Albers 1
The Geography of New York State
By Jamie Albers
Albers 2
Table of Contents for Unit
Information about the Unit/Task:
I.
II.
III.
IV.
V.
VI.
VII.
Information Sheet for Curriculum Module… p. 3
About the Tasks… p. 4
Common Core State Standards Addressed... p. 5
Task Rubric… p. 7
Necessary Skills for Task Completion… p. 9
Outline of Instruction… p. 11
Materials, References, and Supports… p. 14
Detailed Lesson Plans:
I.
II.
III.
IV.
“Exploring the Physical Features of New York State”: First lesson in the
segment… p. 15
a. Lesson Handouts/Activities… p. 18
“Cool Climates of New York State: Second lesson in the segment… p. 21
a. Lesson Handouts/Activities… p. 24
“The Politics of New York State”: Third lesson in the segment… p. 26
a. Lesson Handouts/Activities… p. 29
“Learning How to Write About Places:” Sixth lesson in the segment… p. 31
a. Lesson Handouts/Activities… p. 34
Albers 3
Information Sheet for Curriculum Module
Module title:
The Geography of New York State
Module description
(overview):
This module serves to engage students in learning about maps of New
York State. Students will explore different types of maps, including
physical, vegetation/climate, and political, to build an understanding of
maps. They will use the information they learned, as well a knowledge
of crafting informational texts, to create a Google Earth Literacy Trip
(“Google Lit Trip”) that highlights different aspects of New York State
on an interactive technological map.
Template task
(include number,
type, level):
RI7:
4. [Insert optional question] After reading or viewing _____
(informational text, or visual, oral, or quantitative information such as
charts, graphs, diagrams, time lines, animations, or interactive elements
on web pages), write _____ (product) in which you interpret the
information and explain how the information contributes to an
understanding of the text in which it appears.
Teaching task:
4. How do you describe important places and elements of New York
State? After reading or viewing various informational texts and
examples of Google Lit Trips, write informational pieces to use in a
Google Lit Trip in which you interpret the information and explain how
the information contributes to an understanding of the text in which it
appears.
Grade(s)/Level:
4th grade
Discipline: (e.g.,
ELA, science,
history, other)
History
Course:
EPSY582L-256
Author(s):
Jamie Albers
Contact
information:
Email: jamie.albers1@marist.edu
Albers 4
About the Tasks
Teaching Task
Background to
share with
students:
Reading texts:
This module will provide an opportunity to learn about the different aspects
of New York State through the use of maps, both interactive and
physical. Students will be introduced to physical maps initially and
eventually be able to express their learning through technology and
interactive map studies.









