This blog piece is specifically devoted to sharing an original project constructed during my Elementary Education Student Teaching Experience. My MAT Program has been completed through the American College of Education, located in Indiana, but servicing thousands of people like myself via online learning.
Momentarily, you will be reading about an original work that is intended to educate to the standards of Common Core State Standards and Career and College Ready Standards through learning activities, critical thinking processes, and creative exercises that cater to a diverse group of students.
A little background about the class I am Student Teaching: There were originally 21 students, a 22nd student joined us just last week. There are a total of ten boys and twelve girls between eight and nine years old, all with unique personalities that reflect their curiosities, interests, and life experiences. The cognitive and educational development of these students ranges on a grand scale, as most classes nowadays do. Some of the students are on an Individualized Education Plan (IEP) that require assistance inclusion, some of the students are pulled for Gifted Education enrichment, and all demonstrate a variety strengths and weaknesses that illustrate their social, psychological, and mental growth and emergence into society.
With this class, and based on the learning successfully achieved throughout my last year and a half of graduate study, my teaching philosophy has evolved to a student center and inquiry based approach to learning. This philosophy seeks to foster an engaging, comfortable, and thriving class environment in which students take charge of their education. Goal setting, research, multimodal activities, creativity, communication, collaboration, critical thinking, reflection, and discussion are all target words for describing the education environment I seek to cultivate in my class culture. Therefore, constructing a unit based study that encompasses these characteristics was essential to portray through my thematic lesson designs. The greater lesson unfolds itself as each day utilizes performance tasks which will strengthens skills and expand upon the necessary learning objectives.
Below is an excerpt from my Unit Based Study Framework Paper, and attached are all of the lesson plans that accompany this unit, and lesson materials are to come, hopefully with example artifacts created by the students. Due to a school day, one of the lessons that was originally intended for day five, had to be switched to day one. Therefore, the vocabulary assessment that was scheduled and designed to be in that lesson was moved and inserted into the fourth day of the unit. Lesson Plan 1 has color-coded font to illustrate edited or modified lesson content of the National Geographic Lesson based on the unique needs of the students.
Ultimately, the sequence of the Unit Study goes:
Day 1: Library Research on words and ideas relating to maps, culture, cardinal directions, or navigation- come up with 3 questions or key facts that are interesting to the student
Day 2: Explore unit vocabulary by small group brainstorm, followed by internet research to create a reasonable definition. Use a whole group setting for each group to collaborate and present the key vocabulary words and their accompanying researched/determined definitions. Through discussion, paraphrase these vocabulary terms so that the students can understand and relate to them.
Day 3: Teach students about the world map. Allow students to explore an didentify the different elements on a map such as the compass rose, equator, Prime Meridian, latitude, longitude, and hemispheres. Assess student directional sense through activity sheet.
Day 4: In a whole group teacher-facilitated setting, explore tools that display maps, such as Google Maps. Identify how different settings can show different geographical features. Practice zooming in and out of areas to define scale and how maps can represent all types of locations in the world. In a small group setting, allow students to practice using this technology to produce their own map of a larger region and a smaller scale location within that region.
Day 5: Introduce concepts of climate and culture by tasking students to evaluate reasonable climates for the region they mapped yesterday. Would it make sense for an area that is far from the equator to be hot and tropical? Also, frame student thought processes to consider and hypothesize an appropriate culture and lifestyle for that region based on the location and climate. Use a writing assignment to allow students an opportunity to demonstrate their thinking.
Day 6: Introduce the task of students inventing their own island. Provide students with a large graph poster and have them pencil a map of the region their island is located. Remind students to include key geographical and cartography features such as compass rose, equator line, Prime Meridian, and designated hemisphere. Students should then begin to brainstorm and generate cultural and climate ideas that would be rational for their island.
Day 7: Students will use research in the library and online to begin to defend a climate type for their island. Through table format, students will verify climate characteristics and provide evidence based on non-fiction resources.
Day 8: Today, students will author a piece of creative writing describing the culture of their invented island. Using key vocabulary from last week, the brainstorm created on Day 6, and scaffolded knowledge from this unit, students will construct an artifact that narrates a day in the life on the island they have created.
Day 9: To clarify the use of navigation and cardinal directions, as a final step, students will create a map and set of directions to get from our location in Tokyo, Japan to their island. Students may illustrate the map with colors and signifiers and use the direction list to communicate steps and modes of transportation to get to the island through words.
