Lessons
Lesson
1: What’s in a Map?
Duration: @ 1 class period
Geography 1:
Students know how to use and construct maps, globes, and other geographic
tools to locate and derive information about people, places, and
environments.
District Indicator:
Use tools (maps, globes, photographs, graphs, charts, and databases) to
locate information about places.
Enduring Understanding:
Maps, globes,
and geographic tools are used to locate information about places.
Essential Questions:
Which key elements help us best understand the information presented on
maps?
How are maps different from globes?
Assessment:
What
is the purpose of a map? For whom would the map be useful? Identify some
common elements of maps. Explain how map elements are useful. Explain the
similarities and differences between maps and globes.
Activities
- Good maps have many
common elements but what are they? Could you identify them?
-
Review Big
Green
Kissing TOADS: Border, Grid, Key/Legend, Title,
Orientation, Author, Date, Scale.
Also review Source and Index.
-
Point these features out on
a map (large pull down) or use individual maps.
-
Discuss the purpose
of these elements.
-
Discuss the
different types of maps that we may see and use.
-
Discover and share
similarities and differences between maps and globes.
Resources
Map of Colorado or Colorado Springs, Colorado Alive!, a collection of lessons for 4th
grade,
Lesson 1, pp 4-5,
and a globe
Differentiation
Support: Provide a CLOZE exercise for identification of elements. Have students match key vocabulary to definition and locate on a
map.
Extension:
Do a survey of maps to determine which elements of maps are most often
used and which most often omitted.
Lesson 2: Label It!
Duration: @ 1 class period
Geography 1:
Students know how to use and construct maps, globes, and other geographic
tools to locate and derive information about people, places, and
environments.
District
Indicator:
Use tools (maps, globes, photographs, graphs, charts, and databases) to
locate information about places.
Enduring
Understanding:
Maps,
globes, and geographic tools are used to locate information about places.
Essential Questions:
Which geographic tools can best be used to locate information about places
in Colorado?
Which key elements help us best understand the information presented on
maps?
Assessment:
Did the map have all of the map elements? Which elements are missing? Why
do you think they might be missing? Does every map need to have all
elements, explain?
Rubric for
Map
|
4 |
All Labels correctly placed and all map elements used.
|
|
3 |
Most labels correctly placed. A few missing or incorrectly placed |
|
2 |
Only half of the labels are correctly placed. Many are missing or
placed incorrectly. |
|
1 |
Most labels are missing or incorrectly placed or map is incomplete. |
Activities
- Review map elements: Orientation /
Direction, Author, Border, Grid Scale Date Key/Legend, Title, compass
rose.
- Open and discuss the road map of Colorado. Pair with another student and locate map elements.
- Working on your own map cut out labels of
the map elements and glue them in the correct location on the road map
using the arrows to show where each is located.
Resources
Road
Map of Colorado (phone number to order 1-800-327-2101)
Copy
of the Teacher
page 6
Colorado Alive!
Scissors, Glue,
and Rubric
http://www.usstatereports.com/maps/CO/CO_detail.pdf Map of
Colorado
Differentiation
Support:
Students work together with just one map. Have pictures of each item with the label. Match to the map.
Extension:
Create a map of the neighborhood. Include map elements. Share
with the class.
Lesson 3: Now
Study It!
Duration: @ 1 class period
Geography 1:
Students know how to use and construct maps, globes, and other geographic
tools to locate and derive information about people, places, and
environments.
District Indicator:
Use tools (maps, globes, photographs, graphs, charts, and databases) to
locate information about places.
Enduring Understanding:
Maps, globes, and geographic tools are used to locate information about
places.
Essential Questions:
Which geographic tools can best be used to locate information about places
in Colorado?
Which key elements help us best understand the information presented on
maps?
Assessment:
Ask questions based on locations of human features on the map.
Rubric for
Completed Map
|
4 |
All Cities and Counties are correctly Labeled
|
|
3 |
Most cities and counties correctly placed. A few missing or
incorrectly placed. |
|
2 |
Only half of the cities and counties are correctly placed. Many are
missing or placed incorrectly |
|
1 |
Most cities and counties are missing or incorrectly placed or map is
incomplete. |
Activities
- Open up your map and find Colorado Springs, find Denver. Those may be easy
to find but what about places in the rest of Colorado? What cities are
near us? Which ones are far away? How many counties are in Colorado?
You want to be able to answer these questions after studying the map and
reflecting with a partner or your class.
- Perform a city
hunt. Using the “What is my name?” page get with a partner or small
group and see how many of the towns you can find? To help get you
started #14 is Colorado Springs.
