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America in Miniature 1. Question

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1 America in Miniature 1. Question
Maryland may be a small state, but it has a lot to offer! Within its borders, our state has many geographic features that are found throughout the whole country – that is why Maryland’s nickname is “America in Miniature”. Can you identify physical features found within our borders? How are people who live in Baltimore different from people who live in Western Maryland? Image Source: Microsoft Office How do the physical characteristics of Maryland's geographic regions affect the people who live in each region?

2 Maryland Fact Resources
2. Information Sources The resources below will help you identify and describe the different regions of Maryland. Map Resources Maryland Fact Resources More Resources Interactive Maryland County Map Interactive County Map of Maryland Landform Region Map Maryland Fact Page Maryland Facts Maryland Attractions Maryland Facts and Stats Rural, Suburban, and Urban Communities video World Book: Maryland

3 Use the resources on the previous page to help locate the information.
3. Student Activity Use the graphic organizer on the right to assist you in identifying what each region has to offer the citizens of Maryland. Use the resources on the previous page to help locate the information. Image Source: BCPS

4 4. Assessment Activity You need to choose one region in Maryland to create an ad campaign to promote that area. Use this organizer to narrow down the information you have previously collected. Choose the type of ad campaign you would like to create: A brochure An ad poster An audio public service announcement using Audacity A video public service announcement using your device or a video camera Use this rubric to help you create your ad campaign. Image Source: Microsoft Office

5 5. Enrichment Activities
Image Source: netTrekker by subscription Visit Antietam Image Source: World Book Student Visit Historic St. Mary’s City Image Source: Microsoft Office State Symbols Chesapeake Bay Image Source: Microsoft Office

6 6. Teacher Support Materials
Grade Level and Content Area MCCRS Reading: 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. Writing: 7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. Standards for the 21st Century Learner Read, view, and listen for information presented in any format (e.g. textual, visual, media, digital) in order to make inferences and gather meaning Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations. ISTE NETS - National Educational Technology Standards for Students 3. Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information. b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. 4. Critical Thinking, Problem Solving, and Decision Making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. c. Collect and analyze data to identify solutions and/or make informed decisions. Maryland State Library Curriculum 2.0 Locate and Evaluate Resources and Sources: Students will be able to follow an inquiry process to identify, locate, evaluate, and select resources and sources in a wide variety of formats to meet the information need in an ethical manner. (AASL 21st 1) 3.0 Find, Generate, Record, and Organize Data/Information: Students will be able to follow an inquiry process to find, generate, record, and organize information relevant to the information need in an ethical manner. (AASL 21st 1) 4.0 Interpret Recorded Data/Information: Students will be able to follow an inquiry process to interpret recorded data/information to create new understandings and knowledge related to the information need in an ethical manner. (AASL 21st 2) 5.0 Share Findings/Conclusions: Students will be able to follow an inquiry process to share findings/conclusions in an appropriate format to support written, oral, and multimedia information products and evaluate the products and the processes in an ethical manner. Time Frame: Three 50 minute Lessons Differentiation strategies for this lesson: Direct students to use learning tools included in our licensed databases, such as: audio read-aloud, labeled reading levels/Lexiles, and embedded dictionaries. Students can work individually, partners, or small groups to complete the slam dunk. Silver stars on grade level resources and gold stars are challenging text. The brochure and posters can be printed and created by hand if necessary. Learning Styles addressed in this lesson: Auditory, Visual, Kinesthetic, Reflective, Sequential, Field Independent Notes to the teacher: This lesson is for the Library Media Curriculum. Teachers WILL need to show the YouTube video to students on page 1, as students do not have access to YouTube. Created by Marlena Aumen, Library Media Intern The models may be used for educational, non-profit school use only. Adapted with permission, BCPS

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