Leapin’ Landmarks

Leapin’ Landmarks GeoLiteracy ELL

Home Page for Leapin’ Landmarks GeoLiteracy ELL

Leapin’ Landmarks National Geography Standards ELEMENT ONE THE WORLD IN SPATIAL TERMS 1. How to use maps and other geographic representations, tools, and technologies to acquire, process, and report information from a spatial perspective. ELEMENT FIVE ENVIRONMENT AND SOCIETY 14. How human actions modify the physical environment. GeoLiteracy ELL

Leapin’ Landmarks • Arizona READING STANDARD • Grade 3 • Strand 3 Comprehending Informational Text • Concept 1 Expository Text • PO 2 Locate facts in response to questions about expository text • PO 4 Use a variety of sources (e.g., trade books, encyclopedias, magazines, atlases, almanacs, electronic source, textbooks) to answer specific questions, and/or gather information • Concept 2 Functional Text • PO 4 Interpret information in functional documents (e.g., maps, schedules, pamphlets) for a specific purpose GeoLiteracy ELL

Leapin’ Landmarks Arizona Geography STANDARD Grade 3 Concept 1 The World in Spatial Terms PO 6 Recognize characteristics of human and physical features: a. physical - continent, ocean, river, lake, mountain range, coast, sea, desert, gulf, bay, strait, plain, valley, volcanoes, peninsula PO 7 Locate physical and human features using maps, illustrations, images or globes. a. physical – seven continents, four oceans, river, lake, mountain range, coast, sea, desert, gulf, bay, strait, peninsula b. human - Equator, Northern and Southern Hemispheres, North and South Poles, city, state, country, roads, railroads GeoLiteracy ELL

Leapin’ Landmarks • Arizona WRITING STANDARD • Grade 3 • Strand 3 Writing Applications • Concept 2 Expository • PO 2 Write an expository paragraph that contains • a.a topic sentence • b.supporting details • c.relevant information • Concept 6 Research • PO 1 Paraphrase information from at least one source (e.g., Internet, reference materials) • PO 3 Write an informational report that includes main idea(s) and relevant details GeoLiteracy ELL

Leapin’ Landmarks Overview This lesson addresses children's curiosity about some of the outstanding man-made landmarks of the world. The activity that follows is a hook to entice students to explore the geographical themes of location and place through literature. GeoLiteracy ELL

Leapin’ Landmarks • Purpose • The purpose of this lesson is to introduce students to 10 man-made landmarks around the world. It will expose them to mapping and labeling the continents, oceans, and major mountain ranges of the world. • Objectives • The student will be able to: • Label a map of the world with the continents, oceans, and major mountain ranges. • Locate, acknowledge, and use several sources to write an informational report in his or her own words. GeoLiteracy ELL

Leapin’ Landmarks • Materials • At least one copy of Ben's Dream by Chris Van Allsburg • Ben's Dream Worksheets for each student • Class set of any or all: encyclopedias, atlases, encyclopedia software, Internet access • Outline map of the world • Images of Famous Landmarks files (pictures of famous landmarks) GeoLiteracy ELL

Leapin’ Landmarks • Procedures • Discuss the term landmark. A landmark is any object on land that marks a specific locality. • Read Ben’s Dream. Use the images provided. GeoLiteracy ELL

Leapin’ Landmarks • Procedures • Complete worksheet using resources. GeoLiteracy ELL

Leapin’ Landmarks • Procedures • Research a landmark. • Write an expository paragraph on the landmark. GeoLiteracy ELL

Leapin’ Landmarks • Procedures • Complete map work. Display the map work and the paragraphs together. Place a star on the location of the monumentresearched. GeoLiteracy ELL

Leapin’ Landmarks • Assessment • Geography Assessment: • 1.On a multiple-choice evaluation, students will correctly choose the location of eight out of ten man-made landmarks. • 2.Students will label a map of the world with all continents, oceans, and major mountain ranges with 80% accuracy. • Writing Assessment: • Students will achieve a score of 4 or higher on their paragraphs using the 6 Traits of Writing Rubric for the following traits: Ideas/Content and Word Choice. GeoLiteracy ELL

ELL Adaptationfor Leapin’Landmarks The Overview, Purpose, and Objectives remain the same--only the instructional strategies and the assessment provide more scaffolding for diverse learners. GeoLiteracy ELL

ELL Adaptationfor Leapin’Landmarks GeoLiteracy ELL

ELL Adaptation GeoLiteracy ELL

ELL Adaptation Day One • Create a definition of a landmark. • Discuss the difference between man-made and natural landmarks. • As partners, create a list of man-made and natural landmarks from prior knowledge. • Partners share with other partners. • Create a class list on chart paper. • Read Ben’s Dream. • Use photos to review (or add to) class list. GeoLiteracy ELL

Ben’s Dream GeoLiteracy ELL

ELL Adaptation Day Two • Brainstorm meaning for vocabulary words. • Record definitions and pictures on Vocabulary Squares GeoLiteracy ELL

ELL Adaptation Day Two • Complete worksheet. • Start working on Famous Landmark Paragraph GeoLiteracy ELL

ELL Adaptation Day Three • Complete the paragraph frame and draw a sketch of the landmark. • Locate landmark on world map. GeoLiteracy ELL

Leapin’ Landmarks Geography Assessment: 1. Using the pictures of famous landmarks, students will identify 8 out of 10 of the landmarks orally. 2. Using a world map, students will label all continents, oceans, and major mountain ranges with 80% accuracy. Writing Assessment: Eight or more facts are correct on the Famous Landmark Paragraph. Reading Assessment: Students should be able to define orally 4 out of the 5 vocabulary words. ELL Adaptation GeoLiteracy ELL

Leapin’ Landmarks Extensions • Research other landmarks. • Distinguish the differences between man-made and natural landmarks. There is a second set of photos to assist with this extension. • The students could identify and write about a man-made landmark near their hometown. GeoLiteracy ELL

Leapin’ Landmarks