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Catchy Title: Maryland, Picture Perfect
Theme/Topic of Lesson: Geography of Maryland
Time Commitment: Six 90-minute blocks
Subject Area(s):
Language Arts - Writing (composition)
Social Studies
Grade Level(s): 4,5,6,7,8
Standards Alignment:
Class Challenge Question: How has the physical geography of Maryland affected human activities?
Overview:
This TechTour guides students through a learning experience in which they investigate
various aspects of Maryland Geography including landforms, waterways, wildlife, and
vegetation. Maryland Public Television's video, Images of Maryland, will provide
students with background information. Then, they will be asked to make connections to
how these aspects of geography impact people, and how the people impact these aspects
of Maryland's geography. Students will work in teams and individually to generate
concept maps, PowerPoint slideshows, and oral presentations. Additionally, students
will become aware of copyright issues involving digital media by writing a letter to
persuade a photographer to grant permission to use his or her photograph.
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Social Study Skills
(6-8) | Maryland Content Standards
Students will demonstrate an understanding of historical and current events using chronological and spatial thinking, develop historical interpretations, and frame questions that include collecting and evaluating information from primary and secondary sources.
| Maryland State Indicators
1.1.8.3
find, interpret, evaluate, and organize primary and secondary sources of information including pictures, graphics, maps, atlases, artifacts, timelines, political cartoons, videotapes, journals, and government documents (MLO 1.3.) | Social Study Skills
(6-8) | Maryland Content Standards
Students will demonstrate an understanding of historical and current events using chronological and spatial thinking, develop historical interpretations, and frame questions that include collecting and evaluating information from primary and secondary sources.
| Maryland State Indicators
1.1.8.2
find, evaluate, and organize information specific to social studies disciplines by reading, asking questions, investigating and observing (MLO 1.2.) | Geography
(4-5) | Maryland Content Standards
Students will use geographic concepts and processes to examine the role of culture, technology, and the environment in the location and distributions of human activities and spatial connections throughout time. | Maryland State Indicators
4.1.5.4
describe the relationship between physical characteristics of a place and the location of human activities (MLO 3.3.) | Geography
(4-5) | Maryland Content Standards
Students will use geographic concepts and processes to examine the role of culture, technology, and the environment in the location and distributions of human activities and spatial connections throughout time. | Maryland State Indicators
4.1.5.3
identify and locate physical and human characteristics of places and explain how those characteristics have affected people living there (MLO 3.2.) | Geography
(4-5) | Maryland Content Standards
Students will use geographic concepts and processes to examine the role of culture, technology, and the environment in the location and distributions of human activities and spatial connections throughout time. | Maryland State Indicators
4.2.5.1
describe similarities and differences of regions in Maryland and the United States and describe how the regions have changed over time (MLO 3.4.) | Writing
(4-5) | Maryland Content Standards
Students produce informational, practical, persuasive, and narrative writing that demonstrates an awareness of audience, purpose and form using stages of the writing process as needed (i.e., pre-writing, drafting, revising, editing and publishing). | Maryland State Indicators
3.5.7.1
write to persuade an intended audience by selecting an appropriate form that
establishes a clear position in support of a proposition or proposal
supports the position with organized and relevant evidence (MLO.W. 2.6.) | Technology productivity tools
(Gr. 3-5) | ISTE Technology Standards
3. Technology productivity tools
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Students use technology tools to enhance learning, increase productivity, and promote creativity.
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Students use productivity tools to collaborate in constructing technology-enhanced models, prepare publications, and produce other creative works.
| ISTE Technology Performance Indicators
Use Productivity Tools
Use general purpose productivity tools and peripherals to support personal productivity, remediate skill deficits, and facilitate learning throughout the curriculum.
| Technology productivity tools
(Gr. 3-5) | ISTE Technology Standards
3. Technology productivity tools
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Students use technology tools to enhance learning, increase productivity, and promote creativity.
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Students use productivity tools to collaborate in constructing technology-enhanced models, prepare publications, and produce other creative works.
| ISTE Technology Performance Indicators
Use technology tools
Use technology tools (e.g., multimedia authoring, presentation, Web tools, digital cameras, scanners) for individual and collaborative writing, communication, and publishing activities to create knowledge products for audiences inside and outside the classroom.
| Technology research tools
(Gr. 3-5) | ISTE Technology Standards
5. Technology research tools
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Students use technology to locate, evaluate, and collect information from a variety of sources.