Day 10: Students will present their final product on this day. The final product will have a map on the front of their island with images which describe the climate and region posted as a frame. On the back side, students will have posted their creative writing piece, climate table, direction list, and direction map. The unit will glide through whole group discussion and journal reflection of the essential questions and enduring understandings from the unit.
I hope you enjoy, and I hope that any teachers will feel free to use this lesson or modify this lesson to educate their students on cartography and navigation.
‘Unit Based Study’- 3rd Grade Maps and Cardinal Directions
In elementary levels of social studies, multiple concepts are pressed into a small delegated amount of instruction time. The focus is rather on literacy and mathematics, which while these disciplines entail essential concepts and intelligences for successful learning, they do not include all necessary content and skills to be a success professional. Bogan et al. (2012) share that “Social studies instruction in the early childhood/elementary years, however, is the essential foundation for students to become active and responsible citizens in a diverse, interdependent, and democratic society” (p. 1053). As a result, teachers are challenged to be innovative in lesson and discipline integration to teach core ideas of social studies, such as geography and map skills, across subjects such as math and literacy. Department of Defense Education Activity College and Career Ready Standards tasks learning objectives that involve learning the connections and applications of cartography, navigation, geography, and culture through Social Studies Standards 3SSK1: Social Studies Skills Use geographic tools (map key, compass rose, scale), 3SSK2: Social Studies Skills Observe, interpret, and construct visual data, and 3SS3.a: History and Culture. A large part of the global networks, economy, and communication heavily relies on location. With the influx of technology, communication, and critical thinking skills of today’s society, geographic and map concept content mastery is essential in interpreting the works and relationships within global society. By teaching elementary age students about map skills, cardinal and secondary direction, and geography concepts through a creative performance task project, students are getting an authentic learning experience in understanding and illustrating the world around them.
“In today’s dynamic global economy, centered on the development and exchange of knowledge and information, individuals prosper who are fluent in several disciplines and comfortable moving among them” (Bogan et al., 2012, p. 1055). The ‘big idea’ for this unit study seeks to include multiple disciplines, primarily social studies, science, and literacy, and secondary math, art and creative expression, and technology. Since the intended unit stemmed from social studies standards focused on mapping and navigation, there is an ambiguous amount of approaches, activities, and discovery based learning experiences that can be selected to best match the learning objectives across social studies, science, and reading standards. Even with the dimensions of technology and math that can be integrated into this unit study, students are being exposed and challenged to recognize and perceive the world as a whole and as a global community. Dempster et al. (2012) reminds us that “Inevitably, there is a need to widen the curriculum design focus beyond e-learning,” and by selecting a unit study that can utilize online research and presentation on top of hands on or in the classroom learning, students are engaging in a comprehensive learning experience (p. 145).
Background
The unit study for this project is based on the social studies strand of navigation and cartography, or more specifically specifically, using cardinal directions and compass rose. However, in creating a larger theme unit, multiple standards and disciplines are integrated into this unit to provide an authentic, well rounded, and real-world application learning experience (Appendix A). Concepts and skills learned in writing, reading, mathematics, and science are all incorporated into the design of the building background lessons, assessments, and comprehensive project. In the 21st century work force, the ability to draw conclusions and make connections across multiple areas or disciplines is essential for success, therefore, practicing interdisciplinary studies is an effective learning strategy starting even in the third grade. Additionally, based on the student interest inventory results from the twenty-two students, it was clear that there was a broad range of learning preferences, prior knowledge, and talents that each student brought to the classroom (Appendix B). A teacher goal of this unit study was to meet not only the learning needs of each student, but also to tap into the interests and motivations that encourage student learning and self-regulated development.
Lesson Breakdown
The unit study was first brought up in the class when the interest inventory was given because it provided incentive for student response and purpose of the inventory. The unit study was then re-introduced during week six, when the class produced a KWL chart on the topic that acted as necessary informal assessment for preparation and design of the unit study details. The first week of the unit study, as seen on the unit study template briefly outlines the original plans and intention of the lesson. One of the lessons, for day two, was later modified to fit requirements from the Student Teaching Seminar course application requirements. The modifications are reflected in the individual lesson templates (Appendix C). The beginning of the unit is an educational experience that provides background knowledge, strategy application, and skill practice that is necessary to complete the performance tasks in week two. Some of the learning activities include reading, brainstorming, creative writing, persuasive writing, graphing, communicating with unit vocabulary, designing a compass rose, labeling a map, using digital tools, and researching. In week two, the students are inventing their own island, and use this created idea to demonstrate how to graph on a map, use navigation, predict or distinguish climate features based on geographic regions, and communicate about culture based on climate and geographic location.
