Creating a Cartogram of the United States
Donnia Ishizaki
5th Grade
Social Studies
60 minutes
Analyze Learners
For Example:
1. 25 Students
2. 10Males/15 Females
3. 10-11
4. Mental, Social, Physical, Social Notes such as:
o Disabilities
o Learning Differences: Various socioeconomic backgrounds
o Cultural/Ethnic Notes: Diverse ethnic backgrounds
o Etc. :Students with special needs: ESL (English as a Second Language, SLD (Specific Learning Disability)
o Please review students’ file for lists of accommodations and/or modifications
5. Students have been shown a variety of cartograms in class and its main purpose.
6. Learning Styles
(Estimate % of Students)
o Visual-15%
o Auditory (Aural)-15%
o Kinesthetic (Hands On)-70%
5th Grade
Social Studies
60 minutes
Analyze Learners
For Example:
1. 25 Students
2. 10Males/15 Females
3. 10-11
4. Mental, Social, Physical, Social Notes such as:
o Disabilities
o Learning Differences: Various socioeconomic backgrounds
o Cultural/Ethnic Notes: Diverse ethnic backgrounds
o Etc. :Students with special needs: ESL (English as a Second Language, SLD (Specific Learning Disability)
o Please review students’ file for lists of accommodations and/or modifications
5. Students have been shown a variety of cartograms in class and its main purpose.
6. Learning Styles
(Estimate % of Students)
o Visual-15%
o Auditory (Aural)-15%
o Kinesthetic (Hands On)-70%
State Objectives
A – Audience: Fifth grade students are to create a cartogram, which is a hybrid-cross between a graph and a map, of the United States by population.
B – Behavior: Given a map of the United States, the students will identify each state and collect data from U.S. census from 1995 to 2005.
C – Condition: Using Excel, the students will present a graphic presentation of the data collected and recorded.
D – Degree: Given an array of cartograms, the students will be able to analyze and compare the relationships of location to movement, place, and etc. with the statistical data given.
Select Media, Materials, and Methods
We have our textbook that has a map of the United States, (5) World Almanac, grid paper, graphing paper, colored pens, pencils, scissors, computer with Internet access.
Utilize Media, Materials, and Methods
For each listed above, details of how they will be implemented into the lesson to enhance learning.
1. Students have been tasked one week in advance to utilize the book at home and review the U.S. map provided in the book.
2. Students are encouraged to explore online different representations of cartograms
4. Students are provided several World Almanacs to examine in the classroom.
Require Learner Participation
Includes detailed methods for actively engaging all students for the lesson’s duration.
- Introduce topic to students.
- Assemble students into 5 groups
-Designate groups to a table (total of 5 centers, each containing a list of 10 states)
-Designate a group leader that will record the data found from the source given.
-After each group is done completing the task given, collect the data from the group leaders.
-Group leaders are to record the data (population of each state) on an Excel spreadsheet allowing each member from their group a chance to input data into Excel.
-Determine a scale- one square unit of area per million populations.
-Cut out state area from grid paper.
-Ensure that all 50 states are in correct locations
-Create a map showing the data graphically, using a different color to represent each state.
Example: California will be cut from 27.7 square units (big population)
Nebraska will be cut from 2 square unit (small population)
-Allow students to create an assortment of cartograms, to compare the various charts, to initiate an advanced level of thinking skills in comparing statistical relationships.
Evaluate & Revise
Evaluation methods for each of the following are included:
1. Student Performance:
Students were able to identify each state and create a cartogram with the statistical data found.
Students were able to compare different cardiograms and identify outcomes from the statistical data.
2. Media Effectiveness:
Did student have access to a computer at work or at school?
Did student work well with chosen groups when recording data?
3. Instructor Performance:
Did Instructor provide ample time to prepare for activity?
Did Instructor allow students to utilize all materials required for the activity?
Did Instructor clarify the instructions upon commencement of activity?
Did the classroom activity assist students to comprehend planned lesson?
A – Audience: Fifth grade students are to create a cartogram, which is a hybrid-cross between a graph and a map, of the United States by population.
B – Behavior: Given a map of the United States, the students will identify each state and collect data from U.S. census from 1995 to 2005.
C – Condition: Using Excel, the students will present a graphic presentation of the data collected and recorded.
D – Degree: Given an array of cartograms, the students will be able to analyze and compare the relationships of location to movement, place, and etc. with the statistical data given.
Select Media, Materials, and Methods
We have our textbook that has a map of the United States, (5) World Almanac, grid paper, graphing paper, colored pens, pencils, scissors, computer with Internet access.
Utilize Media, Materials, and Methods
For each listed above, details of how they will be implemented into the lesson to enhance learning.
1. Students have been tasked one week in advance to utilize the book at home and review the U.S. map provided in the book.
2. Students are encouraged to explore online different representations of cartograms
4. Students are provided several World Almanacs to examine in the classroom.
Require Learner Participation
Includes detailed methods for actively engaging all students for the lesson’s duration.
- Introduce topic to students.
- Assemble students into 5 groups
-Designate groups to a table (total of 5 centers, each containing a list of 10 states)
-Designate a group leader that will record the data found from the source given.
-After each group is done completing the task given, collect the data from the group leaders.
-Group leaders are to record the data (population of each state) on an Excel spreadsheet allowing each member from their group a chance to input data into Excel.
-Determine a scale- one square unit of area per million populations.
-Cut out state area from grid paper.
-Ensure that all 50 states are in correct locations
-Create a map showing the data graphically, using a different color to represent each state.
Example: California will be cut from 27.7 square units (big population)
Nebraska will be cut from 2 square unit (small population)
-Allow students to create an assortment of cartograms, to compare the various charts, to initiate an advanced level of thinking skills in comparing statistical relationships.
Evaluate & Revise
Evaluation methods for each of the following are included:
1. Student Performance:
Students were able to identify each state and create a cartogram with the statistical data found.
Students were able to compare different cardiograms and identify outcomes from the statistical data.
2. Media Effectiveness:
Did student have access to a computer at work or at school?
Did student work well with chosen groups when recording data?
3. Instructor Performance:
Did Instructor provide ample time to prepare for activity?
Did Instructor allow students to utilize all materials required for the activity?
Did Instructor clarify the instructions upon commencement of activity?
Did the classroom activity assist students to comprehend planned lesson?
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