maps: ohio social studies standards by: tiffany suman and ellen winter ed 417 spring 2007

Maps: Ohio Social Maps: Ohio Social Studies StandardsStudies Standards

By:By:Tiffany Suman and Ellen WinterTiffany Suman and Ellen Winter

ED 417 ED 417 Spring 2007Spring 2007

Table of ContentsTable of Contents

History StandardHistory Standard People in Societies StandardPeople in Societies Standard Geography StandardGeography Standard Economics StandardEconomics Standard Government/Citizenship Rights Government/Citizenship Rights and Responsibilities Standardsand Responsibilities Standards

Social Studies Skills and Social Studies Skills and Methods StandardMethods Standard

MapsMaps

Title: MapsTitle: Maps Grade: 3Grade: 3rdrd SS unit/lesson: Learing about SS unit/lesson: Learing about MapsMaps

Authors: Authors: Tiffany SumanTiffany Suman Ellen WinterEllen Winter

HistoryHistory

Students use materials drawn from the diversity of human experience to analyze and interpret significant events, patterns and themes in the history of Ohio, the United States and the world.

History Activity #1History Activity #1

Students will learn how to use Students will learn how to use and read a scale from a map to and read a scale from a map to determine the distance determine the distance traveled by settlers by traveled by settlers by converting the measurement converting the measurement unit into miles. unit into miles.


Students will look at and Students will look at and analyze different maps of analyze different maps of industrial and agricultural industrial and agricultural growth over a time span from growth over a time span from the United States of America. the United States of America.


Using the maps from Activity Using the maps from Activity #2, students will then create #2, students will then create a map of their own depicting a map of their own depicting the industrial and the industrial and agricultural growth today. agricultural growth today. Maps will be hung up around Maps will be hung up around the room as a display.the room as a display.


Students will be divided into Students will be divided into 4 different cultural groups 4 different cultural groups where they will have to where they will have to determine the route they would determine the route they would have taken to immigrate to the have taken to immigrate to the new country from their current new country from their current land.land.


Students will look at and Students will look at and analyze the maps of settlers and analyze the maps of settlers and the paths they took to cross the paths they took to cross into the new country. The into the new country. The students will then determine and students will then determine and design a map or graph to show if design a map or graph to show if the immigration continued, where the immigration continued, where the highways and roads would the highways and roads would most likely be.most likely be.

History WebsitesHistory Websites

Maps 101Maps 101 Blank MapsBlank Maps Maps for TeachersMaps for Teachers Educational Maps and LearningEducational Maps and Learning Maps BackgroundMaps Background

People in Societies People in Societies StandardStandard

Students use knowledge of Students use knowledge of perspectives, practices and perspectives, practices and products of cultural, ethnic products of cultural, ethnic and social groups to analyze and social groups to analyze the impact of their the impact of their commonality and diversity commonality and diversity within local, national, within local, national, regional and global settings.regional and global settings.

People in Societies People in Societies Activity #1Activity #1

Students will read two Students will read two different culturally diverse different culturally diverse books and then come together books and then come together to fill in a Venn diagram to to fill in a Venn diagram to compare and contrast the two compare and contrast the two cultures.cultures.


Students will examine Students will examine artifacts from different artifacts from different cultural backgrounds. A field cultural backgrounds. A field trip to a local museum will trip to a local museum will aid in the students’ learning.aid in the students’ learning.


Students will do a study or Students will do a study or interview of their families’ interview of their families’ past heritage to determine past heritage to determine where the students came from.where the students came from.


Students will collaborate with Students will collaborate with their groups to determine the their groups to determine the cause and effect of the most cause and effect of the most known wars and disagreements known wars and disagreements between different cultures and between different cultures and countries.countries.


Students will participate in a Students will participate in a week-long learning experience week-long learning experience where each day represents a where each day represents a different culture. Students different culture. Students will dress the part, food will will dress the part, food will be provided, and customs will be provided, and customs will be followed.be followed.

People in Societies People in Societies WebsitesWebsites

Culturally Diverse Children Culturally Diverse Children BooksBooks

MuseumsMuseums Interview StrategiesInterview Strategies Graphic OrganizersGraphic Organizers Culturally Diverse CustomsCulturally Diverse Customs

Geography StandardGeography Standard

Students use knowledge of Students use knowledge of geographic locations, patterns geographic locations, patterns and processes to show the and processes to show the interrelationship between the interrelationship between the physical environment and human physical environment and human activity and to explain the activity and to explain the interactions that occur in an interactions that occur in an increasingly interdependent increasingly interdependent world.world.

Geography Activity #1Geography Activity #1

Students will receive a map of Students will receive a map of Ohio and work in teams to fill Ohio and work in teams to fill in the missing information. in the missing information. Resources may be used to find Resources may be used to find information.information.