Map of New York State (Lesson #2)
Encyclopedia Britannica (Lesson #2)
Maps of the World (Lesson #2 & #3)
Political Map of New York State (Lesson #3)
“What is Information Text?” by The School Run (Lesson #4)
“Informational Text” by Kent District Library (Lesson #4)
“Kid Chefs at the White House” by Raphael Chambers (Lesson #4)
“Crafting Stories with Google Earth” by Joe Wood (Lesson #4)
“Arthur Meets the President” presentation by Erin Gotay (Lesson
#4)
Albers 5
Common Core State Standards
READING Standards for Informational or Explanatory
“Built In” Reading Standards
“When Appropriate” 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.
5- Analyze the structure of texts, including how specific
sentences, paragraphs, and larger portions of the text (e.g.
a section, chapter, scene, or stanza) relate to each other
and the whole.
2- Determine central ideas or themes of a text and analyze
their development; summarize the key supporting details
and ideas.
7- Integrate and evaluate content presented in diverse
formats and media, including visually and quantitatively,
as well as in words.
4- Interpret words and phrases as they are used in a text,
including determining technical, connotative, and
figurative meanings, and analyze how specific word
choices shape meaning or tone.
9- Analyze how two or more texts address similar themes
or topics in order to build knowledge or to compare the
approaches the authors take.
10- Read and comprehend complex literary and
informational texts independently and proficiently.
WRITING Standards for Informational or Explanatory
“Built In” Writing Standards
“When Appropriate” Writing Standards
1 - Write informative/explanatory texts to examine and
convey complex ideas and information clearly and
accurately through the effective selection, organization,
and analysis of content.
2 - Write informative/explanatory texts to examine and
convey complex ideas and information clearly and
accurately through the effective selection, organization,
and analysis of content.
4- Produce clear and coherent writing in which the
development, organization, and style are appropriate to
task, purpose, and audience.
6 - Use technology, including the Internet, to produce and
publish writing and to interact and collaborate with
others.
5- Develop and strengthen writing as needed by planning,
revising, editing, rewriting, or trying a new approach.
8- Gather relevant information from multiple print and
digital sources, assess the credibility and accuracy of
each source, and integrate the information while avoiding
plagiarism.
9- Draw evidence from literary or informational texts to
support analysis, reflection, and research.
10- Write routinely over extended time frames (time for
research, reflection, and revision) and shorter time frames
(a single sitting or a day or two) for a range of tasks,
purposes, and audiences.
Albers 6
CONTENT STANDARDS FROM STATE OR DISTRICT
Standards
source:
NUMBER
New York State Common Core
CONTENT STANDARDS
SS.4.1a
(First
Point)
Physical and thematic maps can be used to explore New York State’s
diverse geography. - Students will be able to identify and map New York
State’s major physical features including mountains, plateaus, rivers, lakes,
and large bodies of water such as the Atlantic Ocean and Long Island
Sound.
CCLS R.4
Determine the meaning of general academic and domain-specific words or
phrases in a text relevant to a grade 4 topic or subject area.
SS.4.1a
(Second
point)
Physical and thematic maps can be used to explore New York State’s
diverse geography. - Students will examine New York State climate and
vegetation maps in relation to a New York State physical map, exploring
the relationship between physical features and vegetation growth, and
between physical features and climate.
CCLS R.6
Compare and contrast a firsthand and secondhand account of the same
event or topic; describe the differences in focus and the information
provided.
SS.4.1b
(First
Point)
New York State can be represented using a political map that shows cities,
capitals, and boundaries. - Students will create a map of the political
features of New York State that includes the capital city and the five most
populous cities, as well as their own community.
SS.4.1
(overall)
New York State has a diverse geography. Various maps can be used to
represent and examine the geography of New York State.
CCLS R.5
Describe the overall structure (e.g. chronology, comparison, cause/effect,
problem/solution) of events, ideas, concepts, or information in a text or part
of a text.
CCLS R.7
Interpret information presented visually, orally, or quantitatively (e.g.
charts, graphs, diagrams, time lines, animations, or interactive elements on
Web pages) and explain how the information contributes to an
understanding of the text in which it appears.
Albers 7
Task Rubric
TEACHING TASK RUBRIC (INFORMATIONAL OR EXPLANATORY)
Scoring
Elements
NOT YET
1
1.5
APPROACHES
EXPECTATIONS
2
2.5
MEETS
EXPECTATIONS
3
Focus
Attempts to
address
prompt, but
lacks focus or
is off-task.
Controlling
Idea
Reading/
Research
Addresses prompt
appropriately and
establishes a
position, but focus
is uneven.
3.5
ADVANCED
4
Addresses prompt
appropriately and
with an adequate
response; stays on
task.
Addresses all
aspects of
prompt
appropriately
with a detailed
response; stays
on task.
Lacks a clear
controlling
idea to inform
or explain.
Establishes a
controlling idea to
inform or
explain. Idea may
lack clarity or
credibility.
Establishes a
credible controlling
idea to inform or
explain.
Accurately and
effectively
presents
important
information
from reading
materials to
inform or
explain.
Attempts to
include
reading
materials to
develop
response, but
lacks
connections or
relevance to
the purpose of
the prompt.
Utilizes some
information from
reading materials
relevant to the
purpose of the
prompt with minor
lapses in accuracy
or completeness.
Accurately utilizes
details from reading
materials relevant to
the purpose of the
prompt to develop
argument or claim.
Accurately and
effectively
utilizes
important details
from reading
materials to
inform or
explain.
Attempts to
inform or
explain but
lacks details.
Informs or explains
by presenting only
some details.
Informs or explains
using appropriate
and sufficient details.
Informs or
explains by
providing
detailed and
relevant
information.
Maintains an
appropriate
organizational
structure to address
specific requirements
of the prompt.
Structure adequately
supports the ability
to inform or explain.
Maintains an
organizational
structure that
intentionally and
effectively
enhances the
presentation of
information as
required by the
specific prompt.
Structure
enhances
development of
the ability to
Development
Organization
Attempts to
organize ideas,
but lacks
control of
structure,
including
opening,
development,
and/or closure.
Demonstrates an
attempt to organize
information within
a structure to
inform or explain,
with minor lapses
in structure and/or
coherence.
Albers 8
inform or
explain.
Conventions
Attempts to
demonstrate
standard
English
conventions,
but lacks
cohesion and
control of
grammar,
usage, and
mechanics at
the appropriate
grade
level. Does
not use
citations when
needed.
Content is
irrelevant,
inappropriate,
or inaccurate.
Content
Understanding
Demonstrates an
uneven command
of standard English
conventions and
cohesion.
Uses language and
tone with some
inaccurate,
inappropriate, or
uneven features.
Inconsistently cites
sources.
Demonstrates a
command of
standard English
conventions and
cohesion, with few
errors. Response
includes language
and tone appropriate
to the audience,
purpose, and specific
requirements of the
prompt. Cites
sources using
appropriate format
with only minor
errors.
Demonstrates
and maintains a
well-developed
command of
standard English
conventions and
cohesion, with
few errors.
Response
includes
language and
tone consistently
appropriate to
the audience,
purpose, and
specific
requirements of
the prompt.
Consistently
cites sources
using
appropriate
format.
Briefly notes
disciplinary content
relevant to the
prompt; shows
basic or uneven
understanding of
content; minor
errors in
explanation.
Accurately presents
disciplinary content
relevant to the
prompt with
sufficient
explanations that
demonstrate
understanding.
Integrates
relevant and
accurate
disciplinary
content with
thorough
explanations that
demonstrate indepth
understanding.
Albers 9
Necessary Skills for Task Completion
Skills Cluster 1: Preparing for the Task
Skill
Definition
1. Background
information
Ability to create a map of New York State that shows the major physical
features of New York State, identifying major physical features, including
mountains, plateaus, rivers, lakes, and other large bodies of water on a map
of New York State.
2. Background
information
Ability to create a physical map of New York State that shows the climate
and vegetation, placing and identifying physical features, vegetation
growth, and climate on a map of New York State.
3. Background
information
Ability to create a map of New York State that shows the location of major
political features, placing and identifying the capital city, five most
populous cities, and my own city on a map of New York State.
4. Task
introduction and
analysis
Ability to understand the task, as well as connect it to existing knowledge,
skills, experiences, interests, and concerns.
Skills Cluster 2: Reading Process
Skill
Definition
5. Task
engagement
Ability to fluently work with technological tool used for final product
(Google Earth); ability to explain concepts (what happened and why) in a
technical text.
6. Active
reading
Ability to identify central components of appropriate texts, including
summarizing the text and extracting key details and main ideas.
6. Note taking
Ability to select important facts and passages for use in one’s own writing.
Skills Cluster 3: Transition to Writing- Organization
Skill
Definition
7.
Planning
Ability to use graphic organizers to map out ideas for final product using pieces
from texts; ability to categorize ideas into sections of similar information and
proper formatting.
Skills Cluster 4: Writing Process
Skill
Definition
8.
Development
Ability to write original informational/explanatory piece in an initial draft with
an emerging line of thought and structure, including elements such as facts,
definitions, concrete details, questions, and other relevant information about
the topic.
Albers 10
9. Revision
Ability to refine text, including line of thought, language usage, and tone as
appropriate to audience and purpose.
9. Editing
Ability to proofread and format a piece to make it more effective.
10.
Completion
Ability to submit final piece that meets expectations.
Albers 11
Outline of Instruction
PACING
SKILL AND
DEFINITION
PRODUCT AND
PROMPT
SCORING (product meets
expectations if...)
INSTRUCTIONAL
STRATEGIES
Skills Cluster 1: Preparing for the Task
Day
1
1. Background
Information
Ability to create a map
of New York State that
shows the major
physical features of
New York State,
identifying major
physical features,
including mountains,
plateaus, rivers, lakes,
and other large bodies
of water on a map of
New York State.
Day
2
Day
3
Day
4
2. Background
Information
Ability to create a
physical map of New
York State that shows
the climate and
vegetation, placing and
identifying physical
features, vegetation
growth, and climate on
a map of New York
State.


