Molly Anderson EDMT 380-002
Spring 2004

Title: "A Summer Day - A Map Mystery"

Description/Summary:
Students are given a worksheet with a story about the activities of an individual on a beautiful summer day, and are then given the geographic coordinates of a place in the United States. Using an atlas (on the internet, in a book, or using software), the students will find the location of that place. Students will then research the weather and climate of their state, as well find some basic information using a topic hotlist. Using the computer software program "Neighborhood Map Machine", the students will create a map that is characteristic of their state.

Learner Analysis:
The lesson is designed for a mainstream upper elementary school class (grades 4-5) with some students with ESL and special education needs (primarily learning disabilities).

Prerequisite Student Skills:
Students will need to have basic computer skills (use of mouse, etc.), as well as knowledge of how to use the internet. Students will have knowledge of longitude and latitude, as well as a basic knowledge of the U.S. regions and states (modifications can be made for students not from the U.S.)

Standards Addressed:
Social Studies Content Standards:
A.8.1 Use a variety of geographic representations, such as political, physical, and topographic maps, a globe, aerial photographs, and satellite images, to gather and compare information about a place
A.8.8 Describe and analyze the ways in which people in different regions of the world interact with their physical environments through vocational and recreational activities
Information and Technology Literacy Standards:
A.8.3 Use a computer and productivity software to organize and create information.
B.8.4 Evaluate and select information from a variety print, non-print, and electronic formats.
B.8.6 Interpret and use information to solve the problem or answer the question.

Instructional Objectives:
Students will locate a state by its longitude and latitude.
Students will classify a description as characteristic of a particular U.S. state.
Students will construct journal entries characteristic of a state during different seasons.
Students will use software to create a map of a U.S. state.
Students will use the internet and other electronic resources to do research.

Materials/Equipment:
United States atlas
handout describing exercise
Computer lab/computer work station equipped with printing abilities
computer sofware program "Neighborhood Map Machine"

Prerequisite Teacher Skills:
In order to successfully teach this unit, the teacher should have advanced internet skills for a couple of reasons. First, the teacher must be able to aid the students in their internet searches, and second, the teacher must be able to search for and find appropriate websites and create a topic hotlist on a web page.

Activity Sequence:
Day 1:
1. Introductory Questions:
• What season are we in right now?
• What is Wisconsin like during this season? What are things you can do during the winter in Wisconsin?
• What is it like during other seasons?
• Are there other states in the U.S. that are similar? What about states that are different? Name a few.
“Each state has characteristics and activities that are unique to it. Today, we are going to learn about some of those characteristics. First, however, we are going to solve a mystery using longitude and latitude.”
2. Review longitude and latitude.
3. Discuss ways to look up longitude and latitude (atlas, hotlist created by teacher)
4.Pass out handout “A Summer Day”
5. Students do activity in pairs, teacher circulates to help with any problems that may arise.
Day 2:
1. Students use "Neighborhood Map Machine" software to create a map of a neighborhood characteristic of their state, keeping in mind considerations of vegetation, urban vs. rural, etc.
2. Once all students are done in computer lab, meet as group to discuss ways to research their state (primarily using hotlist, but may use encyclopedias and other reference guides from the library as well.)..
3. Students research their state and write a journal entry for each of the other three seasons.
Day 3:
1. Students report their findings to the class by:
• reading the initial journal entry to the class
• telling which state they believed the journal entry was about, giving any justifications they might have
• locating that state on a map of the U.S.
• showing the map they made on the computer
• reading a journal entry of their choice.
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Questions? E-mail me at andersmb@uwec.edu
Page last updated on: 17-May-2004 8:40 PM