Standards:



Social Studies 3-5: The Thirteen Colonies: Here to ThereIntended Audience: Students with significant cognitive disabilitiesStandards: SS.3.A.1.1 Analyze primary and secondary sources.SS.3.G.1.6 Use maps to identify different types of scale to measure distances between two places.SS.4.G.1.2 Locate and label cultural features on a Florida map.SS.5.A.1.1 Use primary and secondary sources to understand history.SS.5.G.1.6 Locate and identify states, capitals, and United States territories on a map.Additional Access Point Standards: MAFS.3.MD.2.AP.4a Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch.MAFS.4.MD.1.AP.1a Within a system of measurement, identify the number of smaller units in the next larger unit.MAFS.5.MD.1.AP.1b Convert standard measurement length to solve real-world problems.MAFS.K12.MP.5 Use appropriate tools strategically.MAFS.K12.MP.6 Attend to precision.Learning Objectives:1. Students will locate Tallahassee on a Florida map.2.Students will locate and label the Thirteen Colonies on a map.3.Students will determine relative distance (near, far) from one place to another.Vocabulary1.map: a visual that shows where states, cities and countries are located2.distance: the length from one place to another3.Tallahassee: the capital city of Florida4.Florida: the state in which we live, one of the fifty states5.Thirteen colonies: Massachusetts/Maine, Connecticut, New Hampshire, Rhode Island, Delaware, New York, New Jersey, Pennsylvania, Maryland, Virginia, North Carolina, South Carolina, Georgia Materials:Map of the Thirteen ColoniesA map of Florida: Blank Florida map (can fill in capital and major cities)From : United States mapA ruler and other tools that can be used for measuring (measurements will be approximate)String (enough for each student to have 1-2 feet)Student markers or crayonsCalculator (for adult and student use)Prepare prior to instruction: visuals to support academic contentPrepare prior to instruction: copies of a map of the United States Essential/Guiding Questions:1. What are the Thirteen Colonies?2.What is the capital city of Florida?3.What is the distance between Florida and the states that made up the Thirteen Colonies? Which is the nearest state? Which is the farthest? How did you determine the distance?Lesson Presentation:Activating Prior Knowledge: 1.Show students a blank map. Ask: Where do we live? Where is Florida on the map? 2.Identify some random points on the blank map. Ask: how long would it take to get to these places from where you live? How would you get there?3.Tell students that they are going to learn about how to get from some of the major cities in Florida to some of the states that are to the north of where we live.Modeled instruction: 1.Show students a map of the United States. Tell students that more than 400 years ago (1607), thirteen colonies were formed that were the start of what will eventually be the United States of America. These colonies became states. Circle/highlight on the map from Maine to Georgia. 2.Identify the thirteen colonies and label them on the map. Embed vocabulary instruction.3.Show students where Florida is located on the map. Indicate Florida with a square shape or a different color highlighter. Label Tallahassee with a star. Embed vocabulary instruction.4.Tell students that you are going to find another location on the map that was part of the Thirteen Colonies. Choose a location and mark that spot with a triangle (or other shape).5.With a ruler or a piece of string, measure the distance from Tallahassee (star) to your other location (triangle).6.Count the approximate number of inches and convert your distance from inches to miles.7.Record your information on a chart (Tallahassee to _____ = # of miles). Supported/Guided instruction:1.Review vocabulary. Revisit the map and have students work in pairs to identify the Thirteen Colonies and Tallahassee/Florida. Remind students that these are no longer considered colonies, but are now states. Students should label the map as indicated during modeled instruction.2.Have a student volunteer choose one of the colonies (i.e. New York). As a group, plot the distance from Tallahassee to any point in New York. Count the approximate number of inches. Calculate the distance in inches and convert to miles; students might need additional support to complete this task.3.Record this piece of information on the chart. How does this distance compare to the distance that was calculated during modeled instruction?4.Tell students they will be calculating other distances and deciding which is the nearest and the farthest away from Florida. *All distances will be approximate as they are not calculating city to city).Independent Work: 1.Pair students or work in small groups. Give each pair or group an index card with a Colony name on it. Small groups might have multiple Colonies to determine distance for.2.Students will plot the distance from Tallahassee to their given Colony, calculate the number of inches and convert to miles.3.Record information on the chart. When all calculations are in , discuss as a group: Which Colony would have been the farthest from Florida? The nearest?Small group suggestions: 1.Students can match state images to names or identical images.2.With a map of Florida, students can locate the other major cities (i.e. Tampa, Orlando, Miami, Jacksonville).3.Students can measure other locations with a ruler or other measuring tool.4.Students can read additional information about the Thirteen Colonies for enrichment. (See additional resources.)Assessment:1.Students will use maps and measuring tools to determine the distance between two locations.2.Teachers should utilize district created rubrics to score student work. UDL:Multiple means of representation: 1. Students can use rulers, string or other measuring tools to show distance.2. Students can use a paper copy of a map or work from the Smartboard or other type of technology.3. Students can work individually, in pairs, or in a small group.4. Students can work independently with peer or adult supports.Multiple means of expression: 1. Students can use an iPad or other touch device to express knowledge.2. Text to speech options are available for computers, iPads and other hand held devices. Google Chrome offers free extensions, such as Selection Reader and Select and Speak-Text to Speech, and apps, such as Text to Speech, Text to Speech with Google Drive, and TTS Reader- Unlimited Text-to-Speech.3. Speech to text options are also available from Google. Extensions include VoiceNote II-Speech to Text, Online speech recognition, and Co:Writer Universal. VoiceNote II is also available as an app; Speechnotes-Speech to Text Notepad is available as well.4.Additional information about text to speech and speech to text options are available through your district Assistive Technology Department.5. Expression may come in the form of verbal responses, signed responses, pointing/gestures, eye gaze, or through the use of a low or high tech device.Multiple means of engagement:1. Provide students with different map options (color, black and white, digital or paper).2.Provide students with choices of how to interact with measuring tools.3. Provide students or small groups with various places in the classroom in which to work, i.e. floor, desks, at the board.4. Limit distractions in the work areas.5. Encourage collaboration with peers in partners or small groups.6. Allow students to work independently.7. Allow students to be positioned for maximum learning engagement.8. Provide students with additional materials, if necessary.Assistive Technology Recommendations:1. All students should have a means of expressive communication and a way to be actively engaged in learning.2. Response modes may include, but are not limited to: eye gaze, gesturing or pointing to pictures/words/phrases, signing, low tech devices (GoTalks, etc.), or dynamic devices (iPad, etc.)3. Lesson vocabulary, photos/pictures and graphic representations should be created and/or printed prior to the lesson to provide all students with an opportunity to be engaged in discussion. 4.When possible, provide students with text to speech options. Articles and passages from have this option.5.If students are writing in response to text or writing as a means of sharing information, provide students with alternates to pencils. Speech to text and alternative pencils should be considered. Find more information about alternative pencils here: Alternative PencilsTechnology Needed:Smartboard to display maps (optional)Additional Resources: From : Resources for the Thirteen ColoniesFrom : Thirteen Colonies matching gameAdditional printable Florida maps from : Maps of FloridaFrom : Geography games and additional resourcesFrom : Birth of the United States , an article-a-day setFrom : The Beginning of the United States (text to speech option) ................
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