MapsMapsResource UnitResource Unit

Mollie FitzpatrickMollie Fitzpatrick

Stacie EllerbrockStacie Ellerbrock

Brianna MillerBrianna Miller

Table of ContentsTable of Contents•IntroductionIntroduction•ObjectivesObjectives•Vocabulary/ConceptsVocabulary/Concepts•ActivitiesActivities•Teacher ReferencesTeacher References•Student ReferencesStudent References•Media ReferencesMedia References•EvaluationEvaluation

IntroductionIntroduction

Ohio academic content standards tell us Ohio academic content standards tell us that students should be able to use the that students should be able to use the knowledge of geographic locations, patterns and knowledge of geographic locations, patterns and processes to show the interrelationship between processes to show the interrelationship between the physical environment and human activity, the physical environment and human activity, and to explain the interactions that occur in an and to explain the interactions that occur in an increasingly interdependent world. increasingly interdependent world.

This week-long resource unit will help This week-long resource unit will help students understand the skills required to read students understand the skills required to read and create maps for a variety of purposes. This and create maps for a variety of purposes. This unit is filled with hands-on activities to better the unit is filled with hands-on activities to better the mastery of map skills. mastery of map skills.

ObjectivesObjectives Students will use a map to find given Students will use a map to find given

locations.locations. Students will identify components of Students will identify components of

a map, such as title, key, compass, a map, such as title, key, compass, and symbols.and symbols.

Students will identify and describe Students will identify and describe the landforms, climate, vegetation, the landforms, climate, vegetation, population, and economic population, and economic characteristics.characteristics.

Objectives Con’tObjectives Con’t

Students will use a compass rose and Students will use a compass rose and cardinal directions to describe the cardinal directions to describe the relative direction of places.relative direction of places.

Vocabulary/ConceptsVocabulary/Concepts

MapMap Map KeyMap Key LandformsLandforms PlateauPlateau MountainMountain ValleyValley RiverRiver LakeLake

Vocabulary/ConceptsVocabulary/Concepts

DesertDesert ContinentContinent GlobeGlobe EquatorEquator NorthNorth SouthSouth EastEast WestWest

Activity #1Activity #1

Read aloud Read aloud Me on the MapMe on the Map by Joan by Joan Sweeny.Sweeny.

Discuss as a group the location of their Discuss as a group the location of their town on the map.town on the map.

Activity #2Activity #2

Read Read Flat StanleyFlat Stanley by: to the children. by: to the children. Have the children make their own Have the children make their own

Flat Stanleys to mail to two relatives.Flat Stanleys to mail to two relatives. Include a letter with the Flat Stanleys Include a letter with the Flat Stanleys

asking for the relatives to write about asking for the relatives to write about a day they spent with Flat Stanley. a day they spent with Flat Stanley. Also ask the relatives to mail the Flat Also ask the relatives to mail the Flat Stanleys back to the class.Stanleys back to the class.

Activity #2 ContinuedActivity #2 Continued

When the class starts receiving the When the class starts receiving the Flat Stanley’s back place them on a Flat Stanley’s back place them on a map to see where Stanley has map to see where Stanley has traveled.traveled.

Discuss as a class where Stanley has Discuss as a class where Stanley has all traveled and if he had been at one all traveled and if he had been at one place more than once.place more than once.

Activity #3Activity #3

Using a map grid, have the children design Using a map grid, have the children design a map of an imaginary country including a map of an imaginary country including all the required symbols:all the required symbols:• Compass RoseCompass Rose• KeyKey• Grid labelsGrid labels• TitleTitle• One water sourceOne water source• Five citiesFive cities• Three different landmarksThree different landmarks

Activity #4Activity #4

Read aloud Read aloud Introducing LandformsIntroducing Landforms and discuss as a class.and discuss as a class.

Have children make a flip book of the Have children make a flip book of the various landforms (mountains, various landforms (mountains, valleys, plains, rivers, etc) using valleys, plains, rivers, etc) using various materials.various materials.

Activity #5Activity #5

Provide students with a map of their Provide students with a map of their city.city.

Have the students use coordinates to Have the students use coordinates to determine locations of important determine locations of important places in their city.places in their city.

Have the students describe the Have the students describe the relative direction of various places in relative direction of various places in the city from their schoolthe city from their school

Activity #6Activity #6

Have the children design a map of Have the children design a map of their classroom in small groups.their classroom in small groups.

Have the students follow their maps Have the students follow their maps to find objects located around the to find objects located around the classroom.classroom.

Activity #7Activity #7

Have students create a fire escape Have students create a fire escape plan for their houses with their plan for their houses with their parents.parents.

Students will draw their plan.Students will draw their plan. Students will explain their fire escape Students will explain their fire escape

route to the class.route to the class.

Activity #8Activity #8

Give each table several containers of Give each table several containers of Play Doh.Play Doh.

Instruct the students to form the Instruct the students to form the various types of landforms various types of landforms (mountains, valleys, plateaus, etc).(mountains, valleys, plateaus, etc).

Have the students create a name for Have the students create a name for their landform environment.their landform environment.

Activity #9Activity #9

The teacher will read aloud The teacher will read aloud How I How I Became a PirateBecame a Pirate..

Have the students create a “treaure Have the students create a “treaure map” as one of their centers.map” as one of their centers.

Have the students trade and follow a Have the students trade and follow a friend’s map to find the “treasure.”friend’s map to find the “treasure.”

Teacher ReferencesTeacher References

www.busyteachercafe.com http://www.teachervision.fen.com http://www.50states.com/tools http://www.cgrer.uiowa.edu/servers/s

ervers_references.html www.daytonmetrolibrary.org

Student ReferencesStudent References www.kaboose.com www.pbskids.org http://www.yourchildlearns.com/us_map.htmhttp://www.yourchildlearns.com/us_map.htm http://mrsbogucki.com/http://mrsbogucki.com/ http://www.pibmug.com/files/map_test.swfhttp://www.pibmug.com/files/map_test.swf http://www.tlsbooks.com/mapskills.pdfhttp://www.tlsbooks.com/mapskills.pdf http://www.abcteach.com/maps/world.htmhttp://www.abcteach.com/maps/world.htm http://www.kidinfo.com/Geography/Maps.htmlhttp://www.kidinfo.com/Geography/Maps.html http://www.bbc.co.ukhttp://www.bbc.co.uk

Media ReferencesMedia References

VIDEOS:VIDEOS:• Dora the Explorer - Map AdventuresDora the Explorer - Map Adventures• The Magic MapThe Magic Map• The Geography Tutor, Map Skills, Vol. 3 The Geography Tutor, Map Skills, Vol. 3 • Types of Maps & Map ProjectionsTypes of Maps & Map Projections• The Geographic Tutor; Maps and Globe The Geographic Tutor; Maps and Globe

TermsTerms

Media References, Con’tMedia References, Con’t

BOOKS:BOOKS:• Me on the MapMe on the Map by Joan Sweeny by Joan Sweeny• Flat StanleyFlat Stanley by Jeff Brown and Scott by Jeff Brown and Scott

NashNash• Introducing Introducing Landforms Bobbie KalmanLandforms Bobbie Kalman

EvaluationEvaluation

Students will be evaluated on the Students will be evaluated on the work they complete for each activity.work they complete for each activity.

After the unit, the students will be After the unit, the students will be given a comprehensive map test, given a comprehensive map test, designed by the teacher.designed by the teacher.