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Students use technology tools to process data and report results.
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Students evaluate and select new information resources and technological innovations based on the appropriateness for specific tasks.
| ISTE Technology Performance Indicators
Use Technology Resources
Use technology resources (e.g., calculators, data collection probes, videos, educational software) for problem solving, self-directed learning, and extended learning activities.
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Learning Objectives:
The Students will:
- Distinguish between human and physical geography.
- Predict the answer to the Class Challenge Question, "How has the physical
geography of Maryland affected human activities?" - Gather, list, and categorize information about various aspects of physical
geography in the state of Maryland by completing a TechTour - Use knowledge gained by research to present a concept map to the class as a
team. - Discuss the geographic diversity in the state of Maryland
- Research one particular aspect of geography that is indicative to the state of
Maryland - Describe how one aspect of physical geography impacts people through
construction of a PowerPoint presentation - Write to persuade a photographic artist to allow copyright privileges.
Assessment
Teams will be assessed on their concept maps using the provided Team Concept Map
Rubric. Team presentations of the concept map will be assessed using the Team
Presentation Rubric.
Individual students will be assessed on the PowerPoint slideshow using the PowerPoint
Presentation Rubric and the letter to persuade using the Writing to Persuade Scoring
Rubric. Additionally, individual student presentations will be assessed during a Gallery
Walk using the Individual Presentation Rubric and through feedback from students,
parents, peers and invited guests.
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Resources
Materials
Per class- Class challenge question banner
- Chart of the four TechTour categories (landforms, waterways, wildlife, and
vegetation) - Access to a dictionary or encyclopedia with definitions of Geography -
Physical and Human - Chart paper and markers
- Maryland state map
- Team questions chart
- Outline Map of Maryland on a transparency or enlarged on a chart
as determined by instructor- Team Key Questions (View)
- Team Presentation Rubric (View)
- Team Product Scoring Rubric (View)
- Computer with internet access
Per Student- Individual Presentation Rubric (View)
- Informed Decision Sheet (View)
- Outline Map of Maryland (View)
- PowerPoint Presentation Rubric (View)
- PowerPoint Thumbnail Sketch (View)
- Team Presentation Notes (View)
- Writing to Persuede Scoring Rubric (View)
- Social Studies folder with brads and pockets to store student work
Vocabulary
- Geography - The study of the earth's surface, climate, continents, peoples,
industries, and products
- Human Geography - Emphasis on people of an area. Branches in this division
are concerned with understanding the world's various cultures, populations,
economic differences, political policies, growth of cities, and historical
developments
- Physical Geography - focuses mainly on the importance of landforms, living
things, and climate of an area. It is mostly concerned with the physical
environment of regions. Major branches in this division include geomorphology,
biogeography, and climatology
Procedures
This lesson will utilize cooperative learning, collaborative groups, teacher modeling,
concept mapping, and decision-making strategies. The teacher will access students’ prior
knowledge of the definition of geography and associated terminology through the
viewing of a photograph and when introducing the Class Challenge Question. Students
will use a TechTour along with text-based resources to gather information to answer the
Class Challenge Question, “How has the physical geography of Maryland affected human
activities?” Products will be created that address and answer the Class Challenge
Question.
A classroom with a minimum of one computer with Internet access is required for the
implementation of these lessons. Ideally, each team should have access to at least one
computer with Internet access.
Several learning accommodations have been built into this lesson. Initially, students with
disabilities will be grouped into heterogeneous teams. Therefore, each team will function
as a support mechanism for students. Additionally, extended time can be allotted for
those students with special needs. The Team Concept Map Scoring Rubric can be
adjusted so that students with special needs are directed to find one or two facts to
address each Key Question. Extension activities can be established as centers throughout
the classroom. Refer to the following Web sites for more information.
* Students with disabilities http://dsp.berkeley.edu/BerkAcomPolicy.html
* Students who are high achievers http://www.nagc.org/ParentInfo/index.html
* Students with diverse learning styles http://cast.org
1: What is Geography?