New York State
Map activity
Map questions
activity





3. Background

Information
Ability to create a map 
of New York State that
shows the location of
major political features,
placing and identifying
the capital city, five
most populous cities,
and my own city on a
map of New York State.
Climate/Vegetation 
Venn diagram
Group discussion

Map completion

New York State
political map
Cities graphic
organizer


4. Task Introduction and  Group discussion:

Analysis
o How do you think
Ability to understand
you could present
the task, as well as
this information?
connect it to existing
o What do you want
knowledge, skills,
to include?
experiences, interests,
o How do you feel
Map Activity: Full credit
for their map if it both
identifies the major
physical features and is
colored correctly; partial
credit for the majority of
the major physical
features.
Map questions:
participation
Linked in
“Procedures”
Venn Diagram: 9
similarities/differences
Group discussion:
participation
Map completion:
participation
Linked in
“Procedures”
Political map: Identifies
all points
Graphic organizer: fills
out all categories
Linked in
“Procedures”
None


Introduce
task.
Discuss
comments
and
concerns
about task.
Albers 12
and concerns.

about using this
tool?
Discuss
student
responses
to
questions.
Skills Cluster 2: Reading Process
Day
5
Day
6
Day
6
5. Task Engagement
 Google Earth:

Ability to fluently work with
o How do you feel
technological tool used for final
using this tool?
product (Google Earth); ability
o How do you think
to explain concepts (what
you could
happened and why) in a
incorporate your
technical text.
ideas using this
tool?
o What are your
concerns about
the tool at this
point?
Exit ticket
with
questions
6. Active Reading

Ability to identify central

components of appropriate texts,
including summarizing the text
and extracting key details and
main ideas.
KWL chart
Informational Text
graphic organizer
KWL
chart: fills
out all
categories
Graphic
organizer:
fills out all
categories
Linked in
“Procedures”

Informational Text
graphic organizer
KWL
chart: fills
out all
categories
Linked in
“Procedures”
6. Note Taking
Ability to select important facts
and passages for use in one’s
own writing.






