Map Skills Thematic Unit Plan for First Grade

The theme of this unit is map skills. This series of lessons will address cardinal directions, how to use different features of maps, and show students how to make their own maps. The following comprehensive unit includes objectives, instructional steps, activities, and assessments. You only need to prepare the materials. Use these five engaging lessons to teach your first graders everything they need to know about maps. Cardinal Directions Time: 30 minutes Objectives Following this lesson, students will be able to: Identify the cardinal directions.Explain how directions are used. Materials Blank KWL chartReal examples of mapsCompass and compass roseGlobe (optional)North, South, East, and West cards placed on the correct walls (keep these up for the entire unit!)Student journals Key Terms Cardinal directionsCompass Lesson Introduction Ask students what they know about maps including how they are used, where they might be found, and what they have on them. Call students up to write their answers to these on a KWL chart as well as fill in what they do not know and what they want to know. Then, show students several real examples of maps. Instruction Explain that you will be starting a unit on maps. We will start by talking about cardinal directions. This is the name for the group of directions that include north, south, east, and west. Show students a compass (use a document camera if you have one).Have a student come up and point out where north, south, east, and west are on the compass rose. Introduce this tool as a compass. Note that the directions are often abbreviated. Show a compass rose and explain that this is what a compass looks like on paper.Can anyone think of why we might need these four directions? Explain that they help people to know where they are in the world.They can be used to help anyone know where they are going no matter where they are. Directions help us get anywhere we need to go.Even sailors in the middle of the ocean can find their way using directions. Turn and tell your neighbor another type of person that might need to use directions, (e.g. truck drivers, parents, pilots).Compasses always point nort h toward the top of the world. If using a globe, show students the top of the world. They use magnets in the Earth to tell which way is north. When you know where North is, you can always find the other directions.Pair students up. Activity Point out the cardinal directions around the room. Ask students to use their bodies to point toward each one as you say it.Explain to students that they will take turns directing their partner toward an object around the room using cardinal directions. Parter 1 will be whichever students name comes first alphabetically. Partner 1 needs to select an object without telling their partner what it is.Tell students that they should choose objects that are against the four walls (intercardinal directions will not be addressed in this unit).Students should direct their partners toward their chosen objects using step numbers and directions. Example: Take four small steps east.Do this until both students reach the object, then switch.Have students spin around a few times before starting so theyre not just walking in a straight line.Allow approximately 10 minutes for this activity, five minutes per student. Differentiation Have students tell their partners the object they chose and work together to create directions to reach it. Assessment Have students sit at their desks. Instruct them to each label the cardinal directions around the outside of their paper (in their journals) then draw an object that is north of their position. Mapping a Route Time: 25 minutes Objectives Following this lesson, students will be able to: Use cardinal directions to map a route from one place to another. Materials A very basic map of your school with cardinal directions, your class, the cafeteria, and specials classes labeled for each studentColored pencils or crayonsPrinted maps from your school to a nearby local landmark such as a park or grocery store for each student—circle school and landmark Key Terms Map Lesson Introduction Have students play Simon Says using cardinal directions (e.g. Simon says to take three steps west.) to refresh their memory. Take your class on a short trip through the school. Point out all specials classes and the cafeteria. Instruction Does anyone remember what we learned in our last lesson about how cardinal directions can be used?Answer: Directions help us get anywhere we need to go. Have students repeat this to the person next to them and tell a time they or someone they know used directions to get where they needed to go.Define a map as a drawing of an area that shows where important things are. The area a map shows can be very large like the Earth or small like our classroom. Ask students for examples of maps in their lives.To the tune of Bingo: A map will show us where to go if we follow its directions. North, south, east, and west. North, south, east, and west. North, south, east, and west—these are cardinal directions. Activity Pass out coloring utensils. Students will need a different color for every special plus one for the cafeteria.Have students come up and help you map the routes to each special and the cafeteria. Differentiation To make the following assessment more accessible, ask students to use arrows of a certain color for each cardinal direction to show direction on the map instead of letters. Assessment Pass out the map you have printed from the school to a local landmark. Have students first draw a compass rose somewhere on the map then draw the route from the school to the landmark. Students should label each turn with its direction (e.g. An E when traveling east). This can be completed as homework or in-class practice. Map Keys Time: 30-40 minutes Objectives Following this lesson, students will be able to: Explain the purpose of a map key. Materials Franklin Is Lost by Paulette Bourgeois—digital version available to borrow through Internet Archive Digital Library (create a free account to use)A roughly drawn sketch of your school playground with nothing labeledExample