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MAPPING SKILLS

SECOND GRADE LESSON 1

Standards Addressed:

2.3.1 Use a compass rose to identify cardinal and intermediate directions and to locate places on maps and places in the classroom, school, and community.

2.3.2 Locate the equator and the poles on a globe and identify the local community, state, and the United States on maps.

2.3.4 On a map identify physical features of the local community.

Objectives:

Identify maps and globes as a way of representing Earth and a way to finding places on a map Label landforms and bodies of water on a world map

Vocabulary:

Cardinal directionsLocal communityStateContinentEquatorNorth and South polesLongitudeLatitude Landforms

Introduction:

Sing Land and Water (to the tune of Fre`re Jacques) to the students and ask them what land and water have to do with our Earth. Copy of words attached. Lesson: (Maps and Globes)

Tell students that you are going to read them a book about different types of maps. Instruct students to pay attention to what the maps represent. Read Me on the Map aloud to students. Show students a map of the world and ask them: “What does this map represent?” Help students identify the world map as a representation of Earth by reviewing Me on the Map. Discuss with students the details of the world map. Point out the continents and talk about their

sizes and shapes. Display a globe and ask: “What does the globe represent?” Help students identify the globe as a representation of Earth by comparing it to the world map.

Activity:

World Wise: Label a world map together using the world map and already prepared labels.

MAPPING SKILLS






Objectives:

Identify and label continents, oceans, the Equator, Prime Meridian, and Northern and Southern Hemispheres

Vocabulary:


Introduction:

Review the world map with labeled continents and oceans/ bodies of water

Lesson (Global Grapefruit)

Explain to students that sometimes the world is referred to in terms of hemispheres, or halves of the globe.

On the map, show students where the Northern and Southern hemispheres are divided at the equator, and where the Western and Eastern hemispheres are divided at the prime meridian and the International Dateline.

Explain that the Northern Hemisphere is almost always going to be on top because, on most maps, north is at the top.

Set the two grapefruits and permanent marker on a desk or table in front of the class. Ask a student volunteer to come to the front of the room and draw a line around one of the

grapefruits to mark off the Northern and Southern hemispheres. Explain to students that this is called the equator. Ask another volunteer to mark off the Eastern and Western hemispheres on the second

grapefruit.

Alternately raise both grapefruits in front of the class and point to one hemisphere. Have students call out the name of the hemisphere as you point to it.

Activity

Tell students that they are going to label and color their own maps of the world. Hand out a copy of the BLM World Map and a pencil to each student. Place crayons where they

can be easily shared. Instruct students to label the continents and oceans in the boxes provided and to color each

continent a different color. Tell students that the names are written at the bottom of the page but that they need to write

them in. As students work, circulate around the room and direct students’ attention to the large world

map for clues.

MAPPING SKILLS






Objectives:

Identify and label continents and bodies of water by creating a world globe using art materials

Vocabulary:


Introduction:

The Continent Song (to the tune of “The Bear Went Over the Mountain”)

Let’s name the seven continents.



Before we end this song.

Asia, Europe, and Africa;

North and South America;

Australia and Antarctica;

And now we’ve named them all!

Lesson (Where in the World?)

Give each student some blue paint and a Styrofoam ball. Have them paint then put their things aside. Then pass out the Continents Pattern handout. Have the students identify each continent and body of water and where it is located on the globe. A world globe can be used to help the students. Then talk about the landforms within the continents such as mountains, rivers, peninsulas, etc. Have students help you locate those landforms on the map.

Activity (Mold It!)

Pass out a tub of play-doh and call out a landform such as a mountain, hill, island, river, peninsula, or continent. Have them create a landform to take home with them. Then have students cut out the continents on the handout and attach them to the blue Styrofoam ball where located on a globe.

MAPPING SKILLS






Objectives:

Identify cardinal directions Identify, label, and create the Equator, Prime Meridian, longitude and latitude lines on a globe Use longitude and latitude coordinates to plot on the map

Vocabulary:


Introduction:

The Compass Rumpus (to the tune of “The Hokey-Pokey”)

You point your right arm north. You point your left arm south.

You point your right arm north. And you move it north to south.

You do the compass rumpus and you turn yourself south.

Let’s all point north then south.

You point your right arm east. You point your left arm west.

You point your right arm east. And you move it east to west.

You do the compass rumpus and you turn yourself east.

Let’s all point west then east.

You point your whole self north. You point your whole self south.

You point your whole self east. And you boogie to the west.

You do the compass rumpus and now you’ll pass the test!

Move north, south, east, and west!

