Author: Margaret Greve
E- Mail Address: [email protected]

School: Walter Q. Gresham Elementary School, Chicago, Illinois

School Home Page URL: (optional)

THEME: Traveling in the Great Lakes Region

BROAD CONCEPT: Motivation

GRADES: Grade 4

INTEGRATED SUBJECTS: Language Arts, Math, Fine Arts, Social Studies & Technology

UNIT GOALS AND PURPOSE:

OBJECTIVES:

In this lesson, students will:

• 17.A.2a: Compare the physical characteristics of places including soils, landforms, vegetation, wildlife, climate, natural hazards.
• 17.A.2b: Use maps and other geographic representations and instruments to gather information about people, places and environments.
• 10.B.2a: Collect, organize and display data using tables, charts, bar graphs, line graphs, circle graphs and line plots.
• 5.A.2b: Organize and integrate information from a variety of sources (e.g) books, interviews, library references materials, websites, CD/ROMS.
• 5.C.2a: Create a variety of print and non-print documents to communicate acquired information for specific audiences and purposes.
• 5.C.2b: Prepare and deliver oral presentations based on inquiry or research.

• General materials and equipment : ruler ( cm./in. ), tape measure, popsicle sticks, calculator, graph paper, Atlas/maps, encyclopedia, art materials, play dough

• Technology tools : computer(s) with internet access

• Software Used in this Unit :

___Other Software pertaining to unit

• Organize, describe and make predictions from existing data.

• Formulate questions, design data collection methods, gather and analyze data and communicate findings.

• Locate, describe and explain places, regions and features on the Earth.

• Understand Illinois, United States and world social history.

• Understand Illinois, United States and world environmental history.

• Comprehend a broad range of reading materials.

• Compose well-organized and coherent writing for specific purposes and audiences.

• Locate, organize, and use information from various sources to answer questions, solve problems and communicate ideas.

• Operate a multimedia computer system with related peripheral devices to successfully install and use a variety of software packages.

• Demonstrate knowledge of uses of computers and technology in business, industry, and society.

N.C.T.M. STANDARDS ADDRESSED BY THIS UNIT:

Number and Operations

• Understand numbers, ways of representing numbers, relationships among numbers, and number systems;
• Understand meanings of operations and how they relate to one another;
• Compute fluently and make reasonable estimates.

• Understand measurable attributes of objects and the units, systems, and processes of measurement;
• Apply appropriate techniques, tools, and formulas to determine measurements.

• Formulate questions that can be addressed with data and collect, organize, and display relevant data to answer them;
• Select and use appropriate statistical methods to analyze data;
• Develop and evaluate inferences and predictions that are based on data;

• Build new mathematical knowledge through problem solving;
• Solve problems that arise in mathematics and other contexts;
• Apply and adapt a variety of appropriate strategies to solve problems;
• Monitor and reflect on the process of mathematical problem solving.

• Organize and consolidate their mathematical thinking through communication;
• Communicate their mathematical thinking coherently and clearly to peers, teachers, and others;
• Analyze and evaluate the mathematical thinking and strategies of others;
• Use the language of mathematics to express mathematical ideas precisely.

• Recognize and use connections among mathematical ideas;
• Understand how mathematical ideas interconnect and build on one another to produce a coherent whole;
• Recognize and apply mathematics in contexts outside of mathematics.

• Create and use representations to organize, record, and communicate mathematical ideas;
• Select, apply, and translate among mathematical representations to solve problems;
• Use representations to model and interpret physical, social, and mathematical phenomena.

STUDENT ACTIVITIES WHICH WILL PROMOTE ENGAGED LEARNING:

Lesson 1: LIBRARY/COMPUTER ACTIVITY

The students will:

• Name the state they would like to study.
• Work on the Learn My State sheet provided. Answer all questions.
• Go to 50states.com and find their state. Then they will draw an outline map of their state and label the capital, and tell the population of the state.
• Use a reference book or the computer to find a total of 2 major tourist attractions that are in different cities and list them on the state fact sheet.
• Label the 2 cities on their map, and explain why they chose those attractions.
• Describe the climate of the state.
• Write a paragraph of at least 3-6 sentences telling what your team learned today.

The students will:

• Locate mapquest.com and find a map that shows the distance in miles from Chicago, Illinois to the capital of the state. Print out the map and highlight the travel route to the city on the map.

