Parallel Model Overview

Lesson Topic: Identifying Landform Changes Using Maps Subject Area(s): Science/Geography Grade Level(s): 5th

Context: The lessons are designed for a heterogeneous classroom of 5th grade students studying Landforms. During the lessons students work as partners or in small groups. The closing activity allows student to complete a product either individually or in pairs.

Length: Each lesson will take three approximately 45 minutes with additional time needed for completion of the project.

Lesson Summary: Students will use the Library of Congress ‘Mapping the National Parks Collection’ to identify landform changes by comparing and contrasting maps of the same land area over time (ex. Yellowstone Map 1972, Yellowstone Map 1998). Students will also discover change in map structure and tools for map making over time. Working collaboratively students will discuss and chart findings. Critical thinking requires student to develop reasons for the landform change. Then using gathered information from the map study, students complete a RAFT project to critically and creatively synthesize the information. This lesson is designed to be used during a study of Landforms and assumes that students have prior knowledge of agents of Landform change (wind, water, ice, human impact) and types of maps. For assistance or review of reading maps, see Resource section.

Content

Parallel(s) Targeted: Core – Students utilize critical thinking skills as they analyze two maps of a particular National Park. These skills provide opportunity for students to build on key facts and principles of Landforms and Geography. By exploring the maps, drawing conclusions, and using both critical and creative thinking students engage in a rich framework of Landform change. Connections – By analyzing National Park Maps students make connections across time and time periods. Students also view landform changes through varied perspectives by identifying and supporting positive and negative changes. Construction of a final project to identify various perspectives of land changes by seeing through the eyes of

various people who affect and are affected by landform change allows students to interact with key change concepts in a variety of circumstances.

Standards: POS objectives/benchmarks Science: 5.7 The student will investigate and understand how the Earth’s surface

is constantly changing. Social Studies: 5.14 Students analyze how people and environment interact. Key concepts including cause and effect relationship people have with the earth’s physical features and processes. 5.17 Students use a variety of resources to gather, interpret, and begin to evaluate information from geographic data. 5.18 Student apply geographical knowledge to be able to analyze and create maps. 5.20 Students examine different points of view about geographic issues affecting societies. 5. 21 Students make informed decisions based on geographic knowledge. Concept(s): Change

• Change is linked to time • Change may be positive or negative • Change may be perceived as orderly or random • Change is everywhere • Change may be natural or manmade

Perspective

• There are many ways to view and interpret the world • Personal experiences may impact one’s perspective • An individual’s perspective may affect his/her actions

Generalizations:

• The Earth and its landforms show change over time • Changes in the past affect the present and the future • There are many ways to view and interpret change • Landforms are changed by both forces of nature and human

forces

Knowledge: Students will know:

• Landforms are changed by the agents of change (wind, water, ice), erosion and weather

• Human impact has changed landforms (with buildings, dams, etc) • Maps are a valuable source in gathering, interpreting, and

evaluating geographical data • Cartography has become more technologically advanced • Some changes are viewed as positive and other as negative

Skills: Students will be able to:

• Read maps to gather information • Identify map markings and their change over time • Record information in a graphic organizer • Explain how humans affect their environment • Draw conclusions based on information gained from comparing

maps of various dates • Analyze land changes due to natural forces and human forces • Compare and contrast by finding similarities and difference

between maps over time • Justify various viewpoints affected by landform change • Work cooperatively with partners and in groups to achieve

common goals

Assessment

How will you assess student learning? Preassessments

Left column of journal page (K –know- section) Formative assessments

Teacher observations Charts Graphic organizers

Summative assessments Complete right side of journal page (L – learned- section) RAFT

Introduction

Essential Questions: How does the Earth and its landforms show change? How do changes in the past affect the present and the future? How are changes recorded through documents? How do perspectives affect thoughts on change?

Teaching Methods

Learning Activities

Flexible

Groupings

Inquiry based instruction Graphic organizers Cooperative Learning Direct instruction What learning activities will be used to engage the students? Analytical thinking skills: making observations, making inferences, recognizing attributes, comparing and contrasting, seeing relationships, determining cause and effect Critical thinking skills: inductive thinking, identifying point of view, Executive process: formulating questions, planning Creative Thinking skills: originality, elaboration

Small groups can be organized to address student’s readiness by using the entrance comments for grouping. The teacher may also want to take time to scaffold student’s knowledge on physical maps and/or the concept of change. The teacher may also wish to allow for student choice among the National Park maps to increase interest. Most importantly the teacher should view and select maps that are most appropriate for their students.