Lesson (Global Plates)

Show students longitude and latitude lines on a map and explain what these lines mean, show on the map, and how they help us find a certain location. Identify the Equator and Prime Meridian. Tell the students they will be using materials to make a globe showing the Equator, Prime Meridian, and latitude and longitude lines. But before we do that, we will practice following latitude and longitude lines using the Finding Fossils handout. Hand out the Finding Fossils handout and allow students to complete coordinates on the handout.

Activity

Give each student two different colors of yarn, a paper plate, marker, two pieces of different colors of construction paper, a ruler, and glue. Give each student two sentence strips labeled North Pole and South Pole. Students will choose one color yarn to be latitude lines and the other color to be longitude lines. Students will pick one color construction paper and label it Equator and the other color construction paper to label Prime Meridian. The students will need to glue each piece where belongs on the globe in the paper plate while you demonstrate each step.

Glue on Prime Meridian and Equator Glue North Pole sentence strip on top of paper plate and South Pole sentence strip on bottom of

paper plate Measure latitude lines same distance apart from Equator and longitude lines same distance

apart from the Prime Meridian

MAPPING SKILLS






Objectives:

Identify cardinal directions on corresponding walls around the classroom Use cardinal directions to locate places in the school.

Vocabulary:


Introduction:

Where Did Turkey Go?

(To the tune of Mary Had a Little Lamb)

Verse 1 Verse 2 Verse 3

Turkey just ran out of sight, Better look both north and south Maybe he went east or west,

Out of sight, North and South, East or West,

Out of sight, North and South, East or West,

Turkey just ran out of sight, Better look both north and south Maybe he went east or west,

He’s nowhere to be found. To see if he’s around. Now where did turkey go?

Lesson:

Exploring the Poles1. Label the chalkboard with the four cardinal directions: write “North” on the top; “East” on the right side; “South” on the bottom and “West” on the left side.2. Explain to students that these directions are used so people can find places.3. Show students the globe, and ask for a volunteer to come forward and point to the North Pole.4. Have a volunteer come forward and find the South Pole on the globe. Explain to students that the North Pole is always on the top of the globe and the South Pole is on the bottom.5. Ask students what direction someone would be traveling if he/she was going to the North Pole.6. Ask students what direction someone would be traveling if he/she was going to the South Pole.

Draw a Picture1. Hand out a sheet of paper and crayons to each student.2. Tell them they are going to draw a picture using the directions you give them.3. Tell students that they need to label their papers by putting the word “North” on the top of the paper, “South” on the bottom, “East” on the right side, and “West” on the left side of the paper.4. Have students listen carefully as you give directions while they draw.5. Direct students to put clouds in the north, on their paper.6. Have students next draw a tree in the east, a house in the west, and a lake in the south.7. Encourage students to look at each other’s pictures to see if they placed their items in the correct locations.8. Ask students what they notice about all the pictures. Explain that if they followed the directions correctly, all the items should be in the same place on every picture.9. Quiz students by asking questions relating to direction, such as:“What is in the north on your drawing? What is in the east?What is south of the clouds? What is west of the tree?”

Activity: Divide the class into groups of four students. Give each group a ball and a set of four paper squares with the cardinal directions written on

them. Tape a direction sign on each person. Have students stand in a circle. Give a ball to every student who is wearing the “north” sign.

Make sure students are in a circle so the directions read north, east, south, and west in the correct order.

Explain to students that when they hear a direction called, they should throw the ball to the person wearing that direction sign.

Call out all four cardinal directions, in random order, several times. Have students change signs periodically so that students can represent each direction at least once.

MAPPING SKILLS






Objectives:

Identify cardinal and intermediate directions on corresponding walls around the classroom Use cardinal and intermediate directions to locate places on maps, in the classroom, school, and

community

Vocabulary:


Introduction:

Introduce the students to a compass rose. Allow them to look at it and find the Northern direction. Label the wall that the compass is pointing north. Then from there label the other cardinal and intermediate directions.

Simon Says with cardinal (north, south, east, and west) and intermediate (northeast, northwest, southeast, southwest) directions: Invite the students to stand and respond to the commands given.

Examples: Simon says turn to the North; Simon says face Southeast; Simon says point to the West.

Ask students questions to identify directions of items in the classroom, such as: “Which direction is the chalkboard in? Which direction is the door in? Which direction would you go to get to the coat rack?”

Encourage students to think about the directions in terms of the school. Ask students: “Which direction would you go to get to the principal’s office from here?” Have students point with their fingers in the correct direction.

Lesson:Have students return to their desks.Place the transparency of the community map on the overhead projector.Show students the location of the school and point out the other landmarks on the map.Direct students’ attention to the compass rose on the transparency. Demonstrate that directions are used to say where one place is in relation to another place (e.g., say: “The public library is northeast of our school.”).

