What is a Map? Third Grade

Mifflinburg Intermediate School 2-Week Unit

Alyssa Montesi

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Table of Contents Background Information ………………………………………………………..3 Rationale ………………………………………………………………………….4 Stage 1: Desired Results …………………………………………………………6 Stage 2: Assessment and Evidence ……………………………………………...9 Stage 3: Learning Plan ………………………………………………………….10 Worksheets and Handouts ……………………………………………………..20 Maps vs. Globes Venn Diagram ……………………………………………….21 Exit slips …………………………………………………………………………22 Photo vs. Bird’s Eye Photo T-Chart …………………………………………...23 Maps vs. Bird’s Eye Photo Venn Diagram ……………………………………24 Maryville Worksheet …………………………………………………………...25 Compass Rose/Cardinal Directions Worksheet………………………………26 Exploring with Compasses……………………………………………………..28 Self-Evaluation …………………………………………………………………29 References………………………………………………………………………30

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Background Information Map- a flat drawing of a place on earth

- Portable - Have symbols and signs for directions

Globe- mini round model of the earth

- Shows size and shapes of land and wat - Show geographical layout of the world

Community- a group of people living in a particular area Aerial (Birds’ Eye) View- elevated view of an community from above Legend/Key- small area on a map with symbols and their meanings

- Legends and keys are not the same on all maps Scale- tells you how much smaller the map is than the real area it represents Compass/Compass Rose- instrument/design on a map we use to navigate or locate areas using cardinal and intermediate directions Cardinal Directions- North, South, East, and West

- The four main points of a compass Intermediate Directions- Northeast, Southeast, Southwest, Northwest

- Halfway between cardinal directions on a compass Collaboration- working with someone to produce or create something

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Rationale: Where: The unit will develop map skills and knowledge through exploration. Beginning with a pre-assessment conversation and exploration of maps and globes students will build the foundation for further skill development. The unit will challenge students to develop new points of view focusing on aerial (birds’ eye) views and communities pictured from above. Further math features such as keys, legends, scales, and compass roses will develop through exploration and conversation. Students will be able to locate places on a map using a key, as well as, use deductive reasoning to name cardinal and intermediate directions. Students will also be able to navigate using maps and cardinal directions. These skills lay the foundation for further development of social studies and geography skills. Hook: Exploration and connections to students’ personal lives will be used to hook and engage the students. Free exploration of maps will allow students to notice elements they recognize and have seen before, and generate questions about new or interesting things they are just noticing. Using maps and photographs of their school and areas they are familiar with will make connections to students’ own lives to see how maps are important and useful in their own community. Equip: Initial exploration will elicit prior knowledge, debunk prior misconceptions, and build the necessary foundation to equip students for the learning to come during the unit. Vocabulary and experiences will be introduced in an organized manner to best prepare the students for each lesson. Reflect and Revise: Students will be given the opportunity to reflect and revise their learning throughout unit through think-pair-share activities, class discussion, worksheets, and exit slips. Hearing thoughts and ideas of other students will allow students to reflect on their thought and learning processes both mentally and in writing. Evaluate: Students will assess their own understanding in class discussion and think-pair-share opportunities. Exit slips spaced throughout the unit will allow students to evaluate their learning for the day and lead to a final self-reflection in which students to evaluate their learning and growth throughout the unit. Tailored: Accommodations for students with special needs will be made when necessary following IEP and 504 plans. Repeated instruction and individualized attention will be given as needed. Color-coding on worksheets will provide easy organization for students’ thoughts and ideas. Worksheets completed by students will also be projected on the SmartBoard and completed by the class. The unit is developed using the principles and process of Understanding by Design (UbD) to create a goal-centered unit that optimizes teaching and learning, while also offering multiple means of engagement, representation, and action and expression as suggested by the universal design for learning.

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Organized: The lessons within the unit are organized to start with on the large scale and funnel down to the local, familiar scale through the use of vocabulary, discussion, and exploration.

