brittneyleighg.files.wordpress.com€¦ · web viewpigskin geography. united states geography:...

Pigskin GeographyUnited States Geography:

States, capitals, landforms,

and mapping

Brittney GrahamWinona State University333 Social Studies Unit

Table of Contents

Lesson Title Page

Lesson 1 Fifty Nifty United States 3

Lesson 2 Welcome to Pigskin Geography 7

Lesson 3 Make Your Own Map 15

Lesson 4 Compass Rose 22

Lesson 5 Pigskin Geography Scales 27

Lesson 6 Pigskin Geography Maps for Purpose 36

Lesson 7 Pigskin for Purpose: The Lost Team 42

Lesson 8 State Research 45

Lesson 9 Workday/Presentations 49

Lesson 10 States Spoons 52

Lesson one: Fifty Nifty United States

Objective: Students will memorize the names of all fifty states in alphabetical order.

Materials:- Fifty nifty United States song on cd- Overhead with song lyrics

Standard:

V. GEOGRAPHY

A. Concepts of Location

The student will identify and locate major physical and cultural features that played an important role in the history of the United States.

1. Students will locate and name all 50 states, territories, mountain ranges, major river valleys, state capitals and cities, as studied. 2. Students will locate the areas that were the major source regions for immigrants to the United States from 1800 to 1877.

1. Great Lakes, Mississippi River, Appalachian Mountains, Rocky Mountains, Northwest territory, District of Columbia 2. Ireland, Germany, China

Anticipatory Set: Boys and girls today we are going to learn all fifty states in alphabetical order. Does that seem like quite the mighty challenge? Well don’t worry I have a plan to make this easy as pie. Play the song for the students.

Procedure: Intro: Students repeat after me. Sing the lyrics.

- “Fifty nifty United States “ (students repeat)- “From thirteen original colonies” (students repeat)- Fifty Nifty stars in the flag (students repeat)- That billows so beautifully in the breeze. Students repeat) - Each individual state contributes a quality that is great. (students

repeat)- Each individual state deserves a bow, We salute them now. (students

repeat)Now let’s do the whole verse! Sing it with me. You can follow along with the overhead.

- “Fifty nifty United States from thirteen original colonies from thirteen original colonies. Fifty nifty stars in the flag that billows so beautifully in the breeze. Each individual state contributes a quality that is great. Each individual state deserves a bow. We salute them now.

- One more time with the music. (start the cd and sing along with it. Allow the cd to play to the second part of the intro. Using the overhead allow the students to try to follow along.) Repeat if needed.

Now let’s try the second verse of the intro. Repeat after me.

- “Fifty nifty United States” (students repeat)- “From thirteen original colonies” (students repeat)- Shout 'em, scout 'em, Tell all about 'em, (students repeat)- One by one, til we've given a day to every state in the USA (students

repeat)Let’s do the whole second verse! Sing it with me. Use the overhead to follow along.

- Fifty nifty United States from thirteen original colonies. Shout ‘em! Scout ‘em! One by one to be given a day to every state in the USA.

Both verses! - “Fifty nifty United States from thirteen original colonies. Fifty nifty

stars in the flag that billows so beautifully in the breeze. Each individual state contributes a quality that is great. Each individual state deserves a bow. We salute them now.

- Fifty nifty United States from thirteen original colonies. Shout ‘em! Scout ‘em! One by one to be given a day to every state in the USA.

Now with the music and sing along. (Play the introduction to the song on the cd). One more time. (Start the song over) Repeat again if needed.

Content: Now were ready to start our states. We’ll go through them several times so don’t worry if you don’t get them right away. Just follow along, you can read the states off the overhead as well.

-Alabama, Alaska, Arizona, Arkansas, California, Colorado, Conneticut, Delaware, Florida, Georgia, Hawaii, Idaho, Illinois, Indiana…. Iowa Kansas, Kentucky, Louisiana, Maine, Maryland, Massachusetts, Michigan, Minnesota, Mississippi, Missouri, Montana, Nebraska… Nevada, New Jersey, New Mexico, New York, North Carolina, North Dakota, Ohio, Oklahoma, Oregon, Pennsylvania, Rhode Island, South Carolina, South Dakota, Tennessee, Texas, Utah, Vermont, Virginia, Washington, West Virginia, Wisconsin, Wyoming. Awesome Job boys and girls let’s do it again from the beginning! (repeat the song 3 times or until the students seem to be getting it.)

Now all we need is the ending. We’ll learn it the same way as we did the first part. Repeat after me. North, South, East, West (students repeat)in our calm, objective opinion (students repeat)MinnesotaIs the Best of the Fifty Nifty United States from thirteen original colonies (students repeat)Shout 'em,scout'em, tell all about 'em (students repeat)One by One, till we've given a day to every state in the good old U...S...A...... (students repeat)

The whole last verse! North, South, East, West in our calm, objective opinion MinnesotaIs the Best of the Fifty Nifty United States from thirteen original coloniesShout 'em,scout'em, tell all about 'em One by One, till we've given a day to every state in the good old U...S...A......From the top! Sing the entire song from beginning to end with music

Closure: Excellent job boys and girls singing the Fifty Nifty United States song today. It will be very beneficial for us to know in the rest of our unit. Tonight when you get home see if you are still able to sing the song. If you can remember it, try teaching it to your parents or siblings.

Informal assessment: Students performing the song as a group will be considered the informal assessment. This will be evaluated based on participation and accuracy at the end of the lesson.

Formal assessment: There will be no formal assessment in this lesson.

References:

Charles, Ray. Fifty Nifty United States.

Fifty nifty United States from thirteen original colonies;

Fifty nifty stars in the flag that billows so beautifully in the breeze.

Each individual state contributes a quality that is great.

Each individual state deserves a bow, we salute them now.

Fifty nifty United States from thirteen original colonies,

Shout 'em, scout 'em, Tell all about 'em,One by one till we've given a day to every state in

the U.S.A.Alabama, Alaska, Arizona, Arkansas, California, Colorado,

Connecticut;Delaware, Florida, Georgia, Hawaii, Idaho, Illinois, Indiana;

Iowa, Kansas, Kentucky, Louisiana, Maine, Maryland, Massachusetts, Michigan;

Minnesota, Mississippi, Missouri, Montana, Nebraska, Nevada;

New Hampshire, New Jersey, New Mexico, New York, North Carolina,

North Dakota, Ohio;Oklahoma, Oregon, Pennsylvania, Rhode Island, South

Carolina, South Dakota, Tennessee, Texas;Utah, Vermont, Virginia, Washington, West Virginia,

Wisconsin, Wyoming,

North, south, east, west, in our calm, objective opinion,

Minnesota is the best of the

Fifty nifty United States from thirteen original colonies,

Shout 'em, scout 'em, Tell all about 'em,One by one till we've given a day to every state in

the good oldU_______S__________A_________.