Activity:Hand out a copy of the BLM My Community Compass Rose and a pencil to each student.Instruct students to label the arms of the compass rose with the correct letters and to find one landmark for each direction, starting with the school as the middle (e.g., if the library is northeast of the school, students would label the northeast arm “NE” and write “library” on the line next to that arm).Remind students to refer to the map on the overhead projector.

MAPPING SKILLS






Objectives:

Identify and label United States regions on a United States map Distinguish between physical and political features on maps and globes; label a map of North

America identifying countries, oceans, major rivers, the Great Lakes, and mountain ranges Locate the United States, Indiana, and the local community of Jeffersonville

Vocabulary:


Introduction:

Sing a Song of Regions: hand out Sing a Song of Regions to each student and teach each song to them. Let them know we will color code each region a different color using colored pencils and the songs learned on the handout.

Lesson

Physical vs. Political1. Show students the map of North America.2. Ask students if they know where the United States is. Have a student volunteer point to the United States on the map.3. Tell students that the United States is a country and that its boundaries are imaginary lines that separate it from Canada and Mexico. 4. Ask students if they know where the Atlantic Ocean is. Have a volunteer point to it.5. Ask students: “Are the boundaries of the Atlantic Ocean imaginary?”

6. Guide students to say that oceans − like lakes, rivers, and mountains − have natural boundaries.7. Tell students that, because they are natural, oceans, lakes, rivers, and mountains are physical features on a map and that countries and states are political features.8. Ask students: “Is Canada a physical or a political feature?”9. Discuss students’ responses.

North American Geography1. Review with students the fact that North America is one of seven continents on Earth.2. Ask students to name the countries that make up North America.3. Using the map, guide students to learn that Mexico, Canada, and the United States are the major countries that make up North America. Point out the many smaller countries in the Caribbean and Central America. 4. Explain to students that there are several major rivers, lakes, and mountain ranges in North America.5. Ask student volunteers to come to the map and point out a river, lake, and mountain range. Be sure that the Great Lakes, theRockies, the Appalachians, and several major rivers are pointed out to the class.6. Ask students if they know where your local community is on the map. Guide students to find your local community.

Activity

Mapmakers1. Tell students that they are going to label and color their own map of North America.2. Briefly review with students the physical and political features they are going to label.3. Hand out a copy of the BLM Map of North America and a pencil to each student. Place crayons where they can be easily shared.4. Read instructions aloud to students and make sure they understand how to label and match the numbers to the physical and political features on the map.5. Tell students to color each of the countries a different color when they have finished identifying all the map features.6. Circulate around the room as students work and encourage them to consult the large map if they need help.

MAPPING SKILLS






Objectives:

Identify map symbols of cultural or human features and symbols for land and water forms Give examples of all these symbols from the local area

Vocabulary:


Introduction:

Make a three-column chart on the board. Label the columns “water features,” “land features,” and “human features.” Say to students: “Today we’re going to talk about map symbols. A symbol is a drawing that

stands for something that is in the real world.” Ask students to name some symbols. Guide students to mention symbols such as the American

flag and mathematics signs. Explain that mapmakers use symbols to mark the location of places or objects.

Lesson

Tell students that you are going to read them a book about making maps. Direct students to look for symbols that represent land, water, and human features as you read

to them. Explain to students that human features are things made by humans. Read Mapping Penny’s World aloud to students. Ask students: “What part of a map explains what the symbols mean?”

Clarify for students that mapmakers create symbols to stand for things and that they explain the symbols in the map’s key.

Point out the map keys in the book. Direct students’ attention to the chart and tell them that they will be sorting symbols from the

book into groups that represent water, land, and human features. Review Mapping Penny’s World with students. Instruct students to name and sort symbols from the book. Record on the board the symbols that students identify.

Activity

Color It! Pass out copies of the BLM Anytown to students. Explain to students that they will be coloring the symbols on their BLMs. Tell students that, just as most mapmakers do, they should color the symbols for water features

blue and the symbols for land features green. Explain that they should color all the symbols for human features red.

When students finish coloring their BLMs, place the transparency of the BLM on the overhead projector.

Select students to take turns coloring the transparency as they did their BLMs.

Local Symbols Ask students to brainstorm several land, water, and human features that could be on a map of

their local community. Direct students to draw on the back of their BLMs symbols that could represent features of their

community. Instruct them to draw two of each type of feature, using the same colors that they used for their

BLMs.

MAPPING SKILLS


Activity:

Seven Stations set up around the room for each student to do. Put the students in groups of three. Put materials on the tables and let the students do the activity for about 10 mins. Then rotation the groups to the next activity and give them 10 mins to do the activity.

Station 1

Term Trio

Station 2

On the Map

Station 3

Where in the World……..?

Station 4

Prehistoric Park

Station 5

Turkey Trot

Station 6

Favorite Places

Station 7

Tic-Tac-Turkey

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