Students will learn about the Students will learn about the environment and then collaborate environment and then collaborate with their group of how we live with their group of how we live in our environment. Students in our environment. Students will then come up with a list of will then come up with a list of ways we can better out ways we can better out environment and ways we can environment and ways we can adapt to our environment in a adapt to our environment in a more healthy manner.more healthy manner.


Students will be given a grid Students will be given a grid and have to place coordinates and have to place coordinates with labels of places on the with labels of places on the map. Students will then switch map. Students will then switch papers and another student papers and another student will have to find each will have to find each coordinate and the location coordinate and the location given to each place.given to each place.


Students will be separated Students will be separated into two groups to discuss into two groups to discuss either the positives or either the positives or negatives of the affects on negatives of the affects on our environment. The whole our environment. The whole class will then come together class will then come together and place findings on a Venn and place findings on a Venn diagram chart.diagram chart.


Students will look at maps to Students will look at maps to determine where people settled determine where people settled and how that affected and how that affected transportation and transportation and communication. Students will communication. Students will then create their own map of then create their own map of how transportation and how transportation and communication is today.communication is today.

Geography WebsitesGeography Websites

Ohio MapsOhio Maps EnvironmentEnvironment Graphing Graphing Compare and ContrastCompare and Contrast Geography for ChildrenGeography for Children

Economics Economics

Students use economic reasoning skills and knowledge of major economic concepts, issues and systemsin order to make informed choices as producers, consumers, savers, investors, workers and citizens in aninterdependent world.

Economics Activity #1Economics Activity #1

The students will be divided into 3 small groups. Each The students will be divided into 3 small groups. Each group will be given different materials to create a group will be given different materials to create a map.map. Group one: ComputerGroup one: Computer Group two: pen and paperGroup two: pen and paper Group three: Carryon and paperGroup three: Carryon and paper

After the maps are created the maps will be laid out After the maps are created the maps will be laid out for all to see. The discussion will be lead by asking for all to see. The discussion will be lead by asking the question: What map would you buy that would be the the question: What map would you buy that would be the easiest to read?easiest to read?

The map created by the computer because it is the The map created by the computer because it is the neatest and most clear. neatest and most clear.

In our history we have seen that labor of the products In our history we have seen that labor of the products makes or breaks a product. Students are to understand makes or breaks a product. Students are to understand that the different divisions of labor are important to that the different divisions of labor are important to the production of goods and services. The activity the production of goods and services. The activity will show that depending on the materials you have, will show that depending on the materials you have, they will see the difference in the products.they will see the difference in the products.


The students will look at an The students will look at an analyze a map that will show analyze a map that will show scares materials. scares materials.

The students will have to read The students will have to read the key to determine which the key to determine which items are scarce by the color items are scarce by the color on the map.on the map.


The students are going to create a map The students are going to create a map business. The teacher will over see business. The teacher will over see the business in general. The students the business in general. The students will be selling the maps for their will be selling the maps for their business. Things the students will be business. Things the students will be considering with their business: considering with their business: Advertisement, how much money they Advertisement, how much money they need to start, how much they will sell need to start, how much they will sell the maps for, how many would they need the maps for, how many would they need to sell to make a profit, how will to sell to make a profit, how will they make the maps, and what will the they make the maps, and what will the business be called?business be called?


The be given an area of the United The be given an area of the United States that they will research the goods States that they will research the goods and services of that state. and services of that state.

The students will create a map of their The students will create a map of their state showing the areas of which the state showing the areas of which the goods and services come from.goods and services come from.

Economic WebsitesEconomic Websites

Internet For Third Grade ClassroomsInternet For Third Grade Classrooms Family Education at HomeFamily Education at Home MapsMaps Map StoreMap Store Maps and SymbolsMaps and Symbols

Government / Citizenship Government / Citizenship Rights and Rights and

ResponsibilitiesResponsibilities Students use knowledge of the purposes, structures and processes of political systems at the local, national and international levels to understand that people create systems of government as structures of power and authority to provide order, maintain stability and promote the general welfare.

Students use knowledge of the rights and responsibilities of citizenship in order to examine and evaluate civic ideals and to participate in community life and the American democratic system.


Responsibilities Activity Responsibilities Activity #1#1 Students will develop a “KWL” Students will develop a “KWL”

chart as a class.chart as a class. What they know…What they know… What they want to know…What they want to know… What they learned about maps and why What they learned about maps and why they were created…they were created…

The students will read about maps The students will read about maps in their text book to find fill in their text book to find fill in the remaining parts of the in the remaining parts of the chart.chart.


ResponsibilitiesResponsibilitiesActivity #2Activity #2 The students will learn the importance of The students will learn the importance of

the trash removal job. The teacher will the trash removal job. The teacher will have the local trash removal company come have the local trash removal company come to the classroom and talk with the students to the classroom and talk with the students about trash removal and recycling. about trash removal and recycling.