Lesson 2: Welcome to Pigskin Geography

Objective: Students will discover the location of states and capital cities on a map using the teams from the National football league.

Materials: 1 logo to represent each of the teams in the NFL. 1 United states map per student. 1 Nerf football1 white board or chalkboardWhiteboard markers/chalk

Standard: V. GEOGRAPHY





V. GEOGRAPHY

B. Maps and Globes

The student will make and use maps to acquire, process, and report on the spatial organization of people and places on Earth.

1. Students will create a variety of maps to scale. 2. Students will compare and contrast the differences among a variety of maps and explain the appropriate use of projections, symbols, coloring and shading, and select maps appropriate for

1. Isoline (climate), dot (population), choropleth (income), bounded area (ethnic groups)2. Evaluate maps in print media that depict events in other parts of the world

answering questions they have.

V. GEOGRAPHY

C. Physical Features and Processes

The student will identify and locate geographic features associated with the development of the United States.

1. Students will identify physical features and analyze their impact as either hindering or promoting settlement, establishment of cities and states, and economic development in the United States.

Mohawk Depression, Ohio River, Appalachian Mountains, California gold fields

Motivation: (10 minutes) Walk in wearing your favorite football team’s jersey. Play the song let’s get ready to rumble as the students are getting seated. Hand out small logos of the NFL teams, one to each student. Turn down the music so the students are able to hear you without raising your voice. “Boys and girls, today we are going to learn about the geography of the United States. I have handed to you a logo of one of the NFL teams. I am also handing you an outlined map of the United States. Work with the people sitting around you to try to figure out where on the map your logo goes. If you are having a hard time take a look on the back it will tell you what city that team plays for. When you think you’ve got it raise your hand. I’ll toss you the football. Pass it on to the next person and then come and put your logo up on the big map. Once your logo is up on the map go ahead and take your seat again.

Procedure: (15 minutes) Everybody did an excellent job placing their logos. Now let’s see if we can name all the teams. We are home to the Minnesota (allow the students to answer) Vikings. Just across the river is home to the Green Bay (students) Packers. Excellent. Over here in Chicago we have the (Bears). Over in Michigan we have the Detroit (students) Lions. This one might be a little more difficult how about the St. Louis (students) Rams.

As I said before we are going to be using the football teams to discover the United States. Not like Christopher Columbus discovered America but to learn about it. I’m going to hand out a list of all the football teams in the NFL. Using a map and the States song we practiced yesterday I want you and your partner, the person sitting next to you, to figure out which states do not have a football team. Please write your list in your social studies notebook. There are a few tricky ones so I

underneath the teams of those ones I wrote the state in which the team actually plays. When you are done put your pencils down and we will make a list up on the board. You may come up, grab a map, and start working. (Give the students 10 minutes to finish this task). Boys and girls, I need everybody’s eyes on me. I need volunteers to come up to the board and each write one state that does not have a football team. There are a lot of them so I will need a lot of volunteers.

The list should consist of: Alabama Alaska Arkansas ConnecticutDelaware Hawaii Idaho IowaKansas Kentucky Maine MississippiMontana Nebraska Nevada New HampshireNew Jersey New Mexico North Dakota OklahomaOregon Rhode Island South Carolina South DakotaUtah Vermont Virginia West VirginiaWyoming

(5 minutes) This was a very difficult list to come up with. Let’s double-check it because there are a few tricky ones. Everybody compare your list to one that’s on the board. Make sure you have all the ones on the board and the board as all the states you came up with. We can always discuss them if you have any questions. We have found all the states that do not have teams, but what states have more than one team? (Have students look at their list, you can write the list on the board)

Florida (3) Ohio (2) Pennsylvania (2)California (3) Texas (2)New York (3) Missouri (2)

(8 minutes) Remember that on every map there is a key or legend. Find the legend and point to it on the map in front of you. (Walk around the classroom to make sure all of the students are pointing to the correct spot) Raise your hand if you can tell me what the symbol for a state capital is. (A circle with a star in the middle) Awesome! Look on the map and see if you can find any state capitals. Let’s hear what they you found. (Allow 5-7 students to announce capitols) Well I think we have a pretty good grasp on how to find a capital. Using your list again with your partner I want you to find which teams play in the capital for their state. When you find one come up and write it on the board. (The list will look like….)

Denver, CO Broncos Atlanta, GA FalconsIndianapolis, IN Colts Nashville, TN Titans Phoenix, AZ Cardinals (Boston, MA / New England Patriots)

There is one team that plays for the nations capital. Can anyone tell me what team that is? Washington Redskins. What symbol is used on the map to indicate that Washington, D.C. is the national capital? Awesome job.

Closure: Excellent job today boys and girls. We learned a lot about states using football. Can somebody tell me something they learned today? Somebody please tell me one way you can use sports to study geography. Excellent. What is one thing you can tell your parents you did in school today when you get home? Alright I need everybody to close their social students notebooks, put them in your desk, and

bring up the maps. Put the maps up here on my desk. When you are seated at your desk and your desk is clear I will know you are ready to line up and go to phy ed.

Informal assessment: Students volunteering to put answers up on the board and answering questions during class are one part of the informal assessment in this lesson. I will also be walking around the classroom during the lesson and looking at the students’ notebooks to make sure they are on the right track.

Formal assessment: There is no formal assessment for this lesson.

References:

Buffer, M. Let’s Get Ready to Rumble. (1995). Jock Jams Vol. 1. Tommy Boy Records.

NFL Enterprises LLC. (2009). Retrieved September 29, 2009. From NFL Website:

www.NFL.com

Pigskin Geography. (2008) Retrieved September 29, 2009 From Website:

http://74.125.113.132/search?q=cache:lw8mXCAGMuwJ:classroomenrichm

ent.org/UserFiles/File/pigskin08key.doc+Pigskin+Geography+student+hint

+packet&cd=5&hl=en&ct=clnk&gl=us&client=safari


http://www.NFL.com/

TeamsAFC-North

Baltimore RavensCincinnati BengalsCleveland BrownsPittsburgh Steelers

AFC-SouthHouston TexansIndianapolis ColtsJacksonville JaguarsTennessee Titans

AFC-EastBuffalo BillsMiami DolphinsNew England Patriots (Boston/Foxburough)New York Jets

AFC-WestDenver BroncosKansas City ChiefsOakland RaidersSan Diego Chargers

NFC-NorthChicago BearsDetroit LionsGreen Bay PackersMinnesota Vikings (Minneapolis)

NFC-SouthAtlanta FalconsCarolina Panthers (Charlotte)New Orleans SaintsTampa Bay Buccaneers

NFC-EastDallas CowboysNew York GiantsPhiladelphia EaglesWashington Redskins (DC)

NFC-WestArizona Cardinals (Phoenix)San Francisco 49ersSeattle SeahawksSt. Louis Rams

Lesson 3: Make Your Own Map

Objective: Students will label the states, capitals, and major cities on a map of the United States of America.

