1. Eureka Elementary School Mapping It Out!

2. Unit Plan Summary: Students will become cartographers to investigate and create maps. Through individual activities, such as journals and map making, as well as group activities like labeling a map or comparing work to peers, students will reach an understanding of key map concepts. The students will produce a final map of the USA or VA to be turned in.

3. What are we trying to accomplish? Student Accomplishments: understand map skills, directionality, various places on a map, and how to recreate a map. Teacher Accomplishments: meet SOL requirements, learn to assess students in an ongoing, formative manner, incorporate 21 st century skills as well as bloom’s taxonomy, and ensure student learning.

4. Targeted Standards & Objectives Geography 1.4The student will develop map skills by recognizing basic map symbols, including references to land, water, cities, and roads; using cardinal directions on maps; identifying the physical shape of the United States and Virginia on maps and globes; locating Washington, D.C., the capital of the United States, and Richmond, the capital of Virginia, on a United States map. 1.5The student will construct a simple map of a familiar area, using basic map symbols in the map legend. Visual Communication and Production 1.3The student will identify and use line and line variations—zigzag, dotted, wavy, and spiral; shape—geometric and organic; and patterns—alternating and repeating. The student will be able to: Describe, Identify and Illustrate basic map symbols Recognize the general shape of the United States and Virginia on a map and globe Analyze and identify the United States capital and Virginia state capital Demonstrate knowledge of cardinal directions and apply their use when constructing a map Use map symbols to plan a legend and synthesize information to construct a map of a familiar area 1. Use line and line variation, shape, and pattern to demonstrate motor skills Compare and Contrast map to peers to identify similarities and differences

5. Essential Question How do we decode the world around us?

6. Unit Questions How do you read and understand a map? How do you recreate a map? What are the meanings of various map symbols? Why is direction important? What are the major cities in my area and how are they identified? Content Questions

7. Assessment Timeline Before Project Begins Student Work On Projects & Complete Tasks After Project Work is Completed Create a journal list of symbols/ concepts Draw a map of the class- room using a list of key concepts written on the board Individual “kidspiration” map making, symbol identifying activity Work on USA or VA map Map “Races” – child receives a blank map and has to race to include the parts of the map listed by the teacher Group “kidspiration” map labeling activity on the carpet in front of the Promethean board Compare and contrast USA or VA map with peers, correct errors Collect maps and evaluate journals.

8. How can “Gauging Student Needs” help you plan your unit? This type of formative assessment helps you to understand where your students stand concerning the topic. If more than half of your students perform poorly, more attention will have to be allotted to the subject(s) they do not understand. If more than half the class seems to fly through the material, more in-depth discovery may need to be developed.

9. Feedback / Ideas