Title of Unit: Maps! Maps! Maps!

Title of Lesson: Population Maps and patterns Submitted By: Meghan McQuain &Alyce Mack

A. Summary of the Lesson Plan: This lesson will introduce a population map to the students. The lesson is created to see if student can find a pattern between population and political or physical features. B. Target Population: Grade Level: 5th grade Skill Level: All learners Grouping: Small groups

C. Materials: markers glue construction paper D. Objectives: o NV State Social Studies Standards o
G5.5.2 "Identify spatial patterns of the U.S."

Student-Friendly Standards I have learned about political and physical maps, I will now learn about patterns between these maps and the population in the United States.

E. Procedure: 1. Tell students to close their eyes and picture themselves living in the days when explorers were setting out to find new land. Ask them, If you had only your own hands, and the materials you could carry where would you want to set up home? (Remind students, they cant hire a construction business to build your house, and there are no grocery stores) What are the factors behind your decision? 2. Bring up the population map on: http://www.eduplace.com/kids/socsci/books/applications/imaps/maps/g5s_u9/index. html#top 3. click on 10,000 people located in the legend. This will add a bunch of little red dots to the map that represent 10,000 people. 4. Ask the students, just from this, do you notice any patterns with where the dense populations are and where there is very little? 5. Is the home you thought of a few minutes ago, part of this population?

6. Now click on the Major Cities within the legend, and ask the students if they notice any more patterns.
Nevada State College EDEL 453 - Spring 2013 Karen Powell- Instructor page 1

Title of Unit: Maps! Maps! Maps! Title of Lesson: Population Maps and patterns Submitted By: Meghan McQuain &Alyce Mack

7. Leave the population density map up, and allow students to compare it against the maps in their text book. Bring up another map of Climate Zones of the Continental United States 8. Have students pair up and write down the patterns they see on construction paper. They may draw pictures as well. 9. CLOSURE: When students have all finished with their posters have a class discussion on these patterns. (Why are there so many people on the east coast? Why are there so few people in the mid west compared to the east? Are there any patterns you see between geological features and population? Why is this? Why are there so many people along the edge of the United States?) F. Assessment: What will you use to measure student understanding? The posters that the students create with patterns that they were able to find Explain how you will know students understand the concepts from the lesson. If students understand that geographic features, and climate have an influence on population, then their answers of patters will represent it. G. Reflection: 1. Which part of the lesson do you think will be the easiest for you to teach? Showing the population map 2. Which part will be most challenging for you to teach? It may be difficult to convey the difference in TIME. If they are to picture themselves in the time of the settlers, theyll need background knowledge. 3. How will you follow up or extend this lesson? It would be neat to follow the Lewis and Clark expedition and the trail they took, and compare their notes to what we see on the maps. Some interesting maps are found at: http://www.pbs.org/lewisandclark/archive/idx_map.html 4. What will you do for students who dont grasp the concepts? I would break the lesson down and ask them what are the basics that humans need in order to survive in this world? Electronics dont exist. Possible answers could include: shelter, food, water, clothing. Where could I get food if there were no grocery stores? Where could I find water if there were no drinking fountains?
Nevada State College EDEL 453 - Spring 2013 Karen Powell- Instructor page 2

Title of Unit: Maps! Maps! Maps! Title of Lesson: Population Maps and patterns Submitted By: Meghan McQuain &Alyce Mack

5. Which part of the lesson, if any, do you think might need to change? Students may need more background knowledge on the past in order to understand what it would be like living in the time of Lewis and Clark. 6. When you were writing this lesson plan, what was the most difficult part? Its difficult putting all the information together while still trying to stay on track with my initial idea.

Nevada State College

EDEL 453 - Spring 2013

Karen Powell- Instructor

page 3