Project Title: Lesson Plan Number One Lesson Title: Road Trip Maps Curriculum Area (s): Social

Studies, Art Grade Level: Third Grade Estimated Time Required: 30 minutes Instructional Groupings: Are you using whole group, small group, partners, quads, homogeneous, heterogeneous? Is there an opportunity to work individually if wanted? For this lesson, I will be using a whole group reading, then an individual or partner group, and then small groups for presentations.

Standards: List the state or national standards that you are using in this unit/lesson. Cut/paste these from the DOE website. SS.3.3.9 2007 Human Systems: Identify factors that make the region unique, including cultural diversity, industry, the arts and architecture SS.3.3.2 2007 The World in Spatial Terms: Locate Indiana and other Midwestern states on maps using simple grid VA.3.6.2 2008 Create artwork that communicates personal ideas and experiences. VA.3.6.3 2008 Demonstrate ability to successfully generate a variety of symbols, then select and refine a symbol that communicates the idea

Materials: What do you need to remember to get ready and organized? What do your students need? How to Make a Cherry Pie and See the U.S.A. by Marjorie Priceman Map of the United States Printout Markers Colored Pencils Crayons Overview: What is the purpose of the lesson? The purpose for this lesson is to take students understandings of maps one step further and have them create their own road trip maps of the United States, based on their previous knowledge of the locations of states, and what they are known for. What will I differentiate? Content, Process and/or Product Who needs this differentiation?

I will differentiate the process and the product. For students that need more time to complete their maps, I will build in more time for them. I will also allow students to work in partners if they feel more comfortable that way, whether that is based of a multiple intelligence strength, a learning disability or other disabilities that makes it easier for them to work with a peer. I will also differentiate the product. While I will initially say that students need to include 4 different locations to demonstrate on their map, depending on students needs, I will adjust that level. For students that have intellectual disabilities or just struggle with large chunks of information, I may allow them to do only 2- 3 locations but with the same information. I also can encourage students that are more advanced to include more locations, or challenge them for more details. Why will I differentiate? What are the differentiated needs? What are the cognitive, cultural, linguistic and gender differences that need to be approached? I will differentiate for a variety of reasons. For this lesson, cognitive and linguistic needs are the greatest barriers. For students that have cognitive disabilities or issues, I will allow them to have more time, and if needed, to reduce the amount of work done on the final product. Students that are ELL learners or linguistically challenged may also need the extra time to understand the instructions, to be allowed to look back at the book I read aloud to know what to do, and allowed more time to share what they did, or not have to share as much information, if they are struggling. How will I differentiate? For readiness, interest, learning preference(s), affect/learning environment combination. How can I use assistive technology to support my students? I will differentiate for the learning preferences of working by themselves or in small groups, as well as where they create the project, whether they want to do it on the floor, their desks, or the reading area in the classroom. I can also adapt the output of the project for students that might need to have less locations to present. I can also use assistive technology such as putting a labeled map of the United States on the projector for students that need it, or just give copies to students that need it. As a result of this lesson/unit students will What is the goal? Understand (big ideas, principles, generalizations, rules, the point of the discipline or topic within the discipline) o Further understand how maps are created, as well as how to make symbols for things on a map. Know (facts, vocabulary, howtos, information that is memorizable) o Further their knowledge about which state is where, and what they are known for. Do (Skills) (thinking skills, skills of the disciplineskills you will assess) o Be able to look at a map and create a plan of where to go and how to get there, based off of previous knowledge. PreAssessment (How will you find out about where your students are at for this lesson? What will your preassessment look like?) I would use this lesson as part of a larger unit on maps, where they would already be able to distinguish states on a map and other skills of map reading, so I would know where

they were, and then would start off the lesson with questions and discussion about what they know about road trips. What is the emotional hook? Emotion drives attention drives learning. How will I emotionally hook my students so that I have their attention and they are ready to learn? My emotional hook for this lesson would be to get students talking about what they know about road trips, and any stories that they have been on, to get the real life personal connection started. Steps in the Lesson: Be specific. How will you address challenges with student engagement? 1. Start with asking students what they know about road trips? a. What are they? b. Have you ever been on one? c. Allow them to share stories d. Share story of own road trip if needed. 2. Do a read-aloud of the book How to Make a Cherry Pie and See the U.S.A. by Marjorie Priceman a. Should take around 5-7 minutes 3. After reading, explain to students about how the character in the book had gone around the country to get the things that she wanted, and to see different sites. Tell them that they are going to create their own map of places that they want to go in the US. Help them brainstorm the types of things that they could put on their map. IE: a. Geographical locations- mountains, beaches, lakes, etc b. Regional Attractions: amusement parks, shows, sightseeing, etc c. Foods/Products specific to a location: Maine lobster, Idaho potatoes, Florida Oranges etc d. Places that are important to them: places they used to live, where family is, etc e. Any other places they think of 4. Tell students that they are to draw the route for where they are going to travel, and that at each location, that they should draw a symbol to represent why they are going there. Ask them to choose at least 4 locations. a. Show example map that I made. 5. Tell students that when they are done with their maps, they will share where they are going and demonstrate through movement how they will get to place to place in front of a small group of peers and have them do the motion with them. a. IE: Going from New York to Ohio by taking giant frog leaps, Florida to Idaho by a plane, Chicago to LA by penquin walking, Texas to Washington DC by bunny hopping. 6. Give students time to work on their maps a. Walk around and answer any questions students have, and help struggling students brainstorm ideas of where to go and what to do. b. Allow students to work individually or in pairs. c. Make sure students are engaged and working during this time, if they are finished early, challenge them to add more details, or add more places. 7. Once students are done with their work, have them get in groups of 4-5 people, to share their maps and symbols with each other one at a time, and then demonstrate and lead others in how they will get to place to place.

a. Go from group to group to monitor students progress and assess what they worked on. Closure Activity/Wrap up: Will there be an opportunity to celebrate their learning? How will the students reflect about the process and the product? Students will be able to celebrate their learning and reflect about what they did by sharing their final maps in small groups and explain where they are going, and why they chose what they did to represent each location. PostAssessment: How will you reflect about the process and the product? How will you monitor continued growth? What do I want to remember for next time? I will visually assess each students work while they are presenting, as well as collecting them to look at further and to display in the classroom. I will monitor their growth and assess what they are learning by seeing if they identified the correct states on their maps. For future uses, I would want to remember if the amount of time I gave them to complete four locations was too much or too little, and to evaluate if 4 is the appropriate number to give them to complete or not. Additional Resources: Any websites or materials that you used