Overview

Using the skills covered in the unit, the students will create their own map and describe their map in writing. The students will then write questions about their map for another student to answer. You may want to have the students work on their own or in pairs.

| Introduction to Map Skills | Making the Map | After Making the Map Activities | Teacher Resources |

Teaching the Skills: Introduction to Map Skills

(Click here for printable version)

Day 1:
1. Students should bring in different kinds of maps to share with the class. These maps can include road, amusement park, museum, etc.
2. Using the video “Understanding and Using Maps and Globes” view the segment "What are Maps and How Do We Use Them?"
3. Share and discuss the different kinds of maps and what their uses could be.

Day 2:
1. Using the video “Finding Your Way Using Maps and Globes” view the segment "Cardinal Directions North, South, East, and West." While the students are watching the video they should determine the information needed to answer the question posed. Question- What are the cardinal directions?
2. After the short video, review the answer with the students.
3. Complete cardinal directions on the compass rose (see attached). Then discuss with the students the need for directions other than north, south, east, and west. Have students stand in the cardinal locations in the room (N, S, E, W) and students in the intermediate locations in the room (NE, NW, SE, SW). How do we explain where they are located by using directions? The students will determine that need in between directions. Have the students complete the compass rose.
4. Using a labeled world map, the students will use the compass rose to locate reinforce direction (see attached).

Day 3:
1. Using the video “Finding Your Way Using Maps and Globes” view the segment "How Symbols Help Us Use Maps." While the students are watching the video they should listen and determine the information needed to answer the question posed. Question- What is a symbol? Give an example of a symbol that may be used.
2. After the short video, review the answer with the students.
3. Students should complete independent work supporting the use of symbols and legends (file 1, file 2, file 3).

Day 4:
1. View the short video on “Finding Your Way Using Maps and Globes” watch the segment "Scale and Distance." While the students are watching the video they should listen and determine the information needed to answer the question posed. Question- Why are scales important?
2. After the short video, review the answer with the students.
3. Students should complete independent work supporting the use of scale (file 1, file 2, file 3, file 4).

Day 5:
1. View the short video on “Understanding and Using Maps and Globes” watch the segment "Finding Location with the Grid System." While the students are watching the video they should listen and determine the information needed to answer the question posed. Question- What can you use to locate a specific city?
2. After the short video, review the answer with the students.
3. Students should complete independent work supporting the use of grids (file 1, file 2, file 3).

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Making the Map

• Review with the class the components of a map (title, legend, grid, symbols, compass rose, directions, etc.)
• Discuss the term cartographer (a person who creates maps).
• Explain to the class that they are going to be cartographers and create their own maps.
• Distribute "A Cartographer At Work!" assignment sheet.
• Have students brainstorm ideas for features that they might want to include for each of the map choices (island or playground). Discuss the difference between natural features such as trees and ponds, and human made features such as buildings or play equipment. You may want to list and label these on a chart for the students to refer to as they are making their maps.
• Remind students that the features that they choose must be permanent (not humans, animals, vehicles, or anything else that moves around). Also, drawings and symbols should be simple and easy to recognize.
• You may want to assign choices, or allow students to choose which of the two kinds of maps they would like to make.
• Review the included rubric with the class. You may want to model or show sample map.
• Explain to the students that after they have created their map, they will be writing a description of it. They will then write questions and answers about their map, and give the questions to someone else to answer.
• Students should do a rough sketch of their map on scrap paper. Distribute blank map paper when ready for final draft.

* Note: For best results have students use marker for final draft.

After Map Making Activity

• Students will use the "Writing About Your Map" sheet to write a paragraph describing their map.
• Students can then write their own questions and answers using the "Your Own Map Quiz!" and "MAP Q & A" sheets.
• Once you have checked the students' questions and answers, the students can write the questions ONLY on the "Taking _____'s Quiz" sheet for another student to try to answer. The student giving the quiz should check their partners' answers. They may use more than one "Taking ______'s Quiz" sheet if they have more than three questions.

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Resources for Teachers

Websites:

• Reproducibles for Printing (outline maps of continents, countries, compass rose and more)
• Lesson Plan - Comparing Countries
• Making a Compass
• Maps and Globes Resource Page - lots of links!
• Compass Tag - instructions for playing this game to help students learn cardinal directions

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