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Physical Features of Florida

4th Grade

Overall Democratic Teaching of Unit

  • We will practice democracy in our classroom by giving students the autonomy to choose how they build their maps and who they work with. They can also choose their method of presentation.
  • We would promote democratic values such as justice, equality, diversity, and responsibility by promoting a positive classroom environment based on respect and honesty (Parker, 2012, pp. 106-107).
  • Students will discuss community service activities in order to protect Florida's nature resources. This is an essential aspect of civic duty (Parker, 2012, pp. 101).
  • Students are becoming informed citizens by learning about their town, state, and their features (Parker, 2012, pp. 104).

Parker, W. C. (2012). Social studies in elementary education (14th ed.). Boston, MA: Pearson.

Lesson Plan 3

Differentiation

Materials

  • Class set of computers or tablets
  • Access to Google Maps

Vocabulary

Physical feature

Symbol

Legend

Landforms

Swamp

Marsh

Straits

Gulf

ESOL students

  • paired with a language buddy
  • able to speak in home language when necessary
  • access to computer programs in their home language
  • easier to navigate program
  • vocabulary translated into their native language
  • increase understanding, decrease language barrier

Struggling learners

  • MKO
  • Peer buddy to work on one map
  • Small group session w/ teacher

Base Map

Layer

My Maps (Google)

Satellite

Marker

Cultural features

Cardinal directions

Intermediate Directions

Bay

Plain

Preserve

Key

Island

Cape

Harbor

Lagoon

Opening

Materials Needed

Introduce My Maps to students. Allow them to get familiar with the technology and using the computers/tablets.

Differention for ELLs

  • Poster paper
  • Florida maps
  • Crayons/colored pencils

Activity

Rational (Link LP 2 & 3)

LP2: Physical Features

Students will be independently creating a map of Florida using My Maps on Google.

Students will then write about their location points including:

1. Why they chose to include the location point.

2. Include 3 facts about the location point.

  • photo examples of vocabulary & translated into first language
  • increase understanding, decrease language barrier
  • images of map features (key, legend, etc)
  • increase understanding, aids in visual learning

Closing

Students will present their maps to the class. They will share at least 5 of their location points

Vocabulary

SS.4.G.1.1

Identify physical features of Florida.

Individually make physical maps of FL using all map features

SS.4.G.1.4

Interpret political and physical maps using map elements (title, compass rose, cardinal directions, intermediate directions, symbols, legend, scale, longitude, latitude).

Objective:

Students will apply concepts learned from parts of a map in order to create a digital representation of a physical map of Florida with key features labeled.

Physical feature

Symbol

Legend

Landforms

Swamp

Marsh

Straits

Gulf

Bay

Plain

Preserve

Key

Island

Cape

Harbor

Lagoon

At this point, students have learned about the cultural features of Florida (such as roads), how to use map features (title, compass rose, cardinal directions and intermediate directions), and the physical features of maps. To complete the unit, students will be applying all of their learned information and knowledge of physical and cultural maps into a final project.

Culminating Activity (Authentic Unit Assessment)

Assessment Link to Unit Objective

Teacher will assess students on their understanding of the various parts of a map and their ability to interact with technology and use it for mapping.

Students will independently create a physical map of Florida

My Maps on Google

mymaps.google.com

Features:

  • Minimum of 10 features of Florida
  • Symbols (colored markers)
  • Legend
  • At least 3 facts about each feature

Opening

  • Show the students various images of Florida
  • Discuss the physical features
  • Incorporate aspects of environmental changes and the necessity of taking care of Florida's physical features

Activity

  • Show a physical map of Florida
  • Discuss features from images & show on map
  • Introduce symbols & legend
  • Students work in groups to make their own physical map of Florida using symbols and a legend

http://www.yellowmaps.com/map/florida-reference-map-482.htm

Conclusion

  • Share maps with class
  • Discuss Florida's physical features
  • Reflect on learning
  • Post maps in classroom

http://www.50states.com/maps/florida.htm

SS.4.G.1.1

Identify physical features of Florida.

SS.4.G.1.4

Interpret political and physical maps using map elements (symbols and legend).

Objective:

Students will create a physical map of Florida using symbols and a legend.

Authentic Assessment

(informal & formal)

Students work in groups to make their own physical map of Florida using symbols and a legend

Unit Learning Objective

Rational (link LP 1 & 2)

Students have already learned about the cultural features of Florida (such as roads) and how to use map features (title, compass rose, cardinal directions, and intermediate directions). In order to reach the unit goal of understanding all of the parts of a map as well as various maps of Florida, students will now learn how to read physical maps and learn about symbols and legends on a map.

Students will understand the various parts of a map including physical, political, and cultural features and will be able to engage in cooperative learning groups. Students will be able to interact with technology and its usage for mapping. They will understand the importance of maps and their use.

Parts of a Map

  • title
  • compass rose
  • cardinal directions
  • intermediate directions
  • symbols
  • legend
  • scale
  • longitude
  • latitude
  • physical features
  • political features
  • cultural features

Materials Needed

Differentiation for ELLs

LP1: Cultural Features

  • Map of Florida
  • Smartboard
  • Poster paper
  • Pencils/Crayons

Vocabulary

  • Pictures & translation of the vocabulary terms in first language
  • increase understanding, decrease language barrier
  • List of cultural features/rubric for what is expected on the map
  • increase understanding of expectations

Cultural features

  • a man-made feature (as a town, road, bridge, or house) of a region

Cardinal directions

  • North, South, East, and West

Intermediate Directions

  • Northeast, Northwest, Southeast, and Southwest

Opening:

Present students with Google map images of the school and surrounding area.

Provide students with vocabulary terms and examples of the terms.

Activity:

Students will collaborate in heterogeneous groups (of their choice) to create their own cultural maps of their school's surrounding area.

Standards:

SS.4.G.1.2 Locate and label cultural features on a Florida map.

SS.4.G.1.4 Interpret physical maps using map elements (title, compass rose, cardinal directions, intermediate directions).

LAFS.4.SL.1.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.

Objectives:

Students will collaborate to analyze features of maps, and more specifically, cultural features of a Florida map.

Conclusion:

Students will present their created maps with the class, and discuss the different features they incorporated.

Authentic Assessment

Informal:

Students will be assessed on their understanding of map features and collaboration within their groups

Formal:

Students' group maps will be graded through a rubric.

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