- Compare this map
with your road map and find where each town is located.
- Next look at the
Colorado Counties page and see how many of them you can find. Compare
your road map to this map. Write the number of the county name in the
correct county shape. Which counties surround yours? Which counties
would you like to visit?
-
Get a copy of the blown-up county map and use
colored pencils to color each county. Cut each county apart and see if you
can put it back together again, using the smaller sheet as a model. This
could be a center activity.
Resources
The Road Map of Colorado students used in Lesson 2 or another map of
Colorado.
“What is My Name?” Page from Teacher’s manual of
Rendezvous with
Colorado History;
Do Colorado!
Teacher’s
Edition book and Teacher’s Resource book by Amy Headley and Victoria
Smith
Copies of page 128
and 129 of Teacher’s Resource book for each student OR
Colorado Counties page
from Teacher’s manual of Rendezvous with Colorado History;
Blown up picture on large paper of the Colorado Counties (either
from Do Colorado! Or Rendezvous with Colorado History)
page with just the counties (the names aren’t necessary for the blown up
version).
Pencil and colored pencils
http://www.ccionline.org/counties_map.htm
Differentiation
Extension: students choose one county and research some facts about it.
(Population, main cities, attractions, etc.) They can present their
findings to the class.
Support: Limit cities page to labeling only 5-8 main cities (i.e.
Denver, Colorado Springs, Grand Junction, Durango, Trinidad, Pueblo, Limon,
Fort Collins). Have the county map mostly filled in, leaving only the
counties surrounding Colorado Springs for the students to identify.
Lesson 4: Physical and Human Characteristics
Duration: @ 1 class period
Geography 2:
Students know the physical and human characteristics of places, and use this
knowledge to define and study regions and their patterns of change.
District Indicator:
Identify and describe human
and physical characteristics of places, and use them to define regions.
Enduring Understanding:
Physical and human characteristics of places define regions.
Essential Questions:
How are the regions of Colorado defined by its landforms?
What are the physical processes that shaped the earth's surface in Colorado?
Assessment Rubric
|
4 |
All physical and human features are in their correct location.
|
|
3 |
Most physical and human features are in their correct location. A
few are missing or incorrectly placed. |
|
2 |
Half of the
physical and human features are in their correct location.
Others are missing or placed incorrectly. |
|
1 |
Most physical and human features are missing or incorrectly placed
or the map is incomplete. |
- Earth’s physical features are its natural formations and bodies of
water. Brainstorm a list of physical characteristics and what makes them
“physical” or not man-made. How do they develop?
- Discuss human features– modifications of the natural environment
like roads, buildings, airports, sidewalks, etc. What are their
purposes? Why do we need them?
- We are going to separate some pictures into their correct category –
Physical or Human features
* The pop-up portion is optional. You can simply paste them onto half of a
file folder without creating the pop-up effect.
Creating the Pop-Up Portion
- Cut a file folder in half from the folded side to the open side.
Place file folder with the folded side toward you. Along the folded
side, measure 2” from the left edge and cut a 1.5” slit into the folder.
- Measure 2” from the right edge, and cut another 1.5” slit into the
folder.
- Now, open the folder and pull the portion between the two slits
toward the center.
- Close the folder and crease the piece in the middle into the inside
of the folder.
- Open the folder and this section will pop up.
Activities
- Paste the label Physical Features on the
front of one folder and Human-made features on the other.
- Cut out the photograph boxes and with a partner or small group sort
them into two categories “physical features” and “human-made features.”
- Cut out the definition boxes on pages 4 and sort them into two
categories: “physical features” and “human-made features.”
- Correctly match each photograph to the vocabulary definition.
- Paste the photographs and definitions in the correct folder.
- Discuss any other items that should be included on each folder.
Resources
Construction paper,
Colorado Human and Physical Features Pictures,
scissors,
and file folder for each student
Lesson
adapted from the
Maryland
Geographic Alliance, Geography Lessons and Activities
Differentiation
Extension: Work independently and research other features specific to
Colorado that could be added to the folder for each category.
Support: Work with 4-5 pictures in each category or have a partner and work in a small group
matching the picture to the correct category. Use pictures that are already labeled and marked as physical or human
features. Paste on the correct file folder. Work with a bilingual partner.
Lesson 5: Landforms
Duration: @ 30 – 45 minutes
Geography 2:
Students know the physical and human characteristics
of places, and use this knowledge to define and study regions and their
patterns of change.