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Stage 1: Desired Results Topic: Maps Established Goals/Standards: National Geography Standards: The World in Spatial Terms Standard 1: How to use maps and other geographic representations, tools, and technologies to acquire, process, and report information from a spatial perspective. Standard 3: How to analyze the spatial organization of people, places, and environments on Earth’s surface. Curriculum Standards for Social Studies 3. People, Places, and Environments Teacher Expectations

• Enable learners to use, interpret, and distinguish various representations of Earth such as maps, globes, and photographs, and to use appropriate geographic tools

• Encourage learners to construct, use, and re ne maps and mental maps, calculate distance, scale, area, and density, and organize information about people, places, regions, and environments in a spatial context;

• Guide learners in the use of maps and other geographic representations, tools, and technologies to acquire, process, and report information from a spatial perspective;

• Enable learners to use mental maps to organize information about people, places, and environments in a spatial context;

Common Core Standards Speaking and Listening- Grade 3 CCSS.ELA-LITERACY.SL.3.1- Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.

- SL.3.1.B- Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).

- SL.3.1.C- Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.

- SL.3.1.D- Explain their own ideas and understanding in light of the discussion. CCSS.ELA-LITERACY.SL.3.3- Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. CCSS.ELA-LITERACY.SL.3.6- Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.

Pennsylvania State Stands Standard Area - CC.1.5: Speaking and Listening: Students present appropriately in formal speaking situations, listen critically, and respond intelligently as individuals or in group discussions.

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- CC.1.5.3.A- Engage effectively in a range of collaborative discussions on grade level topics and texts, building on others’ ideas and expressing their own clearly.

- CC.1.5.3.C- Ask and answer questions about information from a speaker, offering appropriate detail.

- CC.1.5.3.E- Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification

- CC.1.5.3.G- Demonstrate command of the conventions of standard English when speaking based on grade 3 level and content.

Enduring Understandings Overarching

- Maps allow us to identify various geographical landmarks as well as how to get from here to there.

Daily - Maps are flat drawings depicting the layout of an area of the world. - The ways communities are represented on a map are not how we see them in real

life. - Maps use birds’ eye (aerial) views to depict communities. - Maps use legends, keys, and symbols to represent communities. - A compass rose has cardinal and intermediate directions that are used to describe

the location of places. - Self-assessment allows students to understand their growth in knowledge and

understanding. - Compasses, cardinal directions, and maps allow us to locate landmarks and

navigate land. Essential Questions Overarching

- What can maps communicate? Daily

- How is a map different from a globe? - What is the purpose of a map? - What is an aerial (birds’ eye) view? - What do our communities look like on a map? - How are communities represented on a map? - What is the purpose of a scale? - What are cardinal and intermediate directions? - How do we use cardinal and intermediate directions to locate places on a map? - How do we navigate using cardinal directions, a map, and a compass? - How can we work collaboratively? - What is self-evaluation?

Students will know… - A map is a drawing of a place on earth!it is flat - A globe is a mini model of the earth!it is round

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- Maps are easy to use and portable!globes are not - Maps have symbols and signs for directions!scale, key, compass rose, etc - Globes show geographical layout of the world - Maps can be specific to a country, state, region, etc!Globes only show the whole

world - Maps can give direction - Birds’ eye (aerial views) are used to depict a community from above - Maps use symbols to depict land and communities - Symbols on a map are smaller than what they represent in real life - May keys (map legends) organize the symbols and scale on a map - The names of cardinal and intermediate directions - North means towards the North Pole and South means towards the south pole - The pneumonic device “never eat soggy waffles” to help remember the cardinal

directions - Cardinal and intermediate directions can be used to describe the location of places - Cardinal and intermediate directions can be used to navigate a map or location - The importance of the self-reflection process

