Burning issue or big idea: Maps depict important land features. Maps use symbols to indicate important features.
Teachers involved (ESL, bilingual, general education): General Education Teacher; if available, a bilingual teacher would be beneficial to this instruction as well.
Grade level or grade-level cluster(s): 1st
Duration of project: 10 days for the Geography Unit; 5 days specifically for map skills; the summative assessment would compose the final day of instruction.
I. Planning: The Parameters for Assessment A. Content 1. Content area(s), academic content standards, and performance indicators assessed: Mathematics: SOL Mathematics Objective 1.9 The student will use nonstandard units to measure length, weight/mass, and volume. Language Arts: SOL Oral Language Objective 1.3 The student will follow simple two-step directions SOL Writing Objective 1.13 The student will write to communicate ideas for a variety of purposes SOL Reading Objective 1.8 The student will expand vocabulary Science: SOL Science Objective 1.1E The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by observations and data recorded, analyzed, and communicated orally and with simple graphs, pictures, written statements, and numbers Social Studies: SOL History Objective 1.4a: The student will develop map skills by recognizing basic map symbols including references to land, water, cities, and roads. SOL History Objective 1.5: The student will construct a simple map, using basic map symbols in the map legend.
2. Content objectives: Mathematics: Students will estimate and compare sizes and distances between actual landmarks and symbols on a map. Language Arts: Students will identify or define the terms: map, symbol, location, and legend. Students will orally describe the components of a map to a partner. Students will label (written) the symbols on their maps. Science: Students will identify and compare the various types and uses of maps. Social Studies: Students will construct a map of Barefoot Island, including a compass rose and legend.
3. Language(s) of instruction and assessment: English and when possible bilingual teacher will provide native language instruction
B. Language 1. Language domains, English language proficiency standards, and performance indicators assessed: Level 1: Students will point to indicated objects on a map. Students will name the objects included on their map of Barefoot Island. Students will match symbols to names of landmarks on the map of Barefoot Island. Students will draw a map and draw symbols on their maps according to a legend. Students will compare two maps using a clozed prompt with a word bank (on the peer checklist).
Level 2: Students will identify areas on a map from an oral description. Students will orally describe the objects included on their map of Barefoot Island. Students will locate objects on a partners map according to a checklist. Students will label symbols on their map within a legend. Students will compare two maps using a clozed prompt.
Level 3: Students will locate dictated areas on a map. Students will describe and compare the objects on their maps with the landmarks on a partners map. Students will locate objects on maps according to a written checklist Students will label areas, symbols, and a legend on the map Students will compare two maps according to a given prompt (written).
Levels 4 and 5: Students will locate described areas on a map. Students will present their map to a partner orally. Students will identify (read) the objects on a partners map. Students will label areas, symbols, and a legend on a map. Students will compare two maps according to a given prompt (written).
2. Language objectives: Listening: Providing information to peers via pointing and responding to questions Following orally dictated directions
Speaking: Naming the objects included on a map Describing a map Comparing two maps
Reading: Locating objects on a map with a legend Identifying objects on a map according to a checklist
Writing: Producing a map Labeling objects on a map Comparing two maps
3. Targeted levels of English language proficiency: All
C. Type(s) of Assessment: This is a constructed response assessment. Students will be evaluated by a peer assessment (checklist). The maps will also be evaluated by the teacher according to the requisite components as outlined by the assessment checklist. Language proficiency will also be assessed via ongoing teacher observation; an observation checklist is also provided.
1. Product(s) or student work sample(s): The student will fill-in the map of an island with appropriate land features. Each student will complete a checklist regarding a peers map. Students will construct a sentence comparing the two maps.
2. Type(s) of student response(s): The map itself represents a constructed response item. The peer checklist represents a dichotomous scale, and the comparison task represents a cloze task for ELLs at ELP levels 1 and 2. The comparison is an open-response item for ELLs at ELP levels 3-5
3. Materials or resources (visual or graphic support):ELs at ELP level 1 will receive maps which already include a legend. The student will use the given symbols to design a map. ELLs may also refer to maps and atlases as they design their own map.
4. Type(s) of documentation (rubric) or scoring guide(s): The scoring for this assessment is analytic. The task is broken down into requisite categories according to the attached analytic scoring guide. English Language Proficiency is also assessed using an observation checklist (attached).
II. Delivering: The Instructional Assessment Sequence for a Project
Task 1 Grouping of students: Individuals Description of what students do: Students will choose the landmarks that they would like to include on their island map Students will design symbols for each landmark Students will construct a map using the symbols Students will create a legend for their symbols
Task 2 Grouping of students: Pairs Description of what students do: Students will present their map to a partner Students will trade maps with a partner Students will complete a checklist of the items included on their partners map Students will construct a sentence comparing the two maps
III. Interpreting Results Peer or student self-assessment: Students will assess a peer according to a checklist.
Teacher assessment: The teacher will provide students with the checklist of items to include on their maps prior to map construction The teacher will use an analytic scoring guide/checklist to assess the maps
IV. Feedback and Use of Information From peer or student self-assessment: Students view a peers map and complete a checklist/inventory of the landmarks and features included. Students provide feedback according to the prompts provided on the checklist.
From rubrics or documentation forms: The checklist is shared with students and described orally prior to commencing the project/map.
From teachers: The teacher will make comments on the maps and provide a copy of the assessment checklist. The teacher will also conference with students as needed to share observations/feedback.