District Indicator:
Identify and describe human
and physical characteristics of places, and use them to define regions.
Enduring Understanding: Physical and human characteristics of places define regions.
Essential Questions:
How are the regions of Colorado defined by its landforms?
What are the physical processes that shaped the earth's surface in
Colorado?
Assessment: Which landforms do we see most often in Colorado?
Which landforms make our state unique? Support your answer.
Which landforms are most often found in Colorado Springs? Can you
think of any unusual landforms in Colorado that don’t fit in with the
types discussed? (Sand Dunes, Garden of the Gods).
Activities
- Landforms are
features that make up the Earth's surface. There are many kinds of
landforms. Some landforms are created by the action of wind, water, and
ice. This action physically changes the Earth's surface by carving and
eroding land surfaces, carrying and depositing soil, sand and other
debris. Landforms are also created by volcanoes, uplift, earthquakes,
flooding, erosion, etc. How do you think this happens?
Think/Pair/Share.
- Some landforms found
in Colorado include: Canyon, Foothills, Hill, Lake, Mountain, Mountain
Range, Park, Plain, Plateau, River, Valley.
- Walk outside with a
clipboard and a pencil and write down any landforms that you see.
- Come back together
and discuss what you wrote. How do you think they were formed?
- Discuss the landform
types that you didn’t see.
- Get a piece of
paper. Fold your paper long ways in half. The top should be for a
Colorado landform. Name it and draw a picture. (For example, Draw
Pikes Peak for Mountain.) If you can’t think of an actual example, look
in your book or brainstorm with the class.
- When all pictures
are finished and labeled cut horizontally under each picture. On the
inside flap write the word and definition of that picture. (i.e.
Mountain – land rising high above the land around it.)
- Try to come up with
actions for each landform type. (ex: for mountain put arms up together
to a point overhead.)
- Once finished pair
with another student and quiz each other on the various landforms found
in Colorado give the actual example that you drew.
Resources
Rendezvous with Colorado History book (student),
paper or construction paper, pencil and colored pencils or crayons, Pictures of landforms (http://www.geocities.com/monte7dco/valley.htm)
or page 22 of student book
Differentiation
Extension: Compare and contrast the characteristics of two regions of Colorado,
and explain what adaptations would have to be made to live in each region,
or/in addition come up with locations in Colorado that represent each of
these landforms.
Support: Use pictures that are already labeled. Find the matching
word and definition and copy it under each picture.
Lesson 6: Geographic
Vocabulary and Cornell Notes
(2-Column Notes)
Duration: 2
class periods
Geography 2: Students know the physical and human characteristics
of places, and use this knowledge to define and study regions and their
patterns of change.
District Indicator:
Identify and describe human
and physical characteristics of places, and use them to define regions.
Enduring Understanding: Physical and human characteristics of places define regions.
Essential Questions:
How are the regions of Colorado defined by its landforms?
Assessment
Which landforms are found most often in CO? Which are seldom of never found
and why?
Discuss advantages and disadvantages of using 2-column notes to learn
about landforms of Colorado? How are they helpful? When else might you use
2-column notes? Explain your thoughts.
Activities
- Do a text walk/preview of chapter 2 by looking at the words
underlined and in bold. Try to determine their meanings using context
clues.
- Explain the purpose of bolded, italics, and underlined
words. Why are they used? What is their purpose?
- Discuss 2-column notes, their purpose and the design.
- Work with a partner, small group or with the whole class led
by the teacher, write short definitions to explain what each word on the
Geography of Colorado sheet means. Use pictures or other tools to help
define each word.
- If time permits, quiz your partner using your 2-column notes.
Resources
Rendezvous with Colorado History book (student)
Student copies of the 2-column notes pages in Teacher’s guide called Geography of Colorado (4 pages starting with Colorado’s 7 neighbors)
Website:
How to Take Cornell Notes
Differentiation
Extension: Work independently, be a resident expert to others.
Support: Have 2-column notes partially filled out
or have definitions filled out and have students look for the word that
goes with the definition. Use a CLOZE strategy.
Work with a partner who is bilingual or have them
match pictures with the definitions and words.
Lesson 7: Geography of
Colorado and Summary Notes, Part 1
Duration: @ 1 class period
Geography 2:
Students know the physical and human characteristics
of places, and use this knowledge to define and study regions and their
patterns of change.
District Indicator:
Identify and describe human
and physical characteristics of places, and use them to define regions.
Enduring Understanding: Physical and human characteristics of places define regions.
Essential Questions:
How are the regions of Colorado defined by its landforms?