Assessment and Diversity
The assessments for each day vary based on the sub-theme of each day, which can be identified in the title of each lesson (Appendix 3). To maintain engagement and spark interest the activities vary with each lesson, and although the students continue with the same original idea, they demonstrate their mastery or strategies through the different discipline learning tasks, such as writing, reading, creating a table, using technology, or graphing. This approach is also intended to provide equal opportunity for those at different developmental levels. Through this unit study design, students can each work at their own pace but create an authentic unit study contribution artifact.
Conclusion and Implications
More than anything, this unit study lesson is meant to be more than a typical time of instruction. Educators who seek to provide this type of learning experience must start from two frames of mind and move backwards. First, find the standards and the intended student outcomes. Next, determine student interests through inventory, observation, and discussion. Then, use the standards and knowledge of student interests to formulate a learning plan that will be engaging, enriching, and educational in the most productive way. Based on the student interest inventory, I found that hands on learning is most enjoyable for these students (Appendix B). It would be counterproductive to have my students go through two weeks of story scavengers hunts on map concepts and cardinal directions. Rather, my students will master more knowledge about map concepts and cardinal directions through a variety of practices and activities that require focus but are so diverse in nature that they do not get boring or overwhelming. The originality of each students’ island allows students to practice creative expression and contributes to the enduring understanding and discussion of geography, climate, and culture; which are three factors that influence the lives of all people in the real world. Ultimately, I want this to be an exciting learning experience for the students which not only teaches, but also increases interest and curiosity about the world around us and how communicate about our world through maps, writing, discussion, and illustration.
Bogan et al. (2012) includes research from Dewey which believes that “the curriculum that divides children’s learning into separate discrete disciplines does an injustice to the child” (p. 1054). With the emergence of integrated technologies, global networks, connected communities, and re-fabricated culture arising in our society, integration makes much more sense in education that segregation of subjects. When teaching across disciplines with core ideas, layered curriculum, and cross-concept activities or readings, students are connecting with information and skillsets through multiple contexts. Thus, a deeper meaning and authentic learning is achieved, which satisfies the school-mandated necessary mastery of material as well as learner-driven emotional engagement.
References
Bogan, B. L., McKenzie, E. K., & Bantwini, B. D. (2012). Integrating Reading, Science, and
Social Studies: Using the Bogan Differentiated Instruction Model. Online
Submission. Retrieved from http://files.eric.ed.gov/fulltext/ED539347.pdf
Common Core State Standards Initiative. (2010). Common Core State Standards (Math).
Retrieved from http://www.corestandards.org/Math/
Common Core State Standards Initiative. (2010). Common Core State Standards (English
Language Arts/ Reading). Retrieved from http://www.corestandards.org/ELA-
Dempster, J. , Benfield, G., & Francis, R. (2012). An academic development model for
fostering innovation and sharing in curriculum design. Innovations In Education &
Teaching International, 49(2), 135-147. doi:10.1080/14703297.2012.677595.
Retrieved from http://eds.a.ebscohost.com/eds/pdfviewer/pdfviewer?
vid=5&sid=e5151b8a-038a-4441-bccc-
a6193820df97%40sessionmgr4009&hid=4213
US Department of Defense Education Activity (DODEA). (2009) Science standards: Grade 3.
Retrieved from http://www.dodea.edu/Curriculum/Science/upload/stn_sci_grd3.pdf
US Department of Defense Education Activity (DODEA). (2009) Social studies standards:
Grade 3. Retrieved from
Click to access 2009stn_SS_grd3.pdf
All Lessons and Unit Study Table:
m3-lesson-1elementary-lesson-plan-template
m4-lesson-2-elementary-lesson-plan-template
m4-lesson-3-elementary-lesson-plan-template
m4-lesson-4-elementary-lesson-plan-template
m5-lesson-5-elementary-lesson-plan-template
m5-lesson-6-elementary-lesson-plan-template
m5-lesson-7-elementary-lesson-plan-template
m6-lesson-8-elementary-lesson-plan-template
m6-lesson-9-elementary-lesson-plan-template
m6-lesson-10-elementary-lesson-plan-template
Master Checklist and Rubric for the students and teacher:
invented-island-checklistdirections