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Performance Task:
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Students create a map quilt of their home state,
using the mathematical skills of ratio and scale, artistic talents, and an
ability to work together to coordinate individual tasks.
Students begin by studying several maps of their state that show political
features, natural features, roads, population, and products. They decide on
one map that shows cities, roads, and major natural features; that map is
divided equally into sections (7 across by 4 down would give 28 sections,
for example, for a class of 28). The map is carefully cut into separate
sections, and each student is given one piece of the map. (it's a good
ideal to label sections and to have an uncut map with sections marked for
students to refer to.)
Next, students decide how big their quilt will be and determine how big
each section of the map must be. They cut heavy paper (oak tag works well)
into the size each section will become and decide how to enlarge their
small section of map so that it is accurate and in proportion. A good way
to do this is to make 9 equidistant marks across the top and bottom of
their map section, and another 9 down the sides. They can then connect
marks and have a ten by ten section grid on their map. They do the same
thing on their oak tag (the marks will be much farther apart). They can
then transfer what is in each grid area on the map to their oak tag,
keeping the same general proportions. If a road is 1/2 way between marks on
the map, for example, it will be 1/2 between the comparable marks of the oak
tag. Students should include cities, roads, bodies of water and other
geographic features, and any other features they decide are important.
Once students have completed enlarging their map section onto their oak
tag, the entire oak tag "quilt" should be assembled. Students will discover that features that extend across sections may not match up perfectly. They need to consult their original maps and work together to ensure that, for example, a road doesn't suddenly break and move up an inch when it crosses to the next section. Once the map has been edited and everyone agrees that it looks great, students should decide what other information needs to appear on it. They may want to indicate mines or major food products, historic events/places, or other items of interest. They should work together to decide where these new items should go and add them to their map. They should also include a key that shows scale, somewhere on the new map.
Students may wish to stop at this point, color their map, and display it. Or, they may each transfer his/her section onto a heavy piece of cloth and "embroider" it with cloth paints. Cloth pieces need to be a 1/4-1/2 inch larger all around so the edges can be sewn together without destroying part of the actual section. If your school has access to sewing machines, these cloth sections can be sewn into strips, and then the strips carefully sewn together to create the entire map. In some schools, parents or a community group of quilters have quilted student work and then raffled it off to earn money for a school project or donate to a favorite charity.
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Knowledge / Skills:
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Gather information from a variety of sources, including electronic sources, and summarize, analyze, and evaluate its use for a report. (ela3)
Use the technique of dimensional analysis to convert units of measure (e.g., convert km/hr to m/min). (m33)
Plan and apply real or hypothetical models and constructions to facilitate investigation and learning and the solution to practical problems. (xs2)
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Rubric:
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Awesome!
· Map section is accurate and detailed, with excellent proportion and scale; student demonstrates an understanding of scale and easily moves from small map section to enlarged map.
· Student works well with "map neighbors" to resolve any differences across map sections, referring back to the original map to find the most accurate solution.
· Student offers excellent suggestions in deciding what features to include on map and in working as a part of a team to complete the task; student builds on others' suggestions.
· Student demonstrates an in-depth knowledge of where natural and human-made features are located in the state when discussing both his/her section and the
Good Work
· Map section is accurate and quite detailed, with good proportion and scale; student demonstrates an understanding of scale and moves from small map section to enlarged map with only minor problems.
· Student works well with "map neighbors" to resolve any differences across map sections, referring back to the original map to find the most accurate solution.
· Student offers multiple suggestions in deciding what features to include on map and in working as a part of a team to complete the task; student listens to others' suggestions.
· Student demonstrates an excellent knowledge of where most major natural and human-made features are located in his/her state when discussing both his/her section and the completed map of the entire state.
Acceptable, But…
· Map section is reasonably accurate and shows major details, proportion and scale are acceptable; student demonstrates a basic understanding of scale, but has some difficulty moving from small map section to enlarged map.
· Student works well with "map neighbors" to resolve any differences across map sections, but may need help referring back to the original map to find the most accurate solution.
· Student offers at least one workable suggestion in deciding what features to include on map and in working as a part of a team to complete the task; student listens to others' suggestions.
· Student demonstrates a basic knowledge of where most major natural and human- made features are located in his/her state when discussing both his/her section and the completed map of the entire state.
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