# Plotting the Way to Washington DC

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 Keywords: geometry, Technology in the classroom and real world experiences, Digital Learning, geography, art Subject(s): Speech and Language, History, Writing, Journalism, Geometry, Grammar, Geography, Technology, Spelling, Social Skills, Social Studies, Civics, Photography, Art, Information Skills, Reading, Math, English/Language Arts Grades 4 through 6 NETS-S Standard: Creativity and InnovationCommunication and CollaborationResearch and Information FluencyCritical Thinking, Problem Solving, and Decision MakingDigital CitizenshipTechnology Operations and ConceptsView Full Text of Standards School: Morehead Montessori School, Durham, NC Planned By: sharon thomas Original Author: sharon thomas, Durham
Objective: Students will  transform a map of the Mall in Washington DC into a coordinate grid  plotting coordinates to specifically reference points of geometric reference in order to  display understanding of key vocabulary.

Engage: Show students the following PDF: Geometry In DC. Ask the question "What do you see?" Record student answers using a mind chart.

Explore: Using the Geometry Notes PDF explore the included Map of DC to locate different geometry vocabulary . Discuss why something a student finds can be more than one geometric term. Allow students to have discussions with each other to persuade each other to see their point of view.

Explain: Allow students to use the active board to draw examples of the geometry terms they found. Have a copy of the map for each student. Before a student draws have them help others locate where they are drawing using street names and or landmarks.

Evaluate: Have each student research a museum or monument. They will need to research "who" designed the monument or museum of interest. Answer "why" certain geometric aspects  were chosen and "how" those choses create a powerful impact: "what" is the impact?

Real World Experiences: Students will travel to Washington DC. After further lessons and analysis of the map from this lesson students will learn to plot coordinates to enable them to travel from place to place. This will transform into map skills. Students (with and adult) will use these skills to navigate to the different museums and monuments they have studied. Students will then take pictures of the different geometrical aspects they found in the pictures used int eh classroom. Students will take a series of photos that encompass the overall structure, then focus on specific details that reflect the geometry terms they felt they had found. Students will also take pictures of the "point" in which they had set as coordinates to get to a specific location. They may or may not end up in the exact spot. This should be documented through pictures that give a 360 degree view point.

Back to the Classroom: Students will compare the pictures they took to the images they had originally worked with in order to compare and contrast how a picture/illustration can or can't accurately reflect what the they had seen/experienced by turning a lesson into reality. Students will create a photo essay of their findings to present to class and or during PTA meeting.

Reflection: How do real world experiences affect perspective of concepts learned in the classroom? What makes real world experiences important?