Activities
- Discuss the section headings located in blue in the chapter.
Discuss with a partner how these sections help us to organize our
reading?
- Put together a “booklet” for the chapter. Using construction
paper and summary notepaper (it looks like small boxes on a paper with 5
boxes on one 8 1/2 by 11 sheet. 1 box is used per section of text.
This is to ensure that note taking is brief and only the most important
information is written down.)
- Write the section heading for each of the sections in the
chapter just above each box.
- Read as a class or have a model reader read aloud. Stop at
the end of each section.
- Discuss the most important points for each section, pick only
1-3 and write them as summary notes under the section heading on your
paper. Example:
|
Plateaus An area of high flat land, the Colorado Plateau is in
the western part of the state and covers parts of 4 states (including Utah,
Arizona and New Mexico). Orchards, oil shale and uranium are found there. |
- Work through the introduction through Section Heading Landforms on Page 29.
Resources
Rendezvous with Colorado History book (student), Chapter 2
Paper (summary notes or lined paper), construction paper, and pencil
Differentiation
Extension:
Work independently.
Support: Listen to the chapter on tape and use the teacher-prepared notes using CLOZE
format.
Lesson 8: Geography of
Colorado and Summary Notes. Part 2
Duration: @ 1 class period
Geography 2:
Students know the physical and human characteristics
of places, and use this knowledge to define and study regions and their
patterns of change.
District Indicator:
Identify and describe human
and physical characteristics of places, and use them to define regions.
Enduring Understanding:
Physical and human characteristics of places define regions.
Essential Questions: How are the regions of Colorado defined by its landforms?
Assessment:
Use
Summary notes to help complete Chapter 2 assessment from Teacher Edition of
Rendezvous with Colorado History. Discuss: How was using summary
notes helpful for organizing your learning? What could you do as a result
of writing the summary notes for each section? (Write a summary, use it
answer the essential question, give a presentation, etc.)
Activities
-
Continue reading through Chapter 2 as a read aloud or using a
model reader.
-
Begin with section heading Mountains on page 29.
-
Stop after each section.
-
Discuss the most important points for each section, pick only
1-3 and write them as summary notes under the section heading on your
paper. Example:
|
Plateaus -
An area of high flat land, the Colorado Plateau is in the
western part of the state and covers parts of 4 states
(including Utah, Arizona and New Mexico). Orchards, oil shale
and uranium are found there. |
Resources
Rendezvous with Colorado History book (student)
Summary note booklet and pencil
One copy of the map found at:
http://www.eduplace.com/state/co/pdf/co_map.pdf or the blank
Colorado map in the Teacher’s Guide
Differentiation
Extension: Work independently; write a step-up style summary of
the chapter using the notes.
Support: Listen to the chapter on tape: teacher-prepared notes
using CLOZE format.
Lesson 9: Geography
Challenge
Duration: @ 1 class period
Standard:
Geography 1: Students know how to use and construct maps, globes, and other geographic
tools to locate and derive information about people, places, and
environments.
District Indicator:
Use tools (maps, globes, photographs, graphs, charts, and databases) to
locate information about places.
Identify and describe human and physical characteristics of places, and use
them to define regions.
Enduring Understanding: Maps, globes, and geographic tools are used to locate information about
places.
Essential Questions:
Which geographic tools can best be used to locate information about places
in Colorado?
How
are the regions of Colorado defined by its landforms?
What are the physical processes that shaped the
earth's surface in Colorado?
Assessment: Have
students answer multiple choice and other questions based on completed maps.
Activities
-
Work with a partner and
complete the geography challenge by answering the riddles.
-
Use that information to
complete the outline map.
-
You may use your
student book, notes, and large Colorado road map to help you.
-
The teacher will model
how to answer the riddles by doing number 1 for the class and using that
information to correctly fill out the blank map with the appropriate
colors.
Resources
Student copies of Geography Challenge Questions and blank map found in
Teacher Guide of Rendezvous with Colorado History.
Rendezvous with Colorado History book
(student)
http://www.netstate.com/states/maps/co_maps.htm
Pencil and
colored pencils or crayons
District 11 SchoolRooms Database - includes documents, images and
videos
Differentiation
Extension: Work independently to create additional riddles.
Support: Use the
completed challenge questions. Transfer the answers correctly onto the
map using the correct symbols. The key has already been created.
Lesson 10: Building
My
Own Relief Map
Duration: 2 days @ 30-45 minutes (1 day to create then dry
and 1 day to paint – or 1 day using morning and late afternoon)
Geography 1:
Students know how to use and construct maps, globes, and other
geographic tools to locate and derive information about people, places,
and environments.
