Elissa Hawkins Where in the World Do I Live?

1st Grade Geography Unit Lesson 5 Essential Question/s Themes What is the purpose of maps and globes? When do people use maps and globes? Why are maps an important tool? How do you read a map? Specific How are land, water, cities, and roads shown on a map? What are the cardinal directions Where is the United States located on the map and globe? Where is Virginia located on the map? Where are the capitals of Washington D.C., and Richmond, Va. Located on a map? What items are needed when making a map? What can information can be learned from a map? What information can be learned from a map legend?

NCSS THEME People, Places, and Environments VA Standards of learning Geography 1.4 The student will develop map skills by a) recognizing basic map symbols, including references to land, water, cities, and roads; b) using cardinal directions on maps; The student will construct a simple map of a familiar area, using basic map symbols in the map legend.

1.5

English 1.3 The student will adapt or change oral language to fit the situation. e) Give simple two-step oral directions. Objectives SWBAT tell simple two-step oral directions.

SWBAT create a simple map a familiar location, using basic map symbols in the map legend. Materials For Learning Activities Teacher Unit PowerPoint Paper copy of a compass rose This Is the Way We Go to School: A Book About Children Around the World by Edith Baer Two-Step Direction Check List Access to the lower level hallway, Cafeteria, Black Box Theater and Dance Room Students Social Studies Notebook Pencil Color pencils/crayons Technology Smart Board Personal Computer Procedures for Learning Activities Introduction (10 min) Teacher will set up the Smart Board and PowerPoint before the lesson begins. Remind the students of the mapping activity they did in the previous lesson. (LINK to previous lesson) Ask the student to think about how they compared the locations of the two houses, their house and their partners house, on the virtual map. Tell the students, no matter where the student lives, we all come the same school every day. Ask the students, how do you travel to school? o Teacher will make a list of the ways the students travels to school on the Smart Board. (Slide 25 ) Ask the students, why do some students walk and others drive or take a bus to school? o Call on 3 students to give an explanation. o Teacher will explain, the further away you live, and the harder it is to walk to school. If you house is right down the street from the school, you are probably going to walk to school. However, if you house is far away from the school, it would take too long to walk, that is why a car or a bus takes you to school. o Connect this thinking back to the virtual maps the students observed in the previous lesson. Tell the students they are going to listen to a book about the different ways people go to school.

Read Aloud: This Is the Way We Go to School: A Book About Children Around the World by Edith Baer. (ENGAGE) o Teacher will show the map at the end of the book of where all the children live. o Tell the students, this looks like the maps we have been exploring as cartographers. o Ask the students, does this map use the same features as we have been learning? What color did they use for land? What color did they use for water? Teacher will point out on this map there are numbered circles to show where each child live. What map symbol is this similar to, that we have learned? It has a star with a circle around it. o Answer: Capital What features are missing from this map? Title Legend Much like this book, children go to school in many different ways. They might use a map to find out how to get from their house to the school. But once they are inside the school, how can the find their way around? That is what we are going to explore today. How to make a map of our school. We are going to make a map because we have a very special guest coming to the school and we do not want him to get lost or confused! (PURPOSE)

Instructional strategies (40 min) The founder, or the person who created our city of Reston, Robert E. Simon Jr., is going to come and visit our school next week. He will be visiting different rooms around the school that show were we learn about different kinds of arts such as, theater, music, and dance. The principle wants to make sure he does not get lost inside the school while he is visiting Hunters Woods Elementary School. The principle has asked us to help create a school map and a list of directions for the founder of Reston to use. Here is the plan. We are going to walk around the school. During that time you will be observing the area to determine the directions to get to the following classrooms starting from the cafeteria, to the black box theater, then to the Dance room. (PURPOSE) Before we begin we need to determine what the map of the inside of a building looks like. We have seen a map of the world (Slide 26) Then we zoomed in closer to see the map of North America, which is the continent of where we live. (Slide 27) Then we zoomed in again to see the map of the United States of America. (Slide 28) o We also saw our nation capital Washington D.C. Then we zoomed in closer to explore the map of Virginia, where we learned about the location of the state capital, Richmond. (Slide 29)

