WebQuest

All About Maps

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Process

Day 1:

Introduction to the Globe

Standards: PO5. Locate physical and human features using globes:

a. Physical (i.e., continents and oceans)

Objectives: Students identify the globe as a model of Earth.

Students locate North America and South America on a globe.

Students locate the four major Oceans on the globe.

Materials: Globe, Map, and student journals.

Vocabulary: Earth, Country, Political map, Physical map, Compass rose, Legend, Symbols, World, Town, and City.

Lesson: Write the word Earth on the board, and ask students what the word Earth means to them. Students then share ideas about the meaning of the word. After the discussion, the instructor explains that the Earth is the planet we live on, and that all people live on the planet Earth. Draw the Earth in their journals and the definition. The instructor then uses the globe to show students the seven continents and five oceans. Instructor discusses and defines the week's vocabulary Earth, Country, Political map, Physical map, Compass rose, Legend, Symbols, World, Town, and City.

Then the instructor introduces the globe as a model of the planet Earth. Then explains the meaning of the word model, and discusses the similarities models have with the things they represent. Then instructor asks "Why do we use models instead of the real object?"(Explain that size is a major factor, the real Earth is too big so we must use models and maps to study it), "Why do you think the Earth needs to be studied?" (Have students write their personal answers in their journals). Explain that the globe shows two important geographical features, water and land. Explain to students that the large land masses are called continents and the large bodies of water are called oceans.

Write the word continent on the board. Discuss with the students that there are seven continents on our Earth, and tell the students they live on the continent of North America. Write North America on the board and have students write the word down in their journals. Circle North America on the Globe. Identify the seven continents and five major oceans write them on the board. Have students write down the Continents and oceans in their journals. Pass the globe around the classroom for students to look at.

Day 2:

Learning how to Use a Map

Standards: PO 2. Identify characteristics of globes and maps:

a. compass rose

b. symbols

c. legend

Objectives: Students will identify the differences between globes and maps.

Students will recognize a map and locate places on a map.

Students will be able to understand that a map is a picture of a place.

Materials: Political and Physical Map, globe, student journals, the book "There's a Map on My Lap!: All About Maps", by Tish Rabe 2002, "Maps of the World: Physical and Political Maps" videos part 1 & 2 on YouTube, Map worksheet.

Lesson: Write the word map on the board, and ask students what the word map means to them. Explain the differences between a Political and Physical Map. Have students write down their own definition of Political and Physical map in their journals. Read the book "There's a Map on My Lap!: All About Maps", by Tish Rabe 2002.

After reading the book, show students "Maps of the World: Physical and Political Maps" videos part 1 & 2 on YouTube. Then have students work on Geography: Learning Maps worksheet.

Day 3:

Review Maps

Standards: PO 2. Identify characteristics of globes and maps:

a. compass rose

b. symbols

c. legend

Objectives: Students will recall the differences between Physical and Political Maps.

Students will learn the differences between compass rose, symbols, and legend.

Materials: Physical and political map examples, "How to read a map song" on YouTube, Compass rose game materials, Compass rose worksheet, scissors, and Glue stick.

Lesson: Review what a map is to students. Ask students why we use maps, and what is the differences are between physical and political maps. Show students examples of physical and political maps. Project the "How to Read a Map Song" on the Smart Board, and have students watch the video. After the video, explain to students what a compass rose is and why they are on maps. Then play the compass rose learning game.

Compass Rose Game

First the instructor prints and laminates each direction sign.

Then hangs the signs up in the corresponding sections of the classroom. The instructor can use North, East, South, West to start, and then add the intermediate directions after students learn the game better.

The instructor then chooses one student to be �it� and has him/her sit in the middle of the room with their eyes closed. When they are ready, he/she says, �Travel!�

The other students very quietly travel to one of the signs and sit below it. The teacher can use a timer or short song for this part. Instructors can try about 30 seconds to a minute depending on the students.

When the time is up, and the students are sitting quietly under a sign, who ever is it, calls out one of the directions without peeking. Any student under that sign is out and sits down.

Play continues until all students are caught. Choose a new �it� and play again!

After the game the instructor then passes out the Compass rose worksheet and explains to students the directions at the top of the page. Have students independently work on the worksheets for the remainder of the classroom time.

Day 4:

Mapping Our Classroom

Standards:PO 3. Create a map of a familiar place (e.g.,classroom, bedroom,playground)

that includes a compass rose, symbols, and key/legend

Objectives: Students will recall what they have learned about maps.

Students will know what the words compass rose, legend, and symbols mean.

Students will create their own versions of maps based off of their classroom.

Materials: Poster board, Markers, Crayons, Map examples, Teacher's Classroom Map example.

Lesson: Students will recall what a map is, and describe their definitions of a map to the class. The instructor explains that maps are for individuals to use to find and locate places. The instructor asks students the differences between globes and maps. Students answer, and the instructor lectures about the differences. Instructor then shows students a map made by the teacher, of the classroom and asks students to identify where the compass rose, symbols, and key/legend items are on the map. After the discussion, the instructor pairs the students into groups of two or three. Then passes out poster boards, Markers, and Crayons. Students then create their own map versions of the classroom.

Day 5

Finishing Map Unit

Standards: PO 2. Identify characteristics of globes and maps:

a. compass rose

b. symbols

c. legend

PO 3. Create a map of a familiar place (e.g.,classroom, bedroom,playground)

that includes a compass rose, symbols, and key/legend

Objectives: Students will recall what they have learned about maps.

Students will know what the words compass rose, legend, and symbols mean.

Students will create their own versions of maps based off the classroom.

Materials: Globe, Map examples, and student journals, poster board, Markers, Crayons.

Lesson: Students will recall the different maps they have learned throughout the week. Students will know that the Globe is a model of the Earth, and maps are images of places. Students will be able to recall the correct definitions to the week's vocabulary words Country, Political map, Physical map, Compass rose, Legend, Symbols, Earth, World, Town, and City. Students will write down the correct definitions to the vocabulary words in their journals. After they have written the correct definitions to the vocabulary words in their journals, students will go back to their groups and finish their classroom map projects. Then the groups will present their classroom map to the class and explain where the compass rose, symbols, and legend are on the map. When students are finished the class will play the compass rose game.

Compass Rose Game