C3 Framework for Social Studies State Standards

Transcription

1 Maps and Globes (3 to 7 days) Common Core Standards W.1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. SL.1.1b Build on others talk in conversations by responding to the comments of others through multiple exchanges. C3 Framework for Social Studies State Standards D2.Geo.1.K 2. Construct maps, graphs, and other representations of familiar places. D2.Geo.2.K 2. Use maps, graphs, photographs, and other representations to describe places and the relationships and interactions that shape them. Objectives Understand how globes and maps are alike and different. Identify the key elements of a map such as the map title, map key, symbols, and compass rose. Identify the direction words. Understand how to use directions on a map. Discuss maps and globes through the Thinking Like a Citizen lenses. Resources Resources for this lesson can be found in the Social Studies Express! section of the Online Learning Exchange, Grade 1. Video Web Site Hands-on Activities Interactive Journal 59

2 Review Key Concepts Listed below are some key concepts that children will learn in this lesson about maps and globes. As you proceed with the lesson, focus your discussions toward the development of these concepts: A globe is a round model of earth. A map is a drawing that shows where something is and shows large and small places. A map key or legend tells what the symbols on a map mean. A direction is the way to go or a place to look. Examples of direction words are left, right, behind, and in front of. The cardinal directions are north, south, east, and west. We can use elements of a map such as the map title, compass rose, and map key to use and read maps. Understanding how to use maps helps us learn about where places and things are located. Activate Prior Knowledge To activate children s prior knowledge about maps and globes, show children a map and a globe and ask them when they have seen people use them. Explain to the children that people often use maps to find their way when they are lost or to find a location or place. For example, children might have seen one of the following situations: a person who is from out of town using a map at a gas station to find a route. a person using a GPS in a car or on a phone to find a place. a bus driver following a map to pick up people at bus stops around town. Make Connections Connect the concept of maps and globes to the location of familiar objects in the classroom. Ask children to describe the location of your desk or the door to the classroom. Point out that children should use words to describe the location but also use the location of other objects to help them. Share an example such as the following with children: My chair is behind my desk. The flag is near the ceiling. Then invite children to use direction words to describe the location of other objects in the classroom. Lead the children to see the connection between using direction words to describe the location of something and using maps to find a location or place. 60

3 Journal: Have children use direction words to describe the location of their desk or chair in the classroom Watch and Discuss a Video Explain to the children that a map is a drawing of a place, and a globe is a round model of Earth. Explain to the children that they will watch a video about maps and globes. Go to OLE. Link to video titled Finding Places on Maps and Globes. Watch the video first before showing it to the children. Point out to children that globes can also show the distance between locations, while maps can show more detailed information about locations that cannot be seen on a globe. Also, because they are flat, maps can show the whole world. Review concepts that are introduced in the video. Show the children a map of North America and ask them to point out California (as shown in the video). Then point out your state on the map. Ask children what was shown on that map (the capital and some cities). Then show children a simple map of your state. Help children identify the capital of the state and the symbol that represents the capital. Locate other major cities, as well as your city or town. Point out the map title. Invite a volunteer to read it. Explain to the children that a map title is a map element that lets us know what the map shows. Explain to the children that there are a variety of maps, including a world map, a state map, and a town or city map. Point out that maps can show small areas such as your bedroom or neighborhood, or large areas such as a capital city, state, or even the world. Journal: Have children draw a map of their bedroom in their journals. Have them describe the location of an object in their bedroom Find Your Way! Label the walls of your classroom with the cardinal directions. Show children a map and a globe and explain that the directions north, south, east, and west help us figure out where we are. Point out that on both a globe and a map north is always at the top and south is at the bottom. On a map, east is always to the right, and west is always to the left. Explain to the children that the cardinal directions never change: north is always the opposite direction from south; east is always the opposite direction from west; and east and west are always between north and south. 61

4 Engage children in a directions game by asking them to identify items in the classroom using the cardinal directions. For example, ask: What wall is my desk near? (the north wall) or What wall are the windows on? (the west wall). Take the children to another part of the school such as the cafeteria or gym and have them identify the cardinal directions in those spaces. If possible, take the children outside and point out the sun. Explain that the sun rises in the east every day and sets every day in the west. If the day is sunny, they can use the position of the sun to figure out the cardinal directions. Call out a direction and have the children turn in that direction Review with the children the four cardinal directions. Then go to OLE. Link to the interactive whiteboard activity on Making a Map Interactive Practice: Using Maps. Discuss with the children what the map shows. Point out the compass rose and map legend (key) on the map. Explain to the children that they can find the cardinal directions on a compass rose. Review with children the meaning of the term symbols, and discuss what symbols are used in different maps. Point to the map legend and explain to the children that symbols are located here. Ask the children what map symbols are shown on the map (mountain, river, lake, hill, tree). Work through each question with the children the first time. Then invite volunteers to come to the whiteboard and have them answer the questions on their own. Journal: Have children draw a map of their classroom with a compass rose and key, and label it with the cardinal directions Tell the children that they will practice direction words by doing an interactive whiteboard activity. Review directional words with the children such as left, right, behind, and in front. Consider having the children practice using directional words with a partner using the following commands: 62