of a map with a map keyStudent journals Key Terms Map key Lesson Introduction Read Franklin Is Lost before starting this lesson, perhaps as a Morning Meeting activity. Instruction Discuss why Franklin got lost while playing hide-and-seek. What have we been learning about that wouldve helped Franklin find his way? Do you think that we could make a map for Franklin so that he doesnt get lost again?Explain to students that maps are useful for finding which way to go but it isnt always easy to tell what images on a map are supposed to represent. Show students your unlabeled sketch of the playground.What could I add to this map to make it easier to understand? Explain that a map key, which uses symbols and colors to tell what a place or object is, would help.Show students a map with a key and demonstrate how to use it.Sing the map song from Mapping a Route lesson. Activity Draw a map of the classroom while students watch. Label the door, whiteboard, your desk, etc. on a map key. Use colors and symbols.Work with students to identify important objects and places that Franklin encountered in the book.Turn and tell the person next to you one important place or object Franklin saw.What place should we label extra clearly for Franklin? Students should say the woods because he was specifically told not to go there.As a class, draw a map for Franklin that only includes the path from Franklins house to Bears house. Do not draw a key.Have students work with a partner to make their own maps for Franklin that include Franklins house, Bears house, the woods, the bridge, and the berry patch—with a path going through each of them—in their journals (they may discuss with partners but must produce their own maps).Tell them to clearly label each place or object in a map key (e.g. Use a small tree symbol to represent the forest).They can use your already-st arted map for reference and duplicate what youve done. Assessment Have students add one more feature to their maps and label it in their map keys. This can be another character, object, or place that was mentioned such as Bear, the water under the bridge, or the logs and bushes in the woods. Making Map Books Time: Two 30-minute periods Objectives Following this lesson, students will be able to: Teach others about map skills. Materials Several sheets of blank paper for each studentSeveral examples of real maps (can be the same ones students already saw in first lesson)Coloring utensilsChecklists for books with sentence stems (see details in Lesson Introduction)A completed book exampleRubric for Assessment Key Terms Map skills Lesson Introduction Look through map examples with your students. Call a few up to identify important features. Explain to students that they now have great map skills because they know what goes in maps and how to read them. Map skills make it possible to use maps. Decide beforehand (this is what you will include on checklists): How much writing vs. drawing/diagramming you want to require of your students.What features students must include in their map books (options might be an explanation of cardinal directions, what a compass is and what it does, how to plan a route using a map, how to use a map key, etc.).Note: You will need to prepare sentence stems for these that students will complete and write in their books. E.g. The four cardinal directions are _____.How many pages will be in the books.How much time students will have to complete these. Instruction Ask students why maps are so important. Maps use directions to help us get anywhere we need to go. What would it be like trying to get around without maps?What would it be like to not know how to use maps or not have map skills? Turn and tell the person next to you why it would be difficult to not have map skills.Tell students that they will be making books to teach others map skills. Activity Provide each student with a checklist that tells what they will need to include in their book (these are the features you will be checking for when assessing their work).Show students your completed example. Demonstrate how to use the checklist to make sure all important parts are included.Allow students as much time as you have scheduled for this activity. Differentiation Provide additional graphic organizers for planning the books. Give some students options for what to put in the blanks you have provided. For example, The four cardinal directions are _____ North/South/East/West or Up/Down/Left/Right. Assessment Use a rubric to assess student work. Check whether they have included every important feature and for the accuracy/delivery of each. Treasure Hunt Time: 25 minutes Objectives Following this lesson, students will be able to: Effectively use a map. Materials Five treasure boxes or items for students to findFive maps, one for each treasure box, with all map features students have learned (cardinal directions, compass rose, map key, etc.)Copy these so that each student has their own Lesson Introduction Hide the treasure in the classroom while the students are gone, as spread out as possible. Review the map song with students and remind them what they have learned in each lesson so far. Tell students that they are going to put all of their map skills to the test. Divide them into five groups. Instruction and Activity Explain to students that you have hidden treasure around the room and the only way to find it is to use everything they know about maps.Give each student their own map. There should be five separate maps but group members must have the same one.Give students approximately 15 minutes to work together to find their treasure.Once every group has found their treasure, gather the class to talk about the activity on the carpet. Add to the KWL chart you started in the first lesson and allow a few students to show the class their map skills books. Differentiation Provide students with step-by-step directions for locating the treasure in addition to the maps. These should be straightforward and visual. Assessment Have students write a sentence or two explaining how they used the map to find the treasure in their journals. What was the first thing they did? What map feature was most helpful?