Materials: Note cards placed underneath the chair of each student Pencils for each student 1 HatMap worksheets1 US map for every two students1 Social Studies folder per student

Standards: V. GEOGRAPHY





V. GEOGRAPHY

B. Maps and Globes

The student will make and use maps to acquire, process, and report on the spatial organization of people and places on Earth.

1. Students will create a variety of maps to scale. 2. Students will compare and contrast the differences among a variety of maps and explain the appropriate use of projections, symbols, coloring and shading, and select maps appropriate for answering questions they have.

1. Isoline (climate), dot (population), choropleth (income), bounded area (ethnic groups)2. Evaluate maps in print media that depict events in other parts of the world

V. GEOGRAPHY

C. Physical Features

The student will identify and locate

1. Students will identify physical

Mohawk Depression, Ohio River,

and Processes

geographic features associated with the development of the United States.

features and analyze their impact as either hindering or promoting settlement, establishment of cities and states, and economic development in the United States.

Appalachian Mountains, California gold fields

Motivation: Good morning boys and girls. If everyone would please look under your chairs you will find a little surprise. It’s a note card. On the inside of this note card I would like for you to write your initials. Remember your initials are the first letter of your first, middle, and last name. If you don’t have a middle name you do not have to put an initial down. If you have more than one last name you can put down both initials. Once you have written your initials on one side of the card please fold it up and come put it in my hat and return to your seats. What I am going to do is pull a card out of the hat and we are going to figure out whose initials they are. The first one I pulled out is BLG. Can anyone figure out whose initials those are? This one is tricky. They are mine! Okay I’ll let you guess for the rest of the classes’. (One at a time, pull out the initials of the entire class and let the group try to figure out whom they belong to.)

Procedure: Boys and girls you did an excellent job figuring out your friends’ initials. Did you know that states have initials too? They are called abbreviations. Each state has a two-letter abbreviation to stand for it’s full name. Does anybody know the abbreviation for our state? That’s right it’s MN. MN is the way you abbreviate Minnesota. You may have seen that before when you have written your address or on a map. Today we are going to learn the abbreviations of all the states so we can use them in labeling our own map. Right now I am handing out a list of all the states and their abbreviations. I also need a volunteer to come up and pass out these maps for me. One person from each group can also come up and grab a large US map to look at. Once you have your abbreviations sheet, paper map, large US map find Minnesota on your paper map and point to it so I know you are ready to move on. Fabulous I see that everybody has found Minnesota.. In the middle of Minnesota on your paper map I would like for you to write the abbreviation MN. This is how we can remind ourselves that this is Minnesota. Along with writing the abbreviations in each state I would like for you to locate the capital and label it on your map. Does anybody remember what symbol we use for the capital? Yes, that’s right it a circle with a start in the middle. What is the capital or Minnesota? St. Paul! That’s it. Let’s label that on our map. First we must find it on our map so we know where to draw

our symbol. Once you’ve drawn the symbol label it St. Paul. I think we might need to write that symbol in our legend. Let’s make a small legend in the bottom right hand corner of our map. I think we also need to add the city in which our football teams play in if they do not play in the capital. Can anyone tell me what symbol for a city on a map is? You’re correct it’s just a dot. What city do the Minnesota Vikings play in? It’s near St. Paul, its in Minneapolis. Let’s try to find where to put Minneapolis and label it our map with a dot. We better put that symbol on our legend too so other people will know what it means. Once you have your legend completed with both the capital and city symbol you may continue labeling the states, capital, and NFL cities of the United States. (Demonstrate this on the board, it should look like this)

LegendSymbol Title

Capital* City

Give the students the remaining time to work on the map. Continuously walk around the classroom to help answer any questions and make sure the students are staying on task.

Closure: Boys and girls you did an excellent job today working on your maps. Can somebody tell me something you learned today? Make sure your name is on your map and bring it up to the front and put it on the table. I also need you to return the large maps to the table and put your states and cities list in your social studies folder. When your desk is clear and you are sitting in your chair I will know you are ready to go to music.

Informal assessment: The informal assessment in this lesson comes from walking around the classroom to check for understanding.

Formal assessment: The maps will be turned in and graded based on correctly labeled states with the abbreviation, accurately located capitals and important cities. This will be for a total of twenty-five points, half a point per state.

References: Pigskin Geography. (2008) Retrieved September 29, 2009 From Website:


ent.org/UserFiles/File/pigskin08key.doc+Pigskin+Geography+student+hint

+packet&cd=5&hl=en&ct=clnk&gl=us&client=safar


State Abbreviation Capital Important cityAlabama AL Montgomery BirminghamAlaska AK Juneau Anchorage Arizona AZ Phoenix Phoenix

Arkansas AR Little Rock No team California CA Sacramento Oakland, San Francisco, San Diego Delaware DE Dover No team Florida FL Tallahassee Miami, Tampa Bay, Jacksonville Georgia GA AtlantaHawaii HI Honolulu Waikiki Idaho ID Boise Illinois IL Springfield Chicago Indiana IN Indianapolis Indianapolis Iowa IA Des Moines Iowa City Kansas KS Topeka Independence Kentucky KY Frankfurt Lexington Louisiana LA Baton Rouge New Orleans Maine ME Augusta Portland Maryland MD Annapolis Baltimore Massachusetts MA Boston BostonMichigan MI Lansing DetroitMinnesota MN St. Paul MinneapolisMississippi MS Jackson Missouri MO Jefferson City St. Louis Montana MT Helena No team Nebraska NE Lincoln Omaha Nevada NV Carson City Las Vegas New Hampshire NH Concord No team New Jersey NJ Trenton No team New Mexico NM Santa Fe Albuquerque New York NY Albany New York City, BuffaloNorth Carolina NC Raleigh CharlotteNorth Dakota ND Bismarck Grand ForksOhio OH Columbus Cleveland, CincinnatiOklahoma OK Tulsa Oklahoma City Oregon OR Salem Eugene Pennsylvania PA Harrisburg Pittsburg, PhiladelphiaRhode Island RI Providence No team South Carolina SC Columbia Charleston South Dakota SD Pierre Rapid CityTennessee TN Nashville MemphisTexas TX Austin Houston, DallasUtah UT Salt Lake City ProvoVermont VT Montpelier Virginia VA Richmond Virginia BeachWest Virginia WV CharlestonWisconsin WI Madison Green BayWyoming WY Cheyenne

Lesson 4: Compass Rose

Objective: Students will know directions on a map using the compass rose.

Material: White boardDry erase markersMasking tapeUnited States Map overheadOverhead ProjectorOverhead Markers Social Studies folder

Standard: A. Concepts of Location




Anticipatory set: Every week teams must travel to their games. How do you think teams get from their hometown to their game destination? That’s right they could go by plane, train, or bus. How do they know how to get there? They know direction. Today we are going to learn about a second piece of a map called the Compass Rose.