Products

What are the major products that students will produce? Graphic organizers RAFT (see attached assignment)

Resources

See attachments

• List of National Park maps (2 options) • Graphic organizer “Map Comparisons” • Graphic organizer “Group Chart” • RAFT assignment • Rubric

For reading map practice: http://www.mcps.k12.md.us/departments/eventscience/yellowstone/act1/act1.htm

Extensions

Students can use National Park maps to examine exploration, trade routes, landownership and property rights. Maps can also be used to study how landforms affect development of towns and economies. Students can explore the formation of National Parks by researching the Library of Congress Evolution of the Conservation Movement. http://lcweb2.loc.gov/ammem/amrvhtml/conshome.html Students can explore other maps related to curriculum areas, such as the Nile River. Student can compare the changes of the land area over time and/or effect on economics, towns, etc Engage student in a debate using collected National park information. Students can search the Library of Congress website for primary sources that reflect the concept of change.

Ascending Levels

This lesson allows students to explore the concept of change. Students can then apply the concept to literature, social studies, and other areas of study.

Students can look for further patterns of interaction from the maps such as economics, politics, and technology. GT resource/center classes may want to develop own Role cards (related to RAFT roles).

Lesson Description and Teacher Commentary

Lesson Sequence Teacher Reflections It is important to introduce or review the general concept of change. Students should have an understanding of how change affects our every day lives. The instructor should refer to the change poster during the lessons.

Background knowledge: Introduce or review the concept of change (William & Mary Curriculum units http://cfge.wm.edu/) Create a class chart of Change generalizations. Hang the chart in the classroom for further reference. Teacher may want to reteach or practice looking at maps. A helpful website is listed under Resources. A day or two before beginning the lessons place a few of the National Park maps around the room.

Lesson 1 The teacher can begin this lesson by guiding the students through the process of looking at change over time. Use the Panoramic Photos from the LOC website http://memory.loc.gov/ammem/collections/panoramic_photo/pnpics.htmlA suggested group of photos to use is Duluth, Minnesota 1870 -1917 Show the class early photos of Duluth. Have the students make observations of the land. Show the class later photos of Duluth. Again make observations and notice changes. Discuss the cause of changes, positive and negative aspects of the changes.

Post these maps prior to the lesson to pique student interest. The teacher is modeling and guiding students through the process of comparing and contrasting to help prepare the students for the upcoming lessons. Students will begin to see how changes can be viewed from different perspectives and various judgments can be made on what is positive and negative.

Lesson 2 Ask student to take out their Science journal or a sheet of paper. Fold the paper and answer the questions on the LEFT half of the paper.

• How do scientists record landform changes?

• What are ways scientists look at changes over time?

• Who uses physical maps? • How are physical maps useful in

studying landforms? Gather students into small groups. Allow them to discuss and review each others answers. Selected answers can be written on large chart paper (one per group). Groups can report out to the class. Lesson 3 Assign or allow student to find a partner. Provide 2 maps of the same land area across various dates to each set of partners. The following land areas are available: Acadia National Park Great Smokey Mountains National Park Grand Canyon National Park Yellowstone National Park (see attached list of map possibilities) Ask each set of partners to look at the maps and complete the information chart. (Map Comparisons –attached graphic organizer) After the appropriate amount of time, have students gather into small groups. Groups are formed by any students studying the same National Park. Allow the group time to complete the chart

The journal entry provides for a quick, informal pre-assessment. This will provide access to prior knowledge and readiness. Possible responses: 1) charts, drawings, photos, 2) observation, photography, water testing, experiments, 3) park ranger, police, fire personnel, government officials 4) looking at land areas, finding changes Allowing students to discuss answers in a small group increases knowledge and critical thinking. A list of resource maps is available for the teacher to select maps for the students. Maps should be printed out in a hard copy for the students before Lesson 3 begins. Maps option 1: These maps are relatively similar, being the same type of map created at a different time. Maps option 2: These maps are of a greater diversity and a wider range of time periods. Provide 2 maps for each set of partners. Have some other maps of the same land area available if a group wants another map. It is important here to remind the students to start marking which changes are positive or negative.