The Most Popular Samples of Essay on Korean War

The Most Popular Samples of Essay on Korean War It may make the individuals who enjoyed drama infatuated with Korean Drama and can't wait to observe the sequel. Most common Korean Dramas also have become popular in different parts of the world. Everyone knew how famine in late months before, north korea. Korea was a different kind of war in a lot of ways. It become one method to introduce Korea indirectly. South Korea among the safest nations in the world. The 30-Second Trick for Samples of Essay on Korean War The shortage of information regarding the true amount of the maturation of technologies and permanent threats from the component of the leader of North Korea frighten the world and improve the isolation of North Korea from the world community. The political opposition, religious freedoms and completely free media are not permitted in the nation. The significance of the UN was realized (308-348). Thus, the rest of the policies were suppressed. All the vital aspects together with the outcomes are discussed in the paper. Despite the fact that the two are extremely different in regards to the battlefield conditions, the political outcome was almost identical. Even though a fantastic solution for one-on-one ti me, it may also be a costly alternative. Don't write about this dilemma generally speaking. Thus, the audience will be in a position to presume that role is played by means of an actress like reality. Intrigues which exist in each individual drama that produces the audience always need to watch and watch for the continuation of the episode. You should cover the main theme which you think of each timeline. It would likewise be a fantastic theme to tell about prices or ask us to allow you to compose a great essay. Pick the particular topic of your work and compose a title. Therefore, one needs to think twice whether the conflict must be started as war isn't the best way to turn the trick. Furthermore, the purpose of the both sides getting involved in the conflict was never achieved. Unification wasn't achieved by both sides, but neither side gave up control of their various places. There were a great deal of conflicting elements in the way that people related in the United States. It impacts the everyday lives and activities of the folks of the nations involved with the war. Furthermore, there are a large number of human rights organizations and welfare groups that render the crucial support. This rise of nationalism caused the higher hatred of different countries which created a fantastic breeding ground for the war to happen. It impacts the economy of each nation involved and it can result in long-term affects on the soldiers involved with the true fighting. The Start of Samples of Essay on Korean War There are a big variety that you are able to select from. However, this color is best worn while the weather is warm. See whether any are appealing to you. Thus, we'll always give you top high quality custom papers. The Nuiances of Samples of Essay on Korean War He additionally cites the use of the contribution of the United Nations and the USA during the war. The engagement of america in the 2 wars brought about mixed outcomes. West Berlin a financ ial miracle. Analyze the methods by which the Vietnam War heightened social, political, and financial tensions in america. Korea has turned into a battlefield between Russia and the USA. To begin, it was not to be a major part of the Soviet Communist expansion plan. Korea and Vietnam had similar beginnings so far as revolutions are involved.

