Ramona Durrant

GRADE LEVEL:

Grade 4 – 5

CONCEPTS USED:

Numbers and Operations

Geometry

Measurement

Algebra

Data Analysis

PENNSYLVANIA STATE STANDARDS ADDRESSED:

Mathematical Standards:

·		2.1.5.C. Demonstrate that mathematical operations can represent a variety of problem solutions.
·		2.2.5.A. Create and solve word problems involving addition, and subtraction, multiplication of whole numbers.
·		2.3.5.C. Estimate, refine, and verify specified measured objects.
·		2.4.5.B. Use models, number facts, properties and relationships to check and verify.
·		2.5.5.A. Develop a plan to analyze a problem, identify the information needed to solve the problem, carry out the plan, check whether an answer makes sense and explain how the problem was solved.
·		2.5.5B. Use appropriate mathematical terms, vocabulary, language symbols and graphs to explain clearly and logically solutions to problems.
·		2.8.5.F. Describe a realistic situation using information given in equations, inequalities, and expressions.
·		2.8.5.H. Locate and identify points on a coordinate system.
·		2.9.5.I. Represent and use the concepts of line, point, and plane.
*Reading Standards:*
·		1.2.5.A. Read and understand essential content of informational texts and documents in all academic areas. Distinguish between essential and non-essential information across a variety of lengths.
·		1.4.5.B. Write multi- paragraph informational pieces (reports) to develop a problem and solution when appropriate to the picture and use relevant graphics.
·		1.5.5.B. Write using well- developed content appropriate for the topic. Gather, organize, and select the most effective information appropriate for the topic, task, and audience.
NCTM STANDARDS ADDRESSED:
·		Understand numbers, ways of representing numbers, relationships among numbers, and number systems. (Numbers and Operations)
·		Specify locations and describe spatial relationships using coordinate geometry and other representational systems. (Geometry)
·		Understand measurable attributes of objects and the units, systems, and processes of measurement. (Measurement)
·		Apply appropriate techniques, tools, and formulas to determine measurements. (Measurement)
·		Formulate questions that can be addressed with data and collect, organize, and display relevant data to answer them. (Data Analysis and Probability)
OBJECTIVES/APPLICATIONS:
1.		Students will participate in cooperative learning groups of two or three in order to participate and practice such life skills as group problem solving and socialization of peers with direct instruction.
2.		Students will use their prior knowledge of converting scale measurements from a map to miles and kilometers to reinforce the concepts learned.
3.		Students will use mathematical word problems to supplement classroom studies of historical explorers.
4.		Students will organize their mathematical processes by using specified steps (modeled for them by teacher) in order to set up a logical equation that pertains to the information given.
5.		Students will use the written word as a form of communication in order to express and evaluate an understanding of the situation posed.
QUESTION: How can students measure the distance traveled on a map using metric measures as well as the US standard system of measurement? Can students compare distances in metric and standard form? How can students locate points on a map using longitude and latitude? PREREQUISITES:
	Students will be taught the following concepts prior to the teacher facilitating this activity:
	-		Scale Measurement versus Actual Measurement (inches and centimeters converted into miles and kilometers)
	-		How to use a ruler in order to measure distance between one given point and another given point.
	-		Cardinal Directions
	-		Concepts of longitude and latitude

MATERIALS:
	-		World Map (with longitude, latitude, scale measurement, and cardinal directions)
	-		United States Map (with longitude, latitude, scale measurement, and cardinal directions)
	-		Ruler for each student
	-		Push pins
	-		Spool of string or yarn
	-		Lined paper
	-		Pencils and erasers for each student
	-		Worksheets with problems needing to be solved by the student
	-		Outline of word problem steps
RESOURCES: Journals Columbus: http://www.fordham.edu/halsall/source/columbus1.html Da Gama: http://www.bitwalla.com/project_x/ Letters Columbus: http://www.fordham.edu/halsall/source/columbus2.html Sailing Ships of the Late 1400's http://web.calstatela.edu/faculty/eviau/edit557/vespucci/sharron/edit557.htm Navigation Dead reckoning: http://www1.minn.net/~keithp/dr.htm Celestial: http://www1.minn.net/~keithp/cn.htm PROCEDURES AND ACTIVITIES:

