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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 and symbols related to maps.
  • Locate places on a map.
Practice Book
Practice Book 3.2 p. 70
with | without Answers
NEW LITERACIES
Internet Inquiry Activity
EXPLORE CULTURAL CELEBRATIONS
Use the following 5-day plan to help students conduct this week's Internet inquiry
activity on cultural celebrations. Remind students to follow classroom rules when
using the Internet.
DAY 1
DAY 2
DAY 4
DAY 3
Identify Questions Discuss the Explore topic: Cultural Celebrations. Brainstorm ideas for specific inquiry questions about cultural festivals and celebrations. For example, students might want to find out what festivals are held in your community to honor various ethnic groups. Have students work individually, in pairs, or in small groups to write an inquiry question they want to answer.
Navigate/Search Have students begin an Internet search using a student-friendly search engine. Have students type in keywords related to their inquiry questions. Discuss how to use an advanced search if too many Web sites are listed. Using an advanced search narrows the number of suggested sites. Students can then read the descriptions and select only those that contain relevant information.
Analyze Have students explore and analyze information from the Web sites they identified on Day 2. Tell them to scan and analyze information for credibility, reliability, and usefulness. They can then print what they find and highlight relevant information.
Synthesize Have students synthesize information from Day 3. Remind them that when they synthesize, they pull together the relevant ideas from different sources to develop answers to their inquiry questions.
Communicate Have students share their inquiry results. They can use a word processing program to create a flyer inviting people to an ethnic festival.
DAY 5
RESEARCH/STUDY SKILLS
Maps and Globes
TEACH
Use a globe to show students the size and location of the United States in relation to the
rest of the world. Ask students where they would look if they wanted to compare the
locations of different cities in a state. Show students a state or local map as you discuss
these terms and ideas.
  • Maps use the directions north, south, east, and west to describe locations.
    A compass rose is a symbol that shows these directions.
  • The sizes and styles of labels on a map can sometimes give a clue about their importance. Usually bigger cities are shown in bigger type. Different type styles are often used to show places, such as state and national parks, landforms, or recreational areas.
  • Maps have a legend that shows how to read its features. The compass rose is usually part of the legend. A scale shows the distance a unit of measure stands for. Symbols show locations of places, such as airports, campsites, or parks.
Give each pair of students a state
map. Each pair first locates the
features mentioned above. Then
students write two or three facts
they have learned by studying the
map, such as which city is the
capital or the name of a state park.
As a group, discuss these questions.
1. What kinds of symbols are
used on your map? (Answers
will vary.)
2. What are some major cities
or landmarks on your map?
 (Answers will vary.)
Maps and Globes
ASSESS
As students study the maps, make sure they understand the directions. Check that they
can recognize the symbols included in the legend.
For more practice or to assess students, use Practice Book 3.2, p. 70.