Procedure: The compass rose shows direction on a map. It generally looks like an addition sign (draw a + on the board). At the end of each line is a direction. Will everybody quickly look under their seats to see if they have a surprise? Who had the direction North? Where do you usually find North on a compass rose? Will you please come up and put north where it belongs on the compass rose. If this is north where does south belong? Whoever has the direction south please come put it up on the correct place on the board. What about west, where does west belong? Come up and put it in the correct place on the board. That leaves East. Who has the direction east? Will you please come up and put it on the board. I remember that it says we on the compass. In between each direction are sub directions. Between North and East is northeast. Between east and south is southeast. Between south and west is southwest. Between north and west is northwest. (write these directions on the board as you discuss them)

Come on up and grab your maps from yesterday. We need to add a compass rose to our maps then we are going to use them to practice directions. Once you have your map please return to your seat and get out a pencil. Using your pencil please make a compass rose in the upper right hand corner of your map. Label the

directions and sub directions as I have on the board. When you are done drawing your compass rose on your map please find Minnesota’s capital, St. Paul, on your map. Point to St. Paul so I know you are ready to move on.

It looks like everybody has found St. Paul on the map. Can somebody tell me in what direction Minneapolis is from St. Paul? What direction is St. Paul from Minneapolis? As you can see direction is relative to starting location. What part of the United States is Minnesota in? North, South, East, or West? From St. Paul what is the closest capital to the south?

I’m passing out a worksheet for you to do with a partner. Use the maps you have already created to help you answer the questions. (Allow the students about 10 minutes to finish the worksheet. Put the US map overhead on the overhead). Boys and girls on the overhead I have a map of the United States. I would like a volunteer to come up and draw on the overhead the path the Vikings will take on their quest to Green Bay to play the Packers. As a class, please tell me which direction the Vikings will be traveling. Correct, east. Great job class. I need somebody else to come up and draw the route the San Diego Chargers will take to get to the New England Patriots. Where do the Patriots play again? Right they represent Boston but their stadium is in Foxborough, MA. Class which direction will the chargers travel? Excellent they are traveling east. Thank you for drawing the path. Who will come draw the path the Eagles will take in route to their game against the stealers. Which direction are they traveling? Awesome, west. I need another brave soul to come up and draw a horizontal line that runs through Detroit, Michigan. How many teams are north of that line? Seven. (New York Giants, New York Jets, Buffalo Bills, Green Bay Packers, Minnesota Vikings, and Seattle Seahawks). I need some one else to come up to the overhead and draw a vertical line that runs due north of Nashville. What team do you think the Titans will be playing? I would say the Indianapolis Colts. Next I need someone to come up and draw a line between Dallas, Texas and New Orleans, Louisiana. Which way would the Saints be traveling in order to get to Dallas? Northwest. Last one. Which direction will the San Francisco 49ers travel to get to their game in Houston? Southeast. Excellent job on your worksheets boys and girls.

Closure: Please return your maps up to the front table and put your worksheets in your social studies folders. When you have returned to your seat and your desk is clear I will know you are ready to move on. What did we talk about today? Directions and what is the thing on a map that tells us directions? Yes it’s called a compass rose. When you go home I want you try to figure out in what direction things are in comparison to you. In which direction does the front door to your house face? Ask your parents if you aren’t sure. Okay, boys and girls you did a wonderful job in social studies today. Please line up so we can go to phy ed.

Informal assessment: the students will be asked questions in partners and as a group. Their participation in the lesson, informal questioning, and discussion with peers will demonstrate understanding.

Formal assessment: The compass rose drawn on to the students maps will be evaluated for accuracy. Students must have appropriate labels in eight directions.

References: Google images.

Traveling Teams Name_____________________________

1. Our Minnesota Vikings are playing the Packers at Green Bay this Sunday. In which direction will the Vikes be traveling in their route to a win?

2. The San Diego Chargers are traveling _______________ in order to get to their game against the New England Patriots?

3. In a cross state rival the Pittsburg stealers will be playing against the Philadelphia Eagles on their home turf. In which direction will the Eagles be traveling?

4. The Detroit Lions must travel north in order to get to their game. What teams could they possibly play against?

5. The Tennessee Titans are traveling due north. Where will the Titans be playing this week?

6. The New Orleans Saints will be traveling _______________ __________________ to get to their game against the Dallas Cowboys.

7. In which direction will the San Francisco forty-niners travel in order to get to their game against the Houston Texans?

Traveling Teams Name_____________________________

1. Our Minnesota Vikings are playing the Packers at Green Bay this Sunday. In which direction will the Vikes be traveling in their route to a win?

2. The San Diego Chargers are traveling _______________ in order to get to their game against the New England Patriots?

3. In a cross state rival the Pittsburg stealers will be playing against the Philadelphia Eagles on their home turf. In which direction will the Eagles be traveling?

4. The Detroit Lions must travel north in order to get to their game. What teams could they possibly play against?

5. The Tennessee Titans are traveling due north. Where will the Titans be playing this week?

6. The New Orleans Saints will be traveling _______________ __________________ to get to their game against the Dallas Cowboys.

7. In which direction will the San Francisco forty-niners travel in order to get to their game against the Houston Texans?

NORTH

SOUTH WEST EAST

Lesson 5: Pigskin Geography Scales

Objective: Students will understand what the scale of a map is, how to use it, and what the scale can tell us about the map.


The student will identify and locate major physical and cultural features that played an important role in the

1. Students will locate and name all 50 states, territories, mountain ranges, major river valleys, state capitals and cities,

1. Great Lakes, Mississippi River, Appalachian Mountains, Rocky Mountains, Northwest territory, District

history of the United States. as studied. 2. Students will locate the areas that were the major source regions for immigrants to the United States from 1800 to 1877.

of Columbia 2. Ireland, Germany, China

Materials:World mapUSA map City map State map Mall (or other building) map Station work sheets 1 per student4 highlighted copies of a current event related to a location in the United States.

Anticipatory set: So I was thinking last night trying to figure out what we should do in class today. In the paper I found an article about Beacon Hill, MA. On a few of your desks are the copies of the article I read. Whoever has the first part highlighted will you read the first paragraph please? Whoever has the second part please jump in when the first person is done and continue the pattern. I wasn’t quite sure where that was so I looked up on a map. To my surprise when I looked on the map I realized that it was only a couple of inches away! So today I’ve decided to take the entire class to Beacon Hill to see the historic city. Everybody stand up. We need to move approximately three inches. Let’s do it together ready, one… two… three! Whew! What a trip. Welcome to Beacon Hill. What do you think? What do you mean we are still in our classroom? The map told me that we were only a few inches from our destination. We all moved right? Why aren’t we there? The map doesn’t tell me exactly how far we have to go? Then how do we know?

