Before you begin… Using Google Maps, pin each student’s special place to create a customized map. Cut watercolor paper into 7”x7” grid pieces. Step 1: Observe the map “How can we make a map of Portland? What if we divided it up into smaller parts and each person had one part—or section—to create?” Make a
LESSON 3: Painting the Map
Step 1: Notice colors on the map Begin with a conversation about the colors on the map and what they represent. “You are going to paint this map. What colors do we need?” (streets: gray, highways: red, parks: green, water: blue, buildings: your choice) Step 2: Mix colors Display the color wheel and ask students
LESSON 4: Assembling the Map
Before you begin… Glue painted map grid pieces onto a large piece of mat board in their correct locations and in grid form, with space left around each piece before class begins. Create a gluing station that can accommodate four students. Step 1: Cut and glue special places Invite four students at a time to
CELEBRATION OF LEARNING
Celebration Suggestions: Peer Map Challenge Have students add items to their classroom maps and place those items around the room. Pair each student with a peer, who must use the student’s map of the classroom to locate those items. Portland Field Trip Provide students with hand-held versions of their collaborative Portland map. Take a bus
CARTOGRAPHY: STANDARDS ADDRESSED
COMMON CORE STATE STANDARDS corestandards.org Reading Standards for Informational Text: CCSS.ELA-Literacy.RI.3.1–3.10 Writing: CCSS.ELA-Literacy.W.3.1–3.10 Speaking and Listening: CCSS.ELA-Literacy.SL.3.1–10 Vocab Acquisition: CCSS.ELA-Literacy.L3.1–10 Comprehension and Collaboration: CCSS.ELA-Literacy.SL.3.1A–D Presentation of Knowledge and Ideas: CCSS.ELA-Literacy.SL3.4 Math, measurement and Data: CCSS.MATH.CONTENT.3MD.A.1–4 Social Studies: Time, Continuity and Change People, Places & Environment NATIONAL CORE ART STANDARDS nationalartsstandards.org CREATING Anchor Standard 1: Generate
LESSON 1: Learning about Landforms
Step 1: What are landforms? Begin by listing some of the critical questions about landforms that students will be exploring. Write these on the board: What is the landform’s core material? How does it change over time? Is it slow or fast? Where is the landform located? Step 2: Critical questions Show images and videos
LESSON 2: Drawing Exercises
Teaching Tip: Provide each student with a field journal at the start of the unit. A field journal reinforces art and science connections while giving students one place in which to keep all their research and drawings. Step 1: Close looking Bring the rocks to the floor and have students sit in a circle. Pass
LESSON 3: Sculpting Landforms
SET UP: Once students are ready for plaster: Each table should be covered with newspaper for collecting plaster. Each table should have a bowl of water for dipping strips. Be sure to keep stash of strips away from the water. If they get wet prematurely, the plaster’s ability to stick is compromised. Step 1: Planning
LESSON 4: Painting and Embellishing Landforms
SET UP: Cover tables with newspaper/plastic. Place 1–2 landforms on each table grouping by color scheme. Put individual paint colors in small containers assigning one color and one brush to each student. Step 1: Painting large areas Plan a color scheme for each of the landforms (e.g., volcano=warm, glacier=cool). Premix a few colors using black and
Lesson Extensions
Landform Poetry Connecting literacy to science and the arts. Have students use their knowledge and understanding of geology and landforms for a creative writing exercise such as a poem. A landform poem would require students to think about the descriptive language outside of the science realm. Have each student compose a 4–6 line poem about
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