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Goal

I am implementing this project because beyond the obvious map skill standards these materials will address, students need to understand that geography knowledge also contributes to content learned in ELA, Science, and Math.
I need these materials because at present the roll up maps I have hanging in my room are unusable. Because the United States map will not unroll and stay flat, I also cannot utilize the world map underneath it.
 

 

Category

Learning Aids - Sunshine state book sets, robotics kits, puzzle boards, science models, engineering supplies, etc. 

 

What will be done with my students

SS.2G.1.1 Use different types of maps (political, physical, and thematic) to identify map elements.
SS.2.G.1.2 Using maps and globes, locate the students’ hometown, Florida, and North America, and locate the state capital and the national capital.
SS.2.G.1.4 Use a map to locate the countries in North America (Canada, United States, Mexico, and the Caribbean Islands).
SS.2.A.2.2 Compare the cultures of Native American tribes from various geographic regions of the United States.
ELA.2.R.1 Reading Prose and Poetry (Students will locate where the text settings take place).
ELA.2.R.2 Reading Informational Text (Students will locate the geographic areas the informational text affects or discusses).
MA.2.M.1.3 Solve one- and two-step real-world measurement problems involving addition and subtraction of lengths given in the same units. (With guidance students will use the map scales to determine approximately how far away different geographic locations are from their own location).
SC.2.E.7.1 Compare and describe changing patterns in nature that repeat themselves, such as weather conditions, including temperature and precipitation, day to day, and season to season. (I plan to move beyond our own weather patterns and compare to other places in the country/world).
SC.2.E.7.2 Investigate by observing and measuring, that the sun’s energy directly and indirectly warms the water, land, and air. (I plan to have them draw conclusions based on their observations to apply to other areas of the country/world).
SC.2.L.17.2 Recognize and explain that living things are found all over Earth, but each is only able to live in habitats that meet its basic needs. (Students will find examples of habitats around the world and discuss how geographic location affects their basic needs).
 

 

Benefits to my students

In addition to providing an avenue for learning and applying basic geography skills, students’ comprehension of prose and informational texts will be enhanced as they make connections from the texts to real world locations. By pointing out where exactly the settings of these texts take place, students will not only begin to learn geography, but they will also begin making connections to the people and cultures found in those locations. Similarly, as the maps are utilized during Math and Science, students will further develop understanding that these content areas are not learned in isolation and affect people around the globe. Finally, it is my hope that students will come to see that they are connected to other students throughout the world. 

 

Budget Narrative

I will be purchasing a Primary Learning U.S. and World Pull-Down Map Set from World Maps Online that will be mounted above my chalkboard. I also will purchase a mounting bracket in case the existing hardware is not compatible for installation. 

 

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