Procedure: It’s called the scale. Scale is the third part necessary on a map. The scale tells us how much distance is represented by a smaller amount on a map. This is called a ratio. It’s very common on a map to see that one inch is equal to one mile or 1000 miles in real life. That is why when we moved three inches we didn’t make it past our desk let alone to Beacon Hill. Today we are going to look at a couple different maps to discover how scale can make a difference. Then we are going to add a scale to our own maps and use that scale to find distances on that map. Set up around the room are five different maps. We are going to count off by fives to get in to groups and take a look at these maps. At each map there are a list of things to do. Once your group has completed the tasks you may move on to the next map. The stations are labeled with numbers 1-5 so you will have no problem following the stations. Let’s start counting off right here. When I say go I want you to head over to the number you counted off and get a task sheet out of the envelope and get to work with your group. You will need a pencil and something to write on so please don’t

forget to bring those with you. Ready, Set, Go. (allow the students between 5 and 10 minutes at each station)

Station one: A map of the United StatesStation two: a map of the world Station three: a map of a stateStation four: a map of a cityStation five: a map of the mall

Boys and girls when you finish all five stations you may get a riddle sheet from the front of the room and work on it at your seat until the rest of the class finishes. Everybody seems to be working pretty hard on the riddles so let me see pencils down, eyes up. Why were we unable to get to Beacon Hill even though the map said it was only inches away? What do scales tell us? Does every map have the same scale?

Now we need to figure out what the scale of our map is. Quickly come up here and grab your map that you turned in yesterday, a ruler, and a large US map. (wait for the students to return to their seats with both maps and quiet down) Because we know the scale of the US map we will be able to figure out the scale of our own maps. Do you have any ideas of how we would be able to do that? First we will need to find the scale on the large map. Can someone please tell me what the scale is? (Write the scale up on the board) We also need to know the distance between two points on the map. Let’s try between Madison, WI and Springfield, IL. Use your ruler to measure the distance between these two cities. About two inches. Our scale is one inch equals 150 miles. So there is a total distance of about three hundred miles. Now we need to measure the distance between these two cities on our maps. About an inch, therefore, we have our scale. One inch equals three hundred miles. Let’s put our scale on our map. We need a one-inch line drawn in on the right hand side with the label 300 miles. Write scale at the top of your scale. Let’s practice. First measure the distance between St. Paul, MN and Denver, CO. That’s about two and a half inches. We can multiply 2.5inches x300 miles =750 miles. Let’s pick two other cities. Somebody give me a city, great, give me another one. Everybody measure the distance between those two cities on your map. What’s the distance? __ inches x 300 miles= ___ miles. Working with a partner sitting next to you I would like for you to find the actual distance between five more cities. You can write them on a piece of paper with both of your names on it. When you are done turn in your answer sheet and you may go back to working on the riddle sheet. Feel free to work with your partner on that too. (allow the students another 10 minutes to work) Closure: You all did an excellent job working cooperatively with your groups and finding distances using maps. I would like for you to take home the riddle sheet and work on them with your family this weekend. Bring it back on Monday. Please put it in your take home folders now so you don’t forget it. Make sure your name is on all of your task sheets and please turn them in on the table at the front of the room. Once you are at your seat and your desk is clear I will know you are ready to line up for music.

Informal assessment: Informal assessment will be done through discussion and questioning throughout the lesson.

Formal assessment: The task sheets being turned in will be considered formal assessment. They will be graded on accuracy and will demonstrate understanding.

Resources: Klein, C. Where the melting pot still simmers (2009). The boston globe.

Station 1: 1. What is this map of?

2. What is the scale of this map?

3. Where is the scale located

4. Could it be used for driving? Why or why not?

5. How could you use this map?

6. What does this map tell you?

Station 2: 1. What is this map of?


3. Where is the scale located?

4. Have you ever used a map like this before? How?

5. Do you think this scale is exact or approximate? Why do you think that?

6. What does this map tell you?

Station 3: 1. What is this a map of?

2. What is the scale on this map?

3. How much distance does this map cover from east to west?

4. Would this scale be appropriate to use for a world map? Why or why not?

5. What could this map be used for?



3. How much distance does this map cover from north to south?

4. What could you use this map for?

5. What sort of details does this map show?


2. What is the scale on this map?

3. What would you used this map for?

4. What information can you find on this map?

5. Is this scale appropriate for the size of a school, city, or state? Why?

Each riddle represents one of the 34 nfl teams. A few teams do not have riddles. See if you can figure out what team each riddle represents.

For ex. a dollar for corn = Buccaneers (buck an ear)

1. Luxury Auto2. Proud American soilder3. Fish arms for a girls toy4.Fundamental rules5. The National bird with hair

6.Wise sunbathers7.Foolish sunbathers8. Equine rode participant9. Jack and the beanstalks enemy 10. Credit card users11. Half bovine, half man12. Indian leaders13. Medieval hunters14. Midnight snackers15. Kleptomaniacs16. Sixshooters17. I.O.U's18. Pete and Paul19. 747's20.Six rulers21. King of Beasts22. Loaders23. Marine birds24.Ewe's mate25.Streakers26. Type of Tiger27. Seven squared.

Good luck!

SPOILERS.

1. Jaguars2. Patriots3. Dolphins4.Cardinals5. Eagles6. Browns

7. Redskins8. Broncos 9. Giants.10. Chargers11. Cowboys12. Chiefs.13. Vikings14. Raiders15. Steelers16. Colts17. Saints18. Bills19. Jets20. Titans21. Lions22. packers23. Seahawks 24. Rams.25. Bears26. Bengals27. 49'ers

Lesson 6: Pigskin geography maps for purpose

Objective: Students will demonstrate their ability locate and label bodies of water on a map. Standard: V. GEOGRAPHY

B. Maps and Globes

The student will make and use maps to acquire, process, and report on the

1. Students will create a variety of maps to scale. 2. Students will compare and contrast the

1. Isoline (climate), dot (population), choropleth (income), bounded area

spatial organization of people and places on Earth.

differences among a variety of maps and explain the appropriate use of projections, symbols, coloring and shading, and select maps appropriate for answering questions they have.

(ethnic groups)2. Evaluate maps in print media that depict events in other parts of the world

V. GEOGRAPHY

C. Physical Features and Processes

The student will identify and locate geographic features associated with the development of the United States.

1. Students will identify physical features and analyze their impact as either hindering or promoting settlement, establishment of cities and states, and economic development in the United States.