Focus on Clinical Learning and Teaching Competence

Questions: 1. Describe the health service for which you intend to develop a marketing plan, including an explanation of why this service is needed and the potential target audience for this service.2. Describe the two social media tools you selected for your marketing plan. Answers: 1. Marketing plan of a healthcare service: The Wheatland local health care service is providing a unique combination of community-based social services and premier home health care in the southern Kansas. After performing the quantitative and qualitative analysis of the market research of that particular area, it is observed that there is a remarkable need for community-based social services and premier home health care in that particular region. It is observed that southern Kansas is a busy area (Free et al., 2013). Most of the families are working or busy with their career. Due to that region, the older people over there are being neglected from the basic care. Therefore, the objective of that health care service is to provide social service care and home health care with responsive and organized management by employing well educated and competent staff in the Southern Kansas. The potential target of these services will be those families and individuals who are in need of social and home health care services. The health care professionals of that region, like, health care facilities, insurance companies, attorneys, physicians refer those patients usually. This health care service has already built a good reputation with those local professionals through the activity of their clinical director (Fox Duggan 2013). This health care service under that clinical director had provided this service in the other community. That was a huge success. 2. Selection of social media tools and its impact: To make this marketing plan of the health care service the members of that health care have chosen two social media tools, which are face book and Linked In. These two social Medias will fetch the patients. Developing relationships with the people is very much needed for the marketing of these services. So, according to that, the blogs will be made in these two sites. In linked in, the profiles of the doctors, nurses, home careers will be mentioned on the blog of this health care. It will help the people to get the information. In face book, this service can make a blog follow the conversations regarding the service. This will help the people to get connected with the health professionals and these health care services directly (Berwick Hackbarth, 2012). In face book, the admin or management of this service can follow other blogs of health professional, physicians, insurance companies. The people over that area will also be informed with the medial and financial data. This will help the families over that region from all perspectives. To make this service more successful in the online social tool, the management hast to join the conversation by posting comments on forums and blogs in face book or answering the questions in Linked In. The management also can assure their success of this business strategy through the increasing number of followers, comments and read the positive comments, conversations (Teno et al., 2013). The management can modify this health care service with the advice by followers according to them. Social media tool in marketing plan varies with each industry and each business. However, the management of the business has to be clear about the fact that making a business more successful through online tools; the management needs to have "all hands on deck". References: Berwick, D. M., Hackbarth, A. D. (2012). Eliminating waste in US health care.Jama,307(14), 1513-1516. Fox, S., Duggan, M. (2013). Health online 2013.Health, 1-55. Free, C., Phillips, G., Watson, L., Galli, L., Felix, L., Edwards, P., ... Haines, A. (2013). The effectiveness of mobile-health technologies to improve health care service delivery processes: a systematic review and meta-analysis.PLoS Med,10(1), e1001363. Teno, J. M., Gozalo, P. L., Bynum, J. P., Leland, N. E., Miller, S. C., Morden, N. E., ... Mor, V. (2013). Change in end-of-life care for Medicare beneficiaries: site of death, place of care, and health care transitions in 2000, 2005, and 2009.Jama,309(5), 470-477.