(Group Chart attached), emphasis the importance of discussing which changes are positive or negative. Create large chart posters with the following questions

1. What landform changes can be detected from the maps?

2. Why do you think these changes occurred? What evidence from the maps supports your thoughts?

3. How has the gathering of information changed?

4. Why do you think changes occurred? What evidence from the maps supports your thoughts?

5. What information was gained by comparing the maps?

After groups have had ample time to complete their charts, assign each group a starting point. Have the student write up on the chart paper answers to the questions. Each 10 minutes rotate to the next chart. **Student should also write a + for changes that are positive or a – for changes that have made a negative impact.** Take time as a class to look for commonalities among the charts. Ask the class what conclusions can be drawn? Lesson 4 Discuss with the students about what jobs/people would be affected by landform changes.

This will probably create some discussion among groups. Such discussion may even develop into a debate format. (See Blackboard for a Debate PowerPoint) The teacher should create the large chart posters before the Lesson begins. These questions will allow students to move beyond observations of the maps to drawing conclusion related to land changes. The Kagan Carousel structure is recommended for an organized manner in which students will chart/share information. (www.kaganonline.com) Using this activity allows students to move around and be actively engaged. Take time to discuss various value judgments of what makes a positive change or a negative change. Students should use evidence to support opinions. It is important for students to take time to review any information discuss during the previous lessons. From the class charts, student can begin to see relationships and patterns of land change. This discussion will also lead into looking at changes from various perspectives.

Share Role Cards with students: Architect - a person who designs buildings and advises in their construction Cartographer -one that makes maps Nature Lover – a person who enjoys and appreciates nature/the environment Smokey the Bear – National park character used to create fire safety awareness Ranger – a person employed to maintain and protect a natural area, such as a forest or park Ecologist-a person who studies the relationships between organisms and their environments Lesson 5 Allow the students a few minutes to view charts from the previous lesson. Pose the following questions

• What information was gained by comparing maps?

• What were positive or negative changes?

• Who might these changes affect? Students can then return to their Science Journal and complete the right side of their paper. Here students can record what they have learned. Culminating Activity: (RAFT assignment attached) RAFT: As a follow up activity students will complete a RAFT project. RAFT is a system for making sure that students understand their role as a writer, their audience, the format of their work, and the expected content. RAFT assignments are written from a viewpoint other than that of a student, to an audience other than the

The teacher can make the role cards ahead of time or work with the students to develop these jobs. After sharing the role cards, have the students discuss the perspective of each person. How would he/she be affected by landform changes? What would be positive or negative changes to that particular job? This L (learned) section of the journal will provide an informal assessment of each student’s knowledge and understanding after the Lessons. The RAFT project allows students to creatively present a new perspective. By providing a creative cumulative assignment, students are inspired to learn more content material. The project emphasizes looking at material from a new perspective and how the landform changes affect others. RAFT gives students more control of their own writing assignments. The teacher should create a general grading rubric to share with the class (see attached sample). Students can then brainstorm requirements to create a specific grading rubric to their RAFT project.

teacher, and in a form other than the standard theme. Tell the class that each student will complete one RAFT activity as a closing assignment to the mapping lesson. Review for the students each piece of the RAFT: R: Role of the writer: who are you? A: Audience: to whom is this written? F: Format: what form will your writing take? T: Topic: what content needs to be included?

National Park Maps Wide Variety of Maps

Acadia National Park Maps Map of the northeast coast of North America, 1607 http://memory.loc.gov/cgi-bin/query/r?ammem/gmd:@filreq(@field(NUMBER+@band(g3321p+np000002))+@field(COLLID+npmap)) 1837 Chart of the coast of Maine http://memory.loc.gov/cgi-bin/query/r?ammem/gmd:@filreq(@field(NUMBER+@band(g3732c+np000024))+@field(COLLID+npmap)) 1922 U.S. Geological Survey Map http://memory.loc.gov/cgi-bin/query/S?ammem/gmd:@filreq(@field(NUMBER(np000036+np000037))+@field(COLLID+npmap)) 1995 United States Department of the Interior, National Park Service Map http://memory.loc.gov/cgi-bin/query/r?ammem/gmd:@filreq(@field(NUMBER+@band(g3732a+np000051))+@field(COLLID+npmap)) Grand Canyon Maps Rio Colorado of the West 1858 Map http://memory.loc.gov/cgi-bin/query/r?ammem/gmd:@filreq(@field(NUMBER+@band(g4302c+np000062))+@field(COLLID+npmap)) 1908 United States National Forest Map http://memory.loc.gov/cgi-bin/query/r?ammem/gmd:@filreq(@field(NUMBER+@band(g4332g+np000096))+@field(COLLID+npmap)) 1926 United States National Park Map http://memory.loc.gov/cgi-bin/query/r?ammem/gmd:@filreq(@field(NUMBER+@band(g4332g+np000131))+@field(COLLID+npmap)) 1972 U.S. Geological Survey Map http://memory.loc.gov/cgi-bin/query/r?ammem/gmd:@filreq(@field(NUMBER+@band(g4332g+np000105))+@field(COLLID+npmap))

