Residency Title
Mapping: Where On Earth Are You?
Mapping: Where On Earth Are You?
Lesson Plan number 1 of 4
Title: Finding Your Place
Subject Areas: Social Studies, Geography
Grade Level(s): 3rd or 5th
Description of Lesson: Students will learn how to look at maps and determine the longitude and latitude of a location. They will also learn about distortion and consider how the location of a place on earth has major influence on its economy, culture, politics, weather, etc.
Time: 50 minutes or class period
Materials: World Map(s) or Map(s) of the Americas (N. America,Central America and Caribbean). Oranges, pre-cut world maps, glue, brushes, string, scissors,plastic bags, tissue paper. Handouts.
Room Setup Description: Students can work in groups of four and organize their desks accordingly.
Objectives: Learning to locate a city or country by latitude and longitude. Students are understanding and applying knowledge.
Florida Next Generation Sunshine State Standards:
5th - SS.5.1.2; SS.5.G.1.4; SS.5.G.4.1; LAFS.5.W.1.3
3rd - SS.3.G.1.2; SS.3.G.1.5; SS.3.G.2.5; LAFS.3.W.1.3
Florida Common Core Standards
5th - SS.5.1.2; SS.5.G.1.4; SS.5.G.4.1; LAFS.5.W.1.3
3rd - SS.3.G.1.2; SS.3.G.1.5; SS.3.G.2.5; LAFS.3.W.1.3
Key Vocabulary: Longitude, Latitude, Compass Rose, Cardinal, Coordinate Grid
Lesson Lead-in or Hook: Ask students if they know how to find their way around an unfamiliar place like a neighborhood, shopping mall, school building, etc. Then ask them where they are located using longitude/latitude numbers; which hemisphere they live in; and if they know how the US is oriented "politically". Where is the US located on most world maps we see? Look at a pull-down map of the world.
Steps to Deliver Lesson: 3rd Grade - Glue the cut out map of the world onto an orange and then carefully peel the orange. 5th Grade-Show examples of collage map with string lines for longitude and latitude. Give each student a piece of a world or continent map and have them identify its longitude and latitude. (Aids provided). Use this piece after attaching to construction paper as a surface on which to construct a collage with tissue paper, plastic, string and glue.
Guided Practice: Discuss how and why people have made maps in the past and how longitude and latitude are determined. Look at the difference between a flat map and globe and note distortion. What were people looking for when they first made maps? Do you think these early maps were accurate? People also thought the world was flat hundreds of years ago. Are political events and culture determined by geographical features? (Latitude and longitude location). What if a country that was located in a very cold climate had suddenly found itself located in a warm climate?
Or a mountainous to a flat terrain?
Lesson Closure: 3rd Grade-View peeled orange maps. Discuss distortion of a flat map. 5th Grade-Final collages will be put together into a giant quilt like collage map. Consider how different the world would be if countries and geographical features were oriented differently.
Evaluation/Assessment of Each Lesson:
Enrichment/Extensions to Lesson:
Evaluation of the Exploration:
Lesson Plan number 2 of 4
Title: Maps of the Past
Subject Areas: Social Studies, Geography
Grade Level(s): 3rd or 5th
Description of Lesson: Students will view maps of other time periods, places, and cultures. They will focus on the features of these maps including the Compass Rose and Cartouches as well as legends and scale. Based on a pre-selected trade or migration route 5th grade will create Cartouches that could be displayed on a map of their researched route. 3rd grade will construct their own Compass Rose designs, a feature on a map that helps the viewer or map user orient himself. 3rd grade will also learn how to use hand held compasses.
Time: 50 minutes or class period
Materials: Maps from other time periods and cultures, and introduction to types of maps that have been created and used throughout history. Real hand held compasses.
Drawing materials, scissors, glue, colored pencils, protractor or drawing compass, paper, stencils and other tools will be provided.
Room Setup Description: Individual seating with desk or table space.
Objectives: Tracking exploration, migration and trade routes and learning how they influenced history. Students are recalling information, and applying it to analyze the above.
Florida Next Generation Sunshine State Standards:
5th - SS.5.1.2; SS.5.G.1.4; SS.5.G.4.1; LAFS.5.W.1.3
3rd - SS.3.G.1.2; SS.3.G.1.5; SS.3.G.2.5; LAFS.3.W.1.3
Florida Common Core Standards
5th - SS.5.1.2; SS.5.G.1.4; SS.5.G.4.1; LAFS.5.W.1.3
3rd - SS.3.G.1.2; SS.3.G.1.5; SS.3.G.2.5; LAFS.3.W.1.3
Key Vocabulary: Legend, Cartouche, Scale
Lesson Lead-in or Hook: Show different types of maps projected from Internet. Focus in on legends and Cartouche, Compass Roses, scale, and other features of maps through history.
