| Lesson Plan ID: |
5608 |
| Title: |
Plotting Points in Alabama |
| Overview/Annotation: |
The students will be able to use coordinates to find locations of specific cities on a map of Alabama. |
| Content Standard(s): |
| MA(4) | 12. Find locations on a map or grid using ordered pairs. | | SS(4) Alabama Studies | 1. Identify historical and current economic, political, and geographic information about Alabama on thematic maps. |
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| Local/National Standards: |
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| Primary Learning Objective(s): |
Students will be identify coordinate locations and plot points on a map. |
| Additional Learning Objective(s): |
Students will gain knowledge of the geographical location of cities in Alabama. |
| Approximate Duration of the Lesson: |
31 to 60 Minutes |
| Materials and Equipment: |
Current Alabama maps, handouts with a list of cities/locations to be found on the map |
| Technology Resources Needed: |
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| Background/Preparation: |
The teacher should obtain current maps of Alabama from the Department of Transportation or the Bureau of Tourism and Travel, one for each student. The teacher should have previously taught the concept of coordinates in math and how to plot a graph and map skills for recognizing the symbol of a city, capital, or landmark. These skills can then be combined to accomplish a fun game of finding places in Alabama. The teacher should prepare by locating cities and their coordinates on the map before the activity and making a handout listing the cities or locations chosen with a blank next to each in which the correct coordinate will be written. |
| Procedures/Activities: |
1.)Each student is given an Alabama map and and a copy of the handout listing the cities that are to be plotted. The teacher should give a time limit; usually 35-45 minutes is enough time.
2.)The students will then work individually to find the specified locations on the map and record their answers according to the plotted points, as taught in math. (Since letters and numbers are used, the teacher may want to instruct the students to place letters first.)
3.)After a sufficient length of time, the teacher should let each child check his/her own paper. This gives the child immediate feed back.
4.)Students could then take turns naming a favorite or familiar place in Alabama. Classmates could then try to be the first to locate it on the map and call out the coordinates.
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| Attachments:**Some files will display in a new window. Others will prompt you to download. |
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| Assessment Strategies: |
The teacher may assess with a rubric by observing the students as they work and/or the written work on the handout. |
| Extension: |
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| Remediation: |
Student may get help from a classmate in going over each item plotted incorrectly and finding the correct locations. |
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Each area below is a direct link to general teaching strategies/classroom
accommodations
for students with identified learning and/or behavior problems such as: reading
or math performance below grade level; test or classroom assignments/quizzes at
a failing level; failure to complete assignments independently; difficulty with
short-term memory, abstract concepts, staying on task, or following directions;
poor peer interaction or temper tantrums, and other learning or behavior problems.
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| Presentation of Material
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Environment |
| Time Demands |
Materials |
| Attention |
Using Groups and Peers |
| Assisting the Reluctant Starter
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Dealing with Inappropriate
Behavior |
Be sure to check the student's IEP for specific accommodations. |
| Variations Submitted by ALEX Users: |
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