And finally we zoomed in to see our city, Reston, and the community around it. (Slide 30) Now we are going to zoom in closer to explore the map of the inside of our school. Teacher will show the map of the aerial view of the school. (Slide 31) o Point out the playground, the roads, the house surrounding the school Teacher will then say, if we cut off the roof of the school, we could see the inside, and this is what the map of the inside might looks like. (Slide 32) o Point out that the rooms are squares and rectangle because that is similar to the shape of the actual room. o Ask the students to look around their rooms and see if they think it looks more like a square or a rectangle. Ask the students, how the map could help the special guest? What is the purpose for giving the special guest a map? Tell the students it is time to become cartographers. The class is to explore the area to see if there is more that they could put on a map to help our special guest when he comes to visit. Ask the student to get in line and to remember the rules of the hallways as we go on this exploration of the school. o Tell the students that other students will be learning in the classrooms we are walking by, so we need to keep out voices low during this activity. Teacher will guide the students to the lower level of the school. Once in the main hallway of the lower level, the teacher will ask the students the location of the Cafeteria, Black Box Theater, and the Dance room that Mr. Simon Jr. will be visiting. o Tell the students the guest will be arrive in the cafeteria, and that is where the Principle will give him one of our maps for him to locate the other rooms. Have the students gather by the cafeteria. o Lets pretend we are flying over the cafeteria, what shape might the room be? That shape might be good to draw on our map of the school later. o The guests first visit is to the Black Box Theater. Using our knowledge of the compass rose, if the exit doors are pointing north, what direction would Mr. Simon Jr. travel to get to the theater? The teacher will place down a paper copy of a compass rose on the floor. Having north pointed at the exit door by the cafeteria, the students can observe the directions needed for this task. Answer: west The teacher will pick up the compass rose and tell the class to walk west towards the Black Box Theater. o Ask the students, what shape might this room be on a map? Why? o Tell the students, next the guest will be visiting the Dance room, what cardinal direction must he move to travel to that room?

The teacher will place down a paper copy of a compass rose on the floor. Having north pointed at the exit door by the cafeteria, the students can observe the directions needed for this task. Answer: South The teacher will pick up the compass rose and tell the class to walk south towards the Dance room. o Ask the students, what shape might this room be on a map? Why? Tell the students to examine all around them. Since this is not the outside, there is not any land, water, roads, or cities. If we were to make a map of the school, o What would be the road? Ex: Hallway o What could be the land? Ex: the outside of the school o What could be water? Ex: a water fountain o What could be the city? The room Tell the students to keep these ideas in mind because they will need to put these features on the map with a map legend so the special guest can read the map and not get lost. The teacher will direct the class back to the classroom. Once, back in the classroom, the students will sit at their desks with their notebooks. The teacher will provide instructions and remind the students the goal of the task. o The Principle has put us in charge of creating a map of the school for Mr. Simons Jr.s visit. On this map we need the three rooms he will be visiting: Cafeteria, Black Box Theater, and Dance room. Like the other maps we have explored and created we need map features (land, water, capital, city), a title, a map legend and a compass rose. Labels of each room, and pictures of features, legend, and a compass rose will be displayed on the Smart Board as a reminder of what the students need to include for this assignment. (Slide 33) The teacher will tell the students to open their notebook to the next blank page and begin their map. (15-20 min) o Students may use crayons and color pencils for their map. During this time the teacher will be observing, monitoring and facilitating the students who need support. o Teacher will remind students of the remaining time throughout the activity. o Teacher will was around and ask students to provide the two-step cardinal directions the guest will use to travel from the Cafeteria to the Black Box Theater, then to the Dance Room. Teacher will use a checklist to assess the simple oral two-step directions.

After 15 minutes of independent work, ask the students to raise their hand if they need a few more minutes. o Provide more time for the students to complete the task if possible. When students have finished asked them to put their pencils and crayons away and come to the front of the classroom. Summary (5 min) The teacher will ask three students to share their maps with the whole class o More students will be asked to share if time allows. The teacher will ask the student sharing to explain their map of the school. o The teacher will ask the student/class the following questions: Why did you design the map to look like this? How will this help our special guest find his way around the school? What features did you include on your map? How are we able to read the map? What does your legend tell us? What is similar or different about your map compared to this students map? The teacher will tell remind the students that when reading maps, the features are important because it helps the map-reader understand where places and what they are. As cartographers, we are creating a map for another person, so it is important that we use those features to help that person understand our map. Tell the students, the teacher will collect the notebooks and share them with the Principal. Then she will decide what map to give to Mr. Simon Jr. when he comes to visit the school. The teacher will collect the notebooks. The teacher will tell the students to gather their lunch belongings and get in line to go to lunch.

Extensions Students can create a map of the classroom for new students. They would need to show where the desks are located, library, door, and other areas in the classroom. Map features would also need to be included. Students can create a treasure-hunting map. Map features will need to be applied to this activity. A list of directions and descriptions to find the treasure will also need to be produced for this activity. Student can look through atlases (provided by the school library) of maps of the world, North America, the United States of America and Virginia. After looking at the different types of maps, students will explain their predictions for the purpose of each map.