Have students
use Google Earth
freely to
understand how it
works.
Show students
examples of
Google Lit Trips.
Students will fill
out exit tickets to
answer questions
at the end of
class.
Skills Cluster 3: Transition to Writing
Day
7
7. Planning
Ability to use graphic organizers to
map out ideas for final product using
pieces from texts; ability to categorize
ideas into sections of similar
information and proper formatting.


Pre
planning
graphic
organizer
s
List of
ideas and
sources
Informal
assessment review of preplanning charts

Introduce
graphic
organizers for
pre-planning of
writing.
Work in small
groups/pairs to
fill out graphic
organizers.
Meet with
students
individually to
discuss ideas for
writing.


Skills Cluster 4: Writing Process
Day
8
8. Development
Ability to write original

Initial
draft

Provides
draft with all

Students
write
Albers 13
informational/explanatory piece in an
initial draft with an emerging line of
thought and structure, including elements
such as facts, definitions, concrete details,
questions, and other relevant information
about the topic.
Day
9
9. Revision
Ability to refine text, including line of
thought, language usage, and tone as
appropriate to audience and purpose.

Updated
draft

complete
parts/evidenc
e of outline

independentl
y.
Teacher
circulates
around the
room to
assist
students.

Review
revision
skills.
Students
work in pairs
to read over
and revise
papers.
Teacher
circulates
around the
room to
assist
students.
Provides
draft with
evidence of
revisions.


Day
9
9. Editing
Ability to proofread and format a piece to
make it more effective.

Updated
draft

Provides
draft with
evidence of
editing.



Day
10
10. Completion
Ability to submit final piece that meets
expectations.

Completed 
final draft.
Fits “Meet

Expectations”
criteria in
each section
of the rubric.
Review
editing skills.
Students
work in pairs
to edit each
other’s
papers.
Teacher
circulates
around the
room to
assist
students.
Celebrate
being
finished!
Albers 14
Materials, References, and Supports
For Teachers
Full Lesson Plans:
 Lesson Plan #1: Exploring the Physical Features of New York State (1st lesson in sequence)
 Lesson Plan #2: Cool Climates of New York State (2nd lesson in sequence)
 Lesson Plan #3: The Politics of New York State (3rd lesson in sequence)
 Lesson Plan #4: Learning How to Write about Places (6th lesson in sequence)
Research Reviews:
 Research Review #1
 Research Review #2
 Research Review #3
 Research Review #4
Online Learning Tool:
 Online Learning Tool
Albers 15
Lesson 1: “Exploring the Physical Features of New York
State”
Unit: The Geography of New York State
Title of Lesson #1: Exploring the Physical Features of New York State
Overview
Students will identify the major physical features of New York State (e.g. mountains,
rivers, large bodies of water) and will map them out.
Suggested time allowance: One 45 minute lesson.
Standards
(NYS Social Studies Standards, NYS Arts Standards, Common Core Learning Standards)

SS.4.1a: Physical and thematic maps can be used to explore New York State’s
diverse geography.
o

Students will be able to identify and map New York State’s major physical
features including mountains, plateaus, rivers, lakes, and large bodies of
water such as the Atlantic Ocean and Long Island Sound.
CCLS R.4: Determine the meaning of general academic and domain-specific
words or phrases in a text relevant to a grade 4 topic or subject area.
Learning Targets



I can create a map of New York State that shows the major physical features of
New York State.
I can place and identify major physical features, including mountains, plateaus,
rivers, lakes, and other large bodies of water on a map of New York State.
I can define the terms “compass rose,” “mountain,” “physical features,” “plateau,”
and “river”.
Essential Unit Question
What are the major physical features of New York State?
Resources/Materials For This Lesson