District Indicator:
Use tools (maps, globes, photographs, graphs, charts, and databases) to
locate information about places.
Identify and describe human and physical characteristics of places, and use
them to define regions.
Enduring Understanding: Maps, globes, and geographic tools are used to locate information about
places.
Essential Questions:
Which geographic tools can best be used to locate information about places
in Colorado?
How
are the regions of Colorado defined by its landforms?
What are the physical processes that shaped the
earth's surface in Colorado?
Assessment: How
is a relief map similar to and different from a road map?
Map Rubric
|
4 |
Map is correct shape, flags are placed appropriately, colors are
correct. Mountain ranges and other physical features are distinct
and correctly located. |
|
3 |
Map is correct shape, flags are mostly correct, colors are mostly
correct. Mountain ranges and other physical features are
distinguishable and mostly correctly. |
|
2 |
Map may not be shaped like Colorado, many flags are missing or
placed incorrectly, colors are somewhat correct. Mountain ranges
and other physical features are hard to determine from each other. |
|
1 |
Map may not be shaped like Colorado, most if not all flags are
missing or placed incorrectly, colors are missing or incorrect.
Mountain ranges and other physical features are not determinable
from each other. |
Activities
-
Observe a relief map or globe. What is the purpose of a
relief map? Why would you want to use one instead of a flat variety?
-
How do you make a relief map? What are some important
considerations?
Recipe
for Salt Dough
Mix the flour, salt and cream of tarter together
(the cream makes the dough stick together and not crack).
Before putting the water in the dry mixture, put a few drops of food
coloring in it. Then mix the water in. This evenly distributes the color. If you need to store it, keep it in a plastic baggie. The dough dries hard
and sticks together well. If you make it and it feels really sticky or
grainy, there is too much salt. Just add flour until the dough has the
consistency of play dough.
Alternative Recipe
In a freezer gallon sized baggie: measure in flour and salt 2 to 1. Add a
splash of vegetable oil, and one cup of water to start with. Push out all
the air, and squeeze and squish until the dough is mixed.)
-
Make the dough
according to one of the recipes listed.
-
Have the cardstock,
poster board or cardboard cut into the shape of Colorado – this should
be fairly large approximately 10 x 10 or larger.
-
Take the ball of
dough and put it in the middle of the map and push and move it until it
fills in the map. Pinch dough for mountains (make them various sizes to
reflect the landscape of the various mountain ranges) and use a dull
pencil to carve rivers.
-
Prepare “flags”
(these can be made in advance) on toothpicks of important places such as
the state capitol, mountain ranges, geography zones, etc. Push flags
into soft dough.
-
After the map
dries or while it’s slightly damp (this may take overnight) paint the
maps using green for valley, plains and farm lands, brown for mountains,
blue for rivers, black for the Black Canyon of the Gunnison, etc…
Resources
Salt Dough – approximately 3-5 batches depending on the size of the
class. Have students make it for homework or make it at school right
there.
Poster board, cardboard, or other tough paper (file folder)– enough so
that each pair of students had one
Paint and paintbrushes
http://geology.com/state-map/colorado.shtml
Differentiation
Extension: Work
independently, make additional labels and use other materials in their
relief map.
Support: Flags could be pre-made by instructor and students could place
them in the appropriate location.
Lesson 11: Colorado’s
Regions and Plant Life
Duration: @
1 class period
Geography 1:
Students know how to use and construct maps, globes, and other geographic
tools to locate and derive information about people, places, and
environments.
Geography 2:
Students know the physical and human characteristics
of places, and use this knowledge to define and study regions and their
patterns of change.
District Indicator:
Identify and describe human
and physical characteristics of places, and use them to define regions. Use
tools (maps, globes, photographs, graphs, charts, and databases) to locate
information about places.
Enduring Understanding: Physical and human characteristics of places define regions. Maps,
globes, and geographic tools are used to locate information about places.
Essential Questions: How are the regions of Colorado defined by its landforms? What are the physical processes that shaped the
earth's surface in Colorado?
Assessment: Page 44 Teacher’s Resource book
Questions 1-7. This should be completed without using pages
11 and 12. (Answer key on page 150); Compare/Contrast two regions and
discuss what adaptations would have to be made to live in each region.
Activities
-
Partner-read, or read
together as a class, the information located on pages 11 and 12.
-
Discuss the types of
plants that grow in each region and why those plants are so important to
that region.
