Geographylesson Two

Lesson Two Established Goals: G
Social Studies: Grade 1 Concepts and Skills Geography: Describe a map as a representation of a space, such as the classroom, the school, the neighborhood, town, city state, country, or world.
MA History and Social Science curriculum August 2003

Understandings: U Students will understand that Birds eye view is different from street view. Birds eye view is from above everything. Maps are generally represented from the birds eye view perspective. Essential Questions: Q How are maps drawn? What is birds eye view? Why do map makers use birds eye view? How is it different from front view? What makes it different? If you were a bird, what would you see? Students will be able too S Recognize between pictures that are birds eye view and street view. Attempt their own renderings of objects from birds eye view.
Students will know K Maps are represented in birds eye view. What birds eye view is Map perspective is different than a picture or drawing of buidings.
Performance Tasks:
Other Evidence:
Children will be given the opportunity to draw their own maps. No structure or goal given, just free hand draw maps. Maps of the day will be laid out for exploration.
Student responses to prompt: is this birds eye or street view portion of lesson. Students will draw an object from birds-eye view perspective. Students will draw their room from birds eye view Read Mapping Pennys World, Me on the Map books that deal with exploration and possibly maps.
Learning Plan Learning Activities:
Learning Exercises:
Materials --Prepared models in a shoebox with various items in it. -- Construction paper --Drawing materials --Samples of things from the models Visuals Computer with LCD projector How will you start? During break, take children to the front of the school and ask them to look at the school and explain what they notice about what they see of their school from where they are standing. Then after they come inside, during snack: On Google Earth: have images of familiar places to the children in street and birds eye view and map view ready: o Devotion School, Fenway Park, Pierce Building in Coolidge Corner Explain to the children: I want to show you on the map what you just saw outside. It will zoom from earth to Devotion school. What are you looking at? How is it different from what
you saw outside? It is like we were a bird flying over the school. This is why we call it getting a "birdseye view." I want to show you some pictures from the street- called street view, and then look at them as if we are a bird flying above the place in birds eye view. Repeat for Fenway park. Flow of lesson Begin to show the pictures in both birds eye and street view, discuss with students the differences. Have them guess what they are looking at. Then do a little game with them of various pictures- ask, is this birds eye view or street view? Have them call it out loud. (whale, cupcakes, cup, ice cream) Part II: small group in Science room Ask the students to pretend they are birds. They are to fly over the model that is set upon the floor and return to their seats. Who can tell me what items they saw in the room as they flew over my model? Students will list the items they saw. Have samples for each child to hold and examine. -- Students will select an item and place it on the floor. -- Students will stand above the object to get a "birdseye view" of the item Ask the students if the item looks the same or different than it did while they were holding it. The students will assist orally in drawing the items in the model from a birds-eye view. Use metacognition to explain the process involved in drawing. -- The teacher will deliberately draw an item incorrectly and wait for a response. -- Students will be encouraged to explain and/or fix the problem. -- Responses will indicate the appropriate time to move on. Student will return to their table where they will find shoebox models. -- Each table will be given a shoebox and construction paper. -- Students will draw an item in the box as seen from a birds eye perspective. -- They will cut out their drawing and glue it on a black construction paper that symbolizes the box. They will have to agree on the placement of their sketch on the paper that signifies the box. Wrap up/Conclusion At some point during the week when all have had a chance to complete the activity, we will display the models and the maps. -- The students will assemble together to discuss their finished projects. --Reflect about what was easy/difficult about the assignment and why. -- Are the sketches the same or different? -- What would happen if each mapmaker didn't draw things exactly the way that they really looked?

Geographylesson Two

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Lesson Two Established Goals: G

MA History and Social Science curriculum August 2003

Learning Plan Learning Activities:

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