My Neighborhood

Daniel WelchEdSE 604: Spring 2012Final Project

I) Instructional Unit/Final Project Overview

Title of Unit: Introduction to MapsTheme: My Neighborhood: Students will demonstrate their understanding of their

surroundings, including locations of the school, pharmacy, grocery store, bank and relatives (if applicable)

Grade Level/Student Population Type: 1st grade, mixed-ability classroomNumber of Sessions: 3-5

Overview of the Unit: The students will create a map of their local neighborhood. They will learn the content and skills of locating places within the local community and drawing maps and/or diagrams that serve as representations of places, etc. Students will identify what their community has in regards to necessities (gas station, grocery store) and leisure activities (parks, playgrounds)

Summary:A) What is the theme of your project? The theme of my project is “my neighborhood”.

B) State the standards to which your theme is aligned (refer to actual sections of real documents) The project is aligned to the State Standards. Standard 3: Geography (Elementary) Key 1: Geography can be divided into six essential elements which can be used to analyze important historic, geographic, economic, and environmental questions and issues. These six elements include: the world in spatial terms, places and regions, physical settings (including natural resources), human systems, environment and society, and the use of geography. (Adapted from The National Geography Standards, 1994: Geography for Life)

Students:

study about how people live, work, and utilize natural resources

draw maps and diagrams that serve as representations of places, physical features, and objects

locate places within the local community, State, and nation; locate the Earth’s continents in relation to each other and to principal parallels and meridians. (Adpated from National Geography Standards, 1994)

identify and compare the physical, human, and cultural characteristics of different regions and people (Adapted from National Geography Standards, 1994)

investigate how people depend on and modify the physical environment.

C) Describe the “Learning Product” your students will create and through the creation of which they will learn the content and skills you’ve identified as a goal.

The learning product the students will create is a digital map of their neighborhood. They will learn the conent and skills I identified as a goal by determining what they feel is important to include in their individual or group maps. The students will learn how to use a word processing system to manipulate objects and add text. In addition, they will be able to add different word boxes, bubbles, or triangles.

D) What Social Studies content and/or skills will they learn from your project?

The Social Studies skills and content the students will learn is how a map outlines the location of places relative to its surroundings, including direction and distance. Students will understand that a map represents real places on a smaller scale. Students will also understand that a map has labels so the reader can identify the information on the map.

E) What Arts content and/or skills will they learn from your project?

The students will demonstrate Art content by being creative with the materials they use for the map/diagram, the pictures/stickers they use to represent locations, colors they use to personalize their map, and determining how items flow together.

F) How might you determine if the students learn what you’ve intended them to?

I would determine the students learned what I've intended them to do if they created a recognizable map of their neighborhood. If I am able to identify the places on the student's map and they used creativity in their design, then the goal I established was met.

G) How will technology be used? Will it be used by the teacher; the individual students or student work groups, the entire class? (Describe as practical)

Technology will be used by both the teacher and the students, depending on ability level. The classroom will be divided into two or three groups. The first group will include students that are able to independently use technology. The middle group will be students that can use technology with some support, and the last group will be students that require significant assistance. A paraprofessional will be used to help students in the process.

II) Flow Chart -

III) Mock Student Work Sample -

Creating this document was not an easy task at first. Although I am familiar with word processing programs, I have not used the programs to create a digital image. I created 3 different drafts before finalizing this particular image. After I practiced with the program, the task became very simple. My original idea was for students to create a map of their neighborhood. I pictured this being a hand drawn document. However, after developing this digital image I knew I wanted to incorporate this type of learning in my classroom. The first thing I did to create this document was scan my computer for pictures that I wanted to include. I used my son as the main character because his grade level, first grade, would be my target audience. I searched for a background image of my neighborhood for a dramatic effect. It included “Russell Park”, which is where my son plays AYSO soccer. Next, I played with the photographs to change the look. I changed one to “sepia” and another “black and white”. I arranged the images around my map and used the rotating function to move the image. After careful planning, I added the shapes around the map. I needed to practice this a bit because I was unfamiliar with this function of the word processing program. Finally, I added words to the shapes to showcase the 3 areas of my map. I got a little more creative and changed the font of each label. This required me to highlight the words and choose the font from the top.