What would happen if those plants stopped growing?
What happens when there is a drought?
How would it affect Colorado’s economy if the plants in the Plains and
Plateau regions were no longer able to grow there?
-
View pictures of the
various plants in each region using PowerPoint or color prints from
PowerPoint.
-
On page 46 complete the
mapping activity. You may either describe the type of plant life found
in each region or draw pictures of the types of plants found.
-
Keep this map at school
for use in a later lesson.
Resources
Do Colorado!
Teacher’s Edition book and Teacher’s
Resource book by Amy Headley and Victoria Smith
Copies of page 44
and 46 of Teacher’s Resource book for each student
Copies of Page 11
and 12 of Teacher’s Edition book for each student
Colored pictures or
a computer and LCD projector to show different types of plants found in
Colorado –PowerPoint
Colorado’s Plants
Pencil and colored
pencils
Differentiation
Extension: As a language extension have students complete page 45 Teacher’s Resource book
Do Colorado! This is a CSAP type editing skill for Punctuation and
Capitalization. Research other plants for each region. What is their impact on that
region?
Support: Have labels for
each region and have students paste them in the correct location. Also
have small pictures of the types of plants found and have students paste
them in the correct region.
Lesson 12: Mapping
Rivers, Lakes and Dams
Duration: @ 1
class period
Geography 1:
Students know how to use and construct maps,
globes, and other geographic tools to locate and derive information
about people, places, and environments.
Geography 2: Students know the physical and human characteristics of places, and use
this knowledge to define and study regions and their patterns of change.
District
Indicator: Identify and describe human and physical characteristics
of places, and use them to define regions. Use tools (maps, globes,
photographs, graphs, charts, and databases) to locate information about
places.
Enduring
Understanding: Physical and human characteristics of places define
regions. Maps, globes, and geographic tools are used to locate
information about places.
Essential
Questions: How are the regions of Colorado defined by its landforms?
What are the physical processes that shaped the earth's surface in
Colorado?
Assessment: Page 47 Teacher’s Resource book Questions 1-8. Pages 13-15 can be
used to answer the questions. (Answer key on page 150)
Activities
-
Review the
vocabulary: tributary, reservoir. Have you ever been to the Pueblo
Reservoir? What does it look like? What is it used for?
-
Partner read with
another student or have the class read together the information located
on pages 13-15.
Complete the mapping activity on page 49-50.
Resources
Do Colorado!
Teacher’s Edition book and Teacher’s
Resource book by Amy Headley and Victoria Smith
Copies of page 47,
49-50 of Teacher’s Resource book for each student
Copies of Page 13-15
of Teacher’s Edition book for each student
Pencil; Colored
Pencils
Images of Pueblo
Picture of the
Pueblo Dam and Reservoir
Map of
the Virginia River Tributary
Differentiation
Extension: As a language extension have students complete page 48
Teacher’s Resource book
Do Colorado! This is a CSAP type editing skill for Punctuation and
Capitalization.
Why do you think there so many reservoirs in Colorado? Do we
need more? Write a paragraph explaining your viewpoint.
Support: Have much of
the map filled out in advance. Have students label 3 rivers, 2-3 lakes
and 2 dams. Have the labels typed up and printed off so they just copy
and past in the correct location. They should work in pairs or small
groups.
Lesson 13: Colorado’s
Mammals
Duration:
@ 1 class period
Geography 2:
Students know the physical and human characteristics
of places, and use this knowledge to define and study regions and their
patterns of change.
District Indicator: Identify and describe human and physical characteristics of places, and use
them to define regions.
Enduring Understanding: Physical and
human characteristics of places define regions.
Essential Questions:
How are the regions of Colorado defined by its landforms?
Assessment: Page 59 Teacher’s
Resource book Questions 1-7. Pages 25-29 can be used to answer the
questions. (Answer key on page 151)
Activities
-
Pull out the map you created in lesson 11 (Regions and
plants).
-
Think about it as you read about Colorado’s Mammals. Which
region is home to which mammals? Why do you think those mammals live
there?
-
Cut out your Mammal Expert’s Journal (page 62-70). Arrange
the book using the directions on page 61.
-
Partner-read or have the class read together the information
located on pages 25-29.
-
After each mammal description, use that information to take
notes in your mammal expert’s journal. For example for Black Bears look
up omnivores in a dictionary or encyclopedia: write “Omnivores are
animals that eat both meant ad plants. …females can weigh 600
pounds…males can way 1200 pounds. Two interesting facts about black
bears are:
-
If there are time constraints during a center activity, use
encyclopedias to find two other interesting facts about each mammal.