Mohawk Depression, Ohio River, Appalachian Mountains, California gold fields

V. GEOGRAPHY





Materials: Football with taped on short descriptions of the weekend’s NFL games. Students maps Large US mapsBlue markersWhite boardBlue dry erase markerState/Flag matching game

Anticipatory Set: Welcome back after a wonderful weekend of football. Did anybody watch the games this weekend? Well in case you didn’t I have to magic football. The magic football will tell us all we need to know about the games this weekend. When you get tossed the football peel off a piece of information read it aloud to share the magic football’s information with the class then you can pass on the football. (Pass the football around until all the games have been accounted for)

Procedure: Before we get too far into our lesson did we figure out all of the riddles? Go ahead and get your riddle sheets out of your take home folder and we will go over them together. Can any one tell me the first one, a luxury auto is a…. Jaguar. (allow students to offer their answers before telling them the correct one) Great job. How about a proud American? That’s right the Patriots. Who knows what fish arms on a girls toy would be? The Miami.. Dolphins. Do you all get it? A girls toy, a doll, and fish arms, fins. Okay number four fundamental rules are… Cardinal rules. Arizona Cardinals. What is our nations symbol? The bald eagle. If it had hair it would just be the Eagles. What team would be wise tanners? What color are tan people? The browns. If wise sunbathers are the Browns who would foolish sunbathers be? The Redskins. What team could be equine rode participants? Does anybody know what equine means? Yes, horses. So what team name has something to do with horses? The Broncos. Who would be someone Jack and the beanstalk would not want to run in to? The Giants. Who are credit card users? Chargers! Great job on the riddles. Now that you have the answers to ten of the riddles, you should be on track to finish the rest if you have not done so already.

Let’s quickly review the things we’ve added to our maps already. On a map what is the thing that tells us how far objects on a map are actually away from each other even though it may look like they are only a few inches or centimeters apart. That’s right that is called our scale. We used scale quite a bit on Friday when we worked on the maps in our groups and added a scale to our own maps. So we have distance, on a map what tells us direction. That’s our compass rose. What directions do we have on a compass rose. There are four main directions; North, South, East, and West. Great memory boys and girls. What is that thing that tells us what the symbols on the map signify? That’s called a legend. What did we put on our legends? We had only put on state capitals and important cities didn’t we? What are other common things you might find a symbol for on a map? What about rivers? If we are going to have a complete map of the United States we are going to need to put the rivers on it. How could we mark them? Let’s use a blue squiggly line to mark them. There are five rivers I would like for you to label on your map. (Draw a blue squiggly

line on the board and write Rivers next to it. Underline the word Rivers and write the rivers named underneath it) The Mississippi River, the Colorado River, the Ohio River, the Rio Grande, and the Missouri River. What other bodies of water do we see that we should add on our map? How about the Great Lakes? Let’s color the Great Lakes blue on our map. (Draw a blue square on the white board and write Great Lakes next to it. Underline the words Great Lakes and below it write the names of the Great Lakes) Can anybody name one of the Great Lakes for me? What other Great Lakes are there? Lake Michigan, Lake Superior, Lake Eerie, Lake Huron, and Lake Ontario. Although it is not a Great Lake I would also like you to find and label The Great Salt Lake because it is an infamous lake in the United States. (Leave a gap below the Great Lakes, then write Salt Lake. What about oceans? Do we have any oceans on our maps? There are two of them. What two oceans surround the United States? The Pacific Ocean and the Atlantic Ocean. (Write oceans on the board, underline it and below write Pacific and Atlantic) What is the other large body of water we have. I’ll give you a hint we share it with Mexico. That’s right the Gulf of Mexico. (Below the oceans leave a space then write Gulf of Mexico) We will label these large bodies with blue waves. (Add blue waves next to the word oceans on the board) Students, these are the bodies of water I would like to see included on your map. We will need to know where these bodies of water are in order to complete our unit. When I say, “go” I would like for you to come up to the front, find your map, grab a large US map, and a blue marker, then return to your seats and start finding these bodies of water. I will expect to be able to find them on your map, see them labeled, and see the symbols in your legend. “Go” (allow the students 15-20 minutes to accomplish this goal. When students are done they can continue working on their riddles if they have not finished or they can play the state/flag matching game.)

Closure: Students eyes up, pencils down. You have done an excellent job working labeling bodies of water on your maps today. Will somebody please give me an example of a body of water? Where is it located? What is another body of water? Where is that one located? Great job. We need to clean up our work spaces so when I say go you may come up put your maps on the table, the large US maps in a pile next to your maps, put your marker in the basket and return to your seat. When your in your seat and your desk is clear I will know you are ready to go to music. If you are not done labeling your map, that is okay. We can finish them up at the end of reading. Ready, set, Go.

Informal assessment: Informal assessment will be completed during discussion and walking around the classroom.

Formal assessment: The maps will be turned in following this lesson. They will be evaluated on; having the 5 rivers, 5 Great lakes, and 4 other bodies of water labeled in accurate locations and the symbols used and indicated on the legend.

References:

Ballinzmanduke. (2007) NFL riddle game (Fun!). Retrieved October 1, 2009 From

Halo 3 Forum Website: http://www.halo3forum.com/sports/168313-nfl-

riddle-game-fun.html


www.NFL.com

Football Facts

Jason Campbell escaped pressure, but bounced a pass to a wide-open Malcolm Kelly on fourth-and-2 with 2:27 to play, which sealed the Redskins' doom. Atlanta then took possession, picked up one first down and ran out the clock. Score Atlanta Falcons 31 Washington Redskins 17.

Warner did not throw an interception. The Cardinals and Bears were even in turnovers. Arizona is now 5-0 when finishing with an even or positive turnover differential. Score Arizona Cardinals 41 Chicago Bears 21

http://www.NFL.com/

http://www.halo3forum.com/sports/168313-nfl-

Bengals RB Cedric Benson rushed 34 times for 117 yards and a touchdown. With the effort, he joined Jerome Bettis as the only players to have 100-plus rushing yards against Baltimore twice in a single season. Bengals Beat the Raven 17-7

Houston Texans lost to the Indianapolis Colts 17-20. On a day when the Colts desperately needed him, Dallas Clark was at his best. The reliable tight end caught 14 passes for 119 yards and made tough receptions in traffic for first downs throughout the game.

Jaguars RB Greg Jones recovered Chiefs K Ryan Succop's second onside kick of the fourth quarter with 1:01 to play. Succop recovered his own onside kick earlier in the fourth quarter to give Kansas City a chance, but he wasn't able to duplicate the magic at the end. Jacksonville Jaguars win 24-21 over the Kansas City Cheifs.

The Patriots have now after beating the Miami dolphins 27-17 won seven consecutive games coming off a bye, the second longest active streak in the NFL behind the Eagles.

Buccaneers free safety Tanard Jackson intercepted an Aaron Rodgers pass and returned it 35 yards for a touchdown with 52 seconds left in the game to win it 38-28.

Carolina lost three crucial fumbles. Those miscues were too much for the conservative Panthers, who employed a cautious game plan, to overcome. The Panthers ended up losing 20-30 to the New Orleans Saints.