In order to accomplish this task with my class, I would need to enlist some additional adults for support. Hopefully I would have a teaching assistant or computer specialist to work with. I would need to utilize the computer lab for the main portion of the project. Students could first work in the classroom to design their map, but the final project would require the use of a computer. Since this is created for a first grade class, I would have a list of locations the students may want to chose for their project. I would also offer some pictures of these locations because I cannot expect students to bring in

pictures of these places. Some locations the students may want to chose are:

Rite Aid Pharmacy Barringer Road School Ilion Fire Department Ilion Police Department Aldi Russell Park Franco's Pizzeria Main Moon Restaurant Ilion Public Library

I would place the students in groups to work if the students live within a few houses of each other. For students requiring additional support, I would work with them personally or assign a teaching assistant or perhaps a special education teacher to assist them. I would provide an authentic map to look at and my own digital collage.

IV) Defend your project as Project-Based Learning

Students identify what to learn because the students will determine what is appropriate to include in their map. I will provide some parameters, such as various locations in Ilion, but I will allow the students to ultimately choose what is important in our community. Some students many only choose to include their house and school, where others will choose house, school, pharmacy, restaurants, library, and park. The creation of the map encourages students to be creative, but it is the process I am more concerned with. My goal is for the students to recognize the importance of community resources and that maps are merely representations of a location. Students will be able to defend their map after the completed project by explaining to the class, or just to me if necessary, the reason the parts of their map are important to recognize.

Students will work both independently and in group situations depending on where they live in the community. Some students may prefer to work alone to showcase their ideas, where others will need to be paired up or work in groups of 3-4. I may need to use my discretion and assign students to work together.

Students will need to learn about maps, picture representations, and geography. Prior knowledge of communities and the importance of certain parts of a community can come from a lesson I teach. However, the actual map creation is something the students will learn while they create their authentic piece. Students will learn the technology piece by experiementing with pictures and graphics. A little guidance will occur by showcasing what the students can do, but ultimately students will learn by doing. I learned more from creating the project myself on the word processing program than I would have done if someone just showed me.

The product the students create is authentic. Since it is a map of the student's neighborhood it serves as a real purpose for the student. In addition, students will defend their map to their fellow classmates.

Students will receive feedback from their classmates while working on the project by asking each other for assistance when needed, encouragement when something shines, and positive criticism throughout the process. This will be accomplished by allowing time during the process to reflect on their own project and the project of others.

The projects will be displayed digitally on my website and printed in the hallway for the school to view. In addition, I can copy the authentic projects, place them together and create one giant map of Ilion.

The product has an artistic dimension because students determine how to represent different locations within their community. They can search the internet for images, bring images from home, or draw their own image. This selection process occurs based on the student's decision and comfort level.

Students make significant use of technology because we will be creating a digital image of their design. Students will use a word processing program to create a map of their neighborhood. If the students draw images rather than use pictures, I will scan these in the computer for the students.

The experience of working on the project creates a reflective, “constructivism dimension. Students have the opportunity to identify what they learned by creating a map of their surroundings that includes a key, compass, and distance. The construction of the product reinforces their learning about mapping and geography.

First graders most likely have not had the opportunity to create a map of their own before. They likely viewed a map, or even seen a map on GPS. The process of creating a map of their neighborhood is something new. They might not need to inquiry about the community resources, but putting them all together and interpreting them is a way for them to display what they have learned.

The mapping project requires critical thinking, problem solving, collaboration and various forms of communication. Students will work together in groups, or serve as assistants to other students. Once a student has mastered a concept, he or she can help others do the same. Acting as resources to each other will help with problem solving and collaboration. After the final projects are completed, the students will give a brief explanation of their map, or their group's map, to the rest of the classroom.