Students will be able to… - Differentiate between a map and a globe - Explain the uses of a map - Name the aspects of a map - Use T-charts and Venn diagrams to organize information - Identify aerial views of communities - Locate the key/legend on a map - Use a key/legend to locate specific places on a map - Count locations on a map based on symbols - Describe locations on a map using cardinal and intermediate directions - Fill in cardinal and intermediate directions on a compass rose - Use deductive reasoning to determine the names of 3 intermediate directions - Use a map and compass - Work collectively as a class - Think critically - Participate actively in classroom discussion - Navigate the school building using cardinal directions - Work cooperatively as a group - Negotiate reach compromises when disagreements arise

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Stage 2: Assessment and Evidence Pre-Assessment

- Class exploration and discussion of maps and globes- lesson 1

Formative Assessments - Maps vs. globes Venn diagram- lesson 1 - Exit slip- lesson 1 - Class discussion of aerial views and photographs versus our view of the same

location- lesson 2 - T-chart differentiating the aspects of a regular photo of the outside of the school and

an aerial photo of the school- lesson 2 - Venn diagram comparing and contrasting an aerial photo of the school to a Google

map display of the school- lesson 2 - Participation in class discussion and map key exercise- lesson 3 - Maryville map key worksheet- lesson 3 - Exit discussion- lesson 3 - Compass rose/cardinal directions worksheet- lesson 4 - Compass exploration- lesson 4 - Exit discussion- lesson 4

Summative Assessments - Final self-assessment/reflection- lesson 5

- School Exploring with Compasses (Navigation) lesson 5

o Goal: You will work cooperatively with your classmates to use a compass, map, and directions/clues to navigate around the school.

o Role: You are an active and cooperative member of a community. Your job is to work with your classmates to using the information you have learned to find treasure.

o Audience: Your audience is your classroom community. You must consult them

o Situation: The challenge involves dealing with collaboration in a group and understanding how to navigate using a map, a compass, and directions.

o Product and Purpose: To complete this scavenger hunt you must create a sense of cooperation in your community. It is crucial that the class works together.

o Standards for Success: You will need to draw upon all of the knowledge and understandings developed throughout map instruction. Your journey through the exploration should allow for peer collaboration and the sharing of peer insight.

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Stage 3: Learning Plan

Lesson 1 Objectives: To access prior knowledge through the exploration of maps and globes to understand, chart, and organize the differences between the two, including shape, features, and uses. Lesson Summary: Free exploration of maps and globes to notice and understand their different features and uses.

Lesson 2 Objectives: Further interact with maps to discover how they present communities from an aerial point of view, a different point of view from what we see. Lesson Summary: Comparing photographs of the school to aerial photographs and map views of the same location.

Lesson 3 Objectives: Gaining a deeper understanding of maps and their use through the exploration of keys, legends, and scales. Lesson Summary: Explore keys and scales on different types of maps and use keys to identify locations on a map.

Lesson 4 Objectives: Use cardinal and intermediate directions to locate places on a map and describe their location. Deepen understanding and real life significance of cardinal and intermediate directions through interactions with magnetic compasses. Lesson Summary: Explore the compass rose to uncover the names of cardinal and intermediate directions. Explore the use of compasses to further the understanding of cardinal and intermediate directions.

Lesson 5 Objectives: Use skills and knowledge built from previous lessons to work cooperatively to navigate cardinal and intermediate directions and a compass. Understand the importance of self-evaluation and reflection. Lesson Summary: Students will work collaboratively using a compass, and directions/clues to navigate the school. Complete a self-assessment/reflection as the final assessment component of the unit.