Daily Challenge Question: What is geography?
90 minutes
Set-up Directions:
Group the students into 4 heterogeneous teams and assign student roles (Facilitator,
Supply Manager, Recorder, Coach, and Data Manager) within each team. Roles can be
adjusted as needed. Set-up the LCD projector so the class can view the Images of
Maryland Web site. Load Inspiration Software to record student responses about types
of physical geography. Have chart paper and marker ready to record the definitions of
geography, physical geography, and human geography. Print and post a banner of the
Class Challenge Question, "How has the physical geography of Maryland affected human
activities?" Prepare the Team Key Questions Chart and a chart listing the 4 geographical
categories (landforms, waterways, wildlife, and vegetation). Make a transparency or
large poster of the Maryland Outline Map. Prepare copies of the Prediction Journal for
each student.
Teacher Presentation & Motivation:
The class will view a photograph from the Images of Maryland Web site
http://www.mpt.org/madebympt/imagesofmd/about.html (A. Aubrey Bodine #3 is
suggested). Ask students to identify the picture as a human or physical geographic
feature (there are both featured). Review the definition of geography and both types of
features with text or online resources if needed. Make or display the definitions chart.
Ask students to identify what the photograph communicates and predict where in
Maryland the photograph was taken.
Activity 1 - Challenge Question
Introduce the Class Challenge Question, "How has the physical geography of Maryland
affected human activities?" Using Inspiration Software to record answers, elicit types of
physical geography from the students. If needed, add additional terms (ex. plain,
mountain, plateau, river, bay, etc.) Use the elimination feature of the software to narrow
down and/or categorize the lists into landforms, waterways, wildlife, and vegetation. The
class will discuss and predict an answer to the Class Challenge Question. Students will
record the Class Prediction in their Prediction Journal.
For additional reinforcement, choose one photograph from the Images of Maryland Web
site for each of the 4 categories (landforms, waterways, wildlife, and vegetation) to show
the class. (Bodine #6 for vegetation, Evans #1 for animal, Beachy #1 for land, Miller #6
for water is suggested) Display the 4 categories that will be researched. Label each
photograph with its appropriate category.
Focus for Media Interaction
Focus for Media Interaction: The focus for media interaction is a specific task to complete and/or information to identify during or after viewing of video segments, Web sites or other multimedia elements.
Preview the video, Images of Maryland on the Maryland Public Television Web site
http://www.mpt.org/madebympt/imagesofmd/about.html. Have the students determine the filmmaker's purpose for creating the video. Explain that the class will focus on
photographs displaying the physical geography of Maryland. Introduce students to the
Team Key Questions from the Maryland, Picture Perfect TechTour with the pre-made
chart.
Viewing Activities
What will your students be responsible for while viewing this piece of multi-media or video?
Divide the class into 4 groups, assigning a category to each group (landforms, waterways,
wildlife, and vegetation). While viewing the video, teams are to record the types of
landforms, waterways, wildlife, and vegetation in a list on scrap paper. The entire video
need not be viewed if there are time constraints. The teacher may choose to view the
initial information about each photographer and a few examples of their work instead.
Post Viewing Activities
How will students utilize the information they gathered while viewing the multi-media or video?
As a class, discuss what students recorded and determine where they think these aspects
of geography would be located on a map of Maryland. Students can label a large outline
map of Maryland or an overhead transparency. Additional geographical aspects not
mentioned in the video can be added.
Wrap Up:
2, 3: Team Activities
Daily Challenge Question:
90 minutes / day
Set-up Directions:
Set up the LCD projector so the MD Kids' Page
http://www.sos.state.md.us/sos/kids/html/kidhome.html and the Maryland, Picture
Perfect TechTour can be projected. Bookmark Maryland, Picture Perfect TechTour on
all computers that teams will use. Place any additional print resources in a central
location. Provide the Maryland Outline Map when needed. Display the transparency or
chart with the enlarged Maryland Outline Map created from Day 1
Teacher Presentation & Motivation:
Project the MD Kids? Page http://www.sos.state.md.us/sos/kids/html/kidhome.html.
