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Primary Subject Area: Social Studies |
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Grade Level: 3 - 4
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Overview:
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This lesson will guide the students to a better understanding of using map scales on any map. The students will learn about map scales by listening and participating in various learning activities. The teacher will first model and demonstrate how to use a map scale and have the students identify and explain the importance of using a map scale. The students will then work in groups (and at the same time, play a game that will help motivate them) to practice and apply their skills. Finally, the students will be given independent practice for homework and add their information about distances to a graphing software for analysis. At the end of this lesson the students will be able to describe why a map scale is important and be able to correctly use a map scale that contains inches or centimeters. I have arrived at my objectives because they are part of the Louisiana content standards for Social Studies in 4th grade. |
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Approximate Duration: 1 or 2 - 45 minute class periods |
Content Standards:
- Geography: Physical and Cultural Systems
Students develop a spatial understanding of Earth's surface and the processes that shape it, the connections between people and places, and the relationship between man and his environment.
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Benchmarks:
- G-1A-E1
identifying and describing the characteristics and uses of geographic representations, such as various types of maps, globes, graphs, diagrams, photographs, and satellite-produced images. (1,3,4)- G-1A-E2
locating and interpreting geographic features and places on maps and globes; (1,2,3,4)- G-1A-E3
constructing maps, graphs, charts, and diagrams to describe geographical information and to solve problems; (1,3,4)
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Grade-Level Expectations (GLEs):
- Grade 3
1.
Describe characteristics and uses of various maps (e.g., physical, political, topographical, population)
(G-1A-E1)
3.
Interpret a graph, chart, and diagram
(G-1A-E2) - Grade 4
1.
Interpret different kinds of maps using a map key/legend, compass rose, cardinal and intermediate directions, and distance scale
(G-1A-E1)
4.
Identify all U.S. states by shapes and position on map
(G-1A-E2)
5.
Draw, complete, and add features to a map (including such map elements as a title, compass rose, legend, and scale), based on given information
(G-1A-E3)
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Interdisciplinary Connections:
- Mathematics : Algebra
In problem-solving investigations students demonstrate an understanding of concepts and processes that allow them to analyze, represent, and describe relationships among variable quantities and to apply algebraic methods to real-world situations. - Mathematics : Measurement
In problem-solving investigations, students demonstrate an understanding of the concepts, processes, and real-life applications of measurement.
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Educational Technology Standards:
- Identify, explain, and effectively use input, output and storage devices of computers and other technologies (e.g., keyboard, mouse, scanner, adaptive devices, monitor, printer floppy disk, hard drive).
( 5, 6 )- Use a variety of developmentally appropriate resources and productivity tools (e.g., logical thinking programs, writing and graphic tools,digital cameras,graphing software) for communication,presentation,and illustration of thoughts, ideas,and stories.
( 1, 3, 4 )
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Objectives:
The learner will use a map scale to compute distances on a map.
The learner will compare maps with different map scales.
The learner will explain why map scales are important and relevant. |
Lesson Materials and Resources:
1. Teacher made “New Orleans Saints” tickets
2. Nerf Football
3. Whistle for teacher
4. Chart paper and markers
5. States and Regions, Harcourt Brace Social Studies Book for each student (4th grade edition)
6. Ruler for each student
7. Teacher made maps or copies of different maps of Louisiana or a particular parish map with appropriate map scales (inches and centimeters)
8. Transparencies of all maps used in lesson and used in centers
9. Manila folders to put maps in for each center, called "play" books (numbered, play 1, play 2, play 3, play 4)
10. Materials for centers: Rulers, Maps, Pencils, Manila Folders (play books), S.S. book
11. Map Scales Activity Sheet
12. Destination/Lap Top or other computer with Graph Club program
13. Various maps with map scales to show students
14. Directions for Centers word document
**Note: I made my own maps for this introductory lesson on map scales. All I did was took a blank map of Louisiana and placed 2 black dots on the entire blank map, with the name of the 2 cities I needed. I did research before hand, collecting the distances from Abbeville to other cities in Vermilion Parish and I created my own very simple distance scales for each map. For example one scale was 2 cm = 20 miles and I put that particular city and Abbeville exactly 1 cm apart on the map so that the students had to figure that if 2cm = 20 miles then 1cm had to be 10 miles, or half of 20. I varied the scales for practice and I felt this was the best way to introduce map scales to my students, then I began to bring in other maps with more cities and graphics, etc into the lessons that followed. |
Technology Tools and Materials:
Hardware:
Computer with graphing software
Software:
Websites:
•Blank Map of Louisiana (Use for Teacher Made Maps)
www.50states.com/maps/louisiana.htm
•Louisiana Maps
www.familyeducation.com/printables/package/0,2358,1-31471,00.html
Other:
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Background Information:
The purpose of this lesson is to provide the students with the necessary skills and knowledge they need to be able to successfully read and interpret maps that they will come across and use in their lifetime. The main purpose of this lesson is to teach the students the skill of using a map scale to estimate distances between two places on a map. This lesson relates to past learning in that the students have learned earlier in the year and earlier in their school years how to read a map. The skill taught in this lesson will incorporate the map skills that they already know, for example, locating a city on a map. It also relates to their past learning in math. During the lesson the students will have to use addition and subtraction skills to be able to compute the distances between two places on the map. Without this previous knowledge, one would not be able to teach this skill. |
Lesson Procedures:
1. To focus the students' attention the teacher will tell the students that they hypothetically won tickets to a New Orleans Saints football game. In order to receive the tickets the students must be able to perform certain skills and answer certain questions about maps. The teacher will prompt the students to discuss that they will need to use map skills in order to be able to get to New Orleans. The students should mention that they will need to know how long it will take to get there and how many miles it is from their hometown so that they can make it to the game on time, or perhaps make other arrangements, etc. This should lead to a discussion about the fact that they need to learn to use a map scale because it is the one thing on a map that will tell them how far places on a map really are.
2. The teacher and students will chart reasons for learning to use a map scale on chart paper. This focus will serve as a motivator for the remainder of the lesson.
3. The teacher will create a "football game" atmosphere for the rest of the lesson, telling the students they can make a "touchdown" each time they compute the distance between two places on a map correctly at each playbook, which they will find at each center during the lesson. This will hopefully motivate the students to take their time in figuring out answers during group work. The teacher should also wear the whistle and hold the Nerf Football during the lesson to keep the students involved and motivated for scoring touchdowns.
4. The teacher should begin by using the Social Studies book and various maps found in the classroom to go on a "map scale" scavenger hunt, noting how evident map scales are on almost every available map.
5. The teacher will use a map to model and find the distance between Abbeville, LA (hometown) and New Orleans, LA. The teacher will prompt the students to tell her how she found her answer and discuss the map scale on that particular map.
6. Using a map, the teacher will provide guided practice and allow the students to help her find the distance between Abbeville, LA and Kaplan, LA. Note: The teacher should tell the students that before heading to New Orleans they will be picking up other friends in the parish.
7. The teacher will prompt the students to compare the map scales of the previous two maps (how they are alike and different).
8. The teacher will then provide the students with another map and instruct the students to find the distance again between Abbeville, LA and Kaplan, LA, this time using a different scale. The students will then compare the two map scales and discuss what information did not change. (one scale inches, the other centimeters)
9. As guided practice, the students will get into 4 groups of 4 students in each group. They will rotate to 4 different centers and complete map scale activities at each center. Each center will instruct the students to find the distance between Abbeville and another city in Vermilion Parish. Also, each map will have a different map scale so that the students will be given opportunities to use map scales that use inches and centimeters. Each center will be called a different "playbook" that cannot be opened until the teacher blows the whistle, signaling the beginning of a new play, and a new rotation. Touchdowns will be calculated after center work is complete. The students will use the Map Skills Center Activity Sheet to record answers while in centers and calculate touchdowns during whole group review of the answers.
10. Overview of Each Center:
Center 1: The students will measure and calculate the actual distance in miles between Abbeville, LA and Delcambre, LA.
Center 2: The students will measure and calculate the actual distance in miles between Abbeville, LA and Maurice, LA.
Center 3: The students will measure and calculate the actual distance in miles between Abbeville, LA and Erath, LA.
Center 4: The students will measure and calculate the actual distance in miles between Abbeville, LA and Gueydan, LA.
