geo history lesson

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Lindsay Trappen Ed 128 Geo-History Lesson 10/1/14 Subject: Build a Mental Map! 4 th grade Geography Iowa Core Standards SS.3-5.G.1 Understand the use of mental maps to organize information about people, places, and environments in a spatial context. Understand the concepts of title, legend, cardinal directions, distance, grids. Materials Needed: ELMO Compare and Contrast: Maps Worksheet Computer Paper Markers/colored pencils/crayons Example maps Prerequisite Skills: Some previous basic knowledge of maps, including: o Importance of titles o Importance of compasses o Importance of scale o Importance of legends Ability to compare and contrast Knowledge of the word “landmark” Ability to work and discuss in partners A B C D Lesson Objective: After comparing and contrasting examples of professional maps and handmade maps, 4 th grade students will create their own maps from school to their homes, making sure to include a title, compass, scale, legend, and landmarks with at least 75% inclusion.

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Geo History Lesson

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Page 1: Geo History Lesson

Lindsay TrappenEd 128 Geo-History Lesson10/1/14

Subject:Build a Mental Map!4th grade Geography

Iowa Core StandardsSS.3-5.G.1 Understand the use of mental maps to organize information about people, places, and

environments in a spatial context. Understand the concepts of title, legend, cardinal directions, distance, grids.

Materials Needed: ELMO Compare and Contrast: Maps Worksheet Computer Paper Markers/colored pencils/crayons Example maps

Prerequisite Skills: Some previous basic knowledge of maps, including:

o Importance of titleso Importance of compasses o Importance of scaleo Importance of legends

Ability to compare and contrast Knowledge of the word “landmark” Ability to work and discuss in partners

A B C D Lesson Objective: After comparing and contrasting examples of professional maps and handmade maps, 4th grade students will create their own maps from school to their homes, making sure to include a title, compass, scale, legend, and landmarks with at least 75% inclusion.

NCSS Standards:Strand IIIThis lesson coincides with Strand III because the student s are studying and creating their own maps. By doing this, they are gaining spatial understanding. The students are furthering their understanding and perfecting their map skills, as well as gaining understanding of why things are located where they are. They will be analyzing maps of locations that are far from their own environment, so they will be gaining knowledge of places beyond their personal location as well.

Page 2: Geo History Lesson

Describe Objectives to Class: “Today we will be using the knowledge that we have already gained about

quality maps. We will be looking at two different kinds of maps, and looking for the traits that we have already decided make up a good map. Can anybody tell me what those traits were? *Title, Compass, Scale, Legend* Great! Like I said, we will be looking at two different kinds of maps. One is a map you are used to: the professional maps we see around our room; but we will also be looking at maps that have been hand drawn by people like you. Can you give me some reasons as to why you would want to draw your own map? *Look for answer like: to give directions* Yes, exactly! People hand-draw their own maps all the time to give directions or help others get a mental map of a place they are describing. You will be doing the same, but now that you know what traits make up a good map, you’ll be drawing better maps than most of the people around you! Your maps will include the title, compass, scale, legend, and even some landmarks.”

Procedure: 1. First, introduce the objectives as stated above. 2. Hand out Map Venn Diagram Worksheet and place the example maps on the

ELMO. Tell the students that they will be comparing and contrasting the maps on the ELMO. Remind them to think of the traits that make up a quality map. Explain that they will be using the worksheet to keep track of the similarities and differences that they find between the two maps.

3. Have the students compare and contrast the two maps in partners while using the Venn diagram Worksheet.

4. While the students are discussing and working, walk around and ask guiding questions to encourage them to think deeply about the similarities and differences between the maps.

5. As the students are starting to near the end of their Venn diagram, announce to the class that they should begin thinking about which map is better. Have them discuss this with their partners and write their explanation on the worksheet.

6. Once the class has completed their Venn diagram and short answer, discuss the similarities and differences between the maps. Ask the students: “What makes these maps good?” and “What makes these maps bad?” Have the students consider these questions as the next activity is introduced to the class.

Assessment: “Now, you all get to create your own maps! On a piece of computer paper that I will be handing out, you will make a map from school to your home. I want you to include all of the traits that we have talked about being on good maps, but there will be something unique to each of your maps. Can any of you guess what it will be? *look for answer like: landmarks* Yes, each of your maps will be different, because you all see different things on your way to and from school. So, when your map is

Page 3: Geo History Lesson

completed, it should contain a title, compass, scale, and legend. It will also contain at least 4 landmarks that are unique to your ride to school and be colored.”Modifications/Differentiation:

For students who have developed a deep understanding of maps quickly, I would encourage them to challenge their mental map. I would do this by having them create a more detailed map, or a map on a larger scale to truly test their understanding. An example of this could be having the student draw a map from the school to a relative’s house, like their grandparents or aunt and uncle.

For students who need support, I would make sure to list the requirements on the board. If they need assistance beyond this, I would have the students create a map on a smaller scale, like a map from our classroom to the lunchroom or bathroom. In this case, they would be able to physically see the area that they are making a map of.

References: https://www.cia.gov/library/publications/the-world-factbook/docs/refmaps.htmlhttp://www.happinessisblog.com/happiness-is/2010/11/illustrated-city-maps.html

Mental/Hand Drawn Map Professional Map

***All maps would be much larger when actually given to students

Page 4: Geo History Lesson

Compare and Contrast: MAPSDirections: With a partner, observe the hand drawn map and professional map on the ELMO. Write down what traits are unique to each map, and what traits they share on the Venn diagram below. Once that is completed, decide which map you think is the best, and explain below.

Which map do you think is the best? Why?

Hand Drawn Map Professional Map

Page 5: Geo History Lesson

Student Name: _________________________

Mental Map Checklist:

Requirement Included ExcludedTitleCompassScaleLegendLandmark 1Landmark 2Landmark 3Landmark 4

**Students will be aware that any requirements used incorrectly will result in it being marked “excluded”