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Discover Discover DISCOVER Colorado Its People, Places, and Times Second Edition Matthew Downey and Jenny Pettit TCHEA Er’S GUIDE © 2015 by University Press of Colorado Published by University Press of Colorado 5589 Arapahoe Avenue, Suite 206C Boulder, Colorado 80303 All rights reserved Printed in the United States of America The University Press of Colorado is a proud member of the Association of American University Presses. The University Press of Colorado is a cooperative publishing enterprise supported, in part, by Adams State University, Colorado State University, Fort Lewis College, Metropolitan State University of Denver, Regis University, University of Colorado, University of Northern Colorado, Utah State University, and Western State Colorado University. ∞ This paper meets the requirements of the ANSI/NISO Z39.48-1992 (Permanence of Paper). 25 24 23 22 21 20 19 18 17 15 10 9 8 7 6 5 4 3 2 1 Introduction Welcome to Discover Colorado. This Teacher’s Guide is intended to be used alongside the student textbook. It contains valuable background information for the teacher; activities to use before, during, and after students have read each chapter; and performance assessments as well as traditional assessments. Each chapter includes the following: • Focus Question for the chapter. This question is presented at the beginning of the chapter, and, through the lessons and activities, students are able to answer this question in the final assessment for the chapter. • Colorado Academic Standards and Common Core State Standards assessed and addressed. • Performance and Traditional Assessments with rubrics and answer keys that directly correspond to the Colorado Academic Standards and Common Core Standards. • Skills and Tools for Learning, focusing on key social studies skills based on the Prepared Graduate Competencies in Social Studies. • Before/While/After You Read activities to activate prior knowledge, comprehend the text, and process the chapter content. • Interactive lessons and activities to use while reading and referencing the textbook. • Twenty-First-Century Skills and Readiness Competencies in Social Studies. The Colorado Academic Standards for Social Studies (adopted in 2009), as well as the Common Core Standards, are used as the basis of instruction and assessment. Each chapter performance and traditional assessment focuses on one or more of the Evidence Outcomes in the Colorado Academic Standards for Social Studies, as well as the English Language Arts Common Core Standards for Reading and Writing in fourth grade. All the Evidence Outcomes for the Fourth Grade Colorado Academic Standards for Social Studies are either addressed or assessed in the chapter activities 3 and assessments. If students complete the chapters and lessons within the school year, then they will have demonstrated their understanding of all the Fourth Grade Social Studies Academic Standards. Vocabulary strategies are included in the reference section at the end of this Teacher’s Guide. Pre-teaching content vocabulary, as well as teaching students how to use the vocabulary in context, aids in comprehension. Teachers are encouraged to choose from a variety of strategies presented for each chapter. As students read expository texts, it is important that they be given consistent opportunities to practice strategies that support comprehension and synthesis of sometimes challenging subject matter. Within the Discover Colorado textbook itself, a variety of chapter activities give students this practice through partner and group discussions and through the use of “notebooks”—where writing, graphic organizing, note taking, and sketching become not only records of each student’s learning but ways for students to process and analyze the content. As students work through the text and lessons, they will develop the ability to use nonfiction features to locate and comprehend information; predict, clarify, question, and summarize the text; defend answers and positions with the support of the text; organize thinking and learning graphically; and gain confidence and skill in thinking through challenging concepts. We hope Discover Colorado will excite Colorado students about their state’s rich history and culture while encouraging the development of the skills necessary for successful, rewarding, lifelong nonfiction reading. 4 Introduction Geography Stand-Alone Lesson OVV ER IEW OF GeogRAPHY LessoN This lesson introduces the students to what it means to think like a geographer. It begins by asking students what they think geographers do, and then they read about what the discipline is all about. Students try out their skills reading different kinds of maps by completing a scavenger hunt through the maps. At the completion of this lesson, students understand what geography is and why it is important, as well as practice using some of the tools of geography. Mastering these skills will create a solid foundation for the geographic work the students will complete throughout the chapters in Discover Colorado. STANDARDS ADDRessed 2.1.b. Use geographic grids to locate places on maps and images to answer questions. 