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Lesson 1- Maps vs. Globes Objective

- Understand the difference between maps and globes Standards

Enduring Understandings Maps are flat drawings depicting the layout of an area of the world. Essential Questions How is a map different from a globe? What is the purpose of a map? Students will know…

- A map is a drawing of a place on earth!it is flat - A globe is a mini model of the earth!it is round - Maps are easy to use and portable!globes are not - Maps have symbols and signs for directions!scale, key, compass rose, etc - Globes show geographical layout of the world - Maps can be specific to a country, state, region, etc!Globes only show the whole

world - Maps can give direction

Students will be able to…

- Differentiate between a map and a globe - Explain the uses of a map - Use a T-chart to organize information - Work collectively as a class - Think critically - Participate actively in classroom discussion

Differentiation

- IEP and 504 plans will be followed as needed - Repeated directions and individualized attention will be given as needed - Color coding of Venn diagram to further differentiate and organize maps and globes - Hard copies of Venn diagram will be handed out to students and also projected on

the SmartBoard Assessment

CSSS 3 SL.3.1.B SL.3.1.C SL.3.1.D SL.3.3 SL.3.6

CC.1.5.3.A CC.1.5.3.C CC.1.5.3.E CC.1.5.3.G

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- Participation in class discussion - Cooperatively completing the maps vs. globes Venn diagram - “Today I learned…” exit slip

Learning Plan

1. Show the students various maps and globes in front of the classroom. Ask the students if they have ever seen any of these things before. Record their comments on the SmartBoard.

2. Give the students the opportunity to circulate the classroom to observe, touch, and explore the maps and globes. When the students return to their seats ask the students what they noticed and record their comments on the SmartBoard.

3. Organize their responses in a Venn diagram to chart the differences between maps and globes. Using questioning and discussion to guide the class to generate and understand the import differences between maps and globes.

a. A map is a drawing of a place on earth!it is flat b. A globe is a mini model of the earth!it is round c. Maps are easy to use and portable!globes are not d. Maps have symbols and signs for directions!scale, key, compass rose,

etc e. Globes show geographical layout of the world f. Maps can we specific to a country, state, region, etc!Globes only show

the whole world g. Maps can give direction

4. Ask for final thoughts, questions, or comments on the day’s lesson. Review the differences between maps and globes.

5. Students will complete a “Today I learned…” exit slip to finish the lesson. Lesson 2- Communities from Above Objective

- Understand the aerial view of a community - Compare maps to photographs

Standards NGS 1 NGS 3

CSSS 3 SL.3.1.B SL.3.1.C SL.3.1.D SL.3.3 SL.3.6

CC.1.5.3.A CC.1.5.3.C CC.1.5.3.E CC.1.5.3.G

Enduring Understandings The ways communities are represented on a map are not how we see them in real life. Maps use birds’ eye (aerial) views to depict communities. Essential Questions

- What is an aerial (birds’ eye) view?

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- What do our communities look like on a map? Students will know…

- Birds’ eye (aerial views) are used to depict a community from above - Maps use symbols to depict land and communities - Symbols on a map are smaller than what they represent in real life

Students will be able to…

- Identify aerial views of communities - Organize information in graphic organizer - Work collectively as a class - Think critically - Participate actively in classroom discussion

Differentiation

- IEP and 504 plans will be followed as needed - Repeated directions and individualized attention will be given as needed - Color coding of Venn diagram and T-chart to provide organization - Hard copies of Venn diagram and T-chart will be handed out to students and also

projected on the SmartBoard Assessment

- Participation in class discussion - Contribution to and completion of school photo vs. aerial photo T-chart - Contribution to and completion of aerial photo vs. Google map Venn diagram

Learning plan

1. Begin with a projection of a map of the world. Ask students if they know what it is. Move to a map of North America, the United States, and Pennsylvania, Mifflinburg, and Mifflinburg Area Intermediate School each time asking students if they know what area the map is presenting.

2. Project aerial satellite photo of Mifflinburg Intermediate School local area. Ask students if when the walk around the school ground this is what they see. Project a picture of the school grounds/surrounding area for them to compare. What is the difference between the photos?

3. Ask students if they have ever traveled by plane or helicopter. Few may have had that experience, but ask those that have to share details about that experience, focusing on the view from the window of the airplane and not the plane itself.

4. Introduce aerial (birds’ eye) view. The way we see things is not the way they are presented on a map. Maps present communities from aerial views as if we are in a plane looking down on what we are seeing, similar to the ways birds see our community when they fly up above.