-
Also during a center time you may use colored pencils to
correctly illustrate the color markings on each mammal. Notice if the
colors are used for camouflage or not. Notice the differences between
the male and females.
-
Use your map from lesson 11 and write the name of each mammal
in the area where they can be found.
Resources
Do Colorado!
Teacher’s Edition book and Teacher’s
Resource book by Amy Headley and Victoria Smith
Copies of page 59
and 61-70 of Teacher’s Resource book for each student
Copies of Page 25-29
of Teacher’s Edition book for each student
http://wildlife.state.co.us/WildlifeSpecies/Profiles/Mammals/ for
pictures of Colorado mammals and
http://wildlife.state.co.us/WildlifeSpecies/SpeciesOfConcern/Mammals/MammalsOfConcern.htm
for those that are threatened or endangered
Pencil, colored pencils, scissors, stapler
Differentiation
Extension: As a language extension have students complete page 60 Teacher’s Resource book
Do Colorado! This is a CSAP type editing skill for Punctuation and
Capitalization. Pick a mammal native to Colorado and write an in-depth report
describing it, including location, habitat and diet. Use three sources, one
of which must be other than web-based.
Support: Have students fill in the short blank answers. They should
work with other students or with the teacher in a small group. The passage
should be read to them so they can follow along. Use a map to point out
where each mammal is found in Colorado.
Lesson 14:
Colorado’s Birds
Duration: @ 1
class period
Geography 1:
Students know how to use and construct maps, globes, and other geographic
tools to locate and derive information about people, places, and
environments.
Geography 2: Students know the physical and human characteristics
of places, and use this knowledge to define and study regions and their
patterns of change.
District Indicator:
Identify and describe human
and physical characteristics of places, and use them to define regions.
Use tools (maps, globes, photographs, graphs, charts, and databases) to
locate information about places.
Enduring Understanding: Physical and human characteristics of places define regions. Maps,
globes, and geographic tools are used to locate information about places.
Essential Questions:
How are the regions of Colorado defined by its landforms? What are the physical processes that shaped the
earth's surface in Colorado?
Assessment: Page 71 Teacher’s Resource book Questions 1-8. Pages 30-33 can be used to
answer the questions. (Answer key on page 151)
Activities
-
Pull out the map you created
in lesson 11 (Regions and plants). OR use page 74 to create a new
regions map if more space is needed.
-
Cut out the bird pictures on
mage 73. Put them face up on your desk and be careful not to loose them.
-
Partner read with another
student or have the class read together the information located on pages
30-33.
-
After each passage is read
about a particular bird have students glue that bird onto the correct
area of the regions map.
-
If time
permits
illustrate the
color markings on each bird
outline to match their descriptions in the passage.
Notice if the colors are used for camouflage or not. Notice the
differences between the male and females.
Resources
Do Colorado!
Teacher’s Edition book and Teacher’s
Resource book by Amy Headley and Victoria Smith
Copies of page 71
and 73-74 of Teacher’s Resource book for each student
Copies of Page 30-33
of Teacher’s Edition book for each student
http://www.cse.msu.edu/~enbody/Erik/Colorado/index.html for pictures
of birds
Pencil, Colored Pencils, Glue, Scissors
Differentiation
Extension:
As a math extension have students use pages 30-33 to chart each
birds nesting patterns. Determine by the picture which bird it is and then
the number of days to hatch the eggs and the number of days to leave the
nest. (Found on page 75 and 76). Next take that information and graph it
on page 77. Students can work in pairs or groups. Students can work
individually and Tier 2 students could have the chart filled out for
them so that they focus on graphing the data.
As a
language extension have students complete page 72 Teacher’s Resource book
Do Colorado! This is a CSAP type editing skill for Punctuation and
Capitalization. Using birds, mammals, plants and fish and reptiles, create a diorama
of a Colorado ecosystem. Make sure landforms are accurate as well.
Support: Work with partners or small groups. Use Think/Pair/Share
strategies. Have pages 30-33 read aloud.
Lesson 15:
Colorado’s Fish and Reptiles
Duration: @ 1
class period
Geography 2: Students know the physical and human characteristics
of places, and use this knowledge to define and study regions and their
patterns of change.
District Indicator: Identify and
describe human and physical characteristics of places, and use them to
define regions.
Enduring Understanding: Physical and human characteristics of places define regions.
Essential Questions:
How are the regions of Colorado defined by its landforms? What are the physical processes that shaped the
earth's surface in Colorado?
