Running head: LEARNING CENTER PROJECT

Learning Center Project

Ashley Jordan
Ivy Tech Community College

LEARNING CENTER PROJECT

Indiana Theme & Grade Level: Crossroads of America, 4th grade

Indiana Academic Standards with numbers:
4.3.1- Use latitude and longitude to identify physical and human features of Indiana.
4.3.9- Explain the importance of major transportation routes, including rivers, in the exploration,
settlement and growth of Indiana and in the states location as a crossroad of America
Learning Center Room Location Diagram:

Supplies/Materials Needed: Timers, Map of Indiana with the latitude and longitudes, Map of
Indiana with the major highways, Map of Indianas major rivers, pencils, colored pencils,
crayons (red and blue are used specifically), copies of the article Indianapolis Crossroads of
America, blank white paper, clipboards, notebook paper, list of directions for each activity, tape,
poster board
Activity #1: Small Group Reading Center

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The learning center will be at the group able in the far right hand side of the classroom near the
reading rug. Just the table is required for this activity and the directions will be taped to one
empty seating area. A clipboard, notebook paper, pencils, copies of the article Indianapolis
Crossroads of America, list of directions the activity, timers, and tape will be required to set up
and this center. The website http://indianapolisindiana.funcityfinder.com/2009/05/14/crossroadsof-america/ is where the article can be found.
Objective(s): The students will be able to work as a group to read an article.
Students should be able to answer three questions about information given in the article.
Directions: The class will be divided up into even group to go to three different activities. For
the first activity, students will find copies article entitled Indianapolis Crossroads of America
by Erin N. Riley. Each student is to take one copy of the article for them to follow along when
the group reads the article. The group will decide whom will be reading the article first and then
participate in popcorn reading. Each student will read a paragraph or so. Once, the group is done
reading the article they can discuss interesting facts they found in the article. After, discussion
each student will pick up a clipboard and a piece of notebook paper. If a student already has a
clipboard they do not need to grab another one. Students will then take their assessment by
themselves and can use the article. Once, it is time to move to the next activity students will take
their clipboards and assessments with them. They will leave the copies of the article at the center.
Time Allotment: 35 minutes, 15 minutes for reading, 10 minutes for discussion, and 10 minutes
for the assessment. There will be a timer that goes off for each integral listed above. Once, the
final timer rings the students move to the next activity.
Assessment: The students will use the article Indianapolis Crossroads of America to answer
these three questions:

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1. Why was Indiana and more specifically Indianapolis given the title the Crossroads of
America?
2. Name four interstates that are part of the crossroads
3. What is the nickname of I-69 and why does the interstate have that nickname?
The students will take their assessments with them as they go onto the next activity. They are to
clip it to their clipboards. I will grade the assessment based on accuracy. The students will also
get points taken off if they did not participate in the group; the students will be given ten points
for participating in the group activity.
Activity # 2: Longitude and Latitude Center
This center will be located at a group table near the cubbies and it will only require the space
given at the table. For this activity, I will display a map of the Indiana with the longitude and
latitude lines on it; this will be on a poster board along with the list of directions. The materials
that will be required for this activity will be pencils, blank paper, clipboards, tape, colored
pencils, a map of Indiana with the latitude and longitudes and a timer.

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Objective(s): The student will be able to draw the state of Indiana. Students will be able to tell
which lines are longitudes and latitudes on their map of Indiana by using different colors.
Student will be able to answer to coordinate questions listing the latitude and longitude of a city.
Directions: Students will first look at the poster board and read the directions; they will take two
colored pencils, a blank sheet of paper, and a clipboard. If a student already has a clipboard they
do not need to grab another one. Students will then draw the state of Indiana on their own paper.
After they are done with that, they will copy the lines (longitudes and latitudes) and the different
degrees listed. Students will then label the four surrounding states of Indiana. Students will use
their two colored pencils to label the longitude and latitudes and make a key at the bottom of the
map for the longitude and latitude. Students can then choose to share colored pencils if time
permits, to color the rest of their maps. Once, the second timer goes off the children will take
their assessment and write their answers on the back of their map. Students will then take their
assessment by themselves. Once, it is time to move to the next activity students will take their
clipboards and assessments with them.
Time Allotment: 35 minutes, 30 minutes to make the map, and five minutes for the assessment.
Once, the second timer goes off the students move to the next activity.
Assessment: Students will be asked two questions regarding the coordinates; these were
important to the term Crossroads of America.
1. What are the coordinates (longitude and latitude) of Indianapolis?
2. What are the coordinates (longitude and latitude) of one major interstate in Indiana?
Students will be graded on the accuracy of the aforementioned questions. They will also be
graded on all the components of their map. If they followed the direction to create the map they
should have all of the components marked and labeled. The students will take their assessments
and maps with them as they go onto the next activity. They are to clip it to their clipboards.