5. Show students side-by-side images of a photo of the school and a Google satellite photo of the school on the SmartBoard. Ask them to notice the similarities and differences between the buildings, land, and layout of the community. Guide

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discussion to fill in T-chart to organize the characteristics of the two photographs. Students will follow along to fill in a T-chart at their desk as well.

a. The photograph shows exactly what the buildings/land look like as we seem them.

b. The aerial view shows the building/land look like from above. We see the tops of buildings, trees, are cars, as opposed to the normal side of them we see.

6. Show a side by side of the Google Earth aerial photograph of the community and the Google Map view of the community on the SmartBoard. Engage in discussion to chart the differences on a Venn diagram as students fill in a Venn diagram on their worksheet.

a. Aerial photograph shows exactly what the buildings/land look like from above

b. Maps do not use photographs, they use symbols instead. c. Similarity: They both show buildings/land from above.

7. Review the differences between the way we see things in life and in photographs versus the aerial view of those same communities. Review similarities and differences between aerial photographs and maps. Refer to Venn diagram and T-chart completed cooperatively.

8. Ask for final thoughts, questions, or comments on the day’s lesson. Lesson 3- Map Keys, Legends, and Scales Objective

- Understand the purpose of map keys and scales, and how to use them Standards NGS 1 NGS 3

CSSS 3 SL.3.1.B SL.3.1.C SL.3.1.D SL.3.3 SL.3.6

CC.1.5.3.A CC.1.5.3.C CC.1.5.3.E CC.1.5.3.G

Enduring Understandings Maps use legends, keys, and symbols to represent communities. Essential Questions

- How are communities represented on a map? - What is the purpose of a scale?

Students will know…

- Maps use symbols to depict land and communities - Symbols on a map are smaller than what they represent in real life - May keys (map legends) organize the symbols and scale on a map

Students will be able to…

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- Locate the key/legend on a map - Use a key/legend to locate specific places on a map - Count locations on a map based on symbols - Work collectively as a class - Think critically - Participate actively in classroom discussion

Differentiation

- IEP and 504 plans will be followed as needed - Repeated directions and individualized attention will be given as needed - Provide hand outs for SmartBoard activities to allow all students to follow and

actively participate Assessment

- Participation in class discussion and map key exercise - Maryville map key worksheet - “Today I learned…” exit slip

Learning Plan

1. Connect back to the lesson on day 2. Ask students how buildings and land are represented on maps. Students may consult their Venn diagrams and T-Charts from the previous day to help them think.

a. Maps use symbols to represent buildings and places. 2. Ask the students if they have heard of map keys or map legends. Some may

know these words or have noticed them on maps from the first day. 3. Explain that a map key or map legend is the same thing. They are small areas on

a map that tell you what the symbols on a map mean. The symbols are not the same on every map so it is important to look at the key or legend to be able to understand the map.

4. Show the students maps from the first day of the lesson. As a class locate the key or legend on each map. Using those maps, as the students to locate symbols from the legend on the map.

5. Ask the students what they notice about the size of symbols on the maps. Are the symbols the same size of the objects they represent?

6. Because maps are small representations of communities, the symbols and communities on the map are smaller than they are in real life. Objects also look closer together on maps than they are in real life. This is called a scale. A scale is also located in the map key/legend.

7. Project the map of Maryville on the SmartBoard and provide students with matching hand out. Direct the student’s attention the map key. The students may notice that the map key is missing a scale. Explain that since this a map of a fake town it does not necessarily need a scale.

8. Review each symbol in the map key. Call on students to answer the questions and do the following:

a. Draw a black circle around City Hall

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b. Draw a red circle around the hospital. Between what types of buildings is the hospital located?

c. Draw a green star on each farm. How many farms are there in Maryville? d. Put a blue X on each store. How many stores are there in Maryville?

