Activity Overview
Students can demonstrate their knowledge about a particular city, state, or country by creating a spider map that highlights important facts and features of the location. Teachers may wish for students to focus on several important features such as where the location is in the world, population, capital, flag, language, geography, major religions, historic achievements, famous sites, resources, animals, and customs. Students can research the location using school resources and use a spider map graphic organizer to keep track of information as they complete their research. They should include landscapes, towns, or cityscapes that resemble their country, symbols, flags, and other designs and items relevant to the country.
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Due Date:
Objective: Create a spider map focusing on the different important facts about your country.
Student Instructions:
- Click "Start Assignment"
- Research the country you have been assigned using a graphic organizer to write important information.
- Using the template create a spider map of 5-10 cells to highlight each fact.
- Write at least 3 sentences of a detailed description in each cell.
- Design illustrations for each fact using appropriate characters, items, and scenes.
- Save and exit when you're finished.
Requirements: 5-10 cells showcasing different facts about your location. Appropriate scenes to illustrate each cell. 1-3 sentence description for each cell demonstrating your understanding.
Lesson Plan Reference
- CCSS: W.5.4 - Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)
- CCSS: W.5.7 - Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
- CCSS: W.5.8 - Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.
- CCSS: RI.5.1 - Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
- CCSS: RI.5.2 - Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
- CCSS: RI.5.3 - Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.
- CCSS: RI.5.7 - Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.
- CCSS: RI.5.9 - Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
Rubric
(You can also create your own on Quick Rubric.)
| Proficient 5 Points | Emerging 3 Points | Beginning 1 Points | |
|---|---|---|---|
| Facts | Title, description and images provide a clear explanation of the facts about this topic. The facts listed are accurate and answer each of the question prompts. | Title, description and images explain some of the facts about this topic. The facts listed are mostly accurate and answer most of the question prompts. | Title, description and images do not provide a clear explanation of the facts about this topic. The facts listed are mostly inaccurate and do not answer each of the question prompts. |
| Storyboard Images and Effort | Student clearly shows effort to convey the facts about the topic through appropriate scenes, characters, items, symbols or infographics. Illustrations clearly show that time, care and effort have been put in. | Student attempts to convey facts about the topic through use of illustrations, but the depiction may be confusing, disordered, or lack some detail. | Student does not clearly convey facts about the topic and the depictions are inaccurate or off topic. |
| Spelling and Grammar | Student uses exemplary spelling and grammar. There are no errors. | Student makes one or two minor errors in spelling and grammar. | Student makes multiple errors in spelling and grammar. |
Activity Overview
Students can demonstrate their knowledge about a particular city, state, or country by creating a spider map that highlights important facts and features of the location. Teachers may wish for students to focus on several important features such as where the location is in the world, population, capital, flag, language, geography, major religions, historic achievements, famous sites, resources, animals, and customs. Students can research the location using school resources and use a spider map graphic organizer to keep track of information as they complete their research. They should include landscapes, towns, or cityscapes that resemble their country, symbols, flags, and other designs and items relevant to the country.
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Due Date:
Objective: Create a spider map focusing on the different important facts about your country.
Student Instructions:
- Click "Start Assignment"
- Research the country you have been assigned using a graphic organizer to write important information.
- Using the template create a spider map of 5-10 cells to highlight each fact.
- Write at least 3 sentences of a detailed description in each cell.
- Design illustrations for each fact using appropriate characters, items, and scenes.
- Save and exit when you're finished.
Requirements: 5-10 cells showcasing different facts about your location. Appropriate scenes to illustrate each cell. 1-3 sentence description for each cell demonstrating your understanding.
Lesson Plan Reference
- CCSS: W.5.4 - Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)
- CCSS: W.5.7 - Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
- CCSS: W.5.8 - Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.
- CCSS: RI.5.1 - Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
- CCSS: RI.5.2 - Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
- CCSS: RI.5.3 - Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.
- CCSS: RI.5.7 - Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.
- CCSS: RI.5.9 - Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
Rubric
(You can also create your own on Quick Rubric.)
| Proficient 5 Points | Emerging 3 Points | Beginning 1 Points | |
|---|---|---|---|
| Facts | Title, description and images provide a clear explanation of the facts about this topic. The facts listed are accurate and answer each of the question prompts. | Title, description and images explain some of the facts about this topic. The facts listed are mostly accurate and answer most of the question prompts. | Title, description and images do not provide a clear explanation of the facts about this topic. The facts listed are mostly inaccurate and do not answer each of the question prompts. |
| Storyboard Images and Effort | Student clearly shows effort to convey the facts about the topic through appropriate scenes, characters, items, symbols or infographics. Illustrations clearly show that time, care and effort have been put in. | Student attempts to convey facts about the topic through use of illustrations, but the depiction may be confusing, disordered, or lack some detail. | Student does not clearly convey facts about the topic and the depictions are inaccurate or off topic. |
| Spelling and Grammar | Student uses exemplary spelling and grammar. There are no errors. | Student makes one or two minor errors in spelling and grammar. | Student makes multiple errors in spelling and grammar. |
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