• Tell how many miles it is from Chicago, Illinois to the capital of their state.

• Tell in which direction they will travel to go from Chicago, Illinois to the capital of their state?
• Create 4 word problems with answers about your state. Use addition and subtraction. Consider distance, money, time, lodging, etc.
• Write a paragraph telling what your team learned today.

The students will:

• Research and write a three-paragraph biography about someone well known or important who lived in your state. In your report ask yourself these questions: Why is this person important? What has this person contributed to society? How did the person’s life experiences influence his or her contribution(s)?

The students will:

• Read the biography of the people they have researched from The Great Lakes Regions to the class.

Lesson5: RESEARCH DEPTH GREAT LAKES/MAKE BAR GRAPH

The students will:

• Research the depth of the Great Lakes
• Make a bar graph showing the results of their research

• Research many well-known people who have called the Great Lakes Stases home from the list provided
• Categorize the famous people on the chart provided
• Work in teams and do research together in the computer lab, or use reference materials
• Categorize together as a class after they have gather research material
• Categorize as: Explorers, Inventors, Authors, Artists, Manufacturers, Politicians, Sports, and Entertainers

The students will:

• Make a list of the professional baseball, basketball, football, and hockey teams in the Great Lakes States. Be sure to write the complete name of the team.
• Enter the names of all the teams on the chart provided.

Lesson8: CREATE TRAVEL BROCHURE

The students will:

• Design a brochure using the sample worksheet you have received. Make sure everything is included on your worksheet. Show a picture of your two attractions. Give a description of your attraction. Include the name of your state, a picture, the population of the state, the climate, the state capital, and the distance and direction. Also, design the cover page of your brochure. It should be detailed, colorful and attractive.

Lesson9: COMPLETE TRAVEL BROCHURE AND PREPARE ORAL PRESENTATION

The students will:

• Work together in their teams to complete the travel brochure and prepare for the oral presentations.

Lesson10: ORAL PRESENTATION OF TRAVEL BROCHURE

The students will:

• The team will present an oral presentation about their state’s brochure.

The students will share their knowledge with others by presenting their brochures to the class and inviting the students to come and visit their state. This will be the culminating project for the unit, The Great Lake States. The students apply information learned about the Great Lake States to a real life situation while learning to work together. Students will gain experience using maps in real life. Decision - making, organization, and collaboration are stressed.

EVALUATION:

The students will be evaluted individually as well as within their cooperative group.

INDIVIDUAL:

• State Fact Sheet – 10 points daily… Total = 100 points
• Cooperative Team

• State Brochure – Total = 100 points
• Ending Project Total – 250 points

STUDENT AND TEACHER ROLES:

STUDENT ROLES:

• Explorer – Student has opportunities to explore new ideas/tools; push the envelope in ideas and research
• Cognitive Apprentice – Learning is situated in relationship with mentor who coaches students to develop ideas and skills that stimulate the role of practicing professionals (i.e., engage in real research)
• Teacher - Students encouraged to teach others in formal and informal contexts
• Producer – Students develop products of real use to themselves and others

• Facilitator – engages in negotiation, stimulates and monitors discussion and project work but does not control
• Guide – helps students to construct their own meaning by modeling, mediating, explaining when needed, redirecting focus, providing options
• Co-learner/co-investigator – Teacher considers self as learner; willing to take risks to explore areas outside his or her expertise; collaborates with other teachers and practicing professionals

ADDITIONAL REFERENCE PRINT RESOURCES STUDENTS MAY USE: World Book Encyclopedia

The Official State Tourist Agency - online

THE FOLLOWING BOOKS CONTAIN INFORMATION ABOUT THIS TOPIC:

Kate on the Coast by P. Brisson

An Atlas

The Saga of the Great Lakes by Coles Publishing Company

The American Lake Series by Fred Landon, Grace Lee Nute, Milo M. Quaife, & Harlan Hatcher

Social Studies Projects For The Gifted Student by Susan B. Ouzts

Great Lakes Region – Illinois, Indiana, Michigan, Ohio, Wisconsin by Ruth Emmel, Marion Rochelle, Lynn Smith, and Norma Stafford
 
 

FOR ADDITIONAL ONLINE INFORMATION AND MEDIA PERTAINING TO THIS UNIT, TEACHERS MAY WANT TO USE THE FOLLOWING INTERNET ARTICLES: (minimum 6 sites)

fish, pollution problems, shipping and other industries.