Large map of New York State with prominent land features
Post-it Notes
Teacher example map
Individual blank maps for students (attached at the end of this document)
Student map questions (attached at the end of this document)
Markers/colored pencils/crayons
Social studies textbook (with map of New York State and descriptions of major
physical features)
Albers 16
Activities/Procedures
1. Introduce the essential question and overview of the lesson to the students.
2. Have a large map of New York State in front of the classroom with Post-it Notes over
the names of the different land features so that students cannot read them. Activate prior
knowledge by showing the map to the students and asking them if they can identify any
of the regions. Relate it to their lives by asking the class if anyone has been to these areas
and can describe them.
3. Discuss the map and identify the major physical features of the state. At this point,
introduce/review the new vocabulary for this lesson. Include a reference to the social
studies text being used that includes this information.
4. After highlighting the important physical features of the state, explain the assignment
to the students. They will have their own maps similar to the classroom example, but
blank so the students can fill in the information themselves. The teacher will put the
large map away and show the students an example of her own map that she created, using
colored pencils and labeling the major physical features. The teacher will also review
what a compass rose is, and discuss the different directions.
5. As a whole class, the teacher will encourage students to brainstorm what physical
features are the most important. As students create their list, the teacher will write it on
the board and add any points that the students did not include themselves.
6. The students will all be given blank maps. They will then fill out their maps using
colors of their choice, being sure to label the major physical features and keep the colors
organized (e.g. all the lakes are blue, all the mountains are brown). Students will be
allowed to collaborate with a partner if they are having difficulty recalling all of the
information. They can also use their textbooks as reference.
7. Once the students have finished their map, the teacher will check it for accuracy. She
will then give them a sheet to complete that corresponds to the map to help develop
further comprehension. This sheet can be completed during independent time if students
need the entire period to finish their maps.
8. After all students have finished their maps, the teacher will bring the class together to
discuss what they learned and clarify any misconceptions.
Evaluation/Assessment

Completion of the New York State map
o
Students will receive full credit for their map if it both identifies the major
New York State physical features and is colored correctly. The student
must have the majority of the major physical features that were listed on
the board included on their map (if they have all features labeled except
one they will still receive full credit). The other aspect to be included is if
the student involved appropriate colors in their map (e.g. bodies of water
are blue). Students will receive partial credit if some of these
requirements are met.
Albers 17
o

This map is the main assessment for this lesson.
Completion of map questions
o
Students will complete the questions that accompany their map drawings,
to be completed either during the class period with extra time or later in
the day during an independent work period. This worksheet is not a
requirement, and can be used as additional support for students who need
further comprehension, as well as a challenge for higher level students. If
completed, this question activity will be graded as a form of class
participation.
Vocabulary





Compass rose
Mountain
Physical features
Plateau
River
Albers 18
Name: _____________________________
Date: ____________________
New York State: Major Physical Features Map
Directions: Fill out the map. Make sure to label all the names of the physical
features listed on the board in the correct locations. Also, color in each feature
according to similarities (for example, all of the lakes should be the same
color). Do not forget to label the directions on the compass rose!
Retrieved from http://www.enchantedlearning.com/usa/label/states/newyork/
Bonus: Label any additional features that we did not list on the board that you
find in your textbook or that you already know!
Albers 19
Name: _____________________________
Date: ____________________
New York State: Major Physical Features
Comprehension Questions
Directions: Use your map as a reference to help answer the questions below.
1. How many major mountain ranges are in New York State? ________
2.
Name two of these mountain ranges that are found in New York State.
________________________________________________________________
3.
Which ocean does New York State connect to?
__________________________
4.
Circle the name of the longest river in New York State.
Hudson River
Mississippi River
5.
What are the names of the two Great Lakes that border New York State?
_______________________________________________________________
6.
Which of these lakes does not border New York State? Circle the correct
answer.
Lake Ontario
Lake Champlain
Great Salt Lake
7.
How many major lakes are in New York State? _______
Albers 20
8.
Circle two states that are on the southern border of New York State.
Pennsylvania
Vermont
New Jersey
Delaware
9.
A.
B.
C.
D.
What is the capital of New York State?
Trenton
Sacramento
New York City
Albany
10.
A.
B.
C.
D.
What is the name of the tallest mountain peak in New York State?
Mt. McKinley
Mt. Marcy
Mt. Everest
Pikes Peak
Albers 21
Lesson 2: “Cool Climates of New York State”
Unit: The Geography of New York State
Title of Lesson #2: Cool Climates of New York State
Overview
Students will discuss to understand the various climates and vegetation of New York
State. They will use a compare-and-contrast organizer to differentiate this information
from the major physical features learned in the previous lesson.
Suggested time allowance: One 45 minute lesson.
Standards

SS.4.1a: Physical and thematic maps can be used to explore New York State’s
diverse geography.
o

Students will examine New York State climate and vegetation maps in
relation to a New York State physical map, exploring the relationship
between physical features and vegetation growth, and between physical
features and climate.
CCLS R.6: Compare and contrast a firsthand and secondhand account of the same
event or topic; describe the differences in focus and the information provided.
Learning Targets



