Neighborhood Map Machine Lesson Plan developed by Jamie Hendricks
Grades 3
Curriculum: Computer Technology focusing Geography

Entry Level Characteristics:
 Students will have a very basic understanding of Neighborhood Map Machine and how the program works.

Role of the Teacher: The teacher will act as a facilitator during the discussion and laboratory portions of this activity.

Objectives: 1. To gain advanced computer program skills.
 2. To practice use of writing directions.
 3. To practice use of the directions on a compass rose

Materials: Students will utilize the following materials during this lesson:
  ? Computer with Neighborhood Map Machine installed.
  ? Computer with Microsoft Word installed.
  ? Appropriate Writeable Media (disk, network drive, etc.)
  ? Local printer

Classroom Arrangement:
 Students will use an existing computer lab set-up with the seating being already designated in a previous computer lab period.

Timeline: This lesson will take approximately three 45 minute periods.

Methods:

1. The teacher will review the directions of the compass rose and place them on the board.
2. Based on previous knowledge, students will use Neighborhood Map Machine to create their own map/community.  Save this in their folders as “My Map.”
3. After the map is created, students can print the map and then load into Microsoft Word and create a set of directions using the directions of a compass rose and distance measured in blocks on their map.  For instance, a short, simplified student direction could be: “Start at the school.  Travel east three blocks.  Go north six blocks.  Where are you now?”  Depending on abilities the directions could be short or very lengthy.  Students should save these directions as “My Directions” and then print them to the local printer.
4. When students have completed this the creation of their maps and directions, they should turn both pieces into the teacher for use in a later lesson.
 

Closure: In an entire-group discussion, the teacher should facilitate discussion on what makes a good map, what was difficult about making directions, and why it was difficult.
 

Evaluation Criteria: Students will be evaluated on the complexity of their maps and directions and the use of the compass rose directions.

Lesson Title:    The Country of Russia
Grade Level:    7/8 grade
Subject:    The Geography of Russia
Time needed:    3 classes
Objective:
                1.    To identify different regions and cities in Russia.
                2.    To learn about and have knowledge of a new country.
                3.    To want to learn more about Russia.
                4.    To apply technology to geography.
                5.    The learner will participate in a geography game at end of the three days.
Resources/Materials:

                1.    A CD-ROM or acess to the WWW.
                2.    A printed out map of Russia

 Procedure:

Day 1:    Have introduction of where Russia is and inquire prior knowledge about the region.  Then assign them an assignment of finding 5 facts about Russia's topography.

Day 2:    Have children get together in groups and discuss findings.  Then take them to the computer lab and let them view sites of Russia using either the WWW (a site that you've picked out ahead of time) have the children fill out the map themselves using the tool that they have chosen.  That night for homework have them study the map and tell them you are going to play a geography game tomarrow to test out their knowledge.

Day 3:    The previous night at home you developed a large map of Russia.  Hang it up and number the sites that you wanted them to learn.  Then divide up the class into two groups and play the game.  Ask one team at a time and if they get it right then they get the point and so on.  The team with the most points  at the end of the game wins and gets bonus points for the quiz they will have at the end of the Russian unit.

Lesson Title:    The Country of Russia
Grade:    7/8 Grade
Topic:    The People of Russia
Time Needed:    7 days

Objectives:
                    1.    To become familiar with other peoples and cultures.
                    2.    To have an appreciation of other people.
                    3.    To become more aware of differences and similarities.
                    4.    To be able to use computers and the WWW to find sources and information.
                    5.    To be able to orally present material.

Materials/Resources:
                    1.    Computer lab.
                    2.    A background in oral speaking.
 

Day 1:    You go over the previous topic of Russian geography and find out what they know about Russian Culture.  Then assign them the homework of deciding what they want to learn and eventually present about for the next two days.  Give them the choices of Language, Religion, Food, Family, or Government.

Day 2 and Day 3:    Go to the computer lab and have the children research their topics using either CD-ROM or the WWW.

