Title of Unit: Maps! Maps! Maps! Title of Lesson: Use what you know!

Submitted By: Meghan MQuain & Alyce Mack

A. Summary of the Lesson Plan: This lesson is designed to get students to apply and use what theyve learned to create a persuasive brochure about a certain region on the World Map. B. Target Population: Grade Level: 5th grade Skill Level: All learners Grouping: Individual

C. Materials: Access to computer lab 30 minutes for 2 days Student textbooks Paper Pencil Construction paper Scissors Markers Brochure Rubric D. Objectives: o NV State Social Studies Standards o G5.5.1 "Identify and locate major geographic features in Nevada and the United States using maps and map elements" G5.5.4 "Construct maps, graphs and charts to display information about human and physical features in the United States."

Student-Friendly Standards I will use the information gained from different types of maps and graphs to create persuasive brochure for a region to vacation at.

E. Procedure: 1. Class discussion: Today you are going to write a persuasive brochure for why one should go on vacation to a certain region (other than where you live) In order to do this, however, youll need to do some research. So, were going to head to the computer lab for 30 minutes today and tomorrow. You need to get right to work searching for fun facts, but also about the climate, physical features, populations, etc. Use the scales on the map for persuasive fact such as this: Honolulu is only about142 miles from Maui, so you can visit a-whole-other island after a nice boat ride. You will have 2 days to complete this brochure.

Nevada State College

EDEL 453 - Spring 2013

Karen Powell- Instructor

page 1

Title of Unit: Maps! Maps! Maps! Title of Lesson: Use what you know! Submitted By: Meghan MQuain & Alyce Mack

2. If you have access to a smart board with internet connection, show some examples of how you can find some interesting facts just by looking different kinds of maps. 3. Tell the students to apply some of the strategies learned during language arts to persuade the reader. 4. Your brochure should be a tri-fold 5. *Tip* Write this letter thinking of what you would like if you were going to really go there. What would you want to know? What would get you excited? Is there a major mall near by? Home of the worlds best soccer team? Etc. 6. Hand out the rubric to the class. 7. Check to make sure students understand what is expected of them 8. Let the students choose a region other than where they live. If someone chooses Hawaii, they cannot use the example above. 9. Once the class has chosen their region/state, you may walk them down to the computer lab to begin their research. 10. CLOSURE: Discuss this activity with the class, how did they do? Were they able to find some persuasive facts? Were the different types of maps helpful? 11. Have students present their brochure to the class using Actiview. 12. Ask the class if anyone was persuaded. What was their favorite fun fact mentioned? Geographical fact? F. Assessment: What will you use to measure student understanding? The finished brochure Explain how you will know students understand the concepts from the lesson. Students that understand the concept will provide some good facts within their letter. They should not just be putting the bare minimum. G. Reflection: 1. Which part of the lesson do you think will be the easiest for you to teach? Discussing whats expected to be in the brochure, since I have the rubric, and example to help and guide the students. 2. Which part will be most challenging for you to teach?
Nevada State College EDEL 453 - Spring 2013 Karen Powell- Instructor page 2

Title of Unit: Maps! Maps! Maps! Title of Lesson: Use what you know! Submitted By: Meghan MQuain & Alyce Mack

The persuasive language that they can use, I dont want to tell them, I want them to use it themselves. 3. How will you follow up or extend this lesson? Another language arts lesson on persuasive writing would be good to revisit. 4. What will you do for students who dont grasp the concepts? Discuss and encourage them to think of the things theyre interested in. Will the region reflect them in any way? Do they like the climate? 5. Which part of the lesson, if any, do you think might need to change? The students may need more time to find more facts? 6. When you were writing this lesson plan, what was the most difficult part? For this plan it was determining the time. Will the students have enough time in the computer lab? Should it be extended another day? Materials: Example of a trifold Brochure: http://www.ciu10.org/cms/lib/PA06001249/Centricity/Domain/70/BROCHURE_Sample_for_Persua sive_Writing_-_interdisciplinary.png

Nevada State College

EDEL 453 - Spring 2013

Karen Powell- Instructor

page 3

Title of Unit: Maps! Maps! Maps! Title of Lesson: Use what you know! Submitted By: Meghan MQuain & Alyce Mack

Brochure Rubric The rubric was found on this page: http://mattearlswiki.wikispaces.com/Southwest+Asia+Webquest

Nevada State College

EDEL 453 - Spring 2013

Karen Powell- Instructor

page 4