Seattle Seahawks overcome slow start to defeat Detroit Lions 32-20

Vincent Jackson caught an 18-yard touchdown pass from Philip Rivers, giving the Chargers a 21-20 advantage with 21 seconds remaining leading the San Diego Chargers to the win over the New York Giants.

Titans CB Cortland Finnegan picked off a pass from Alex Smith and returned it 39 yards for a touchdown to give Tennessee a 34-20 lead with 3 minutes remaining. Final score Tennessee Titans 34 San Francisco 49ers 20.

Dallas takes the show on the road. The Cowboys controlled the clock down the stretch to ground the Eagles and pick up their fourth win in a row. Final score Dallas Cowboys 20 Philadelphia Eagles 10.

Domination at elevation, Rashard Mendenhall ran wild and the defense forced three turnovers to give Pittsburg it’s fifth win in a row with a score of 28-10 of the Denver Broncos.

Lesson 7: Pigskin for a Purpose: The Lost Team

Objective: Students will demonstrate their ability to use maps (scale, compass, and legend) to solve mathematical and geographical problems.

Standard:

V. GEOGRAPHY


The student will identify and locate major physical and cultural features that played an

1. Students will locate and name all 50 states, territories, mountain ranges, major river valleys,

1. Great Lakes, Mississippi River, Appalachian Mountains, Rocky Mountains,

important role in the history of the United States.

state capitals and cities, as studied. 2. Students will locate the areas that were the major source regions for immigrants to the United States from 1800 to 1877.

Northwest territory, District of Columbia 2. Ireland, Germany, China

Materials: Students’ mapsHintsEnvelopes containing the hintsPrincipal willing to pretend to be Brad ChildressPhone with speakerphoneTape

Anticipatory Set: When I came in this morning I realized I had a message on my phone. You will never guess whom it was from. It was Brad Childress the head coach of the Minnesota Vikings. He said the team had taken a wrong turn and now the whole team is lost. Brad heard that our class has been practicing using maps to solve problems and thought we would be just the people to help the Vikings get home. He wanted to get a private investigator but was afraid of the negative press the team might get for getting lost. So what do you think class are you up for the challenge?

Procedure: We will be working in groups of two or three. You will be given hints one at a time in order to determine their location. The hints are in envelopes posted around the room. When you think you have the answer to each hint come tell me and if you are correct I’ll tell you which envelope to go to get the next clue. The first hint is hidden beneath your chairs. When I say “go” you may come up and get your maps look at your first clue and begin trying to find the Vikes. Ready, set, go!

Closure: Boys and girls you did an excellent job finding the exact location of the Vikings. I think we should call Brad Childress so he can get his players home. (put the phone on speaker, call the principal aka Brad Childress to tell him we have found the location of the Vikings players so he can send a plane to go get them)Script: Ring… Ring…

Brad: HelloMe: Hey Brad this is Ms. Graham from _______ Elementary School. We have been doing some serious investigating and we think we know where your players are. Brad: You do? Where are they? I need to get them home so we can get some practice time in. I have a few new plays in mind for next week’s game against the Lions. Me: Well then you will be happy to know they are in _______.Brad: Are you sure?Me: Class are we sure?Class: YES!

Me: Were sure Brad. Brad: I better send a plane out right away for them. Thank you Ms. Graham’s class you have been lifesavers. I’ll make sure the first touchdown my boys score is for you. Me: Well thank you Brad for allowing us to help. Beat those Lions next week. Brad: Will do Ms. Graham. Thanks again. Me: Class say good-bye to Mr. Childress. Class: Good-byeHang up.

Okay boys and girls you did an excellent job thank you for all your help. I think we should give ourselves a big round of applause for finding the Vikings. (Pause for applause) Now please return your maps to the front and clear off your desk so we can get ready to go to phy ed.

Informal assessment: The students must find accurate locations in the scavenger hunt to end up at the final destination. This will demonstrate their ability to use maps to solve problems.

Formal assessment: There is no formal assessment for this lesson.

Resources:


www.NFL.com

United States Interstate Highway map. (2008) Retrieved on November 11, 2009.

From the Online Atlas website:

http://www.onlineatlas.us/interstate-highways.htm

Hints

When the Vikings left Minneapolis they got on a boat and floated down the Mississippi River to meet the Rams for a scrimmage.

After the scrimmage the team headed west until they ran into the capital of Colorado.

http://www.onlineatlas.us/interstate-

http://www.NFL.com/

While they were there they did a little skiing but ended up on the wrong side of the Rocky Mountains. They wanted to go swimming but the lake was way too salty.

Thinking the lake was the ocean they headed northeast 1,500 miles and ended up at this Great Lake.

Worried they hadn’t gone far enough the boys hopped on a train and traveled another five hundred miles and arrived in this state capital. (need state and capital)

Knowing they still weren’t close they headed south in hopes of finding someone who could help. They ended up stuck in a bay staring at an ocean. Which ocean?

Then Brett Farve had an idea. They decided to head southwest. The team ended up in the country music capital of the United States where they ran into a few of their Titan buddies.

The Vikings traveled five hundred miles west to another state capital. (City and state).

Finally they traveled south, southeast to a football town that left them seeing stars.

Lesson 8: State Research

Objective: Students will use Internet and print resources to learn about the states being studied.

Standard:





Materials: Computer labLibrary with books available about the states. State worksheets Project rubric 1/student

Anticipatory set: Did you know that the United States purchased the state of Alaska from Russia for two cents an acre. That purchase totaled 7.2 million dollars. The state of Pennsylvania is considered the birthplace of independence and was also the place where the Constitution of the United States was written. In Washington it is illegal to buy mattresses on Sunday. Today we are going to learn information like this and much more.

Procedure: Today we will be going to the library and computer lab to research information about our states. Tomorrow you will be given time to work on a way to present the information you find today. You can present this information anyway you would like as long as it is appropriate and can be shown to the class. This can be a poster, a song, a video, like a newspaper, or any other creative way you can think to present it. We will pass the hat around to pick states. (Hand one student the hat that has all fifty states one pieces of paper) When you get the hat pick two states out of the hat and pass it on. These will be the two states you will research and present to the class. We are going to go to the library first and then to the computer lab. I would like you to use one print and one Internet source to get your information.

Here is a rubric for what I am looking for in your presentation. Pass out the rubric) When we get in the library there will be books on a cart that have information about the states. So find your state and get to work right away. Make sure you are writing down your sources. You need the name of the book and the author. So grab your pencil, notebook, and the rubric and line up at the door. (Take the students to the library. Allow them 20 minutes to research information about their states)

Students please return your books to the shelves or the cart, wherever you found them, get your stuff, and line up at the door. We are going to go to the computer lab. (Take students to the computer lab. While they are logging on explain the second part of their assignment) While we are in here you may finish getting the information you need about your states to do your project. On the board are websites you may find useful in your search. (Write the resources listed at the bottom of the example sheet on the board) You also need to print any pictures you plan on using. Part B of your assignment is to find a 2x2in outline of your states, type the name of your state, the capital, and the state flag of your state in Microsoft word. Here is an example of the format I want using the state of Alaska. (Show students the example. Allow the students twenty minutes to work) Okay students, print anything you may need and then log off your computers. Gather up your things push your chairs in, and line up at the door.