Day 4:    Go back to the classroom and have them organize their information and write on note cards the topics that they are going to cover in their oral report/presentation.  Have them complete this that night and bring in finished product and any visual aids they need.

Day 5 and Day 6:    Have children give their presentations and take notes on the others presentations for the quiz on the seventh day.

Day 7:    Give the kids the quiz.  The quiz questions should be about the the presentations given and the students will be allow to use the notes that they have taken.  Do not tell them this before hand.  Those that chose to take good note will get good grades and vise versa.
 

Lesson Plan on France developed by Laura Butler

Grade 8

45 minute class

Objectives:  To practice and experiment with usage of the WWW to search for information about life in France and how it is the same or different than the United States.

Teaching:  Each student will be at a computer in the computer lab.  We will go over different search engines and keyword look-ups.

Guided practice:  Teacher will monitor closely but encourage students to try to maintain a discussion while they are searching.  If a student found keywords to gather the correct information they might let us know, or if a student found out something interesting about life in France they can share with the class what they found out.

Closure:  Students will write down a summary of some of the information they found that was pertinent to the class.  We will turn off the computers and go over some of the information as a class.  What would it be like to be a child growing up in France?  What topics are important in their culture now or in the past?  Was it easy to find the correct information and if not how did they weed out the information they didn’t need from the WWW?  How might computers be helpful when trying to talk to someone in another country who speaks a different language?

Title:  World Country Project, a lesson developed by Katie Redmon

Grade:  7 Geography Class

Length of Activity:  Two Class periods, Monday and Tuesday

Materials:  Computer and Compton’s 3D World Atlas

Objectives:   For Each Student to come away with a better understanding of his or her world.

Procedure:   For the first class I will introduce the assignment and allow them to pair up with one other person that I have chosen.
 Next I will discuss what will be needed on the project.  They must have at least three visual aids consisting of pictures containing landscapes, flags, and people whom are of that particular country.  Then we will discuss the criteria for the report that must be written as a summary of what was learned.  The report must contain country statistics for example: area, population, currency, exchange rate, capital, main cities, languages and religion.  It also must include facts about tourism and culture.  Lastly they must know exactly where it is located and have a detailed drawing (or computer print out) of the country.
On the Second day we will work solely on the computers each group will have their own computer and research the country using Compton’s 3D World Atlas. The entire class period will be used and I will answer any questions.  At the end of the class each student will have the information and pictures necessary to build their report which will be due at the end of the week. The following Friday which I have not included above will be used for the students to present their projects and for a class discussion about each country to see what exactly was learned.

LESSON PLAN FOR GEOGRAPHY/SCIENCE CLASS
BY KELLY LEVASSEUR

GRADE LEVEL- 4
SUBJECT-Animals and their habitat
SOFTWARE-WORLD EXPLORER- This program is a game for a student to try to
find his friend who is traveling around the world.  The student never
really finds his friend, but he can explore different parts of the
world, see the different types of animals, different people and
cultures, and learn geographical locations.
OBJECTIVES-Children become familiar with different parts of the world,
they can explore different places, and they learn facts about these
different places.  They can see the different types of animals and how
they live in these different places.
PURPOSE-To familiarize students with different animals and their
environments, along with students being able to get a better view of the
world and the different countries.
STUDENT ARRANGEMENT-The students will work in a computer lab all at
once.
TIME ALLOTMENT-90 minutes
PROCEDURE-
1.  Before students begin to study different countries this
informational game is a good way to get students interested, because
they can explore themselves.
2.  Allow students to get in groups of 2 people and have them keep a
passport.  They can write down all the different places they visit on
their journey.  They game has a passport so the students will be
reminded when the computer shows their passport being stamped.
3.  The students will also be responsible for keeping track of all the
different animals they see on their trip and in what countries they can
find them in.  They can find all this information by playing the game.
The game also has a sticker book, so this will help them keep track of
all the animals that they find.
4.  After the students have traveled to different places, they can
either write a paper about their favorite place they visited and why,
they can write a paper about all the different places they visited, or
they can present to the class in their group about what they found.
Students can also get in groups and discuss what they found and teach
each other or see if they have some things in common with other groups.
ASSESSMENT-  I found this program very interesting myself.  There are
many different ways a teacer can use this program.  It plays movies,
show land marks, rivers, mountains, people, and oceans all around the
world. The students can familiarize themselves with different parts of
the world.