The project is organized around an open-ended question or challenge. The students are challenged to visualize their neighborhood and create a product that represents their neighborhood.

V) Unit (Final Project) Implementation Plan

The introductory lesson to mapping would be centered around Stone Soup written by Jon J. Muth. The book is about three men who travel to find out what makes people happy. The men come upon a village that suffered hard times. The people did not trust strangers and had very little to do with their neighbors. The men have an idea to make “stone soup.” As a pre-reading strategy for all students, I would create a book box. A book box stimulates thinking and builds anticipation because the objects hold clues to the story they will be reading. The students make predications about the book. This can be done in small groups facilitated by an adult for students with learning disabilities. Students will use their observation skills to examine each item, and share their thoughts about the objects. This is an excellent activity for visual and kinesthhetic learners. The activity encourages higher level thinking skills by determining how the objects might be connected in a logical way, even if not related to soup (Yopp & Yopp 2009).Items in the book box:

figurines of 3 men small houses and business-like buildings pots and pans plastic vegetables

Students will recognize that the objects represent real items, such as pictures included in a map but on a

much smaller scale. This is an excellent introduction to “mapping” and the feeling of a “neighborhood.”

In order to have students create an authentic map of their neighborhood, it is my responsibility to educate the students on how to use a map. Given the diversity of a classroom, this can be done using a cooperative learning strategy. The lesson will meet the needs of students with disabilities and students without disabilities.

Lesson PlanLesson Plan Title: Introduction to MapsStandards Addressed: NYS Social Studies Standard 3: Geography (Elementary) Key 1 General Goal(s): Students will understand the purpose of a map

Grade level: 1st grade

Specific Objectives:1. The students will recognize a map.

2. The students will locate places on a map.

3. The students will define a map as a representation of a specific area.

Standards:

Standard 3: Geography (Elementary) Key 1: Geography can be divided into six essential elements which can be used to analyze important historic, geographic, economic, and environmental questions and issues. These six elements include: the world in spatial terms, places and regions, physical settings (including natural resources), human systems, environment and society, and the use of geography. (Adapted from The National Geography Standards, 1994: Geography for Life)

Students:

study about how people live, work, and utilize natural resources

draw maps and diagrams that serve as representations of places, physical features, and objects

locate places within the local community, State, and nation; locate the Earth’s continents in relation to each other and to principal parallels and meridians. (Adpated from National Geography Standards, 1994)

identify and compare the physical, human, and cultural characteristics of different regions and people (Adapted from National Geography Standards, 1994)

investigate how people depend on and modify the physical environment.

Required Materials: variety of maps; school map, town map, world map, classroom map

paper, markers, crayons, pencils, etc.

projector attached to a computer with internet access

Procedures:

1. Provide an introduction to maps by showing students a map of the classroom. Ask the students if they recognize the pictures.

2. Ask students to give examples where they've seen a map before. Ask students if they've used a map before. Ask if their parents have ever used a map before. Some may indicate their parents

use a GPS. Be ready to explain this is an electronic map.

3. Show students a variety of maps and ask students what the map represents.

4. Break students into groups of 3-4 to create a map of the school

Johnson Brothers' Model (Johnson and Johnson 1988)

Element ActivityPositive Interdependence The teacher will assign 3-4 students per group. Each group

will have an adult facilitator assigned. The groups will be mixed ability. There will be 2 groups per one facilitator. Each student works toward the common goal of creating a map of the school. They must discuss how the map will look and what elements they will include. It is important for the group to work together to accomplish the goal. One student cannot complete these activity alone (Johnson and Johnson 1988).

Individual Accountability The adult facilitator will be sure each student is participating in the map creation. Each student is required to demonstrate knowledge of the school in order to create a map with their group. Each student in the group will need to explain the map the group created (Rotterdam 2008).