2.1.e. Describe similarities and differences between the physical geography of Colorado and that of its neighboring states. KEY VoCABULARY capital cities, landscape, location, place, scales, spatially, longitude, latitude MATERIALS Geography Student Handout: One copy per student 5 LessoN 1. Ask students to brainstorm what geographers do. Have them write a list of what they do in their notebooks. 2. Have students share with a partner what they think geographers do. 3. Share out lists as a class. 4. Discuss with the students that as they are learning about Colorado history while reading Discover Colorado, they are going to be completing tasks geographers, historians, economists, and politicians do on a daily basis. Today they are going to learn about what geography is and what geographers do. 5. Read the first two sections—What Is Geography and Asking Geographic Questions—together as a class. 6. With a partner, have them read together the first paragraph of the Geographic Tools section. 7. Ask students to write down their answer to these questions: Where is Colorado? How would they describe where Colorado is to their new e-mail friend? Students then share their descriptions with their partner. 8. Distribute Geography Student Handout to each student. Have them complete the handout with a partner or in a small group. Have students complete a scavenger hunt through the maps. 9. Go over answers to the scavenger hunt together as a class. 10. Read the Geographic Thinking section together as a class. Discuss with the students that they are going to work on Asking Geographic Questions in the first lesson of chapter 1. 11. Have students read the Colorado and Its Neighbors section with their partner. Students will write a paragraph to their e-mail friend describing what makes Colorado special. Have students share their responses with each other. 6 Geography Stand-Alone Lesson Name Date Geography—Student Handout Scavenger Hunt through the Maps directions: You are going to complete a scavenger hunt through the maps. With a partner or in a small group, read the second paragraph in Geographic Tools on pages 4–5 in Discover Colorado. Answer these questions using the maps in this section. 1. Which direction would you go if you drove from Sterling to Steamboat Springs? a. Which map did you use to find this information? b. What tools did you use to get this information? 2. About how many miles is it from Colorado Springs to Fort Collins? a. Which map did you use to find this information? b. What tools did you use to get this information? Geography Stand-Alone Lesson 3. What city is located at about 38° North and 104° West? a. Which map did you use to find this information? b. What tools did you use to get this information? 4. You are planning a road trip from Denver to Grand Junction to Durango and back to Denver. What roads would be the fastest route? a. From Denver to Grand Junction? b. From Grand Junction to Durango? c. From Durango to Denver? d. About how many miles is the whole trip? e. What map(s) did you use to answer these questions? f. What tools did you use to answer these questions? 5. At about what latitude and longitude is Craig, Colorado, located? a. What map did you use to find this information? b. What tools did you use to get this information? Geography Stand-Alone Lesson [Answer Key] Geography — Student Handout Scavenger Hunt through the Maps directions: You are going to complete a scavenger hunt through the maps. With a partner or in a small group, read the second paragraph in Geographic Tools on pages 4–5 in Discover Colorado. Answer these questions using the maps in this section. 1. Which direction would you go if you drove from Sterling to Steamboat Springs? [West] a. Which map did you use to find this information? [Road map] b. What tools did you use to get this information? [Compass Rose] 2. About how many miles is it from Colorado Springs to Fort Collins? [130] a. Which map did you use to find this information? [Road map] b. What tools did you use to get this information? [Scale and ruler] 3. What city is located at about 38° North and 104° West? [Pueblo] a. Which map did you use to find this information? [Lat/long map] b. What tools did you use to get this information? [Grid marks] Geography Stand-Alone Lesson [Answer Key] 4. You are planning a road trip from Denver to Grand Junction to Durango and back to Denver. Determine what roads would take you on the fastest route. a. From Denver to Grand Junction? [I-70] b. From Grand Junction to Durango? [Hwys 50 and 550] c. From Durango to Denver? [Hwy 160 and I-25] d. About how many miles is the whole trip? [750 miles] e.
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