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Launch into Maps!

Launch into Maps! By: Megan Tolpa Geo 485 27 April 2004 Age/Time Grade: 4-6 Duration: 1 ~50 minute class session Overall Purpose To introduce students to maps and show that not all maps are the same but that they do exhibit similar characteristics.

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Launch into Maps!

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  1. Launch into Maps! By: Megan Tolpa Geo 485 27 April 2004

  2. Age/Time • Grade: 4-6 • Duration: 1 ~50 minute class session

  3. Overall Purpose • To introduce students to maps and show that not all maps are the same but that they do exhibit similar characteristics. • Also, to demonstrate that a map of a place cannot carry all the information about that place.

  4. Objectives: • 1) Students will use prior knowledge to construct a list of the different types of maps. • 2) Students will compare two different types of maps. • 3) Students will realize that not all information about a place can fit on one map.

  5. Michigan Geography Standards: • II: Standard 1: all students will describe, compare, and explain the locations, and characteristics of places, cultures, and settlements. (People, Places and Cultures) Benchmark 3(le): Locate and describe the major places, cultures, and communities and compare their characteristics

  6. National Geography Standards: • Strand 1: How to use maps and other geographic representations, tools, and technologies to acquire, process, and report information. • Strand 4: The physical and human characteristics of places.

  7. Materials: • paper for each group • Pencil • worksheet for each student • A city map and its corresponding state (one set for each pair)

  8. Previous Knowledge: • In order to start this lesson the teacher should ask the students, -“What is a map?” • After a little discussion on maps the teacher should share with the students a little background on maps. • A good source for this information can be found at http://encarta.msn.com/encyclopedia_761577953/Map.html. This site gives some general information about maps.

  9. Procedure • 1) To begin the lesson, ask the students to work within their table to construct a list of all the different kinds of maps they have ever seen/used. (~5 min) • 2) Bring the class back together as a whole and have each group share their list. • As each group is sharing, the teacher will write a master list on a large piece of paper. The list may include: • A map showing a school campus • A map showing climate/weather • A political map • A topographic map • A map showing routes of explores, immigrants or trade • A map showing how different States voted in an election • A map featuring the agricultural products of an area

  10. Procedure cont. • 3) Once the students are finished sharing their list, go back through the master list as a whole class and discuss what each type of map shows and how it may be useful to someone. • (~ 10-15 minutes, depending how long the list was)

  11. Procedure cont. • 4) Ask students some questions about the list to facilitate discussion (~5-10 min) - “Why do you think there are so many different kinds of maps” - “ What would happen if all the different items we talked about were displayed on the same map?” • This should help the students come to the realization that you can't display everything about a place on one map.

  12. Activity • To help clarify that maps exhibit similar/different elements. Have the students partner up (or the teacher can assign partners) and give each pair a map of a large city and a map of its state. • (~15-20 min) • -For example, students from Lansing or the surrounding area could have a map of Lansing and a map of Michigan. • Explain that they will compare the two maps looking for similarities and differences. • Each student will be given a corresponding worksheet to fill in that will ask students to describe what they see. • *The teacher might want to address some items they could look at such as; lakes/rivers, cities, highways, streets, etc. to help get them started

  13. Procedure cont. • 5) Talk a little bit with students about what they have learned and inform them that the next lesson will teach them more about maps.

  14. Extension: • As a follow-up to this lesson have students go home and watch the news, read a newspaper, etc. • Instruct them to write down (or cut of if they are looking at a newspaper) all the different types of maps they see. • Have the students bring them in the next day and their discussion can be used to recap on what was done in the previous lesson • They could also act as a lead into the next lesson.

  15. Evaluation: • There will be three different times to assess the students. • -1) Assess the students on their participation during group and class discussions. -Was the student contributing to the discussion? -Did the student respect and listen to the thoughts of others?

  16. Evaluation cont. • 2) Assess the student’s worksheet from the activity. -Did the student compare/contrast the two maps? -Does it look like the student understands the differences between the two maps? • 3) Assess the students extension assignment. -Did the student do the assignment? -Did he/she have a list of maps they saw?

  17. Sources/Acknowledgements: • Hardwich, Susan Wiley and Donald G. Holtgrieve. Geography for Education. NJ:Prentice-Hall, 1996. 31-34. • Michigan Geographic Standards • National Geographic Standards • United States Geological Survey

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