Group Processing The adult facilitator will provide feedback to the group on a regular basis. The adult facilitator will intervene when necessary and provide resources as needed. Students will be asked routinely about the group's dynamics, as well (Johnson and Johnson 1988).

Face to Face Promotive Interaction The students will have an opportunity to work out any differences, discuss ideas, and work together respectfully. The students will sit at tables with their group (Rotterdam 2008).

Social Skills The social skills promoted during this assignment are decision making, communication and conflict resolution (Rotterdam 2008).

- ASSESSMENT

- PRESENTATIONStudents will showcase their work after they are finished. We will post their final projects on

our classroom bulletin board and digitally via my classroom website. In order to include the projects on my website, I will scan them into the computer.

B) For each session that the students are engaged in your unit be sure to include:

Session 1: Stone Soup

- ACTIVITIESShow the students the items inside the Stone Soup Book Box.

Items in the book box:

figurines of 3 men small houses and business-like buildings

pots and pans plastic vegetables

Tell the students these are representations of real items, but we understand what they are because they replicate the real item. The students will make predications about the book. This can be done in small groups facilitated by an adult for students with learning disabilities. Students will use their observation skills to examine each item, and share their thoughts about the objects.

Read Stone Soup written by Jon J. Muth. Tell the students the book is about three men who travel to find out what makes people happy. The men come upon a village that suffered hard times. The people did not trust strangers and had very little to do with their neighbors. The men have an idea to make “stone soup.” Ask volunteers to make predications about the book.

- TIME FRAMEThis lesson will take 30-40 minutes

Session 2: School mapping

1. Provide an introduction to maps by showing students a map of the classroom. Ask the students if they recognize the pictures.

2. Ask students to give examples where they've seen a map before. Ask students if they've used a map before. Ask if their parents have ever used a map before. Some may indicate their parents use a GPS. Be ready to explain this is an electronic map.

3. Show students a variety of maps and ask students what the map represents.

4. Break students into groups of 3-4 to create a map of the school

Element ActivityPositive Interdependence The teacher will assign 3-4 students per group. Each group

will have an adult facilitator assigned. The groups will be mixed ability. There will be 2 groups per one facilitator. Each student works toward the common goal of creating a map of the school. They must discuss how the map will look and what elements they will include. It is important for the group to work together to accomplish the goal. One student cannot complete these activity alone (Johnson and Johnson 1988).

Individual Accountability The adult facilitator will be sure each student is participating in the map creation. Each student is required to demonstrate knowledge of the school in order to create a map with their group. Each student in the group will need to explain the map the group created (Rotterdam 2008).

Group Processing The adult facilitator will provide feedback to the group on a regular basis. The adult facilitator will intervene when necessary and provide resources as needed. Students will be asked routinely about the group's dynamics, as well (Johnson and Johnson 1988).

Face to Face Promotive Interaction The students will have an opportunity to work out any

differences, discuss ideas, and work together respectfully. The students will sit at tables with their group (Rotterdam 2008).

Social Skills The social skills promoted during this assignment are decision making, communication and conflict resolution (Rotterdam 2008).

This lesson should take 45-60 minutes

Sessions 3-5: My neighborhood

The process begins for students to create their own maps. Allow the students to chose their medium, including the use of technology. Each session should be about 30-45 minutes.

References

Johnson, R.T. and Johnson, D.W. (1988). Cooperative learning; two heads learn better than one. Transforming Education (IC #18). Retreived from http://www.context.org/ICLIB/IC18/Johnson.htm

Rotterdam, H. (2008). Cooperative Learning Retrieved from: https://bb- tc.touro.edu/webapps/portal/frameset.jsp?tab_id=_2_1&url=%2fwebapps%2fblackboard %2fexecute%2flauncher%3ftype%3dCourse%26id%3d_80800_1%26url%3d

Yopp, H., Yopp, H. (2009). Literature-based reading activities 5th edition. Allyn and Bacon

III. Defend the project1.