Mapping computer games http://www.maps101.com/static_items/games/uncle_sams_farm_cardinal2.php

http://pbskids.org/cyberchase/math-games/cybersquad-and-eye-rom/

Connections This lesson connects to the Kindergarten SOL: K.4 The student will use simple maps and globes to a) develop awareness that a map is a drawing of a place to show where things are located and that a globe is a round model of the Earth; b) describe places referenced in stories and real-life situations; c) locate land and water features. This lesson connects to the previous lessons SOLs and objectives: Geography 1.4 The student will develop map skills by a) recognizing basic map symbols, including references to land, water, cities, and roads; b) using cardinal directions on maps; c) identifying the shapes of the United States and Virginia on maps and globes; d) locating Washington, D.C., the capital of the United States, and Richmond, the capital of Virginia, on a United States map. 1.5 The student will construct a simple map of a familiar area, using basic map symbols in the map legend. o SWBAT locate their house on a map, using basic map features. o SWBAT recognize his/her address as a location on a map. o SWBAT compare the locations of his/her house with another students house location. o SWBAT create a simple map of two locations on a map, using basic map features. Assessment The teacher will formatively assess the students by observations, discussion questions, and the work completed in the Social Studies Notebook. Questions are continuously asked throughout the lesson to ensure understanding. The same can be said for observations. The teacher will be formatively assessing students as she observes their work individual work in their Social Studies Notebooks. Within these notebooks the teacher will be able to assess students understanding. The individual map of the school will be assessed from basic understanding of the map features and visualization of a location or space. The oral two-steps directions will be assess by the teachers conversations with the students during the individual work time. The teacher will use a checklist to assess understanding. Each one of these formative assessments will be used for immediate reflection and lesson changes if necessary. These formative assessments will also determine what information needs to be reviewed before the students conduct their summative assessment. A summative assessment will be conducted at the end of the unit. This will be a twopart assessment. Part one is the creation of a simple map. Part two is a quiz of basic

map concepts learned throughout the unit. The summative assessment and rubric is attached below. This summative assessment will follow this lesson as an additional part of the unit. Differentiation Exploring the space of the school that will be converted into a map will benefit visual learners, ELLs and kinesthetic learners. The sequential presentation of subject matter within the PowerPoint (Earth, to North America, to United States of America, to Virginia, to Reston, to the School) will benefit the learning strategies of logical-mathematical learners. Intrapersonal learners will benefit from the individual map-making task. These students will gain understanding through self-knowledge of personal thinking, connections, and creativity during this task. Advanced learners will benefit from the extensions. Specifically the treasure hunt will include students who can produce and follow two or more step directions.

Copy of the Compass Rose for School Mapping Activity

Check list on the achievement of Two-Step Directions

Student Name Gave 0 step Direction Gave 1 step Direction Gave 2step Directions Gave more than 2-Step Direction Notes

Example: John Smith

At first he only gave one step, but fixed his mistake and was able to orally state the twostep directions.

Map Unit Assessment Name: _______________________________________________ Date:_______________________________

1. Color in the state of Virginia

a.

b.

c.

d. 2. Circle the name of our state capital? Can you locate it on the state of Virginia? 3. Color the United States of America Washington D.C. Reston Chantilly New York Herndon Richmond

a.

b.

c.

d.

4.

Circle the name of the nations capital? Can you locate it on the map of the United States? Chantilly New York Herndon Richmond

Washington D.C. Reston

5. Circle the symbol that we use to show the capital a. b. c. d.

6. Circle the symbol that we use to show cities a. # b. c. d.

7. Color the box with the color that shows land on a map:

8. Color the box with the color that shows water on a map:

Use the map of Hunters Woods Elementary School and the compass rose to circle the correct answers: 9. Fill in the compass rose (on the blue lines) next to the map below. (3pts each) 10. To get from the Cafeteria to the Gym, you need to walk: a. North b. South c. East d. West 11. To get from the Black Box Theater to the Gym, you need to walk: a. North b. South c. East d. West

Create A Map!
Directions: Time to be a Cartographer! Create a map of
your own Community or Country. It can be any shape and theme related. You may use paper, pencils, markers, crayons, computer, etc.

Include the following:

Compass rose (4 pts.) Key / Legend (4 pts.) Title (Includes name of country) (1 pt.) A Capital city (1 pt.) 4 cities (1 pt. Each) 3 bodies of water (ex. Ocean, lake, and river) (1 pt. Each) Explain how this map could be used. (3 pts.)

Total Point Value: 20 points