Launch into maps l.jpg
Advertisement
This presentation is the property of its rightful owner.
1 / 17

Launch into Maps! PowerPoint PPT Presentation

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.

Download Presentation

Launch into Maps!

An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -

Presentation Transcript


Launch into maps l.jpg

Launch into Maps!

By: Megan Tolpa

Geo 485

27 April 2004


Age time l.jpg

Age/Time

  • Grade: 4-6

  • Duration: 1 ~50 minute class session


Overall purpose l.jpg

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.


Objectives l.jpg

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.


Michigan geography standards l.jpg

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


National geography standards l.jpg

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.


Materials l.jpg

Materials:

  • paper for each group

  • Pencil

  • worksheet for each student

  • A city map and its corresponding state (one set for each pair)


Previous knowledge l.jpg

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.


Procedure l.jpg

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


Procedure cont l.jpg

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)


Procedure cont11 l.jpg

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.


Activity l.jpg

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


Procedure cont13 l.jpg

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.


Extension l.jpg

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.


Evaluation l.jpg

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?


Evaluation cont l.jpg

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?


Sources acknowledgements l.jpg

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


  • Login