Teaching the World

Previously on this blog, I shared my Google Map lesson plan. Here's how that lesson plan went.

Being able to use the Google Map was an excellent tool, I felt like everyone was truly able to see everyone else's work in a new and visual way. This worked well. The actual country information didn't work as well. I had misjudged the time (my college students researched at the same pace as my actual third graders), and so they didn't label all three points, which was what would have met my objective.

I also didn't guide the students the way I would have my 3rd graders. Some of my group members felt that this was a mistake. I felt like it gave them freedom to research, but maybe I'll try being more hands on next time.

I used a class Google Map that I had the students label. Each student chose a country and then three points within that country to research. I had set an example of what I wanted in France on the map. I felt like the technology really lent itself well to this lesson. Everyone was able to easily see everyone else's work, and visualize where the points were on the map- the technology aspect didn't feel at all forced. But while the lesson plan didn't go over, it didn't allow the students enough time to finish their three points. However, the lesson did start late because of some problems with the computers loading.

The students didn't meet the objectives, only one of them successfully created three points, and none of them had five details for all of their points. Again, I think a lot of this had to do with time, and the comments supported this. (It would be best as an ongoing project rather than a contained lesson.) However, I think that standard wise, they were able to explore the use of maps and cultures as I had hoped. I think the comments also supported this. (You had an example ready to go, we knew exactly what you expected of us and you were willing to help us succeed in the lesson. This was a really cool use of google maps. I've never used it for this before... I would definitely use this in my future classroom! Great idea, Rebecca. I think the lesson allowed children to be creative and explore their own interests at their own pace.)

From this lesson, I learned how nicely technology can integrate into an appropriate lesson. I also learned what a valuable tool Google Maps can be. However, I also learned that I need to give myself more time to teach than I actually expect- even with college students! And that I should be hands on with college students, even if they complain about it later. I will try and incorporate those lessons into my next lesson plan.

https://www.google.com/maps/d/edit?mid=zIgtHQ7F26l0.k2nOeukg6Xqo&usp=sharing

Lesson Planning Like A Boss

Countries and Mapping Lesson Plan:

Grade 3

Objective: Students will be able to create three points in their country (capital, important city, place of historical significance) on the class map. Each point will detail specific information (from the student’s research) about the country or city. At the end of the lesson, students will be able to see their peers’ research by looking at the points created on the class map.

Assessment: At the end of the lesson, students will have labeled three specific points in the country of their choice. Each point will have at least 5 facts, including population and significance. (In a real 3rd grade classroom, I would have students put down fewer details per point point or expand the time of the lesson.)

Reflection: If I wanted to provide a grade for students, I could grade them on whether or not they had three points with five comprehensive, supporting details.

Standards: Arizona Common Core, 3rd Grade Social Studies Standards

Concept 1:

The World in Spatial Terms

-PO 7. Locate physical and human features using maps, illustrations, images, or globes: a. physical (i.e., seven continents, four oceans, river, lake, mountain range, coast, sea, desert, gulf, bay, strait, peninsula)

b. human (i.e., equator, Northern and Southern Hemispheres, North and South Poles, city, state, country, roads, railroads)

Concept 2:

Places and Regions

-PO 1. Locate major physical and human features from content studied (e.g., Greece, Canada, Spain, United States) on maps and globes.

-PO 2. Describe how physical and human characteristics of places change from past to present.

Concept 4:

Human Systems

PO 3. Recognize there are differences in political units and hierarchies (i.e., community, city, county, state, country, continent).

Reflection: Looking at the map like this is a way for students to first look at the details of what creates a specific country (Concept 4). The students start by pinpointing a human feature (Concepts 1&2)- the capital, and listing the population for the capital. Then they are able to identify other cities or physical features of significance. As they research each place, they will be able to withdraw relevant facts (history, attractions, landmarks, etc.) that will allow them to better look at human interaction within the country. In particular, their point of historical significance will allow them to study how civilization evolves over time (Concept 2).

Lesson Plan Guideline:

1. Have students join the google map that has already been created. Have them follow along on their computer screen as the teacher uses the French map to model the guidelines for the students. (Three points- capital, important city, and place of historical significance, and the requirements for each point.) (5 minutes)
2. Allow the students to research the country of their choice and create points. (In a third grade class I would have pre-selected websites, but for this, they can research wherever they want to. (15 minutes)
3. Have students take turns sharing the information they collected while their peers follow along on their screens. (10 minutes)

Reflection: This should give students time to both focus on a topic and research it, but to also share what they have learned and be verbally engaged in the topic.

Modifications:

Enrichment: Have students create more points or give more in-depth details per point.

Supportive: Lower the number of points required and work with the student to identify relevant information online.

ELL: Allow them to research a country where their language is spoken and find resources in their language. The students can then use pictures as a visual aid when they present and explain (in English) what they have learned.

Senses: If a student can’t use a computer, print out a hard copy of the map of their country. Allow them to research through books. If they cannot easily write or speak, allow them to use visuals. If they can’t see, focus on the verbal part of their presentation.

Reflection: These should help to allow students to be successful.