The Social Studies Connection:
Travels of a Florida Migrant
measurement, scale, number
Sunshine State Standards:
Materials for the class:
Amelia's Road by Vickie
1 large wall map of the U.S.
Materials for each group:
1 large laminated desk map
1 small ball of clay or sticky-tack
10 to 12 toothpicks with small flags attached
Cooperative groups of 2-3 students
Read Amelias Road
to students. Review with students the information they had learned
throughout research about Florida migrant families and their travels.
Distribute the desk maps,
toothpicks, and clay. Instruct the students that as you reread the
book, they are to trace the route, locate each area to which Amelias
family would have traveled as Florida migrants, and place a flag on
their map to mark that area.
Have students come up to
the wall map and place markers on it to indicate the travels.
Ask students to estimate
how far they think Amelia traveled. Discuss their estimates and estimation
strategies. Record these on the board. Using the data, have them determine
the extremes and the range of their estimates.
Now ask students to use
their maps, pipe cleaners, and markers to determine distances between
regions and the total distance traveled. The pipe cleaners are flexible
and can be bent to go around natural barriers. You might need to refer
students to the scale of miles on the map.
Other questions that could
be asked are as follows:
How many and what states
did Amelia visit on her
How long did her journey
take in days? Weeks?
How long might they
have been on the highway
How far were they able
to travel in a day?
What would have been
the cost for fuel?
Debrief by discussing student
answers and strategies used. Have them compare their actual answers
with their estimates.
Discuss and have students
compare what is shown on their desk maps and their calculations with
the information shown on the wall map.