Unit 1 Plan
Step One: What are the desired learning results of this unit? (benchmarks that address content)
188.8.131.52.1 Create and use various kinds of maps, including overlaying thematic maps, of places in Minnesota; incorporate the “TODALSS” map basics, as well as points, lines and colored areas to display spatial information. For example: “TODALSS” map basics—title, orientation, date, author, legend/ key, source, and scale. Spatial information--cities, roads, boundaries, bodies of water, regions.
184.108.40.206.1 Locate, identify and describe major physical features in Minnesota; explain how physical features and the location of resources affect settlement patterns and the growth of cities in different parts of Minnesota. For example: Physical features—ecosystems, topographic features, continental divides, river valleys, cities, communities and reservations of Minnesota’s indigenous people.
220.127.116.11.1 Describe how land was used during different time periods in Minnesota history; explain how and why land use has changed over time. For example: Land use might include agriculture, settlement, suburbanization, recreation, industry.
Step Two: What essential question(s) will anchor students to learning? (one or more that summarize benchmark)
18.104.22.168.1 How well can you identify the parts of a map?
22.214.171.124.1 What do physical features have to do with settlement patterns in MN?
126.96.36.199.1 How has land use changed over time in MN?
Step Three: What skills are needed to achieve desired results (nuts and bolts teaching)? (civic skills: evaluate arguments, etc. evident in the benchmarks)
Reading parts of a map; Identifying features in the landscape from a map; Understand how communities are tied to geography.
Step Four: What is acceptable evidence to show desired results?
Students who are able to successfully identify the parts of a map and make generalizations about geographical features as they relate to humans will have successfuly completed this unit.
Students will create maps of Minnesota to show they understand where major physical features of the state are located.
Step Five: What is the sequence of activities, learning experiences, etc. that will lead to desired results (the plan)?
Students should follow this unit in the order in which it is displayed.