I can create a physical map of New York State that shows the climate and
vegetation
I can place and identify physical features, vegetation growth, and climate on a
map of New York State.
I can define the terms “climate” and “vegetation”.
Essential Unit Question
What are the different climates and vegetation of New York State, and how are they
similar and different to the major physical features of New York State?
Resources/Materials For This Lesson




Geographic map of New York State (such as this map)
Students’ completed major physical features map (from first lesson)
Climate Venn diagrams (attached at the end of this document)
Vegetation Venn diagrams (attached at the end of this document)
Activities/Procedures
1. With the students sitting together in a group (e.g. on the class rug or other large area),
introduce the essential question and brief overview of the lesson.
Albers 22
2. Activate prior knowledge by asking the students what can be on a map, showing them
an example such as this. Prompt the students by asking them questions such as:
a.
“What do the different colors on the map mean?”
b.
“Why do you think some of the words are in different colors and sizes?”
c.
“How is this map similar to the map we made of the major physical
features? How is it different?”
d.
“What do you think the different colored lines represent? Explain your
reasoning.”
3. Correct any misconceptions and introduce the ideas of climate and vegetation to the
class. Write the terms on the board and collectively discuss what the two terms mean
in relation to maps and New York State. Have the students predict by asking “Do
you think the vegetation and climate have any relationship to the major physical
features we discussed last class? Justify your answer” in order to make a connection
between the two lessons.
4. Divide the class into groups of 4, and hand out the Climate and Vegetation Venn
diagrams (each student will receive both worksheets). Assign half the class Climate
and half the class Vegetation. Explain that the groups will be working together to
complete only the Venn diagram that they have been assigned (the second one will be
addressed later in the lesson). Include saying that every student will be responsible to
explain at least one point on their Venn diagram to assure individual
accountability. For students who have difficulties with writing, they may use bullet
points instead of writing full sentences or use sentence starters (e.g.
Climate/Vegetation is similar/different to the major physical features of New York
State because...) on their Venn diagrams. Students may also decide to draw pictures
to accompany their points if it is appropriate (e.g. draw trees to describe the forested
areas of New York State).
5. Discuss with the groups appropriate resources. They can use their textbooks
(whichever textbook is used within the specific district/school), as well as preapproved Internet sources such as the Encyclopedia Britannica (information about the
climate and vegetation of New York State) and Maps of the World (various maps that
represent different geographical aspects of New York State).
6. Depending on the length of the discussion from Steps 1-3, allott the students about 25
minutes to research and collaborate to complete their Venn diagrams. The teacher
will circulate around the room to answer any questions, correct misconceptions, and
guide students if they need extra assistance.
7. If the students finish their Venn diagrams early, they may use their major physical
features map (completed in the first lesson) and draw on the vegetation/climate over
the major physical features to help create a visual.
8. After each group has completed their Venn diagram, the students will each share one
point that they included in their comparisons. Students will use this opportunity to
complete the Venn diagram they were not assigned to (i.e. if Group 1 is talking about
Climate and Group 2 did Vegetation, they will write down what Group 1 discusses on
their blank Climate sheet).
9. Bring the class back together as a whole group to discuss what they had learned. Go
over the terms climate and vegetation again to reiterate and emphasize what they are
Albers 23
in the context of New York State. Have a few students share one new thing that they
learned as a method of informal assessment.
Evaluation/Assessment



Completion of the Climate/Vegetation Venn diagram
o The Venn diagram will have at least 9 points (3 similarities, and three
differences for each category) in order for students to earn full credit for
this assignment. Points do not have to be written in full sentences (i.e. can
be written in bullets for students who have difficulties with
writing). Partial credit will be given for 5-6 points.
Participation in group discussion/explanation of Venn diagrams
o Each student will be responsible for explaining one point on their Venn
diagram to the class. The student will explain where he or she got the
information and what it means in the context of comparing it to the major
physical features of New York State.
Additional map completion
o This optional assignment will take place if the students complete their
Venn diagrams early (see Procedure Step #7). Students will be assessed
on the accuracy of their maps as well as the accuracy of the
information. This activity will be graded as a form of participation if they
choose to complete this non-required supplemental activity.
Vocabulary


Climate
Vegetation
Albers 24
Name: _____________________________
Date: ____________________
New York State Climate
Directions: Compare and contrast the climate and major physical features of New
York State using this Venn diagram. Use your major physical features map, as
well as your textbook and pre-approved Internet sources to find as much
valuable information as you can!
Albers 25
Name: _____________________________
Date: ____________________
New York State Vegetation
Directions: Compare and contrast the vegetation and major physical features of
New York State using this Venn diagram. Use your major physical features map,
as well as your textbook and pre-approved Internet sources to find as much
valuable information as you can!
Albers 26
Lesson 3: “The Politics of New York State”
Unit: The Geography of New York State
Title of Lesson #3: The Politics of New York State
Overview
Students will identify the major political locations of New York State (e.g. five most
populous cities, capital city, and own community) and will map them out.
Suggested time allowance: One 45-minute lesson.
Standards
(NYS Social Studies Standards, NYS Arts Standards, Common Core Learning Standards)

