Around the World in 181 Days
Laurie Amai
Grade 1
March 2001 (rev.)
PURPOSE:
Over the course of the school year, the children learn about themselves in relation to the world around them. Ten states and three other countries (Hawai`i and other selected states from the United States, France, Australia, and Mexico) are studied. Each unit varies in length depending on how in depth it is studied. (e.g. The unit on the United States normally lasts for 4 months since 10 states are studied.) The areas of study normally focuses on points of interest, physical features, significant events in history, and human features (holidays/celebrations/special events, arts and crafts, food, clothing, music, and language). The year begins with children learning about Hawai`i. We then move to selected states and countries. We end the unit with a study on Mexico.
These units of studies help children be aware of other places in the world and to begin to realize that there is more to the world than just what's in Hawai`i. It is important for them to see what each place has to offer and what makes them special.
Note: The unit is team taught with the librarian. Fiction and Non-fiction books are read to the students. Reading, writing, and art standards are applied. However, the unit plan just covers the geography standards.
NATIONAL GEOGRAPHY STANDARDS:
Primary Standard: (Places and Regions) The student knows and understands the physical and human characteristics of places.
Secondary Standard: (World in Spatial Terms) The student knows and understands how to use maps and other geographic representations, tools, and technologies to acquire, process and report information from a spatial perspective.
HAWAI`I CONTENT STANDARDS:
Primary Standard: (Places and Regions) Students understand how distinct physical and human charactristics shape places and regions.
* Benchmark: (K-3) Use physical and human characteristics to compare and contrast places and regions, near and far.
Secondary Standard: (World in Spatial Terms) Students use geographic representations to organize, analyze, and present information on people, places, and environments.
* Benchmark: (K-3) Read and make geographic representations (i.e., maps, globes, graphs, charts, models) to locate and describe locations, distances and directions and scale.
FOCUS QUESTIONS:
How would you describe and compare the culture of Hawai`i or that of your own to different parts of the United States? How is it different or similar to different countires (France, Australia, or Mexico)?
OBJECTIVES:
The students will be able to:
* design a physical map of the place of study that displays information and symbols from a legend that are selected or created by the student
* use a world map to fill in information on a blank map, incorporating specific geographic terms that were presented in earlier lessons
* illustrate pictures of state's/country's culture (e.g. food, celebrations, etc.) to complete postcard (states), book (France), brochure (Australia), and a counting book (Mexico)
* use a Venn diagram to compare and contrast one place to another
* write a story/letter that incorporates the physical and human characteristics of the state/country
* crete models of musical instruments and/or cultural artifacts for selected state/country
* participate in cultural activites/festivities (for example: Cinco de Mayo celebration for Mexico; Mardi Gras for France; games; food tasting)
* read and listen to a variety of fiction and non-fiction books
* distinquish and explain physical and human charactersitics of the place of study
MATERIALS:
* Variety of maps: student desk world maps, U.S. maps, map of Hawai`i
* Artifacts, music, food, etc. from the different states/countries
* General class and art supplies
* Blackline masters on the different states/countries (not included with this plan)
* Fiction and Non-Fiction books on the United States, depending on which states you are studying, as well as other countries
PROCEDURE:
Over a number of sessions, read and share information from the fiction and non-fiction books on state/country of study, focusing on points of interest (e.g. Statue of Liberty-New York, New Orleans--Louisiana, Acapulco), physical features (e.g. deserts, Mount McKinley--Alaska, bayou--Louisiana), significant events in history, holidays/celebrations/special events (e.g. Cinco de Mayo, Mardi Gras), arts and crafts (e.g. bark painting, weaving), food (e.g. cream of wheat--North Dakota, lobster--Maine, tortillas--Mexico), clothing (e.g. sombrero--Mexico), music (e.g. zydeco/cajun--Louisiana, blue grass--Georgia, mariachi band--Mexico), and language (e.g. Spanish--Mexico). Use artifacts when applicable and available. The following are suggested activities -- they do not need to be executed in any particular order.
ASSESSMENT: Sample assessment
1. Class Discussions, completed projects
2. Have students place or draw pictures on a "T" chart to differentiate between Physical and Human characteristics - Have a different set of pictures from the ones used in the lesson that show physical and human characteristics. Students should be able to differentiate between physical and human features. "T" chart
3. Students will answer questions on what they learned about physical and human characteristics. See sample questions. Sample Student Assessment
4. Students use a matrix (Sample Matrix) to show the physical and human characteristics of the place of study focusing on the uniqueness, similarities and differences. Use the criteria to assess the completed matrixes. (Sample Rubrics)
5. A matrix could be used as an assessment tool throughout the year to determine if students can apply the physical and human characteristics of Hawai`i, the states, and the countries. See sample matrix. Students can compare the similarities and differences of two states/countries.