Ashley Carroll Salt Dough Maps Subject: Social Studies Date: 9/10-9/12 Allotted time: 3 Days

Lesson Goal: The students will be able to successfully co !lete a series of tas"s and create a salt dou#h a! in order to better understand that !hysical and !olitical a!s ha$e distincti$e characteristics and !ur!oses% Standard: Geography Strand Topic: S!atial Thin"in# and S"ills Content Statement: !hysical and !olitical a!s ha$e distincti$e characteristics and !ur!oses% &laces can be located on a a! by usin# the title' "ey' al!hanu eric #rid' and cardinal directions% Anticipatory Set: This year the students ha$e been wor"in# on what a!s are' why we use the ' different ty!es of a!s' and what !arts are essential to creatin# a a! ("ey' cardinal direction' title etc%) Therefore' by creatin# salt dou#h a!s we are e$o"in# their !rior "nowled#e and buildin# on that "nowled#e to create new ideas and solidify the infor ation they already !ossess% *t !ro$ides the with a hands-on' en#a#in# acti$ity to create their own a! of +hio% Instructional Strategies: ,hole #rou! instruction Materials: Day 1: -+hio -andfor s &ac"et -Crayons (.lue' /ed' 0reen' 1ellow' .rown' +ran#e) Day 2: -Salt Dou#h (See attachment B for recipe) -Cardboard -Tooth!ic"s -Assorted color !ost-it notes (!in"' oran#e' yellow' blue' and !ur!le) -+utline of +hio (Attachment E) -Crayons/ ar"ers (!in"' oran#e' yellow' blue' and !ur!le) -Scissors -0lue Stic" Day 3: -Te !era &aint -&aintbrush -&a!er !lates

Activities: Day 1: 2ach student will recei$e a a! !ac"et (See attachment A) and will be as"ed to ta"e out their crayons and a !encil% * will !ut the a! !ac"et on the 3 -docu ent ca era so that it is $isible for all students in the classroo % +n the first !a#e * will ha$e the students follow alon# with e as we color in the a! of +hio one ste! at a ti e' followin# the directions% * will a"e sure to ta"e y ti e so that all students are able to follow alon#% +n the second !a#e' * will as" for student $olunteers to answer the 3uestions about +hio4s #eo#ra!hy% +n the third !a#e' * will ha$e student $olunteers co e u! to the docu ent ca era and color in the !lains and the hills of +hio% ,e will then co !lete the rest of the !ac"et to#ether as a class' while e$o"in# !rior "nowled#e of a!s that we ha$e already discussed this year% This !ac"et will be used on Day 2 as a reference resource to create the salt dou#h a!s% Day 2: * will use the 3 docu ent ca era to !ut a blan" a! of +hio on the board and label each !art of the a! ste! by ste!% 5&lease ta"e out the !ac"et that we wor"ed on on 6onday% Can so eone !lease tell e what all of the a!s in this !ac"et were of7 (Student response) Correct8 All of the a!s were of +hio% Today we will be creatin# our own a! of +hio with salt dou#h% As you can see' * created y own salt dou#h a! ahead of ti e% Can so eone !lease re ind e what the 3 ty!es of a!s we ha$e tal"ed about are7 (Student response) Correct8 ,e ha$e tal"ed about !hysical' !olitical' and !roduct a!s% Can anyone tell e what ty!e of a! this i#ht be that we are #oin# to create today7 (Student response) /i#ht8 This is a !olitical a! because it shows us cities' ca!itals' boundaries' and other 5hu an- ade9 thin#s% :owe$er' we can also say that it is a !olitical a! with !hysical 3ualities because we also included -a"e 2rie and the +hio /i$er% * a #oin# to !ass out an outline of +hio (Attachment E) that * would li"e you all to cut out and !aste on your cardboard% .efore we start anythin# we need to create a a! title so that we "now what our a! is of% Can so eone !lease #i$e e a #ood a! title7 (Student response) 0reat8 +nce you ha$e !asted the outline !lease !ut your salt dou#h on your a! and old it into the sha!e of +hio% (Wa ! around as the students create their "hio shapes) +nce you ha$e co !leted your sha!e of +hio we are #oin# to use a !in" !ost it note' fold it in half' and label it ;Cincinnati%4 1ou can use your a! !ac"et to hel! you with these ste!s% ,e will then ta"e a tooth!ic" and !ut it ri#ht here (show the where Cincinnati is on the a!) and !ut the !ost-it note on to! of it% ,e will then label -iberty Townshi! (where we are) oran#e' Colu bus yellow- can so eone tell e why * !ut a star as Colu bus7 (Student response) /i#ht8 *t is the ca!ital% ,e will then label Toledo blue' and Cle$eland !ur!le% <ow * would li"e you all to label the .order States li"e * did (do ste!-by-ste!)% &lease a"e sure to include all fi$e= >entuc"y' *ndiana' 6ichi#an' &ennsyl$ania' and ,est ?ir#inia% +nce you ha$e co !leted the .order States !lease label -a"e 2rie and the +hio /i$er% ,hat do we need to include on our a! so that we "now what direction e$erythin# is7 (Student response) Correct8 ,e need a co !ass rose% ,e also need a a! "ey so !lease create your "ey based on the colors we used for each city% Also re e ber to include the +hio /i$er and -a"e 2rie on your a! "ey% To orrow we will !aint these and self-chec" the to a"e sure that we did not for#et anythin# on our a!s%9

Day 3: Today we will !aint the a!s with Te !era !aint% ,e will !aint the !lains yellow' the hills #reen' and the +hio /i$er and -a"e 2rie blue% Students will then be #i$en a self-chec" list (See attachment C) to a"e sure that they did not for#et any !art of the a! and followed directions carefully% +nce all students ha$e turned in their a! they will be #raded with a rubric (See attachment D%) Accommodations for Special Learners: There are two s!ecial learners in y ornin# class session that will re3uire acco odations for this !ro@ect% The acco odations * ha$e established for the are as followsA 1% &arent $olunteers- there will be !arent $olunteers on Day 2 of this lesson in order to hel! e with the creation of the salt dou#h a!s% This will allow e to wal" around and offer students eBtra hel! who ay need it% 2% &re- ade a! "ey (See attachment #)- * created a cou!le of a! "eys ahead of ti e so that students who ay ta"e ore ti e with the !ro@ect will be able to #lue the down and follow the rather than ha$in# to rush the sel$es to write it all down' causin# the to iss further instruction% 3% -ar#er !rint of self-chec" list (See attachment G)- * created se!arate self-chec" lists with ore s!acin# and lar#er !rint for students who ay beco e o$erwhel ed with the ori#inal chec" list% C% Ty!ed u! labels (See attachment $)- * ty!ed u! labels of the states' cities' ri$er' and la"e in order to sa$e y s!ecial learners ti e% /ather than writin# all of the labels down (and worryin# about the s!ellin#) they will be able to cut out the labels * created and !aste the on the correct s!ots of the a!% Assessment: -The students will each recei$e a self-chec" list to refer to when they ha$e finished their salt dou#h a!s (See attachment C) -The students will be assessed by a rubric once they ha$e co !leted their self-chec" list (See attachment D)