THE PLACES AROUND YOU
BY KELLY LEVASSEUR

GRADE LEVEL- 3
SOFTWARE- Carmen Sandiego Jr. Detective
SUBJECT-Knowing your surroundings
OBJECTIVES-Children will gain a better understanding of the surroundings
of the communities.  Children will gain a better understanding of
planning stratagies.  Children will gain a better understanding of
locations and place.
MATERIALS-paper, markers, books, program
TEACHER ROLE-  Assist when needed, provide materials, ask open ended
questions
PROCEDURE-
1.  Run the program.  The students will get familar with other places.
2.  Have the children draw a map of a place they would want to visit and
the characteristics or sites at that place.
3.  Have the children present their trip to the class, and the other
students can ask questions.
ASSESSMENT-How well the students display their understanding of that
place.

Lesson plan for a Geography unit within a sixth grade Social Studies class developed by Peter J. Crump

Topic:  Students will be exposed to the different Countries of the World by reporting
facts they learned while competing in a "Where in the World is Carmen Sandiego"
contest.

Resources:

   1.The class will use the school's computer lab for this lesson.
   2.They will be given a worksheet to report their responses on.
   3.The CD-ROM game "Where in the World is Carmen Sandiego".
 

Assignment:

   1.The student's will be divided into teams of three.  The teams will be decided by
     having them count off and grouping all the ones together, twos together, etc.  This
     will allow for a random mixture of the student's in the class and give each student
     a chance to work with someone new.
   2.Each team will be given a computer to work on and a copy of the game "Where in
     the World is Carmen Sandiego".  They will also have a worksheet to record their
     answers on.
   3.Each student will have a specific job to do on his team, with the job's changing at
     the conclusion of every round.  One student will be the recorder, writing down all
     the pertinent information on the worksheet, One student will run the mouse and
     keyboard, and one student will be the decision maker, deciding where they
     should go next, who they should talk to, etc.  At the conclusion of each case all the
     roles will be switched so as each student performs all the tasks by the conclusion
     of the assignment.
   4.The teams will be given fifty minutes to complete as many cases as possible and
     the winning team will be decided by who achieved the highest rank within the
     "Acme Detective Agency".  The winning team will get to choose their new
     classroom seats first the next time they change seats in the classroom.
   5.The teams will be required to obtain a minimum of three facts from every country
     they visit during the cases.
 

Evaluation:

   1.Each student will be graded by how well they work within their group.
   2.How well they do on the cases within the game will not be part of the evaluation
     process.
   3.They will also be graded on their ability to obtain three facts from each country
     visited, regardless of the amount of countries they go to.  If the game takes them
     to the same country twice they will not be held responsible for obtaining six facts.
   4.This unit may also lead into another lesson where each student picks one of the
     countries and creates a more detailed project, studying the country in depth.

Dream Vacation lesson developed by Brenda Concepcion

Subject: Geography/ History
Grade: 5th

Objective: To allow kids to learn about their dream vacation place while they
reserch it's history, population, climate, economy, traditional foods ect.

Standards:  Students will be expected to reserch their information in the
internet and encarta, and will be expected to type their work under microsoft
word.

Anticipatory set:  A class discussion will take place in which different
dream
vacations will be talked about.

Teaching/ presentation: Before the students get to work, the teacher will sit
and explain step by step how to use the software explained above, make sure
everyone understands the procedure.

