Before (Planning Phase)
The teacher should have a prepared map of a bedroom, a title to place on the map later, and a key to also place on the map.
Student desks should be in groups of 4
Each group will need:
Glue stick
White card stock
Colored construction paper
Pencils
Lesson Topic and Name: Mapping with Shapes
Content Area(s) Focus: Identifying/Developing Map Elements
Step 1: Facts about the Student Learners
The 2nd grade classroom consists of a total of 23 students: 11 Caucasian, 8 African American, 3 Hispanic, 1 Chinese.
Three students are English Language Learners. Two, Penelope and Jose, are from Mexico and the other, Simon, is from China. Jose struggles with attention span and following directions given to him. Penelope is
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Many students in the classroom are visual learners. The teacher finds that integrating technology often yields greater interest in the lesson. The teacher has also found that when incorporating a song into the lesson, students’ attentiveness increases.
Pause and Reflect About Specific Students
Jose will be placed in a group with students who remain on task in order to encourage him to stay focused.
Step 2: Content:
Students will learn about maps, legends, and map titles. Students will develop their own map with a group.
MA2013(2) 24. Recognize and draw shapes having specified attributes such as a given number of angles or a given number of equal faces. (Sizes are compared directly or visually, not compared by measuring.) Identify triangles, quadrilaterals, pentagons, hexagons, and cubes. [2-G1]
SS2010(2) Living and Working Together in State and Nation 6. Identify states, continents, oceans, and the equator using maps, globes, and technology.
• Identifying map elements, including title, legend, compass rose, and scale ACOS Standard Correlation:
Instructional Objective:
Students will work in groups to construct a simple map of an
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Items in the bedroom will be represented by shapes (bed-rectangle, side table- square, lamp-circle, etc.) with recognizable features. The teacher will ask the students “Does anyone think they know what this is a picture of?” Students will be given the opportunity to decipher the map.
Explain:
After students spend time working to find what the picture is of and given the chance to share, the teacher will attach the title and the legend/ key. The teacher will tell the students that this is a picture of a map, a map of a bedroom. The teacher will also explain what the purpose of the title and the key on a map are. The students with the teacher will discuss why this title and this key clarify that this picture is a map of the bedroom.
“A title tells the person viewing the map, what the map is of.”
“The key or legend tells the person viewing the map what is included on the map”
“The key has all of the shapes included on the map, so that we as map readers can match the key with the map to know what the map says”
Students with the teacher will determine what object the rectangle represents, what object the circle represents, etc based on the
The text gives an overview of the more detailed information that is on the map. An example would be from the text “Figurative Map of the successive losses in men” and the map showing the troop amounts at the beginning of the campaign and the losses of men till the conclusion.
Before viewing the B1 TAP ASL Intro to Biology video, I tried to recall what I had done on my very first mapping assignment. I remembered that I had focused on specific words the speaker used in the boundary water video. I decided this time to try to focus more on the overall message. Watching the video, I realized the speaker was trying to communicate what an interpreter should do to successfully interpret for this biology class. For the random map, I selected pictures depicting things in a classroom and the people involved in this setting. After the viewing
Jed Martin is a French artist who became famous by photographing maps. Throughout The Map and the Territory by Michel Houellebecq there are a lot of metaphors associated with the title. Jed is able to shift his career from a lowly photographer up to a popular artist. He makes this transition by taking pictures of Michelin maps (Houellebecq 33). He finds these maps magnificent and rich in emotion and meaning. He views looking at a map as becoming a kind of “god” looking down on the villages and imagining the destination of the souls that occupy them (Houellebecq 28). Jed’s father, Jean-Pierre, was an architect which is a profession that often work with maps to design territory. His father had been praised for his seaside resort and the
Lesson plans are very well organized including visuals for the materials being illustrated. Academic vocabulary is addressed in many ways. For example, key concept and vocabulary words will be introduced to the students at start of lesson using building background. Students will be provided a hard copy of anticipation guide and words will be displayed on the Smart Board, too. Students will be provided with
Shelves and storage: You will need a lot of shelving to store many things in. The back shelves by the door will hold the students items in and they can access them when
The story map I have created is to be used as the explain element in an inquiry-based lesson. The story map breaks down how and why beach erosion occurs. Each factor of beach erosion that is mentioned is explained. The story map is easy to follow and comprehend for students that have little or no background knowledge of erosion. The lesson would start with the engage, I would discuss my experience at the beach and allow students to share their experiences. This will be to focus on a beach’s features. The explore of this lesson would have to be an activity where students are to identify in what ways a beach has eroded and what could have led to the beach erosion. The students would work in groups and document the information discussed. There
In ‘Deconstructing the Map’ Harley looks at the writings of two well-known philosophers’ Michael Foucault and Jacques Derrida, looking at their argument’s around maps. Foucault, a renounced philosopher in cultural theory, examines the external power and the omnipresence of internal power in the cartographic representation of place. Derrida applied conceptions of literary understanding to the maps construction. Derrida’s argument was that like a literary text a map could also be read, and using theory Harley was able to deconstruct the map. Another name that is just mentioned in this essay is Panofsky; Erwin Panofsky was an art historian, “most frequently associated with the concept of iconography, matching the subject-matter of works of art to a symbolic syntax of m...
Cues and questions posed by the instructor help facilitate this process. This best practice strategy was incorporated in this lesson when students were introduced to the lesson and given the objective. Later in the lesson, when students must begin making inferences, cues are given when I make my own inferences about the artwork and map of Egypt. Cues are also given when I introduce the new vocabulary. Explicitly stating what some of the items are in the artwork allows students to understand what is occurring in the still image. Lastly, discussing the terms geography and climate helps students access their prior knowledge and improves the likelihood that they will be able to make inferences when viewing the map of Egypt based on what they already know about geography and
Student will be able to identify 12 letters, name 8 colors, and name 4 shapes.
The claim being discussed here is that the only way a map or a way of representing things can be useful is if it simplifies the knowledge that the actual territory gives, that is, if it reduces the salient i...
From that function above, it shows that a picture strip is very effective to conduct. They can use picture to tell a complex story. By guideance of the picture it can make them easier to remember what they will talk about. It will make the students motivated in learning using a picture. Because, through the picture they can think and remember what they will say in front of the class.
Some say that technology is a distraction and hinders the students from fully learning and developing important skills that they claim only the interactions with the teacher can provide. Teachers have said that technology is a powerful tool that allows them to introduce and demonstrate learning activities in a completely new way. It has been studied and proven that most kids are more motivated and interested in the concepts they are supposed to learn when the teaching tool of technology is used. A fifth grade teacher stated, “Technology is the ultimate carrot for students. It's somet...
1. Instructional Context-My class includes 25 five and six year old kindergartners; 24 African-American students and 1 Caucasian student. I have 11 girls and 14 boys in my full-day kindergarten class where I teach language arts, math, science, social studies, and health.
Stop bothering me, or you two will regret it.” Then Ribbon became curious, stopped babbling, and asked, “What map? Is it the one that the kids found yesterday? Is your map the one that the kids put into our sewing basket and forgot about it?” The “One and the same”.
"Types of Thematic Maps." Types of Thematic Maps. Slippery Rock University, n.d. Web. 03 Apr.