Situating the Lesson:
This lesson will occur a few lessons into the unit. Students will have already been introduced to Washington, DC, its sites, and its neighborhoods. After that background knowledge has been established, this lesson on navigating the city will be done.
Methods of Inquiry: Students will be given ample opportunity to ask questions throughout the lesson.
Instructional Goals:
Students will be able to explain how to effectively use the Metro to navigate around Washington, DC and be able to explain how to use the internet to research how to use public transportation to get from point A to point B in the city.
Essential Questions:
What is the Metro?
What is WMATA?
How do I use the metro to travel?
How do I get to school from my house via Metro?
Where are important sites located along the Metro?
Standards:
3.1.3: Identify and locate major historical sites in and around Washington, DC.
3.1.4: Describe various types of communities within the city.
3.1.5: Describe the ways in which people have used and modified resources in the local region.
Instructional Materials:
Map of the metro
Internet computer connected to projector (or computer lab)
Location along metro of major monuments and sites (for teacher)
Smart Trip Card
Metro Fair Card
Pencils
Mystery Box
Worksheet: Point A to Point B
Set Induction:
I liked Jenna’s idea for using the mystery box, so I’m stealing it. Introduce mystery box, have students ask yes/no questions to try and figure out what is in the box. In the box will be a metro fair card. After they see the metro fair card, I will then show them a SmartTrip card and explain the difference. This part of the lesson will be conducted in the classroom. Following the completion of this portion, we will head to the computer lab.
Procedure:
1. Set induction
2. Discussion: What is the metro? Who uses the metro? Have you ever used the metro and where have you gone on it? Where can we get from the metro? Teacher guided discussion of the children’s background knowledge of the Metro.
3. Have students go to wmata.com and show them how to navigate to the interactive metro map.
4. Have students describe the map: what do you notice? What do you think the colors mean? Where is the school located?
5. Direct instruction of how the metro works, paying for fair cards or smart trip and how basic navigation on the metro works.
6. Review of instruction: ask students how they would get from point A to point B on the Metro.
7. Independent Student Practice: Students complete the A - B worksheet. The worksheet contains a list of several of the historical sites located we have previously discussed, the students need to use the website and internet to determine how to get from the school to each of those sites.
8. When worksheet is complete, hand out the homework, a blank sheet of paper, and a map of the metro. Students are to draw a loose map of how to get from their home to school via the metro
Assessment/Closure:
Students will demonstrate their understanding of basic metro navigation in two ways: the in class worksheet and the at home map. Students complete a worksheet telling me how to get from the school to various historical and other sites around Washington, DC, illustrating they know how to use the internet to find the location of such sites, and how to use the WMATA website to learn how to travel. Their homework will also demonstrate to me that they understand how to use the metro as they draw me a map from their home to school and tell me how to get there via the metro.
Oh Mike, at least you credit me when you steal my ideas :) I do like that you used a mystery box for this one though...I think it works very well for this age group and to introduce a lesson like this!
ReplyDeleteOur units are very similar so I liked reading your lesson, it gave me some good ideas! I think it is great to take your class to the computer lab so they can all explore the website. How would you monitor to make sure they were doing the right thing on the internet? Those 3rd graders...never trust em!
I'm assuming that as a part of your D.C. unit you would have some field trips included. I think it is a great idea to have them figure out how to get from their home to the school using the metro. Maybe you could also present them a problem solving question. Tell them about a field trip that you have coming up and that you need their help to figure out the best way to get there using public transportation. This could be a fun way to incorporate their knowledge of the metro into a real-life example.
Nice lesson!
Mike, I also think that your lesson is great. Mystery box is always a fun idea and I think that the students will get very excited after the metro card is revealed and want to tell the class all of their metro experiences!
ReplyDeleteI like how you ask the class how you would get from point A-B. Children love these problem solving mysteries and would enjoy collaberating over the correct route or alternate routes.
Showing the website is also a wonderful addition. It is always good to incorporate stimulating visuals and kinesthetics for those alternative learners. I also like your idea of having them each find the route from home to school on the metro. This helps them make the personal connection even if they have never used the metro. I think that Jenna's idea about creating a field trip and having the students find the route would be very neat as well! The kids would be so willing to help you find the way!