Guided practice:  Once the students have an idea on their place, the teacher
will walk around making sure that the students are comfortable with using the
software required.

Closure: Review with the students once again the steps toward gathering their
information.

Geography - lesson plan #2 by Jennifer Pohlman

Objective  The student will pick a country in the world and use the Internet
to receive brochures and other information on tourist spots and accommodations
in that country.  The student will then plan a vacation using the information
they find.

Age Level  Grades 5-7  -  Geography

Software  Internet

Assignment  Students will use the Internet to find information on a country of
their choice.  They will find information on tourism and other areas in that
country that they believe they may want to visit.  Once they gather this
information they will book all necessary transportation, hotel accommodations,
and any other reservations they may need for tourist spots.  The students must
either receive information in the mail or printed form the Internet that shows
they have made all necessary reservations

TRAVEL ANYWHERE, a plan developed by Stacey Graham
1-12-99
EDU 360
Professor Stoloff

Topic: Plan a Trip
Grade Level: Third Grade and Up
Subject: Geography/History

Purpose: To make a plan, research the plan, decide on factors, and
organize.

Objective: The children are to develop a plan and understand the
processes in decision making.  They also learn to develop research and
organizational skills and well as cooperation within a small group.

Resources and Materials:
 Trip Maker Program for the computer
 Internet access
 Maps
 Team Folders

Procedure:
1. Put the children into groups of two or three.
2. Let them decide where they want to go, allowing them the change their
minds.  Set out paper maps to give ideas and aid in their decision
making.
3. Give them a certain amount of “money” to spend and a vacation time
period (how may days, what month they are in – it’s hard to ski in New
Hampshire in the summer).
4. Let them conduct research using either/or the Internet/Trip Maker.
Research should include modes of transportation, historical sites,
entertainment, ect.
5. Have them document the trip day by day and see if they can come up
with some sort of budgeting plan which can be incorporated into a math
lesson with cooperating teacher.

Closure:  Have the children present their trip to the class.  Include
what problems they faced, how they solved them, and what modes of
research they conducted.
 

a plan developed by Tony Napoleone
  Edu. 360 Tech. In the classroom
  September 28,1998
  Professor Stoloff

  Integrating The Internet in Learning
  Topic: World’s Rain Forest with using the Internet as a resource
  Grade level: 4-8
  Subject: Science
  Objective: The students will learn about the rain forest – What is it?

  Where is it?  Why is it so important?  Who and what live there?  How
  fast is the rain forest depleting?  Students learn about the
  deforestation projects and ways they can make a difference in the rain

  forest conservation efforts.
  Resources & Materials to be used: Books, Newsletters, and Magazines
such
  as The National Geographic.  Materials for model of rain forest and
  poster material.  Finally, exploring the Internet for information.
  Procedure and Information: Discuss as a class by using the materials
and
  resources listed above about the deforestation of the rain forest.
The
  teacher’s role in this active, student – centered classroom is to be a

  guide, stimulate and support student’s learning activities.  The
teacher
  and students plan the lesson together.  The students may suggest some
  additional activities that will go with the lesson.  The students will

  read, research, prepare, and present the information either
individually
  or in-groups – what teacher prefers.  The teacher is also facilitating

  the student-to-student interaction.

  Initiation: The teacher introduces the study of the rain forest to the

  class.  Together they brainstorm the facts known about the rainforest
  and what the students have found during their research.  Finally the
  students will write up a report on their findings from the Internet,
  books, and magazines they used.  Length of paper would consist of two
  pages.  Students will then create a model or poster entitled Save the
  Rain Forest and list their reasons.

  Evaluation: students will receive a three-part grade for this
  assignment.  It will be divided as follows:
  *Participation during class research discussion
  *Two page research paper
  *Art project – which will be graded for use of color and detail,
  creativity, and neatness.  The project will reflect the student’s
  knowledge of the rain forest as we discussed and researched.
   Teacher may divide up points as he or she feels appropriate.
 