5 stand in front of the table move the pencil to the left of the paper walk behind the chair sit down on the right side of the carpet or floor mat Then go to OLE. Link to the activity on Where Things Are Located. Invite children to take turns coming to the whiteboard to draw themselves to the left of the bus stop sign. If children have difficulty figuring out which direction is left, encourage them to hold up their left hand and make an L-shape with their thumb and index finger. Point out to them that their fingers can make an L and how this can remind them which side is left and which is right. Create an Imaginary Place Have the class work together to create a map of an imaginary place. Explain to them that imaginary means pretend or make-believe. To complete the activity, you will need: markers large paper crayons Review the steps for creating an imaginary place before children begin the activity. Steps: 1. Think about what your imaginary place could be and what it will show. 2. Write a map title for your map. 3. Ask questions such as Do we want mountains?, Do we want forests?, and Are there roads and buildings? Draw mountains, trees, rivers, roads, and buildings on your map. 4. Draw a map key on your map. Draw symbols or pictures to show that a tree stands for a forest, a blue line stands for a river, and so on. 5. Draw a compass rose. Write N, S, E, and W on it. You may choose to make one large map and have children work on different parts of the map or divide the class into small groups to make several maps. Then, tape each section of the map to make a large map of an imaginary place. Display the map or maps in the classroom. Journal: Have children write about what they liked most about making the map. 63

6 Read About It Have children read one of the following leveled readers to help them learn more about reading and understanding maps and globes: People and Places Content Reader A: Find It! People and Places Content Reader B: Maps and Globes People and Places Content Reader C: Reading Maps and Globes Thinking Like a Citizen Connection Ask children to think about maps and globes through the five lenses: Rules: What is one difference between a globe and a map? Stuff: How do computers help us use maps? People: What are some reasons that people use maps and globes? Space: How can a map or a globe help us see the distance between two places or see how places are near or far from each other? Time: Do maps change over time? Why or why not? Work with children to answer the questions above. Guide children to think about how maps and globes help us see and describe places in our world. Journal: Have children choose one of the above questions to write about in their journals. Have them copy the question they chose and then write their answer Review the types of maps that the children had viewed in the lesson. Remind the children of the map of the United States they saw in the video. Ask them how cities were shown on the map in the video (with circles) and how capitals were shown (with stars). Go to OLE. Link to the interactive whiteboard activity on Maps and Globes. Ask the children to identify what the screen shows (a map of the United States). Select a child to come to the whiteboard to underline the name of your state. Ask another child to describe, using cardinal directions, where in the United States your state is located. For example, a child might say, Our state is located in the south and the east of the country. Select another child to come to the whiteboard to circle the country s capital. Encourage children to explain their answers. For example, the child might say, I know that capitals are marked by stars, so I circled the star on the map. Have another child 64

7 describe, using cardinal directions, where the country s capital is located such as, The capital is located in the east. Journal: Have children write about the location of your state in our country. Keep Learning: Map My Way To help children transfer what they have learned to a real-world situation, have them draw maps showing a route that is familiar to them such as from their home to school or their home to the park. Tell the children to make a map for a new friend who has just moved into their neighborhood. Remind the children to include any markers or landmarks such as trees, stop signs, or buildings along the route and to use a key and compass rose to show cardinal directions. Journal: Have children draw the route they drew on their map. Connect to Reading Down the Colorado: John Wesley Powell, the One-Armed Explorer. Written and illustrated by Deborah Kogan Ray. This story portrays the adventures of explorer John Wesley Powell in the American West. How I Learned Geography. Written and illustrated by Uri Shulevitz. The author tells how a map helps a child imagine a better life when his family is forced to move because of war. Follow That Map! A First Book of Mapping Skills. Written and illustrated by Scot Ritchie. This book teaches geographic concepts and mapping skills through the backyard, neighborhood, city, world, and space. Our World: A Child s First Picture Atlas. National Geographic Children s Books. This atlas features pictures, text, maps, and activities about each of the continents and their countries. 65