Great Smokey Mountains Maps 1670 Manuscript Map http://memory.loc.gov/cgi-bin/query/S?ammem/gmd:@filreq(@FIELD(NUMBER+@band(g3860+np000145))+@field(COLLID+npmap)) 1864 Mountain region of North Carolina and Tennessee Civil War Map http://memory.loc.gov/cgi-bin/query/r?ammem/gmd:@filreq(@field(NUMBER+@band(g3900+np000153))+@field(COLLID+npmap)) 1926 Proposed Great Smoky Mountains National Park http://memory.loc.gov/cgi-bin/query/r?ammem/gmd:@filreq(@field(NUMBER+@band(g3902g+np000172))+@field(COLLID+npmap)) 1980 Great Smoky Mountains National Park Service Map http://memory.loc.gov/cgi-bin/query/r?ammem/gmd:@filreq(@field(NUMBER+@band(g3902g+np000250))+@field(COLLID+npmap)) Yellowstone National Park Maps 1886 U.S. Geological Survey Map http://memory.loc.gov/cgi-bin/query/r?ammem/gmd:@filreq(@field(NUMBER+@band(g4262y+ye000005))+@field(COLLID+npmap)) 1900 Yellowstone National Park road system Map http://memory.loc.gov/cgi-bin/query/r?ammem/gmd:@filreq(@field(NUMBER+@band(g4262y+ye000008))+@field(COLLID+npmap)) 1910 National Park Map mailto: http://memory.loc.gov/cgi-bin/query/r?ammem/gmd:@filreq(@field(NUMBER+@band(g4262y+ye000025))+@field(COLLID+npmap)) 1988 Post Fire Resource Assessment Team Map http://memory.loc.gov/cgi-bin/query/r?ammem/gmd:@filreq(@field(NUMBER+@band(g4262y+ye000004))+@field(COLLID+npmap))

National Park Maps (Similar maps) Acadia National Park Maps National Park Service 1989 http://memory.loc.gov/cgi-bin/query/r?ammem/gmd:@field(NUMBER+@band(g3732a+np000050)) Guide Map 1949 http://memory.loc.gov/cgi-bin/query/r?ammem/gmd:@field(NUMBER+@band(g3732a+np000045)) Guide Map 1954 http://memory.loc.gov/cgi-bin/query/r?ammem/gmd:@field(NUMBER+@band(g3732a+np000046)) Topographical Map 1931 http://memory.loc.gov/cgi-bin/query/r?ammem/gmd:@field(NUMBER+@band(g3732a+np000038)) Topographical Map 1960 http://memory.loc.gov/cgi-bin/query/r?ammem/gmd:@field(NUMBER+@band(g3732a+np000042)) Grand Canyon Maps 1919 Map http://memory.loc.gov/cgi-bin/query/r?ammem/gmd:@field(NUMBER+@band(g4332g+np000099)) 1926 Map http://memory.loc.gov/cgi-bin/query/r?ammem/gmd:@field(NUMBER+@band(g4332g+np000131)) 1948 Map http://memory.loc.gov/cgi-bin/query/r?ammem/gmd:@field(NUMBER+@band(g4332g+np000099)) 1962 Map http://memory.loc.gov/cgi-bin/query/r?ammem/gmd:@field(NUMBER+@band(g4332g+np000104)) 1996 Map http://memory.loc.gov/cgi-bin/query/r?ammem/gmd:@field(NUMBER+@band(g4332g+np000141))