Tony Napoleone
Edu. 360 Tech. in the classroom
September 29, 1998
Professor Stoloff
Integrating Software with Learning

Topic: Using Microsoft Expedia Streets 98 software to learn about
Geography.
Grade level: 4-6
Objective: The students will learn about their town or city within they
live by using the software Streets 98 CD with the computer as well as
learning how to use a map.
Initiation: I will start by printing out everyone a copy of our town and
another sheet listing particular places.  For example, our school, the
hospital, the local animal shelter, a restaurant etc..
Tying it all together: The students will better understand how to use
maps.  Using a map of our own town enables the students to have fun with
this Materials: The necessary worksheets as I have mentioned above.  The
CD streets 98, and a computer.  In the class I am in I have my computer
connected to the television which allows the students to follow along
accurately.
Procedure and Information: As the students are finding and circling the
particular places on their maps the teacher is helping out by pointing
to destinations on the computer which all the students can see clearly
on the television.
activity and know their community better.
Evaluation:  The student’s worksheet with the proper places circled will
be graded, as teacher prefers.
 

Root For Your Team!

World Studies/Geography lesson; secondary level
 

Many people watch and follow the Olympic Games*, however, it is
difficult to understand the importance of the games without knowing the
background of the countries involved.  For example, countries that are
warring together will sponsor athletes in a friendly competitive
atmosphere.  Also, some countries do not have the geographic or
financial background to compete in the games.  By knowing what the
athletes must do in order to participate can lead to a greater insight
into the games.

Time Period: Initial introduction would be one class period including
time using the MacGlobe tutorial.  The rest of the project will last the
duration of the Olympic Games for 10-15 minutes each class period,
ending day after the closing ceremonies.

Learning Objectives:
1. Students will have a heightened awareness and knowledge of other
countries in conjunction with the Olympic games.
1. Students will have more experience in doing research over the web and
using tutorials such as MacGlobe™.
3. Students will analyze scenarios for certain outcomes and synthesize
the reasons as to why the results occurred.

Activities:
1. Have students choose different countries, discluding the United
States, participating in the Olympic games.
2. Tell students that they will be cheering for their countries.  In
order to adequately cheer for their country, they must research their
countries’ flags, location on the map, population, major languages,
religion backgrounds, dietary needs, anthems, geographic qualities (does
the country lie on the equator or is it closer to the poles), games
participating during the Olympics, and athletes participating in the
games.  Students will document information found.
3. Students will create a replica of the flag of the country they are
cheering for and, with the name of the country visible on the flag,
place the flag on the wall.
4. Each day, as the results of the previous days’ events are discussed
during the first few minutes of class, students will place a
corresponding medal on the wall.  Students will be encouraged to watch
the events, listen to the radio, and/or read the newspapers for results.

5. At the end of the Games, the students will be required to write a
paper, present a three dimensional or poster on their country and have a
five minute oral presentation describing their country, the country’s
results in the games, and a synopsis as to why the student believes
their country did well or not so well in the games.  For example, a
Saharan country may not win as many medals as a Scandinavian country
during the Winter Olympics as the geography of the Saharan country is
generally not conducive to the Winter sports.

Evaluation:
Students will be evaluated on the culminating paper, oral report, and
3-dimensional project.

Instructional Arrangement:
Students will work on individual countries on their own.

Materials:
1. Current newspapers with the sporting section
2. MacGlobe tutorial with appropriate hard drive
 

 OVERVIEW TO MINI-LESSON FOR INTRO TO GEOGRAPHY GRADES 3 AND 4

 developed by Andrea Marwaha

 OBJECTIVE
STUDENTS WILL BECOME FAMILIAR WITH THE SUBJECT OF GEOGRAPHY BY
LOOKING AT WORLD MAPS AND CHOOSING A PARTICULAR COUNTRY TO STUDY AFTER USING BRODERLUND SOFTWARE WHERE IN THE WORLD IS CARMEN SANDIEGO

