A First Book of Mapping Skills. Using photographs of plowed fields, cut-down forests, or new construction, students identify examples of modification in their community. Students then use relative location to describe the location of different parts of the school building relative to their classroom. Have students first share their journal work with a partner and then with the large group. Benchmarks: Identifies key accomplishments and successes in life.
When the class is satisfied that its tape captures the essence of the community, invite other classes or members of the community to a showing of the tape or other multimedia presentation. Where would we go to school then? Note that common examples include cars, trucks, taxis, and buses. Discuss student responses and guide them in understanding that maps can be of the same size but show places that are very different in size. They brainstorm their personal strengths and needs of the community and make a plan to take action for the common good. Note that at this point in the lesson you may even wish to show a map of the United States printed on 8 ½ by 11 paper or in a book to reinforce the concept of scale. Finally, students complete a graphic organizer illustrating common characteristics of communities.
Lesson 5: Transportation and Our Local Community Content Expectations: 2 - G4. Review the community maps used so far in this unit including the Treeville map, the map of Waterford, Michigan, and the map of your local community used in the previous lesson. · What kinds of animals might you find in or near a lake? And across the hills, the lights of passing cars. Lesson 4: Making a Map of Our Local Community Content Expectations: 2 - G2. Suggested books: As the Crow Flies: A First Book of Maps by Gail Hartman Mapping Penny's World by Loreen Leedy Where Do I Live? Students explore two reasons people live in a community and are introduced to the concept of government. Repeat the activity with two or three more students. You may also wish to obtain a Michigan highway map from the following website: 11.
Show students how they can draw pictures to represent items on their maps. Part 2: Map Making Step 1: Review the walking tour with the students. Ask each student to decide what one thing on the list they are willing to do for the common good, and attach their hand to the list near that job. . Direct students to write a letter to their role model. Have your students compare and contrast life in your community to life in Harlem. On large chart paper create an outline map of your community using the map of your local community from Lesson 3 as your guide.
Collect their Places Around Us Neighborhood Walk: Recording Charts for assessment. Then, pose the following question: Are the classroom and Treeville really the same size? In addition, encourage them to select the most important features of their local community. Next to these maps, display your diagram or poster of the solar system. Content: Talk about the things in a community. Give some examples of how they might do this.
Includes American history, geography, culture, government, civics, and other related resources. Analyze the video to determine which items contribute to telling the autobiography of this area. After the visitors leave, ask the children to dictate a few facts that they remember about each helper. Step 2: Share the Places Around Us Neighborhood Walk: Recording Chart printable with students. Do the police officers pick up trash or do volunteer groups? English Language Arts Key Concepts: community, human characteristics of pl ace, location, physical characteristics of place, transportation Abstract: In this lesson students explore common characteristics of communities. · Places where people play.
Working in cooperative groups, the students complete and share a Venn Diagram comparing their local community to another community. For example, designate one student to draw all the buildings, another to draw the signs, and so forth. For example, a positive consequence might be that the area can now be used for new houses for people. Ask students which, if any, of the landforms on the chart can be found in or near their local community. Ask students to turn and talk with a partner about how this community differs from Treeville. To reinforce the concept of relative location, guide students in describing the location of different parts of the school building relative to their classroom. Ask students what forms of transportation use the roads in their community.
They travel by train to work every day. The following are examples: · The school is next to a house. Grade level:6-8 Subject area:the arts Standard: Understands connections among the various art forms and other disciplines. It helps people understand what kind of place the map shows. Ask students to review the map and recommend any additions they would like to see. New York: Random House Books for Young Readers, 2002. Students then share their ideas as the teacher makes a class list on chart paper.
Summarize what has been covered in the lesson so far by discussing how a map of a community can be used to locate different places in a community where people do different things. Watch the video again to experience the full impact of the music. Holding only the index finger and thumb, fold down other fingers. · The park is near the river. Although the lessons can be taught independently, each builds on the next, developing skills to promote empathy, dialogue, and respect for diverse opinions. Ask each child to say their complete address.