9. Ask the following questions as a recap of the lesson and an informal assessment of the class’ understanding:

a. What is a map key/map legend? And why do we use them? b. Is every map key/legend the same? Why or why not? c. What is the purpose of a scale?

10. Students will complete a “Today I learned…” exit slip to finish the lesson. Lesson 4- Cardinal and Intermediate Directions Objective

- Use cardinal and intermediate directions to describe the locations of places on a map

- Use cardinal and intermediate directions to locate places on a map - Learn the proper use of a compass

Standards NGS 1 NGS 3

CSSS 3 SL.3.1.B SL.3.1.C SL.3.1.D SL.3.3 SL.3.6

CC.1.5.3.A CC.1.5.3.C CC.1.5.3.E CC.1.5.3.G

Enduring Understandings A compass rose has cardinal and intermediate directions that are used to describe the location of places. Essential Questions

- What are cardinal and intermediate directions? - How do we use cardinal and intermediate directions to locate places on a map?

Students will know…

- The names of cardinal and intermediate directions - North means towards the North Pole and South means towards the south pole - The pneumonic device “never eat soggy waffles” to help remember the cardinal

directions - Cardinal directions can be used to describe the location of places

Students will be able to…

- Describe locations on a map using cardinal and intermediate directions - Fill in cardinal and intermediate directions on a compass rose - Use deductive reasoning to determine the names of 3 intermediate directions - Use a compass

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Differentiation

- IEP and 504 plans will be followed as needed - Repeated instruction and individualized attention will be given as needed - Provide handouts that match SmartBoard projections

Assessment

- Completion of compass rose worksheet - Participation in compass navigation activity around the room - Participation in “exit discussion”

Learning Plan

1. Project a map on the SmartBoard and direct the students’ attention to the compass rose that some of them may have noticed in earlier lessons. Ask if anyone knows what this is called or how it is used. Engage in discussion.

2. Introduce the words compass rose and cardinal directions. Cardinal directions are north, south, east, and west. They are displayed on a compass rose. Ask the students if they have ever head or seen the words north, south, east, or west, before. Engage in discussion.

3. Project a compass rose on the SmartBoard and pass out a matching handout to the students. One side is a compass rose with complete cardinal directions, the other side is a blank compass rose.

4. Have students place their finger on the center of the compass rose. Ask them to move their finger north. What direction is there finger moving on the paper? (Towards the top of the paper) Repeat with east, west, and south.

5. Explain that north and south are not the same as up and down. Up means towards the sky and down means towards the group. North means towards the North Pole (the top of the world) and south means towards the South Pole (the bottom of the world). Point this out on a world map.

6. Introduce “never eat soggy waffles” as a pneumonic device to help the students remember the cardinal directions.

7. Flip over the compass rose worksheet and project the worksheet on the SmartBoard. Work as a class to fill in the cardinal directions. The students will notice that there are still blanks on the compass rose. Explain that when we want to use more specific directions we can use intermediate directions. Intermediate directions are in between cardinal directions.

8. Point to the northeast blank. Ask student what cardinal directions this blank is between. Since it is between north and east, we call this intermediate direction northeast. Write in northeast on the SmartBoard and have students fill it in on their worksheet. As a class work to uncover the names of the remaining 3 intermediate directions.

9. Introduce students to a compass. Explain that it has a compass rose inside and it uses natural magnetism in the Earth to find north. Distribute compasses and allow students to explore finding north, south, east, and west in the classroom.

10. Conduct an exit discussion. Ask students where north was when the faced the windows. Where was north when they faced the SmartBoard? Where was north

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when they faced the closets? Where was north when they faced the computers? Check for the understanding that the direction of north never changes even when your direction changes.