**Note: Only 3-5 minutes or so is needed at each center because only one task is required at each center. (This part of the lesson should take approximately 20-25 minutes.)
11. Early finishers in each group will be instructed to use their Social Studies book to list page numbers of pages in the Social Studies book where a map scale can be found, continuing the map scale scavenger hunt.
12. After all students have completed the work at each center, the teacher and students will come back together to discuss findings and correct any misunderstandings as well as calculate the number of touchdowns the class scored. The teacher could also toss the Nerf Football to students during whole group discussion as a way of calling on a student to share answers and discuss. As a reward, for completion and participation all students receive a "New Orleans Saints Football Ticket" which says the fee to get in is that one must answer map scale questions at the door!!
13. The teacher and students will then use their data of distances from Abbeville, LA to other cities in Vermilion Parish to create a bar graph using the Graph Club program. The teacher and students will discuss the information on the graph.
14. The teacher will close the lesson through oral review and assign homework for the students to use as independent practice. |
Assessment Procedures:
Checklist to be sure all tasks are completed
Teacher Observation and Questioning
Exit Slip: Write a paragraph answering this question: Are all map scales exactly the same? Explain. and Tell me why map scales are so important to almost every map made? The students will hand in their answers as they walk through the door.
Check Homework
Formal Quiz or Test after students have had repeated practice with the skill
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Accommodations/Modifications:
Specific Learning Disability:
Procedures # 9-10 Alter directions for center work; stay in same center for all 4 rotations to experience repeated practice and build self-confidence.
Procedure #9 Allow student to try other problems presented in centers, later through peer tutoring or 1 on 1 teacher help.
Vision:
Procedures #1-13 Assign preferential seating
Hearing:
Procedures #1-13 Assign preferential seating
Procedures #1-13 Give clear, concise verbal directions and repeat directions as needed.
Attention/Behavior Difficulties:
Procedures #1-13 Use predetermined signal to redirect attention.
Procedures #1-13 Use close proximity to assist the student in focusing on directions and activities.
----- written by Leah Trahan
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Reproducible Materials:
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Explorations and Extensions:
1. Students create quiz or test questions for the class bar graph.
2. Use road maps to identify major highways for travel to each city mentioned in lesson.
3. Locate a number of cities within a 100 mile radius of Abbeville (hometown). |
Lesson Development Resources:
Kennedy, J. (1998). Basic skills, map skills Grade 4. Grand Rapids, MI: Instructional Fair.
Brittenum, M. (1991). Maps skills, grades 3-4. Grand Rapids, MI: Instructional Fair.
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Reflections:
I have chosen these activities because they are varied, they align with the content, and they are aligned with the necessary skills that need to be taught in the fourth grade. The football activity was chosen simply to motivate the students about the day’s lesson and to help the students set a purpose for learning to use a map scale. The map scale scavenger hunt activity was chosen to help the students realize that map scales can be found on just about every map available and to let the students become familiar with finding a map scale on a map. Using various maps and rulers was chosen to help visual and tactile learners see and use math skills (rulers and addition and subtraction skills) to help compute distances. I chose the modeling activity to help the students who need repeated directions (auditory learners) or those who need modeling in order to better understand the task to be completed. The group work activity was chosen because it helps me meet the needs of individual differences without having to work with each student individually, something I do not have time to do. It also helps the students learn social skills and learn how to work together. During the activity the students are constantly moving from center to center or “play to play”(each folder at each center is called a “play” just like football players try different “plays” to score a touchdown) and this was chosen to help the kinesthetic learners in the class. I have chosen the bar graph or Graph Club activity to teach the students to collect data and then put it in a graph to show their findings to others. They need to learn to share and present their ideas and what they learned and a bar graph is one way of doing this. Finally, the homework assignment was chosen as independent practice, I want to be sure that every student in every group participated in the map scale center and learned how to use a map scale. I also chose to find the distances between Abbeville and other cities in Vermilion Parish because I thought this would make the activity even more real for the students because these are cities that they will likely travel to, or have family members whom live there. I thought this would bring some "reality" to the lesson.
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Contact Information:
Leah Trahan
lstelly@vrml.k12.la.us
Herod Elementary
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Additional Contacts:
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Group: GLEEM - Beta |
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MarcoPolo Lesson: No
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