THE PROCESS There are 5 main parts to this project: Step 1: Gaining background knowledge Step 2: Collecting information Step 3: Writing and assembling the Explorer's Notebook Step 4: Locating destinations and measuring distances Step 5: Presenting your findings and evidence to the King and Queen Step 1: Gaining Background Knowledge Before collecting information on your explorer, investigate primary source documents on navigation styles and sailing ships of the late 1400's. You will read actual diaries and letters from Explorers written in the 1500's. After reading these, adopt their style and write your journals and letters in the same fashion. As a whole class, discuss the style of writing in these primary materials, recording notable phrases on chart paper and noting types of ships and navigation terms. Discuss that students will be expected to keep a record of where the explorer went and locate the areas on the globe and map. Discuss how far the explorers traveled. Have students discuss ways that we could measure the length of their journeys. Find the countries of Spain, Portugal, and England on the globe and their maps. Find the Spice Islands and record the longitude and latitude. Students will measure the route to the Spice Islands going around the Cape of Good Hope using metric measures. They will convert the metric measure to miles. Step 2: Collecting Information Each individual, pair, or group will choose a different explorer about whom to research and create an Explorer's Notebook. If done in groups, assign each member of the team a task. 1. Explorer Christopher Columbus (Whole class INSTRUCTIONAL MODEL)
		Task 4 - early life Task 2 – explorations Task 3 - measure of voyages
2. Your Explorer
		Tasks 1 – 11 Internet Resources on Explorers
ANSWERS/RUBRIC: THE TASKS PART I Your group must complete the journey and return with evidence of your findings in the new land. Create an "Explorer's Notebook" for your journey. It should include:
1.	Cover with name (one inch letters) of your explorer and the crew roster if available.
2.	A public announcement alerting people to the voyage.
3.	A map tracing the voyage from the sponsoring country to the New World and back. Show your explorations on a detailed map. Include a legend in meters.
4.	Calculate in meters, the distance of each leg of your voyage. Complete your section of the class chart “Explorers of the New World”.
5.	Information about you, the captain. Explain your experience, early life, and why you are exploring. (What are you looking for?)
6.	Daily log detailing weather conditions.
7.	Daily journal listing daily navigational location....longitude and latitude.
8.	Flag of Monarchy to plant on all land claimed.
9.	Drawing detailing the ship with all masts and sails. Show where all cargo is stowed. Label the cargo.
10.	Specific information about the area(s) explored. This should include items such as plants, land, animals, minerals, agriculture, and people you met on your journey. Include sketches and bring back samples of anything you can.
11.	A letter to the monarch (King or Queen) sharing what you found and persuading him or her to either continue or abandon similar explorations in the future.
PART II Math Applications Your group will convert kilometers to miles for each of the explorers listed on the chart “Where the New World is ___ ?”
1.	Convert all of the metric distances to miles on your chart.
2.	Complete the worksheet on comparisons of travels.
3.	Design and construct a game of “21” using longitude and latitude to locate the various destinations of the explorers studied in this unit. (Minimum of 5 questions).
Rubric
4	Students in group have completed 10 of the tasks including #2 and #3.
3	Students in the group have completed at least 8 of the tasks including #2 and #3.
2	Students in the group have completed at least 6 of the tasks including #2 and #3 and attempted others.
1	Students in the group have completed at least 4 tasks including #2 and #3 and attempted others.
0	Students did not complete more than 3 tasks.


ACCOMODATIONS/ADAPTATIONS: ESL Teacher will pair student with two other students rather than one. Teacher will discuss one-on-one the material read by the student. If appropriate the teacher will give the student text material at the child’s independent reading level. Material can be taped and student recorders used for taking notes. SPECIAL ED.: Teacher will discuss one-on-one the material read by the student. If appropriate the teacher will give the student text material at the child’s independent reading level. The teacher will adhere to any accommodations/adaptations in the IEP. Material can be taped and student recorders used for taking notes.

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Ramona Durrant

Tasks 1 – 11