Through the Eyes of a First Grader

Borders and Boundaries...
Through the Eyes of a First Grader

by
Bernice M.U. Kihara
Grade Level: First
Adaptable to any Grade Level
April 1999

Purpose: Borders and boundaries are a part of our everyday living. Borders and boundaries have an impact on our surroundings, daily routines, current events and how we interact with others. But what do "borders and boundaries" mean to our younger students? In their eyes, where are borders and boundaries found? Do they have an understanding of how borders and boundaries have an impact on their daily lives? This is an investigative study on how young children perceive borders and boundaries and if connections can be made to the community they live in and the world around them.

Focus Question: In what ways, do borders and boundaries affect our daily lives? Can we live without borders and boundaries?

Hawaii Content and Performance Standards:

Identify and describe geographic characteristics of home, school and community as one's unique place in space.
Use geographic tools and resources to explain the relationship between the physical and human environments.

Geography Standards: The geographically informed person knows and understands:

Standard 1: How to use maps and other geographic representations, tools and technologies to acquire, process and report information from a spatial perspective.
Standard 6: How culture and experience influence people's perceptions of places and regions.
Standard 13: How forces of cooperation and conflict among people influence the division and control of earth's surface.
Standard 15: How physical systems affect human systems.

Objectives: The student will be able to:

create a student generated list on the different parts of the school.
validate the student generated list with a school tour.
design a 3D representation of the school campus using concrete materials (i.e. math manipulatives).
validate the 3D representation with a school tour.
label the different parts of the 3D map.
draw the map of the school.
label the parts of the school campus.
compare and contrast the student drawn maps with existing school maps.
divide the school into regions based upon the functions.
illustrate and write a definition of a boundary.
identify and label recess areas on the school campus.
draw boundaries found on the playground during recess.
participate in a discussion about boundaries as part of the landscape.
record information.
participate in a discussion about boundaries.
interview an administrator about playground boundaries.
write a narrative of their interview with an administrator.
participate in classroom discussions and campus walks.
participate in a simulation.
work cooperatively in a group setting.
identify the ideal location for a school campus.
establish appropriate boundaries in a new school site.
share ideas with others.

Materials:

classroom materials and supplies
map of the school
worksheets for the simulation

Procedure:

Part I: A View of Our School

1. Discuss: What do you find on a school campus? What are the different parts of the school? Write the student responses on a concept map.
2. Take the students on a school tour to validate the responses on the concept map in Step 1.
Assessment: Check for accuracy of the concept map.

3. Have the students create a 3D representation of the school campus using manipulatives.
4. Have the students validate their 3D representation by going on a campus tour. Have the students make the necessary changes.

Assessment: Check for accuracy of the 3D representation and if children are able to make the necessary changes.

5. Have the students label the parts (names of the buildings, etc.) of the school campus. See Appendix A.
6. Have the students draw a map of the school campus and label the parts of the campus. See Appendix B.
Extension: You may want to introduce TODALS.
Assessment: Accuracy of student drawn maps and use of TODALS.

7. Optional: Have the students compare an existing school map with the student drawn maps. Compare and contrast the student findings. Make changes if necessary. See Appendix C.
8. Discuss: How can you divide the school campus into different parts based upon how we use the campus? Have the students regionalize the school campus based upon the functions. See Appendix D.
Assessment: Check for the appropriateness of the regions.

Part II: How Borders and Boundaries Influence Our Lives

9. Discuss: What are boundaries? How are boundaries used? Where do we find boundaries? What are boundaries made of? Are boundaries needed? Why or why not? Have each student illustrate and write about their understanding of a boundary. See Appendix E.
Assessment: Rubrics
Below Basic: Illustration and explanation (verbal and/or written) are not clear. There are misconceptions in the student's understanding.
Basic: The illustration shows a boundary. The explanation (verbal and/or written) supports the illustration and tells about a boundary.
Advanced: The illustration shows a boundary. The explanation (verbal and/or written) supports the illustration. The student's explanation shows an understanding of how a boundary is used and describes an attribute of the boundary.
Proficient: The illustration shows a boundary. The explanation (verbal and/or written) supports the illustration. The student's explanation shows an understanding of how a boundary is used, describes an attribute of a boundary and includes a personal insight.

10. Discuss: Where do children play on the school campus? Using a school map of their choice, have the students identify and label areas where the students play during recess.
11. Discuss: Are there boundaries on the playground? Using the school map from the previous step, have the students draw in boundaries used on the playground during recess(es).
12. Discuss:Are these boundaries found on the playground visible or invisible? Are these boundaries part of the physical landscape? Which boundaries are influenced by humans? Which boundaries are influenced by physical features? Discuss these questions. Collect student responses on a graphic organizer.
Assessment: Categorize the students understandings of boundaries influenced by humans and physical features; and boundaries that are visible or invisible.

13. Discuss: Who made the decision where students are to play? Are the boundaries clear and understandable? Are there rules within these boundaries? Are boundaries necessary for our playground?
Assessment: Check for appropriateness of student responses.

14. Have the student interview an administrator for another perspective of playground boundaries.
15. Have the students write about their interview with the administrator.
Assessment: Check for student understanding.

16. Discuss: What boundaries surround the school campus? Are the boundaries clear and understandable? Is there a reason for these boundaries? Are these boundaries necessary? Are there rules pertaining to these boundaries? Do people follow these boundaries? What happens if the rules in these boundaries are broken and/or not followed? Discuss these questions with the students. Take the students on a campus walk for observations. Add the students' findings to their maps in Step 10.
17. Optional. Have the students conduct a survey to see if the boundaries are effective. Discuss findings. What trends were found? See Appendix G.
Assessment: Check for student understanding through a Learning Log.

Part III: Borders and Boundaries In Our Neighborhood

18. Are there boundaries in our neighborhood? If so, what kinds of boundaries exist? Why is there a need for these boundaries? Are there rules within the neighborhood boundaries? What happens if the rules in these boundaries are not obeyed and/or are broken? Discuss the questions. Take the students on a neighborhood walk for observation and data collection. Add findings to a graphic organizer.
Assessment: Check for student understanding in the graphic organizer.
19. Discuss rules and its consequences. Invite a guest speaker to discuss the consequences of breaking rules within neighborhood boundaries.

Part IV: Borders and Boundaries and the School of the Future

20. Discuss: Where would you place a school in the map given to you? What would be the ideal site based upon the physical and human characteristics given? What kinds of changes or modifications can be made the accommodate the school site? Why is your choice the best? Divide the students into groups. Provide the map: Appendix H. Have the students identify the physical and human characteristics in the map. Where would be the ideal location to place the school? Why? Why are the other locations not ideal?
21. On another sheet of paper, design a school that can be built on the site selected by your group. What kinds of boundaries would be used? What kinds of rules would be established?
22. Share with others.
Assessment: Have the students develop criteria for the simulation.