the teacher use this information during the lesson?):The teacher will begin class by giving a brief overview of the different type of maps and geography[Sample Excerpts]:A map is a representation of an area of land or sea showing physical features, cities, roads, etc.A cartographer is an individual who creates and design maps.A globe is a 3D representation of the world and it is used by turning it and looking for specific places.The students’ hometown is -------------; it is located southeast of ---------------. Florida is located on the southeastern most point of the United States. It is surrounded by water on all three sides.North America is just north of South America, just west of Europe/Africa, and just east of Asia/Australia. It consists of Canada, United States, Mexico, and the Caribbean Islands. Tallahassee is the capital of Florida. It is located in the panhandle of the state; north of Gainesville/Hawthorne, west of Jacksonville, and east of Pensacola.*Direct Instruction (How will the teacher present the concept or skill to students?):The teacher will then provide basic geographical information concerning the countries in North America. This information can be extracted from any encyclopedia and should be based on the short formative assessment that the teacher gives the student immediately following this instruction.*Guided Practice (What activity or exercise will the students complete with teacher guidance?):The teacher will then place a modern North America map near the front of the room, and then show the students the various maps of North America from 2-300 years ago. As a class, hypothesize reasons why the maps may be distorted or incorrect in spots. The teacher will then give the students a brief handout of primary journal accounts (LINK: ) with the students asked to read the selections and answer the following questions:The students will be read primary source accounts from explorers coming to America in an attempt to understand how cartographers used primary accounts to draw maps. They would have a short answer response question: “How these explorers’ accounts may have helped cartographers draw their maps? What do you think is still needed to create an accurate mapAfter about 15-20minutes, the teacher will then put the maps on the overhead or SmartBoard and will go around the class asking students to provide some of their responses.*Independent Practice (What activities or exercises will the students complete to reinforce the concepts and skills developed in the lesson?):The students will be asked to describe, in writing, the geography of their neighborhood. They will be instructed to include everything from roads, trees, houses, buildings, etc. They will be asked to describe their neighborhood from a “bird’s eye view” and provide as much detail and directional information as possible.Then, they will be instructed to give their description to their peer who will be tasked to take the role of early cartographers and draw the map based on the primary account of their peer. The students will be allowed sufficient amount of time to complete this task.When they are finished, the students will access Google Earth on the schools’ computer and print out the actual map of the neighborhood that they were trying to draw. This picture, along with their map and the written description from their peers will then be affixed to a poster board and hung up around the room*Closure (How will the learning from the lesson be reinforced over time?):When all of the posters are hung up, the students will go around the room and answer the following (positive-reinforcing) questions:Which drawn map and picture looks the closest match?Which description was the most content-rich?Which map had the most effort added to it?Based on the actual picture, which map was the most difficult to draw?Students will then return to their seats and reflect on the entire process. Specifically, what was most difficult for them? What was the most rewarding? What did they learn about the role of an early cartographer? These responses will be collected by the teacher and help serve as a final assessment.Reading strategies (describe strategies in detail):Students will have to utilize map reading skills that they have been taught in previous grades.They will also have to translate written text into a visual depictionWriting strategies (describe strategies in detail):Students will need to work on their writing skills by answering a number of questions about the map with a written response.They will also need to translate a visual image in their head into a significantly detailed descriptionSpeaking and listening strategies (describe strategies in detail:Students will need to listen to the teacher’s instruction and the to become informed about the geography of North America.They may be asked to respond to questions during the guided practice portion.*Accommodations(Describe how to accommodate students with special needs and how to differentiate instruction.)Students are placed in partner groupsStudents are given visual depictions of the tasks that they are assigned to doStudents who may have difficulty providing written descriptions of their neighborhood will be allowed to record audio of their description for their peer to use.*Extensions(Describe possible extensions of this lesson.)Re-Teaching:Maps are often utilized in the 3rd grade classroom and the teacher will have many opportunities to refer to cartographers and map makingEnrichment:The science content throughout the year highlights various weather patterns and landforms. The teacher can use this time to refer back to the geography learned from the North America maps.*MaterialsSpecial materials/preparation needed (Describe what special materials or preparations are needed for this lesson.):Copies of various old North America maps (links provided at beginning of lesson plan)Large blank pieces of paperColoring materials such as crayons, markers, etc. PosterboardAny handouts that the teachers feels are appropriate based on the questions suggested in this lesson plan.Suggested technology (What are the suggested technology requirements to use this lesson?):Computers with Internet access specifically with a Google Earth ApplicationSmartBoard or Digital ProjectorNotes and Additional Recommendations (Provide recommendations concerning the preparation or implementation of your lesson):Your choice whether to create a rubric for the final assessment activity and/or a question sheet for the guided practice portion. The teacher will need to decide which and how many primary source accounts will need to be taken from the website provided and used for the guided portion section of this lesson.Reflection (Questions to stimulate reflection on the process of teaching with primary sources for the implementing teacher – not for completion by the lesson developer)Teacher learning:How did my students respond?What would I do differently next time?What would I keep the same? How will I use primary sources in the future?Attachments(Attach or imbed worksheets and additional documents below)All links provided within this lesson plan documentBasic Design of Final Project Poster:Student’s Map DrawingActual Map from Google EarthWritten description from their peer which the map was based on ................
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