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Activity # 3: Draw and Label Center

This activity will be located near the center of the room at a table that is diagonal from the sink.
This area needed for this center is only the table that it is displayed on. For this activity, I will
display a map of the Indiana with the major rivers, a map of Indianas major interstates (the
crossroads); this will be on a poster board along with the list of directions. The materials needed
for this activity are red and blue crayons, blank sheets of paper, tape, timer, clipboards, poster
board, pencils, a map of Indianas major rivers, and a map of Indianas major interstates (the
crossroads).
Objective(s): The students will be able to draw the three major rivers of Indiana on their maps.
The students will also be able to locate and draw all of the joining Crossroads of America. The
students will be able to answer two questions based of the two maps.
Directions: The students will come to the center and read the directions while also grabbing a
blank piece of paper, a clipboard, one red crayon, and one blue crayon. If a student already has a
clipboard they do not need to grab another one. Students will then draw the state of Indiana on
their own paper. Students will then using the red crayon and the map with the interstates on it
copy all of the interstates on their own maps. They will then proceed to use the blue crayon and
the map with the three major rivers on it to draw the rivers on their own maps. Students will use
their two crayons to label the color they used for interstates and rivers; this should be done in a
legend on the bottom right hand side of their maps. Students may use the other colored crayons
to lightly color their maps if they have enough time before the first timer dings. Once, the second
timer goes off the children will take their assessment and write their answers on the back of their
map. Students will then take their assessment by themselves. Once, it is time to move to the next
activity students will take their clipboards and assessments with them.

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Time Allotment: 35 minutes, 30 minutes to make the map, and five minutes for the assessment.
Once, the second timer goes off the students move to the next activity.
Assessment: Students will be asked two questions regarding the rivers and interstates on their
maps. The interstates of Indiana are considered the Crossroads of America.
1. What interstate and river go through the state capital?
2. What river crosses with Interstate 80?
Students will be graded on the accuracy of the aforementioned questions. They will also be
graded on all the components of their map. If they followed the direction to create the map they
should have all of the components marked and labeled. The students will take their assessments
and maps with them as they go onto the next activity. They are to clip it to their clipboards.

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Additional Information or Special Instructions: All of the directions are listed in each activity.
If there is a child that is struggling with an activity I will personally help them to try and better
understand what is going on. I will go over each center before the children start working. If a
child had a disability or needs accommodations I will be sure to includes those or create them for
the child. I will take up all of the assessments at the end of the three rounds of activities.

Resources

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Indiana. (2014). Retrieved 09 27, 2014, from Enchanted Learning:

http://www.enchantedlearning.com/usa/states/indiana/
Indiana Academic Standards. (2014, 07 18). Retrieved 09 27, 2014, from Indiana.gov:
http://www.doe.in.gov/sites/default/files/standards/socialstudies/ss-2014-gr320140718.pdf
Indiana Facts and Trivia. (2014). Retrieved 09 27, 2014, from 50 States:
http://www.50states.com/facts/indiana.htm#.VChxFhY8Qfg
Ports of Indiana. (2014). Retrieved 09 27, 2014, from Indy Gov:
http://imaps.indygov.org/ed_portal/template.asp?page=trans_water
Riley, E. N. (2009, 05 13). Indianapolis Crossroads of America. Retrieved 09 27, 2014, from
Fun City Finder: http://indianapolis-indiana.funcityfinder.com/2009/05/14/crossroads-ofamerica/
Stronge, J. H., Tucker, P. D., & Hindman, L. J. (2014). Handbook for Qualities of Effective
Teachers. Retrieved 09 27, 2014, from ASCD:
http://www.ascd.org/publications/books/104135/chapters/Classroom-Management-andOrganization.aspx