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AFTER READING
OBJECTIVES
  • Formulate an inquiry question that is connected to this week's lesson focus.
  • Effectively and efficiently find, evaluate, and communicate information related to an inquiry question using electronic sources.
New Literacies
Synthesize
Analyze
Communicate
Navigate/Search
Identify Questions
Day 5
Day 4
Day 3
Day 2
Day 1
OBJECTIVES
  • Review terms related to
    maps.
  • Use maps, globes, and
    atlases to find information.
Practice Book
Practice Book p. 10
with | without Answers
Practice Book
Practice Book p. 9
with | without Answers
NEW LITERACIES
Internet Inquiry Activity
EXPLORE DIVERSITY
Use the following 5-day plan to help students conduct this week's Internet
inquiry activity on diversity. Remind students to follow classroom rules when
using the Internet.
DAY 1
DAY 2
DAY 4
DAY 3
Identify Questions Discuss the meaning of diversity with students. Talk about how Opal and Miss Franny Block's friendship in Because of Winn-Dixie shows how common experiences can bring diverse people together. Brainstorm ideas for specific inquiry questions. For example, students might explore diversity in sports, multicultural music and arts, or organizations that promote tolerance. Have individuals, pairs, or small groups write an inquiry question they want to answer.
Navigate/Search Explain how to begin a simple Internet search using a student-friendly search engine. Tell students search engines find and list Web sites that match the keywords students enter. Help students determine appropriate keywords related to their inquiry questions. Discuss how to use search engine results to identify a few helpful Web sites.
Analyze Have students explore the Web sites they identified on Day 2. Tell them to scan each site for information that helps answer their inquiry question. After examining relevant and credible Web sites, students may want to revise their inquiry question based on the information available. Then they can choose a few sites to explore further.
Synthesize Have students synthesize information from Day 3. Remind them that when they synthesize, they combine relevant ideas and information from different sources to develop an answer to their inquiry question.
Communicate Have students share their inquiry results. They can use a word processing program to show their questions and answers.
DAY 5
RESEARCH/STUDY SKILLS
Map/Globe/Atlas
TEACH
Ask students how they could find the location of Naomi, Florida. Discuss using a map,
globe, or atlas. Show examples of each type of source and use them to define the
following terms:
  • A map is an illustration of a place. It could be a drawing of your backyard or the solar system.
  • A map's legend contains a compass rose showing direction, a scale showing distance, and a key showing symbols on the map and what they represent.
  • A globe is a sphere with a map of the world on it.
  • An atlas is a book that contains maps.
Have small groups take turns examining a globe and an atlas. Remind students to
study the legend closely before using any map. Then ask:
  1. How would you find the country closest to Australia? (Possible response:
    Locate Australia on a globe and then find the country nearest to it.)
  2. How would you figure out the number of miles between Washington
    D.C. and New York City?     (Possible response: Measure the distance on a map
    with a ruler and then use the scale to figure out the number of miles.)
  3. How would you find a route to drive from Los Angeles to Miami?
     (Possible response: Look at a U.S. map that includes major highways.)
Map/Globe/Atlas
ASSESS
Check that students can name the parts of a map and explain the purpose of each part. Name specific locations and have students find them on the map.
For more practice or to assess students, use Practice Book pp. 9–10.