New Year Celebration in Vietnam free essay sample

They are manifested clearly in anniversaries, ceremonies and especially on New Years Days. In Vietnam every year towards the 15th day of the 12th lunar months, everybody begins to strip the apricot trees off their leaves and water melons are seen to be sold everywhere then one is realdy to welcome New Year with all his merriment and joy. They all have their houses whitewashed and decorated, buy new clothes for their children and get everything ready for Tet. On the 23rd of the 12th lunar month those who worship Buddha offer ceremony to the Kitchen God to send him off to Heaven. The nearer New Year comes the more excited and enthusiastic people are. This is the unique occasion for everybody in the family to gather together to welcome New Year after a hard and long year s work. At 12 oclock sharp on the 30th of the 12th lunar month the New Year actually replaces the Old One. We will write a custom essay sample on New Year Celebration in Vietnam or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page All houses are well-lighted. At that very moment, everybody , well-dressed, rushes out into the streers to visit temples, pagodas or to go to churches. They all pray for a Prosperous and Happy New Year. This is also an opportunity for children to put on their new clothes and wish longevity to their parents and grandparents. All of them are expecting to receive money put in small red envelopes. On New Years Days people avoid talking nonsense and try to keep a good humour towards their neighbours. They often visit one another, wish each other Happy New Year, drink tea together, eat square, cylindric glutinous rice cakes or crack water melon seeds. The Vietnamese believe that the first day of the New Year is the luckiest day in the year and if on this day they enjoy full happiness, they will be prosperous and happy all year round. The Vietnamese New Year lasts about a fortnight. It gives sufficient hopes and recreations to our countrymen. After that, they are ready to resume their normal work.

Free Essays on Postmodernism

Can postmodernism end? In preparation for answering the monumental question of whether post-modernism can end, certain issues must be first addressed, and certain points established if a logical argument is to be conceived. Firstly, one must establish how post-modernism came about, whether it can be perceived as a style within art, with a beginning that can be marked relatively clearly, or whether it should be looked upon more as a philosophy that has always existed, but came to the forefront with the coining of the term. Throughout the history of art, there have been many attempts to chart the progression of various styles, how they were born and what constitutes them, with categorization of artists who serve as exponents for their cause. Within authoritative surveys of the history of art, such as Gombrich’s ‘The Story of Art’, it has been voiced that artistic elements of Post-modernism are currently underway, and have been born as a reaction against Modernism. The beginning of Post -modernism could therefore be marked as the point at which Modernism ended. I feel it may be necessary to also establish, however (if we are to look at the history of art as a progression of different styles, with evolving styles continually eclipsing existing ones) what exactly would surpass the movement of Post-modernism in order to answer the question of whether it can possibly end. The essence of Post-modernism has been defined as reactionary, a movement resulting as a response to the ideologies of Modernism. Modernism itself is seen as a movement, which emerged in an attempt to fight against Capitalism and segregation. Post-modernism is to be viewed as an opposing force, and has been defined as art for the consumer. Its ideals lie within a picking and choosing of various styles of existing art throughout history, manipulating it to produce a hyper reality, over-indulgent type of excess such as the art and architecture of Las Vegas wo... Free Essays on Postmodernism Free Essays on Postmodernism Postmodernism Postmodernism is a complicated term, or set of ideas, one that has only emerged as an area of academic study since the mid-1980s. Postmodernism is hard to define, because it is a concept that appears in a wide variety of disciplines or areas of study, including art, architecture, music, film, literature, sociology, communications, fashion, and technology. It's hard to locate it temporally or historically, because it's not clear exactly when postmodernism begins. Perhaps the easiest way to start thinking about postmodernism is by thinking about modernism, the movement from which postmodernism seems to grow or emerge. Modernism has two facets, or two modes of definition, both of which are relevant to understanding postmodernism. The first facet or definition of modernism comes from the aesthetic movement broadly labeled "modernism." This movement is roughly coterminous with twentieth century Western ideas about art (though traces of it in emergent forms can be found in the nineteenth century as well). Modernism, as you probably know, is the movement in visual arts, music, literature, and drama which rejected the old Victorian standards of how art should be made, consumed, and what it should mean. In the period of "high modernism," from around 1910 to 1930, the major figures of modernism literature helped radically to redefine what poetry and fiction could be and do: figures like Woolf, Joyce, Eliot, Pound, Stevens, Proust, Mallarme, Kafka, and Rilke are considered the founders of twentieth-century modernism. From a literary perspective, the main characteristics of modernism include: 1. an emphasis on impressionism and subjectivity in writing (and in visual arts as well); an emphasis on HOW seeing (or reading or perception itself) takes place, rather than on WHAT is perceived. An example of this would be stream-of-consciousness writing. 2. a movement away from the apparent objectivity provided by ... Free Essays on Postmodernism Can postmodernism end? In preparation for answering the monumental question of whether post-modernism can end, certain issues must be first addressed, and certain points established if a logical argument is to be conceived. Firstly, one must establish how post-modernism came about, whether it can be perceived as a style within art, with a beginning that can be marked relatively clearly, or whether it should be looked upon more as a philosophy that has always existed, but came to the forefront with the coining of the term. Throughout the history of art, there have been many attempts to chart the progression of various styles, how they were born and what constitutes them, with categorization of artists who serve as exponents for their cause. Within authoritative surveys of the history of art, such as Gombrich’s ‘The Story of Art’, it has been voiced that artistic elements of Post-modernism are currently underway, and have been born as a reaction against Modernism. The beginning of Post -modernism could therefore be marked as the point at which Modernism ended. I feel it may be necessary to also establish, however (if we are to look at the history of art as a progression of different styles, with evolving styles continually eclipsing existing ones) what exactly would surpass the movement of Post-modernism in order to answer the question of whether it can possibly end. The essence of Post-modernism has been defined as reactionary, a movement resulting as a response to the ideologies of Modernism. Modernism itself is seen as a movement, which emerged in an attempt to fight against Capitalism and segregation. Post-modernism is to be viewed as an opposing force, and has been defined as art for the consumer. Its ideals lie within a picking and choosing of various styles of existing art throughout history, manipulating it to produce a hyper reality, over-indulgent type of excess such as the art and architecture of Las Vegas wo...