Great Smokey Mountains 1926 Map http://memory.loc.gov/cgi-bin/query/r?ammem/gmd:@field(NUMBER+@band(g3902g+np000172)) 1935 Map http://memory.loc.gov/cgi-bin/query/r?ammem/gmd:@field(NUMBER+@band(g3902g+np000242)) 1963 Map http://memory.loc.gov/cgi-bin/query/r?ammem/gmd:@field(NUMBER+@band(g3902g+np000180)) 1973 Map mailto: http://memory.loc.gov/cgi-bin/query/r?ammem/gmd:@field(NUMBER+@band(g3902g+np000248)) 1990 Map http://memory.loc.gov/cgi-bin/query/r?ammem/gmd:@field(NUMBER+@band(g3902g+np000255)) Yellowstone Maps 1881 Map http://memory.loc.gov/cgi-bin/query/r?ammem/gmd:@field(NUMBER+@band(g4262y+ye000020)) 1885 Map http://memory.loc.gov/cgi-bin/query/r?ammem/gmd:@field(NUMBER+@band(g4262y+ye000006)) 1900 Map mailto: http://memory.loc.gov/cgi-bin/query/r?ammem/gmd:@field(NUMBER+@band(g4262y+ye000008)) 1910 Map http://memory.loc.gov/cgi-bin/query/r?ammem/gmd:@field(NUMBER+@band(g4262y+ye000025)) 1972 Map http://memory.loc.gov/cgi-bin/query/r?ammem/gmd:@field(NUMBER+@band(g4262y+ye000017)) 1988 Map mailto: http://memory.loc.gov/cgi-bin/query/r?ammem/gmd:@field(NUMBER+@band(g4262y+ye000004))

Map Comparisons Name of Park:________________________________ Directions: Write down observations of your park for each year. Then complete the Changes column with any landform changes identified from your maps.

Year Year CHANGES

Major features (mountains, forests)

Rivers, Lakes, Streams

Buildings

Map markings (Legend, Key)

Other (park size, animal

populations, etc)

Group Chart Name of National Park: Dates of Maps: Directions: Using the information gathered by the maps, complete the following questions. What landform changes can be detected from the maps? Write a + for positive changes and a – for negative changes.

• • •

Why do you think these changes occurred? What evidence from the maps support your thoughts? How did scientist record map information?

• • •

Why do you think these changes occurred? What evidence from the maps supports your thoughts? What information was gained by comparing the maps?

• • •

RAFT Directions:

• The teacher assigns a RAFT task to each student based on interest and/ or learning profile.

• Students work alone to complete their task. • Students review one another’s work and make

suggestions for improvement. • When changes are made, the teacher

checks each student’s work for accuracy and quality.

• When students are ready, the teacher forms group of students, making sure each RAFT role is represented in each group

Role Audience Format Topic Architect

Park Ranger

Blue Print

Create a design of a new ranger station so that it fits with the landscape and needs of the park

Cartographer

National Park

Service

Map Proposal

Create a map with a new bus service for the park. Include a parking area, 5-7 bus loading stops,

and bus route. Nature Lover

Public

Poem

Write a poem describing the park and its beauty.

Smokey the Bear

Campers

Speech/Oral Presentation

Create a presentation of 10 Tips to a Safe Visit to

a park, including fire safety.

Ranger

Visitors to the

park

Speech/Oral presentation

Present a brief history of the park including dates, size of park, activities,

major features, etc Ecologist

Congress

Speech/Letter to Congress

Write to Congress stating

the importance of national parks and state reasons for an increased

budget.

Generic RAFT Rubric

Novice

Apprentice

Practitioner

Expert

Quality of Thought

-uses logical progression of thought

-supports ideas with evidence -poses and seeks answers for important questions

-balances big picture with detail -makes useful connections -elaborates thoughts effectively

-shows insight-looks at ideas from varied viewpoints -seeks creative approaches -makes unexpected and important connections

Quality of Research

-accurately captures key ideas and issues

-effectively blends ideas from several sources

-sees patterns and trends in research -screens resources for most valid options

-Weighs evidence for positions -shows depth of understanding

Quality of Expression

-develops a clear flow -uses appropriate vocabulary

-clear flow -appropriate vocabulary -accuracy with mechanics

-varies sentence structure -effective transitions -powerful word choices

-shows development of own voice -effective imagery and figures of speech -uses professional like language

Adapted from Tomlinson 2003