Assessment: Page 78 Teacher’s Resource book Questions 1-8. Pages 34-35 can be used to
answer the questions. (Answer key on page 151)
Activities
-
Partner- read with another student or have the class read together the
information located on pages 34-35.
-
View pictures of the Colorado’s fish, reptiles and lizards in each
region using PowerPoint or color prints from PowerPoint.
-
Complete page 80 following the direction for coloring the pattern of a
coral snake versus a milk snake.
Resources
Do Colorado!
Teacher’s Edition book and Teacher’s
Resource book by Amy Headley and Victoria Smith
Copies of page 78,
80 of Teacher’s Resource book for each student
Copies of Page 34-35
of Teacher’s Edition book for each student
Colored pictures or
a computer and LCD to show different types of plants found in Colorado
–go to PowerPoint
Colorado’s Fish and Reptiles
Pencil and Colored Pencils
Differentiation
Extension:
As a language extension, complete page 79 Teacher’s Resource book
Do Colorado! This is a CSAP type editing skill for punctuation and
capitalization. Students can also create a diorama of a Colorado ecosystem (one of the
state’s main regions). They should include what they have learned about
mammals, plants, fish, reptiles, birds, and other physical features.
Investigate the snakes found in CO and categorize them. Should we
worry?
Support:
Work with partners or small groups. Think/Pair/Share
strategies. Have pages 34-35 read aloud.
Lesson 16:
Points of
Interest
Duration: @ 1 class
period
Geography 1:
Students know how to use and construct maps, globes, and other geographic
tools to locate and derive information about people, places, and
environments.
Geography 2:
Students know the physical and human characteristics
of places, and use this knowledge to define and study regions and their
patterns of change.
District Indicator: Identify and describe human
and physical characteristics of places, and use them to define regions. Use
tools (maps, globes, photographs, graphs, charts, and databases) to locate
information about places.
Enduring Understanding: Physical and human characteristics of places define regions. Maps,
globes, and geographic tools are used to locate information about places.
Essential Questions:
How are the regions of Colorado defined by its landforms?
Assessment: Page 53 Teacher’s
Resource book Questions 1-8. Pages 16-24 can be used to answer the
questions. (Answer key on page 150)
Activities
-
Partner-read with another student or have the class read together the
information located on pages 16-24.
-
Using your map from lessons 1-3 (road map) locate each item on the map.
Discuss with a partner how you would get there in a car. Which route
would be the fastest? Which routes could be affected by seasonal
changes? (Snow)
-
Discuss with the class, partner or small group where you would like to
visit and why.
-
Think/Pair/Share which attractions or points of interest are the most
often visited? Why?
-
Discuss what these attractions and points of interest mean to our state,
in terms of tourism, economy, etc.
-
How do Colorado’s landforms influence the points of interest in our
state? What if there were no mountains? How might that change our
attractions, tourism and even our economy?
Resources
Do Colorado!
Teacher’s Edition book and Teacher’s
Resource book by Amy Headley and Victoria Smith
Copies of page 53 of
Teacher’s Resource book for each student
Copies of Page 16-24
of Teacher’s Edition book for each student
Points
of Interest in Western Colorado
Cripple
Creek Colorado
History.com Colorado’s
Kids’ Page
Colorado
History
Colorado’s Frontier
Differentiation
Extension: As a language
extension have students complete page 54 Teacher’s Resource book
Do Colorado! This is a CSAP type editing skill for Punctuation and
Capitalization. Continue to create a diorama of a Colorado ecosystem (one of the state’s
main regions). They should include what they have learned about mammals,
plants, fish, reptiles, birds, and other physical features. The diorama
could also include points of interest, etc. Pick a
point of interest not mentioned in the text and describe it for a tourist.
Continue to work on Diorama. Research
a point of interest they would like to visit in the state and then draw a
map of how to get there. Complete extension activities.
Support: Work with partners or small groups. Think/Pair/Share
strategies. Have pages 34-35 read aloud. Oral presentation for assessment.
Lesson 17-18:
Colorful Colorado Web Quest – Culminating Project
Duration
@ 2 class periods
Geography 1: Students know how to use and construct maps, globes, and other geographic
tools to locate and derive information about people, places, and
environments.
Geography 2:
Students know the physical and human characteristics
of places, and use this knowledge to define and study regions and their
patterns of change.
District Indicator: Identify and
describe human and physical characteristics of places, and use them to
define regions. Use
tools (maps, globes, photographs, graphs, charts, and databases) to locate
informatio |