Lesson 5- Exploring with Compasses Objective

- Use skills and knowledge built from previous lessons to work cooperatively to navigate using a map and cardinal directions

- Understand the importance of self-evaluation and reflection Standards NGS 1 NGS 3

CSSS 3 SL.3.1.B SL.3.1.C SL.3.1.D SL.3.3 SL.3.6

CC.1.5.3.A CC.1.5.3.C CC.1.5.3.E CC.1.5.3.G

Enduring Understandings Self-assessment allows students to understand their growth in knowledge and understanding. Compasses, cardinal directions, and maps allow us to locate landmarks and navigate land. Essential Questions

- How do we navigate using cardinal directions, a map, and a compass? - How can we work collaboratively? - What is self-assessment?

Students will know…

- Cardinal and intermediate directions can be used to describe the location of places - Cardinal and intermediate directions can be used to navigate a map or location - The importance of the self-reflection process

Students will be able to…

- Navigate the school building using cardinal directions - Use a compass and map - Work cooperatively as a group - Negotiate reach compromises when disagreements arise

Differentiation

- IEP and 504 plans will be followed as needed - Repeated instruction and individualized attention will be given as needed

Assessment

- School treasure hunt - Self-assessment/evaluation

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Learning Plan

1. Review information and skills from previous lessons- maps, map keys, compass rose, cardinal and intermediate directions, etc.

2. Introduce a treasure hunt to the class. 3. Students will be given a school map, a compass, and a list of directions and clues. 4. Students must work collaboratively to follow clues and directions around the

school to reach checkpoints leading them back treasure (under adult supervision). 5. Each correct direction will lead the students to a checkpoint where they will find a

stamp or sticker for their map to signal that they have correctly followed the directions and compass.

6. Upon completion of the treasure hunt, students will return to the classroom to discuss their experiences.

7. After a class discussion of the students’ experiences, skills, and knowledge, students will complete a written final self-evaluation in which they will reflect on their experiences and learning from the start to the end of the unit

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Worksheets and

Handouts

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Glo

bes

Map

s Map

s vs

. Glo

bes

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Name: ____________________________________ Date:__________________ Today I learned….

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

Name: ____________________________________ Date:__________________ Today I learned….

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

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Name:________________________________ Date:___________________

Photo of Mifflinburg Bird’s Eye Photo of Mifflinburg

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Map

of M

ifflin

burg

B

ird’s

Eye

Pho

to

of M

ifflin

burg

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Name:___________________________ _________ Date:_________________

Welcome to Maryville! Use the map key and follow the directions below to help you get

around town.

1. Draw a black circle around City Hall.

2. Draw a red circle around the hospital. Between what types of buildings is the hospital

located?__________________________________________

3. Draw a green star on each farm. How many farms are there in Maryville? _______________________________

4. Draw a blue X on each store. How many stores are there in Maryville?

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Compass Rose

North

South

East West

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Exploring with Compasses!

1. Stand in the doorway of the classroom and face north. Turn west down the hallway until you can’t go west anymore.

2. Turn south. Walk until you see a hallway on your left. What

direction is the hallway? _________________

3. Turn and walk southeast until you see a staircase on your right. What direction are the stairs? ______________

4. Walk south down the stairs. Stand at the bottom of the stairs.

Turn and walk southwest until the doorway at the end of the hallway.

5. Turn northeast and walk to the stairs.

6. Face the stairs. What direction are you facing? ____________

7. Walk up the stairs. At the top of the stairs turn northeast and walk to the corner of the hallway.

8. To get back to the classroom what direction should you turn?

_______________.

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Name: ____________________________________ Date:__________________

Self-Evaluation

1. My favorite thing I learned was….

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

2. My favorite activity was….

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

3. I want to know more about….

______________________________________________________________

______________________________________________________________

______________________________________________________________

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References Compass Rose- graphic for handout retrieved from http://cliparts.co/blank-compass-rose Olien, Rebecca. (2006). Maps and Globes. Marlborough, MA: Sundance Publishing Witham Bednarz, S., Bennett, S., Fernald, E.A., Flanders, C., Holstrom, M., Rice, G. H., & King Robeson, P. (2001). Map Essentials: A Comprehensive Map Schools Program, Teacher’s Guide Grade 3. Washington, D.C.: National Geographic School Publishing