 I. INTRO TO WORD GEOGRAPHY

 II. DISCUSSION OF COUNTRIES IN NORTH, SOUTH, EAST, WEST
(EXAMPLES GIVEN BY TEACHERS AND STUDENTS)

 III. FILL OUT BLANK MAPS OF WORLD, LABELING THE SEVEN CONTINENTS

 IV. DISCUSSION OF WHY IT'S IMPORTANT TO STUDY A DIFFERENT COUNTRY OTHER THAN OUR OWN (BRAINSTORMING)

 V. STUDENTS WILL CHOOSE A PARTNER AND WORK WITH SOFTWARE TO STIMULATE WHICH COUNTRY THEY WOULD PREFER TO REPORT ON
(SIGN UP TIMES THROUGHOUT DAY)
 
 

LESSON #2 PART TWO TO GEOGRAPHY INTRO GRADES 3 AND 4

 OBJECTIVE
STUDENTS WILL GAIN PRACTICE IN READING VARIOUS TYPES OF MAPS FOR INFORMATION REGARDING THEIR REPORTS BY USING PCUSA

 I. SMALL MINI-INTRO TO MAPS OF DIFFERENT KINDS:
REGIONS, RIVERS, MOUNTAINS, LAKES, ROADS, ETC.

 II. WORKSHEET OF MATCHING DIFFERENT KINDS OF MAPS WITH THE RIGHT LABELS

 III. REVIEW OF DIRECTIONS N,S,E,W

 IV. HOW TO READ A KEY

 V. HAVE STUDENTS CREATE THEIR OWN MAPS OF THEIR HOUSES AND SURROUNDING LAND WITH SPECIFIC KEYS

 VI. WORK WITH SOFTWARE PCUSA THROUGHOUT DAY , WORKING ON REPORTS GEOGRAPHY LESSON PLAN

This lesson was designed for grades 3-5 by Susan Tuttle

 OBJECTIVES:
To locate and identify one particular country of Europe on the world map.

 RESOURCES/MATERIALS:
Macglobe,classroom world map

 PROCEDURE:
STEP 1:Choose 1 country in Europe
STEP2:Click on UTILITIES - go to your chosen country's flag ,PRINT copy of flag.
STEP3:Click on VIEW - go to REGIONAL MAPS PAINT your country red.
 

CLOSURE:Share your individual printed map with the rest of the class and identify the country you choose on the classroom map
 
 

Introduction to CNC Programing and Basic Computer Programing developed by Gary Shearer

 Objective: To acquaint the student with elementary programing
skills and the correlation to geometry and other
mathmatics utilization in the computer world.

 Subject Matter: Students are to become familiar with basic LW commands. The object of the lessson is to provide the student with only basic skills. The imagination of the student should provide the emphasis to increase their skills and competency. The student will be tasked with creating a design program that creates a design through daisey-chaining of smaller programs to create a more complex design. A minimum of five seperate programs utilizing unique shapes are to be used to create the ultimate program. The second part of the lesson will be to pick an object from a selection provided that the student must create the two dimensional outline of to scale. The scale must be noted and varified. The order of the two assignments may be varied depending on the sophistication of the class and the scaled objects.

 MacGlobe and World Resource Allocation
GES

 LESSON PLAN: Use MacGlobe with Middle School Geography to acquaint the student with comparitive allocation of world resources between the third world and developed nations.

 Objective: This exercise is to acquaint the student with the
use of a computerized resource data bases. The student is to pick or be assigned two countries. One of the countries is to be of a third world nature while the second will be a developed nation.

Subject Matter: The student will be assigned the task of researching the two nations. The research should include the terrain, culture, geographic location, main economic focus and natural resources available. The nations are to be outlined and compared. The student is to make assesments as to the reasons for the economic standing of the nation in the world community. The student is to also provide the world-wide ranking of the respective nation in their main resources or industries. The student should write a two page summary as well as charts, graphs, and other data printed from the computer base.