Subject Area

Grade Level

Time to Complete

Language Arts

5^th

Four week during the month of September

Author’s Name

School Address

Phone, E-mail

Debra McKinney

mckfam@moose.ncia.net

Framework

How it is addressed in your project

Math IIB Recognize and use mathematics in other curriculum areas and in their daily lives. B1. The student will apply mathematical concepts across the curriculum.

Using math to create population graphs of regions of the United States.

VIIA Understand that tables and graphs can make it easier to identify trends. A1. The student will use a table or graph to justify an argument.

Using the population graphs they have created, they will use the trends to predict what they believe will be the population of a region after the 2000 census is taken.

IXA Understand that information can be organized specifically to generate possible outcomes in real-world situations. A2 The student will use simple logic and inductive reasoning to make predictions related to real-life situations

Same as above in understanding the purpose of a census and how a census is conducted.

Social Studies II(HISTORY) Students should acquire a habit of curiosity and learning about humanity and the environment through time. A. Students will be able to compare and contrast the change in values, trends, and customs through time and attention to the U.S.

Historically the area in which these children live was at one time mostly a farming area. The students will realize that the amount of open land area and the forested area have reversed themselves.

III(ECONOMICS)A. Students will demonstrate the ability to use economic reasons for settlement patterns nationally

Using the maps, charts and graphs that have been created, the students will be able to see how the geography and natural resources of an area affects the population and the economy.

IV(GEOGRAPHY)A. Students will begin to understand the effect of geography on migration, settlement, and distribution of populations and political divisions.

Same as above.

IV. Students will understand their physical environment, its formation, and how it has affected people lives. They will identify and discuss ways people depend upon and use the physical environment.

During the science study of the earth, going on simultaneously, the students will be taught how the physical environment formed and how natural events continue to impact on the environment and thus people’s lives.

IV. Students will explore geography as it relates to the U.S.

While developing their maps, the students will ultimately see how geography relates to the U.S.

Language Arts VIIA3 Organize and record information on charts, maps and graphs.

Students will gather population information in order to create the population graphs.

A4. Use available electronic data bases to access information

Students will use the internet to find the population information that they need

Project Step or Supporting Activity

Description

Introduce the Unit with the Framing question.

Begin with a ‘what I know, what I think I know, what I need to find out’ chart for the natural resources of their community to do as a whole group

The students will volunteer information for the three categories.

Brainstorm how we can find out the ‘what I need to find out’ piece.

Take suggestions from the students and offer ideas for resources that they may be able to follow up.

Have resource people come in to the classroom to explain how their particular industry came about as a result of the geography of the area.

Contact someone from Coleman’s, International Paper, and a ski resort and arrange for them to come to the classroom to talk to the children. Perhaps try to work in a field trip to the sand pit, the paper company, and a ski area.

Use the internet and the selectmen’s offices to find the population figures for the past forty years for the area.

Students will find the population figures for the last forty years by decades for the Carroll County area of the state of NH

Students will access the weather records of the area in order to determine the climate of the region

Students will use the internet or contact the Mount Washington Observatory to find out what the climate of Carroll County is.

Students will discover the economy of the region through research

Students will contact the Mount Washington Valley Chamber of Commerce to find out what the economy of the County is comprised of.

Students will create a population, climate, topographical, and an economy map for Carroll County.

After obtaining a maps of Carroll County, the students will create their own maps using a key to indicate what the colors or symbols mean, as well as a scale of miles based on the proportion they used to create their map.

Groups of students will research regions of the United States to obtain the same kind of information they got for Carroll County

Students will use the internet, write letters or e-mails, and use the textbook to gather information on population, geography, economy, and climate for each of the major regions of the United States.

Students will create the four different maps (population, climate, topographical, and economy)

Using a model, the students will draw a map to a given scale, create a key to indicate what the colors or symbols mean.

Students will present their information to the class.

As each group presents their information, the students will take notes so that they will be able to draw some conclusions based on the information they have been given.