5.3.3 latitude and longitude plea
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This document provides a reading assignment on latitude and longitude for a 5th grade social studies class. It includes a map animation resource on the concepts of parallels, meridians, and hemispheres. Students are asked to look up the latitude and longitude coordinates for 10 cities around the world and record them in a table. The purpose is to help students understand how geographical positioning systems locate places globally and to practice applying their new knowledge of latitude and longitude.
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This document provides instructions for an academic reading activity on latitude and longitude for 5th grade students. It explains that students will view an animation on latitude and longitude to learn about the topic. They will then be given geographic coordinates and use a tool to identify famous cities located at each point, recording the information in a provided table. Finally, students will self-assess what they learned and what was difficult to understand. The activity can be done individually or with a partner.
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This document provides instructions for a 5th grade social studies lesson on latitude and longitude. Students will watch an animation to learn about latitude and longitude. They will then use geographic coordinates to identify famous cities on a map and fill out a worksheet. Finally, students will self-assess what they learned, how it relates to other texts, if they achieved the reading objective, what was difficult to understand, and what helped their understanding.
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Simon Bolivar founded the Republic of Gran Colombia in 1819, uniting Colombia, Venezuela, and Ecuador after gaining their independence from Spain. This union was approved by Congress. However, the extensive territory and lack of communication made administration difficult. Cultural and geographic differences between the countries also hindered a shared national identity. As Bolivar fought to liberate other countries, Venezuela revolted. After his return, political conflicts increased and Venezuela and Ecuador separated from Gran Colombia in 1829 and 1830. Bolivar's goal of a united South America went unfulfilled as the nation dissolved after his death.
Black death (plea)
The document provides background information on the Black Death plague that ravaged Europe in the 14th century. It began in Central Asia and was spread by fleas living on rats. The plague reached Europe when the Tartars besieging the city of Caffa lobbed infected corpses over the walls, hoping to spread the disease. The Genoese fled by ship to Italy, unknowingly bringing the fleas and plague with them. The plague manifested in three forms: bubonic, pneumonic, and septicemic. The bubonic form was most common and caused swollen lymph nodes, while the pneumonic form was an airborne infection of the lungs. The disease killed around one-third of
Ancient civilizations (plea)
This document provides instructions for a reading activity about the influence of metals on ancient civilizations. Students are asked to review sources on Mesopotamia, Egypt, China, and the Indus Valley civilization to complete an infographic assignment. The reading aims to help students recognize the main features of ancient Asian and African civilizations. Students are guided through preparing for the reading, selecting important information from assigned sources, and creating an infographic on their assigned topic. They will then post their work and reflect on what they learned.
Women in independence (plea)
The document provides reading comprehension questions and strategies for analyzing a text about the role of women during Colombia's independence movement in 1819. It discusses how women from different social classes supported the independence campaign in various ways, such as providing supplies, horses, clothes, weapons, medical aid, and intelligence, and in some cases even took up arms themselves. The text emphasizes that the contributions of these women from all backgrounds were vital to the success of the independence campaign. Students are guided to apply reading skills to understand explicit details and implicit meanings, and to form their own opinions about the perspectives presented in the text.
Back to school
This document provides an introduction for students returning to social studies class after summer vacation. It includes sections to introduce themselves, reflect on their favorite and least favorite parts of social studies from the previous year, and take two short tests to check their knowledge on subject matter terms. The document aims to help students feel comfortable returning to class and prepares them to start the new school year in social studies.
Independence
The independence of Colombia was preceded by various rebellions against Spanish colonization starting in 1555. Resistance continued to grow, including a rebellion by slaves in 1781. Between 1810-1816, many regions of Colombia fought for independence from Spain in the first war for independence, known as the "Patria Boba" period. Independence was finally achieved in 1819 with the Battle of Boyacá, leading to the establishment of the Republic of Colombia. Key figures in the independence movement included Antonio Nariño, José Celestino Mutis, and Policarpa Salavarrieta.
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- 1. SOCIAL STUDIES - III TERM PLEA NAME: __________________________________GRADE: 5 A B C D DATE: ___________ TOPIC: _________________________ TEACHER: _______________________________ Type of text: Expositive (map) Format: Discontinuous Literature source: http://www.geographyalltheway.com/ks3_geography/maps_atlases/imagesetc/long_lat.swf Topic: The planetEarth and the universe Comprehension goal: How does latitude and longitude influence geographical aspects of the territory? Reading level: Literal and inferential Reading strategies: Before the reading: 1. Reading goal: What am I going to read for? 2. Prior knowledge activation: What do I know about the topic? What kind of text will it be? What is the format of the text? During the reading: 1. Select information After the reading: 1. Apply concepts: what is the use of this topic for everyday life? 2. How is the position of a specific place or city in the world? Reading abilities: Learning evidences: Recover explicit information in the content of the text. Selects prompt information about what, who, when, where, why and how of the text. Selects relevant information about the text. Multidisciplinary evidences. Make readings of text (animation), with discontinuous format (map) and extractsrelevant information and explicit details about latitude and longitude. BEFORE: Our reading objective will be to see the following animation to recognize the concepts of the latitude and longitude. Let´s activate previous knowledge about the subject. Look at the tittle, then answer what do I know about the topic? What kind of text is? Making predictions: What will be the theme of the reading?
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