SS.4.1b: New York State can be represented using a political map that shows
cities, capitals, and boundaries.
o

Students will create a map of the political features of New York State that
includes the capital city and the five most populous cities, as well as their
own community.
CCLS R.4: Determine the meaning of general academic and domain-specific
words or phrases in a text relevant to a grade 4 topic or subject area.
Learning Targets



I can create a map of New York State that shows the location of major political
features.
I can place and identify the capital city, five most populous cities, and my own
city on a map of New York State.
I can define the terms “political features,” “boundaries,” “city,” and “town”.
Essential Unit Question
What are the major political features of New York State and where are they?
Resources/Materials For This Lesson

Political map of New York State
Activities/Procedures
1. Gather students to the rug or other communal area. Introduce the essential question
and overview of the lesson to the whole class.
2. Have a large political map of New York State in front of the classroom, such as
this. Activate prior knowledge by asking the students what they know about the map - if
they know what any of the different colors or lines signify, as well as the varied sizes of
the city names.
Albers 27
3. Introduce the idea that besides maps with physical features, climate, and vegetation
(like in the last lessons), there are also political maps that show the locations of cities,
counties, and towns.
4. Explain the assignment to the students: they will complete a political map of New
York State, and then use it to complete a graphic organizer. The map will contain the
identification of Albany (the capital), the five most populous cities in New York State
(New York City, Buffalo, Rochester, Yonkers, and Syracuse), and their own home
town/city.
5. Students will be given both the blank map and the graphic organizer. Students will
work independently to find the names of the cities, but may ask their neighbor for help if
needed. The students will work collaboratively at their table (4 students of heterogeneous
abilities) to complete the graphic organizer. They will be able to use resources such as
pre-approved Internet sources (like Maps of the World and other previously discussed
websites), as well as their given social studies textbook.
6. Students will complete their maps independently and begin to work on the graphic
organizer as other peers in their group finish their maps. During this time, the teacher
will circulate around the room to answer any questions, correct misconceptions, and
guide students if they need extra assistance.
7. After all the groups have completed both their maps and graphic organizers, the class
will come back together as a whole. The teacher will assign each group a city from the
graphic organizer, and that group will discuss the components of the graphic organizer
that apply to their given city (population, location on the map, etc.). Students from other
groups will use this opportunity to check to see if their information is correct.
8. All groups will have an opportunity to share their part of the graphic organizer. With
the remaining time, the teacher will ask the students “Does anyone have any further
questions?” and clear up any misconceptions.
Evaluation/Assessment

Completion of the New York State political map
o

Students will receive full credit for their map if it both identifies the
capital city, the five most populous cities, and their hometown in the
correct location. Students will receive partial credit if some of these
requirements are met (only located 3/4 of the cities).
Completion of cities graphic organizer
o
o
Students will complete the graphic organizer that accompanies their
political map, to be completed collaboratively with others in their
group. Students will receive full credit for the full completion of all areas
of the graphic organizer. Students will receive partial credit if they fill out
3/4 of the graphic organizer spaces.
The teacher will use the sharing of the graphic organizer as an opportunity
for informal assessment. While students are sharing what they learned
about their cities, the teacher will be able to assess whether or not the
Albers 28
o
students were able to research the correct information and place it in the
appropriate areas of the graphic organizer.
The graphic organizer is the main assessment for this lesson.
Vocabulary




Political features
Boundaries
City
Town
Albers 29
Name: _____________________________
Date: ____________________
New York State: Political Map
Directions: Identify and locate the following cities. You may use your textbook as
well as pre-approved Internet sources to find as much valuable information as
you can! Remember to work independently.
Cities: The capital city, the 5 most populous cities in New York State (with the
most people), and the city where you live.
Albers 30
Name: _____________________________
Date: ____________________
New York State: Cities and Populations
Directions: Organize the cities you put on your map using this table. You may
use your textbook as well as pre-approved Internet sources to find as much
valuable information as you can! You can work with the people in your cluster to
help find all the information. When filling out the location of each city, use your
map to see what else is around it and what direction it is in from other important
areas.
City
Population
Location
Albers 31
Lesson 6: “Learning How to Write About Places”
Unit: The Geography of New York State
Title of Lesson #6: Learning How to Write About Places
Overview
Students will examine several texts in order to understand how to write about
places. This will contribute to their final unit product as this is their initial exposure to
informational texts. They will use these texts eventually as models for writing their own
informational pieces about places in New York State.
Suggested time allowance: One 45 minute lesson.
Standards
(NYS Social Studies Standards, NYS Arts Standards, Common Core Learning Standards)

SS.4.1: New York State has a diverse geography. Various maps can be used to
represent and examine the geography of New York State.

