Counting Arizona's Treasures

In the classroom/library:

Introduction:
GRADE LEVEL: 4th
SUBJECTS: Social Studies (Geography) and Writing
OVERVIEW: In this lesson, students will use Counting Arizona's Treasures as a tool in becoming more familiar with the physical features and natural and man-made landmarks that are located throughout this state. Students will use prior knowledge to assist their classmates in becoming familiar with all that Arizona has to offer.
PURPOSE: The purpose of this lesson is to expand students' knowledge of the great state where they live, Arizona

Outcomes:
Students will:
1. Be able to recognize a map of the state and major cities.
2. Expand on their knowledge of these different places and be able to write a story about a place mentioned in the book and persuade a friend to visit.
3. See the value in knowing where important areas of Arizona are located.

Standards
Social Studies Standards
STANDARD 3: GEOGRAPHY
FOCUS: Arizona · 3SS-E1. Demonstrate understanding of the physical and human features that define places and regions in Arizona, including the use of geographic tools to collect, analyze, and interpret data, with emphasis on:
PO 1. identifying Arizona as part of the Southwestern region of the United States PO 5. the location and significance of the important human features of Arizona, including those in Phoenix, Tucson, Flagstaff, and Yuma

Language Arts
STANDARD 2: WRITING
Students effectively use written language for a variety of purposes and with a variety of audiences.
Concept 1: Prewriting
o Prewriting includes using strategies to generate, plan, and organize ideas for specific purposes. (4-W1-C1)
PO 1. Generate ideas through a variety of activities (e.g., brainstorming, graphic organizer, drawing, writer's notebook, group discussion, printed material).
PO 2. Determine the purpose (e.g., to entertain, to inform, to communicate, to persuade) of an intended writing piece.
PO 3. Determine the intended audience of a writing piece.
Concept 2: Drafting
o Drafting incorporates prewriting activities to create a first draft containing necessary elements for a specific purpose. (4-W1-C2)
PO 1. Use a prewriting plan to develop a draft with main idea(s) and supporting details.
PO 2. Organize writing into a logical sequence that is clear to the audience.

Resources:
Counting Arizona's Treasures by Terri Fields, poster board with my paragraph written, big map of Arizona Materials Paper, pencils, crayons, optional drawing paper, strip of information about place

Process:

1. Introductory Set
Students will be asked if they have a favorite place. They teacher will guide a discussion based on their favorite place, what they like about it, where it is, and how they heard about it. A map will be displayed so that the students will be able to see the entire state of Arizona. A short discussion on Arizona will be started to stimulate their minds and allow them to get a feel for the state where they live.

2. Objective/Purpose
Students will 1. Be familiar with another part of Arizona that they did not know much about by working with a partner. 2. Look at an Arizona map and understand where cities are. 3. Realize the importance of identifying places besides Tucson in their own state.

3. Input
Counting Arizona's Treasures by Terri Fields will be read. Students will look at the photography and notice the different features found in other areas of Tucson. A large poster of the teacher's work will demonstrate what is expected of them in writing their persuasive letter.

4. Modeling
First, a set of partners will make a web of all of the main ideas associated with this particular place. Then, they will decide on a friend, relative, or pen pal who they will try to persuade to come to "their" place; then the two will write a letter to that person. Students will underline 3 main ideas in red and the 3 details in blue.

5. Check for Understanding
Ask students to repeat directions and ask a few to tell where the place they are writing about is. While they are writing, students will be encouraged to ask questions and use their fourth-grade imaginations!

6. Guided Practice
Teacher will walk around and make sure students are following directions and expanding on their knowledge.

7. Independent Practice or homework
Students will work cooperatively with one (or two) other students on this assignment; no homework will be assigned.

8. Closure
Review importance of environment and the importance of being familiar with your state. Why should we learn about Arizona? What can we learn if we study other places in Arizona besides Tucson? Have groups present and talk about being persuaded.

Assessment:
Ask a group of students to share and then the class will evaluate and then class will discuss if they were persuaded. Also, see if main ideas and details are present in writing.

Extensions/Modifications
When finished with the writing, students will have resources available to illustrate their place. If the students have completed the assignment, they will need to visit with the teacher and he/she will make sure they followed directions and guide them to do so if it is incomplete. (Possible Arizona worksheet)

 

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