Day+1+-+Mapping+Florida


 * Teacher(s) Name:** Brittany Davies
 * Daily Lesson Plan Day/Title:** Day 1 / Mapping Florida

//The student will be able to use and identify critical map features: compass rose, map key, symbols, legend, and scale. The student will be able to locate items on a map using longitude and latitude. The student will identify and label cultural features of Florida on a map.//
 * Learning Objectives**

//SS.4.G.1.1: Identify physical features of Florida. SS.4.G.1.2: Locate and label cultural features on a Florida map. SS.4.G.1.4: Interpret political and physical maps using map elements (title, compass rose, cardinal directions, intermediate directions, symbols, legend, scale, longitude, latitude).// //LA.4.3.5.2: The student will use elements of spacing and design to enhance the appearance of the document and add graphics where appropriate.// //LA.4.4.2.2: The student will record information (e.g., observations, notes, lists, charts, map labels, legends) related to a topic, including visual aids as appropriate.//
 * NCSS Theme/Sunshine State Standards**

Teacher Activities/Student Activities** Florida Geography: Mapping Anticipatory Set: //1. Play MP3 file “Fiddling John Carson- Suwannee River” 2. Ask students if they can identify the song playing. Probe students to identify other state facts: flower, bird, capital, and nickname. 3. Ask students to identify the state of Florida on globes, world maps, and national maps in the classroom. 4. Explain to students that this week they will be taking a trip through their home state, Florida. Today they will learn a little bit about Florida’s geography, and throughout the week they will learn more about it’s major cities, animals, resources, industries, and famous people.// Class Mapping Activity: //1. While looking at the classroom political map of the United States, discuss the importance of critical features on a map. Ask students the purpose of each feature: compass rose, map key, legend, map symbols, and scale. After each response, allow students to come up to the map and identify the element. 2. Distribute Florida Map Labeling Worksheet. 3. Ask students to use colored pencils to color and identify bodies of water. They will then create a key for the map that will include a symbol for: river, lake, ocean, city, and capital city. 4. After students complete their map, they will then set it aside while creating a Florida Suitcase.// Florida Suitcase: //1. Distribute supplies (poster board, tape, scissors, markers, crayons, and plastic page protectors.) 2. Show students model suitcase. Explain to fold poster board in half, cut out, and attach handle, and tape-in the page protector as a pocket. 3. Ask students to glue their unlabeled map on the left-inside side of their suitcase. 4. Allow students to be creative in decorating the outside of their “Florida” vacation suitcase.//
 * Student Activities & Procedures

//- MP3 file “Fiddling John Carson- Suwannee River”  - Globes, political and physical maps of the world and United States. - Florida Map Labeling Worksheet “Label Me: Florida Map”  - ½ Poster board per student. - Scissors - Coloring Supplies - Tape - Plastic Sheet Protector (one for each student)//
 * Resources/Mat****erials**

Pre-Assessment: //Asking students questions covering basic understanding of Florida’s geography and map reading skills. (Alternative Assessment: No Rubric)// Post-Assessment: //Completed Florida Map Labeling Worksheet, Teacher observation. Final Portfolio.//
 * Assessment**

ESOL/SLD: //Visual aids (globes, maps, etc.) Color coding and creating key for Florida map. Personal copies of Florida Map Labeling Worksheet. Hands-on activities.// Gifted/Talented: //Allow students to continue their pre-assessment by trying to label the major Florida cities and bodies of water.// Learning/Reading Disabilities: //Visual aids (globes, maps, etc.) Color coding and creating key for Florida map. Personal copies of Florida Map Labeling Worksheet. Hands-on activities.//
 * Exceptionalities** (What accommodations do you make for ESOL, Gifted/Talented students, Learning/Reading disabilities, etc)

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 * Discussion Notes**