CCLS R.5: Describe the overall structure (e.g. chronology, comparison,
cause/effect, problem/solution) of events, ideas, concepts, or information in a text
or part of a text.

CCLS R.7: Interpret information presented visually, orally, or quantitatively (e.g.
charts, graphs, diagrams, time lines, animations, or interactive elements on Web
pages) and explain how the information contributes to an understanding of the
text in which it appears.
Learning Targets



I can identify different characteristics of informational writing.
I can (begin to) describe the important qualities of a place.
I can define the term “informational text”.
Essential Unit Question
How can I write about a place?
Resources/Materials For This Lesson


Informational texts about places
o
“What is an information text?” & “Informational Text” - Explanation of
informational text
o
“Kid Chefs at the White House” - Informational article written by kids;
Example of informational text
Google Earth texts:
o
“Crafting Stories with Google Earth” - Explanation of Google Earth Lit
Trip
Albers 32
o
Printed slides from student example of Google Earth - “Arthur Meets the
President” presentation (link to Google Earth lit trip on the page as .kmz
document); Example of Google Earth Lit Trip

KWL chart (attached at the end of this document)

Informational texts graphic organizer (attached at the end of this document)
Activities/Procedures
1. Begin by reviewing the unit task (Google Earth literature trip about New York State).
2. Activate prior knowledge by asking the students what they already know about
information texts. Ask: “Has anyone ever read an article or a story about a place? What
was it like? What did it tell you?” to begin brainstorming ideas.
3. Have students complete the KWL Chart (included in this document)
individually. When they are done, the students will share some of their answers with the
class about what they already know and what they want to know.
4. Divide the class into four groups and introduce the lesson: the students will be rotating
around stations, reading and discussing different informational texts. These texts will
deal with different places as well as how to use informational text in Google
Earth. Students will be given graphic organizers to take notes about the different texts,
and can work together in their groups to analyze these texts.
5. Give each student the Informational Text Graphic Organizer. Assign each group a
station with a text to begin.
6. Student groups will rotate until they have reached each station, reading each piece of
informational text and completing their corresponding graphic organizer. The teacher
will set a timer so the students know when to move to the next station, and circulate
around the room while the students are reading in case they have any questions. There
will be adapted versions of the text at teach station for any students with disabilities or
low reading levels.
7. Once every group has moved through all the stations, the class will come back to their
seats and regroup as a whole class.
8. The teacher will verbally assign each group an informational text to discuss for the
class.
9. Each group will briefly discuss the informational text assigned to them and what they
learned to the whole class.
10. After each group presents, the teacher will debrief by asking the students if they have
any questions and clearing up any misconceptions.
Evaluation/Assessment

Completion of KWL chart
o
Students will complete the KWL by the end of the lesson. It will include
information about what they already know, what they want to learn, and
what they learned during the lesson. The most important aspect of this
Albers 33
table for purposes of assessment is the “L” section, or what the students
learned. Students will be graded on this section as evidence of
participation in the lesson, receiving either a check (completed with at
least one fact learned from the texts) or check minus (did not write
anything learned/fact was inappropriate or irrelevant to the lesson).

Completion of Informational Texts Graphic Organizer
o
o
o
Students will complete the graphic organizer that accompanies each
informational text, to be completed collaboratively with others in their
group. Students will receive full credit for the full completion of all areas
of the graphic organizer. Students will receive partial credit if they fill out
3/4 of the graphic organizer spaces, and no credit if less than half of the
graphic organizer is completed.
The teacher will use the sharing of the informational text (with notes from
the graphic organizer) as an opportunity for informal assessment. While
students are sharing what they learned about each text, the teacher will be
able to assess whether or not the students were able to extract the correct
information and record consequent notes in the graphic organizer.
The graphic organizer is the main assessment for this lesson.
Vocabulary

Informational text
Albers 34
Name: _____________________________
Date: ____________________
Informational Text: KWL Chart
Directions: Fill out the KWL Chart regarding what you know about informational
text and what you want to know. At the end of the lesson, you will write what you
learned today.
K (Know)
W (Want to learn)
L (Learned)
Albers 35
Name: _____________________________
Date: ____________________
Informational Texts: Graphic Organizer
Directions: Take notes as you read each informational text, filling in what is
important and what you learn at each station. You can work with the people in
your group to help find all the information.
Text
“What is an
Information Text?”
&
“Informational Text”
“Kid Chefs at the
White House”
“Crafting Stories
with Google Earth”
“Arthur Meets the
President”
What I Noticed
How I Will Use This
Information in My Writing
Other Notes