China economic model Assignment Example | Topics and Well Written Essays - 750 words

China economic model - Assignment Example The short supply of skilled laborers in China is part of the problem. The Chinese culture has never respected the value of intellectual properly probably because they are the merchants of pirated merchandise in the world. Due to this business culture the local inventors know that if they file for a patent, nobody will respect it and the product will get imitated. The government does not prosecute violators of intellectual property crimes even though there are some laws that are suppose to protect inventors and innovation in the business industry. China has forgotten than in the long term patents are what enable firms to gain incredible amounts of wealth. The American pharmaceutical industry in the great example of the value intellectual property can bring to firm. Raising money for smaller firms is difficult anywhere in the world. In China the task become much greater. The underlying behind this is the fact that the state is owner of the banks due to the communist Chinese regime. Since the state owns the banks the state tend to lend money only to state-owned companies that are large and can create a greater amount of jobs opportunities for the people. Small companies have to resort to the underground economy to receive financing. The three primary sources that lend money to these firms are: pawn shops, â€Å"credit guarantee firms†, and small industrial companies (Doungguan, 2009). These are informal creditors which operate under different type rules than the normal banking industry. They charge high interest and expect their money back in the short to medium term. The small business must produce fast, otherwise bankruptcy is inevitable because they face high short term liabilities. China has been hit harder than other civilized western countries by the global financial crisis. Some cities have lost between 33% to 50% of their overall employment because due to

Assignments Assignment Example | Topics and Well Written Essays - 250 words - 2

Assignments - Assignment Example Therefore, involves fallacy of equivocation that encourages equality of parties. From the two argument presented by the pair, Zhou is self-centred as he tries to evade paying taxes by opposing government tax policy despite being wealthy enough to pay the taxes that can be distributed indirectly to help those who are poor to ensure equal distribution of wealth . However, despite existence of tax policy, there exist get-outs where wealth people go free without paying taxes hence measures such as follow up should be implemented to ensure everyone pays tax to facilitate the fallacy of equivocation. Third passage in the pair (Crittenden and Mirza) argument involves why American public school should shape up? Therefore, involves fallacy of slippery slope that is contradicted by the evidences provided by Mirza by providing an incidence of Continents such as Europe and Asia by displaying good student performance compared to students in America. Additionally, this can be evidenced by the history of industrialization where Europe became industrialized before