Show the drawing of the three regions of Maryland. Pass out the handout, Maryland
Outline Map, and organize students into their teams. Using a pencil, students should
mark their map with the correct boundary lines for each Maryland region. Students will
predict what the physical geography features would be for each of the three regions by
listing them on their map in one or more of the three regions
Activity 1 - Make a Regional Map
In preparation for the team concept map and individual project, all students will cut out
the outline map of Maryland and tape it onto their computer screen. Then they will use a
drawing program to draw the shape of the state by tracing around the outlines. Have
them color or fill (in a light color) each region with a different color, label the regions as
Appalachian Mountains, Piedmont Plateau, and Atlantic Coastal Plain, and print their
map. Place both the original cut Maryland map with the student predictions and the new
regional Maryland map in students' Social Studies folders
Activity 2 - Team TechTour
Take a team TechTour
Focus for Media Interaction
Focus for Media Interaction: The focus for media interaction is a specific task to complete and/or information to identify during or after viewing of video segments, Web sites or other multimedia elements.
The focus for media interaction is a specific task to complete and/or information to
identify during or after viewing of video segments, Web sites or other multimedia
elements.
Say to the students, "Today we will use a TechTour to help us learn more about
geography in Maryland." Set the purpose for student's learning by explaining that each
team (determined in Day 1) will research and present their aspect of geography to the
whole class. Lead the whole class through a preview of the TechTour. Focus student
attention on the Key Questions, product and presentation, rubrics, and team categories
matrix. Explain how students should answer the Key Questions by using the following
directions:
* For Key Question #1 teams will list examples of their category by writing the terms
on the map of Maryland they created with the drawing tool (in the drawing program
or on a printed version). They will list each example in the appropriate region. (i.e.
the Landforms group would label their map as mountains in the Appalachian region /
hills, farms, etc. in the Plateau region/ and islands, wetlands, etc. in the Plain region).
* For Key Question #2 teams will create a 3-way Venn diagram with a paint tool,
labeling each circle for one of the three regions of Maryland. The examples from the
previously compiled list will be written or typed inside each circle showing the inter-
relation of features in the three regions of Maryland.
* Key Question #3 will be answered by typing a response using any typing tool.
* Teams will note responses to Key Questions #4-6 in a graphic organizer using
Inspiration.
Viewing Activities
What will your students be responsible for while viewing this piece of multi-media or video?
Each team will work through the Team Activities of the Maryland, Picture Perfect
TechTour at a separate computer. Teams will also use the identified text resources to
supplement the information they locate through the TechTour.
Wrap Up:
4: Team Presentations
Daily Challenge Question:
90 minutes
Set-up Directions:
Have the following prepared for the teams: computer, LCD projector or overhead
projector and transparencies, Team Presentation Notes handout, Team Presentation
Rubric, Team Products Scoring Rubric. Individual students should be given the Team
Presentation Notes handout, Prediction Journal and, Informed Decision handout
Teacher Presentation & Motivation:
Explain to the students that the teams will now prepare a presentation of their findings for
the class. This will consist of the completed regional map of Maryland, the Venn diagram
showing the similarities and differences of features for each region, a statement that
explains why Maryland is divided into three regions, and a concept map containing the
information and support for the remaining Key Questions. These pieces could be
combined into a KidPix Slide Show, PowerPoint presentation, or on transparencies for
the overhead projector. Classmates will use the Team Presentation Notes handout to
record information during each presentation. Groups will be assessed using the Team
Product Rubric and the Team Presentation Rubric
Activity 1 - Teams Prepare Presentations
Teams work together to create their presentation. They should refer to the scoring rubrics
to be sure they include all necessary information
Activity 2 - Presentations
Teams will give their presentation. Classmates will use the Team Presentation Notes
handout to record information during each presentation. Groups will be assessed using
the Team Product Rubric and the Team Presentation Rubric
Wrap Up:
Each team will determine a response for the class challenge question in their Prediction
Journal based on their Team Presentation Notes. Individual students will complete the
Informed Decision handout in preparation for selecting individual research topics.