Closure: Let’s head back to the classroom. You’re homework today is to make sure you have all of the information you need to do a presentation on your two states and have an idea of what you would like to do as your presentation. We will work on them tomorrow in class.

Informal assessment: Discussions with the students and looking at their notes will be the assessed for understanding.

Formal assessment: The rubric questions will be formal assessment. This is informant assessment to aid the students in improving their project.

Resources:

50 States-capitals, maps, geography, state symbols, facts, songs, history, famous

people. (2009) Retrieved on November 11, 2009. From the Nstate. LLC

website:

http://www.netstate.com/states/index.html

http://www.netstate.com/states/index.html

Rubric for State Presentations State name:

Capital: Major cities:

Population: Climate:

Major business:

State slogan:

State bird:

State flag:

10 facts about the state (star the coolest fact)1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

Rubric for State Presentations (20 pts) State name:

Capital: Major cities:

Population: Climate:

Major business:

State slogan:

State bird:

State flag:

10 facts about the state (star the coolest fact)1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

ALASKA

JUNEAU

Resources:USA.gov“state”.govNetstate.com

Lesson 9: Work day/Presentations***Students will have been given a day after lesson 8 to work on their

presentations***

Objective: Students will demonstrate their knowledge about two states through a presentation of their choice.

Standard:





Materials: Spotlight/flashlightFifty Nifty United States songHat containing slips with students’ names(May vary based on students interests)Computer and projector Cd player Easel to hold posters

Anticipatory set: Ladies and gentlemen children of all ages welcome to the big show. Today we will be hearing from the best of the best to learn about all fifty states in the United States of America. We will open the show with Ms. Graham’s class singing Fifty Nifty United States by Ray Charles. Please come to the front of the stage class. (Play song and sing along) Applaud. Thank you ladies and gentlemen please take your seats. Who will be the brave volunteer who will start us off?

Procedure: Have students come up one by one to share about their states. Each presentation should take approximately two minutes. Take volunteers to start. If/when there are no (more) volunteers draw students’ names from the hat. Encourage students to ask questions and applaud after each presentation.

Closure: Ladies and gentlemen you did an excellent job presenting. I greatly enjoyed your creative presentations. Raise your hand and tell me something you learned about a state today. What did you learn today? (Ask 4-5 students to retell something they learned today.) Please turn in your part B to me we will be using them tomorrow. When your desk is clear we can line up and head to art.

Informal assessment: Asking students what they learned today is the informal assessment in this lesson.

Formal assessment: Presentations will be graded based on creativity, accuracy of information, inclusion of required information, and neatness. These presentations are for students to display their knowledge of the states.

Presentation Rubric (50 points total)

State 1: _____State name_____Capital_____Major cities_____Population_____Climate_____Major business_____State slogan_____State bird_____State flag_____10 facts about the state20 points

Creativity (5 points):-Was it interesting?-Did it get the class involved or get their attention?-Did it make the information exciting?-Did you have fun presenting it?

State 2_____State name_____Capital_____Major cities_____Population_____Climate_____Major business_____State slogan_____State bird_____State flag_____10 facts about the state20 points

Neatness (5 points): - Is it easy to read/understand?-Was proper grammar used?-Was the information clearly stated?

Lesson 10: State Spoons

Objective: Students will demonstrate their knowledge of states, state shapes, capitals, and flags.





Materials: 2x2inch laminated cards for each states that students have made

NameOutlineCapitalFlag

1 plastic spoon per student + a few extra incase of breaking

Anticipatory Set: Ladies and gentlemen I am so proud of how wonderful the presentations went that I thought today we should get to play a game. This is not just any game though. This is one of my personal favorite games. Has anybody heard of the game spoons? It’s like that with a little twist.

Procedure: For all those who haven’t played spoons it’s a little bit like musical chairs, meaning that there is always one less spoon than there is player. You sit in a circle and pass around cards one at a time trying to get four of a kind. We will be passing around our state cards that you have all created for us when doing your state project. When you pick up a new card you can either pass it if it doesn’t help you or keep it and pass another card from your hand if it does. Once you have the name, capital, outline, and flag of a state you may grab a spoon. If anyone in your group grabs a spoon the rest of the group can try to grab a spoon whether they have four of a kind or not. The person with out a spoon at the end of the round moves to a new table. When there are five people at the new table you may start a new game, practice matching up the cards while you wait. If two people grab a spoon at the same time the person who has the fat part of the spoon gets to keep it.

If you have ever played spoons before raise your hand. Okay I need three volunteers to come up here and we will demonstrate one practice game so everyone can see how it should go. (Pick three students raising their hand) Everyone else can come around and watch us play. I’m going to pass out four cards to start with for everyone. I am also putting the three spoons in the middle of all of us. Players are

you ready? (Students: yea!) Here we go. I am going to pick up a card. This one doesn’t help me so I am going to quickly pass it on. This card does help me though so I am going to keep it and pass this one from my hand on instead. We are going to continue passing cards until somebody gets four of a kind and reaches for a spoon. This game can be tricky because you have to keep your eyes on your hand, the cards being passed, and the other players to see if they are grabbing for a spoon. (Continue this mini game until somebody gets four of a kind and grabs the spoons.)

Very quickly lets move our desks so they are in groups of four with five chairs at each group. I will allow you to pick the people you start playing with. On each group of desks I am setting a deck of cards that contain the states of a section of the United States. This group will be the northeast, this group will be the southeast, this group will be the Midwest, this group will be the south and this group will be the west coast. Each station has ten states. Please get in to your groups, decide who will be the dealer for the first game, and then raise your hand to show me you are ready to begin. Are there any questions? (Allow the students a few minutes to get settled in their positions and raise their hand) Ready, set, Go! (Give the students about twenty-five minutes of playtime, because students will rotate groups by getting out they will see all the different states by the time they are done playing)

Closure: Boys and girls you are all excellent spoon players. I am happy to see you know your states so well that you can match all of the states pieces so easily. This is a great game you could make at home and play with your family. Please put the rubber band back around your deck of cards, return your desks and chairs to their normal positions. Once our room is back in order you can line up for music.

Informal assessment: See the students playing the game. Watch as they are able to make the connections of the states.

Formal assessment: There is no formal assessment in this lesson.

Resources: There are no resources for this lesson.

brittneyleighg.files.wordpress.com€¦ · web viewpigskin geography. united states geography:...

Documents