The students will use a map to track one The students will use a map to track one truck for one day to see where the truck truck for one day to see where the truck goes through one day. The teacher and goes through one day. The teacher and guest speaker will work together to get the guest speaker will work together to get the information that the students will need to information that the students will need to complete the assignment.complete the assignment.


Responsibilities Activity Responsibilities Activity #3#3 The students will follow the president The students will follow the president

campaign. The students will use the campaign. The students will use the map to learn which state the presents map to learn which state the presents won.won.

The students will each receive a map The students will each receive a map of the United States and will color in of the United States and will color in each state a different color depending each state a different color depending on which presidential candidate won.on which presidential candidate won.

This will help the student learn the This will help the student learn the states.states.


Responsibilities Activity Responsibilities Activity #4#4 The students will learn the The students will learn the

responsibilities that they must take responsibilities that they must take in order to maintain the beauty of in order to maintain the beauty of their school. The students will use their school. The students will use the map layout of their school to the map layout of their school to clean up the inside and outside of clean up the inside and outside of their school. At each place of the their school. At each place of the school they need to write on the map school they need to write on the map what they did to improve their school.what they did to improve their school.

The students will be put into groups The students will be put into groups with adult supervision. with adult supervision.


Responsibilities Activity Responsibilities Activity #5#5 The students will use a map to locate The students will use a map to locate

landmarks that are important to our history landmarks that are important to our history in Washington D.C. in Washington D.C.

The students will be given a map of The students will be given a map of Washington D.C. which will have a lay out Washington D.C. which will have a lay out with the names of the landmarks. with the names of the landmarks.

The students will glue pictures of the The students will glue pictures of the landmarks that the teacher will supply for landmarks that the teacher will supply for the students.the students.

After the student are done gluing the After the student are done gluing the landmarks the teacher and students will landmarks the teacher and students will briefly discuss the significance of each briefly discuss the significance of each landmark.landmark.

WebsitesWebsites

Community HelpersCommunity Helpers Washington D.C. Interactive MapWashington D.C. Interactive Map Kids RecycleKids Recycle What makes your community run?What makes your community run? Map CreatorMap Creator

Social Studies Skills Social Studies Skills and Methodsand Methods

Students collect, organize, evaluate and synthesize information from multiple sources to draw logical conclusions. Students communicate this information using appropriate social studies terminology in oral, written or multimedia form and apply what they have learned to societal issues in simulated or real-world settings.

Social Studies Skills Social Studies Skills and Methods Activity #1and Methods Activity #1 The students will make a map The students will make a map of the classroom providing a of the classroom providing a map key and direction. map key and direction.

This map should be colored, This map should be colored, legible, and easily to follow.legible, and easily to follow.

Social Studies Skills Social Studies Skills and Methods Activity #2and Methods Activity #2 The students will create a map The students will create a map of the playground. The of the playground. The students must include the students must include the ordainments of each piece of ordainments of each piece of playground equipment.playground equipment.

Social Studies Skills Social Studies Skills and Methods Activity #3and Methods Activity #3 The students will use real maps The students will use real maps and find locations of the school and find locations of the school by using a coordinate guide that by using a coordinate guide that will be provided for them. They will be provided for them. They will write down the place down will write down the place down next to the coordinate as they next to the coordinate as they find them. The teacher will find them. The teacher will grade the students work and grade the students work and review with the students.review with the students.

Social Studies Skills Social Studies Skills and Methods Activity #4and Methods Activity #4 The teacher will put the students The teacher will put the students in groups of about 4. Each group in groups of about 4. Each group will be given directions on a piece will be given directions on a piece of paper. They will have to use the of paper. They will have to use the directions to find their directions to find their destination. The destinations will destination. The destinations will be different places throughout the be different places throughout the school. This will help the students school. This will help the students learn to read directions and use learn to read directions and use social studies content vocabulary.social studies content vocabulary.

Social Studies Skills Social Studies Skills and Methods Activity #5and Methods Activity #5 The students will participate in a map The students will participate in a map

scavenger hunt. The student need to use their scavenger hunt. The student need to use their skill about maps to find the different parts of skill about maps to find the different parts of the map. The students will need to find:the map. The students will need to find:

Paper for the mapPaper for the map Longitude and Latitude lines for the mapLongitude and Latitude lines for the map Ordinances Ordinances CompassCompass Landmarks (It can be of the classroom or playground)Landmarks (It can be of the classroom or playground) KeyKey

WebsitesWebsites

Field Trip Map Field Trip Map Kid Information About MapsKid Information About Maps Test Your Geography KnowledgeTest Your Geography Knowledge Facts About MapsFacts About Maps Teacher Map ResourcesTeacher Map Resources

maps: ohio social studies standards by: tiffany suman and ellen winter ed 417 spring 2007

Documents

teachers maps

maps of settlers

history students

maps authors

maps grade

maps title

history websites maps

different maps of industrial