5, 6: Individual Research and Presentation
Daily Challenge Question:
90 minutes / day
Set-up Directions:
Set up the LCD projector so the Maryland, Picture Perfect TechTour can be seen by all
students. Bookmark the TechTour on all computers. If there is limited access to
computers with Internet access, you may choose to use a computer schedule so that
students can rotate on and off the computer(s) throughout the instructional block. Place
the identified text resources in a central location in the classroom. Provide one copy per
student of the PowerPoint Presentation Rubric, Individual Presentation Rubric, the
Writing to Persuade Scoring Rubric, and the PowerPoint Presentation Thumbnail Sketch
Teacher Presentation & Motivation:
Say to the class, "What new or interesting information did you learn from yesterday's
team presentations?" Elicit ideas from the students. "Today we will select individual
topics to investigate in order to answer our Class Challenge Question." Students will
self-select or be assigned one of the three Maryland regions. Direct the students to use
the Informed Decisions handout to determine what aspect of geography each student will
research within the assigned region. Lead the whole class through a preview of the
TechTour. As you lead the class through the individual section of the TechTour, focus
students' attention on the Key Questions, products and presentation, rubric, and
individual categories.
Activity 1 - TechTour
Interact with a TechTour
Focus for Media Interaction
Focus for Media Interaction: The focus for media interaction is a specific task to complete and/or information to identify during or after viewing of video segments, Web sites or other multimedia elements.
Say to the students, "Your purpose for interacting with this TechTour is to develop your
personal response to the Class Challenge Question. You will need to present your
research to the rest of the class and some guests in the format of a PowerPoint
presentation during a Gallery Walk. You will need to use the identified links for your
assigned individual category to answer the individual Key Questions. Use the
PowerPoint Presentation Thumbnail Sketch to organize and plan your PowerPoint slides.
Be sure to refer to the PowerPoint Presentation Rubric as you develop your products. In
addition, you will write a letter to persuade a photographer to allow you to use their
photograph in the title slide of your presentation. Use the Writing to Persuade Scoring
Rubric as you develop this letter." If possible, provide an example of each of the
products for the students to review.
Viewing Activities
What will your students be responsible for while viewing this piece of multi-media or video?
Each student will work through the individual activities in the Maryland, Picture Perfect
TechTour. Students will also use the identified text resources to supplement the
information from the TechTour
Activity 2 - Slideshow Planning and Production
Students will use the information they gathered from the TechTour to plan their slides
using the PowerPoint Presentation Thumbnail Sketch and the established criteria on the
PowerPoint Presentation Rubric. Using the Images of Maryland Web Site, or another
source, students will select an appropriate photograph to use on their title slide. Once the
thumbnail sketches have been reviewed by the teacher, the students will create the
PowerPoint slides and plan their presentations. They should refer to the Individual
Presentation Rubric to be sure all requirements are included
Activity 3 - Writing to Persuade
Students will use the skill of writing to persuade by writing a letter to a photographer in
which they request permission to use one of the photographer's copyrighted photographs.
Students will utilize the Writing to Persuade Scoring Rubric as a guide
Wrap Up:
After the Gallery Walk, where students will present their information and products to an
audience, allow students to record their personal prediction to the Class Challenge
Question in their Prediction Journal
Enrichment Options
Parent-Home Connection
Parents will be invited to attend the showing of the video, Images of Maryland, and
to attend a Gallery Walk that is held at the end of the TechTour implementation.
Field Experiences
Students could embark on a photo shoot of their own to capture their own “Images of
Maryland”
A photographer may be invited to the class to share their career. One of the actual
artists in the "Images of Maryland Program" may visit the school or communicate to
the class by email.
Cross-Curricular Extensions
* Mathematics
Students could analyze population data and compare that to the natural resources in
the area.
* Social Studies
Students could research the change over time of the geography of Maryland.
* Science
Students could explore current conservation measures to ensure the preservation of
our natural resources (such as the Chesapeake Bay)
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As a reflective practitioner, note how this lesson could be adjusted after its initial
implementation. How successful were the students? What did the assessment demonstrate
about the students’ learning? What skills do the students need to revisit? What
instructional strategies worked and what made them successful? What will you change
the next time you use this lesson? Why?
Author: Suzette Coppage
Author's School System: Harford County Public Schools
Author's School: Homestead/Wakefield Elementary
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