Steps to Deliver Lesson: Each student will be given a compass. 3rd grade will create a Compass Rose design and 5th grade will create a Cartouche, illustrating a pre-selected migration, exploration or trade route.
Guided Practice: Show students examples of different types of Compass Roses and/or Cartouches. The Compass Rose is a beautiful and functional indicator of direction found on maps. It orients the reader of the map. Cartouches can frame map titles and other elements on a map and can include stenciling, decorative tape, rubber stamping and drawing techniques.
Compass Rose Directions: Draw a circle with a drawing compass/protractor and divide into eight equal parts. Continue to make lines and tick marks viewing the handout example given to each student. Use colored pencil to add objects to center, and also collage elements with glue, or stencils.
Cartouche Directions: Draw a rectangle onto a piece of paper. Choose tape, rubber stamps, or sketching to create a border around information you will insert about your previously chosen route. Examples will be shown.
Lesson Closure: Share finished drawings and discuss how these elements have been and are important features on maps for giving information. Consider how people follow maps and/or create maps of their journeys and the difference between these two activities.
Evaluation/Assessment of Each Lesson:
Enrichment/Extensions to Lesson:
Evaluation of the Exploration:
Lesson Plan number 3 of 4
Title: Borders
Subject Areas: Social Studies, Geography
Grade Level(s): 3rd or 5th
Description of Lesson: Students will choose a current event that is/was influenced by either a geographical feature or landmark and create this feature using a pop-up and other drawings/symbols onto the events map location. Students research will accompany this project.
Time: 50 minutes or class period
Materials: 5th Grade-Previously researched current event influenced by geographical feature. 3rd Grade-Previously researched/identified landmark and its location. Maps, cardboard, natural materials, glue, paper, scissors.
Room Setup Description: Individual seating with desk or table space.
Objectives: Learn how events and politics are influenced by geography and man-made structures. Students are understanding and analyzing information so that they can make judgements and create new ideas.
Florida Next Generation Sunshine State Standards:
5th - SS.5.1.2; SS.5.G.1.4; SS.5.G.4.1; LAFS.5.W.1.3
3rd - SS.3.G.1.2; SS.3.G.1.5; SS.3.G.2.5; LAFS.3.W.1.3
Florida Common Core Standards
5th - SS.5.1.2; SS.5.G.1.4; SS.5.G.4.1; LAFS.5.W.1.3
3rd - SS.3.G.1.2; SS.3.G.1.5; SS.3.G.2.5; LAFS.3.W.1.3
Key Vocabulary:
Lesson Lead-in or Hook: Ask students how culture could differ from one area to another. People are aware of borders, but how can natural or man-made borders possibly influence culture and politics? How do animals like birds respond to borders?
Steps to Deliver Lesson: Students will create a map that features a dimension/element/landmark map location that has influenced a previously researched current event.
Guided Practice: 3rd Grade-Students will construct a pop-up landmark representation onto its location on a map. They can also add in natural materials. 5th grade students will use their previously researched event and illustrate the geographical feature and its latitude and longitude location onto a map at its designated location. A choice of materials will be provided and instruction of pop-up technique will be given.
Lesson Closure: Students will prepare their map and report for a lesson extension to share with their classmates. Consider how a landmark or natural geographical feature can change human behavior, culture, interactions, and even history and how animals would or not be influenced by these "barriers".
Evaluation/Assessment of Each Lesson:
Enrichment/Extensions to Lesson:
Evaluation of the Exploration:
Lesson Plan number 4 of 4
Title: "Oh, the Places You'll Go"
Subject Areas: Geography, Social Studies, Language Arts
Grade Level(s): 3rd or 5th
Description of Lesson: Students will create maps that will contain a written narrative of a real or imagined route and destination. They can use illustration, cartouches and other map features in their design.
Time: 50 minutes or class period
Materials: Drawing materials, high quality drawing paper, glue, collage materials. Writing paper and pencils.
Room Setup Description: Individual seating with desk or table space.
Objectives: Imagine the possibilities of traveling somewhere else or to a place that you can only dream about. Based on what students have learned they will describe their destination/trip (real or imagined) using longitude and latitude, culture, geography, politics, and weather etc through a writing exercise that will be incorporated into the design of a map/route. Students are applying what they have learned in order to create new scenarios.
Florida Next Generation Sunshine State Standards:
5th - SS.5.1.2; SS.5.G.1.4; SS.5.G.4.1; LAFS.5.W.1.3
3rd - SS.3.G.1.2; SS.3.G.1.5; SS.3.G.2.5; LAFS.3.W.1.3
Florida Common Core Standards
5th - SS.5.1.2; SS.5.G.1.4; SS.5.G.4.1; LAFS.5.W.1.3
3rd - SS.3.G.1.2; SS.3.G.1.5; SS.3.G.2.5; LAFS.3.W.1.3
Key Vocabulary:
Lesson Lead-in or Hook: Overview of what has been learned and then ask the question "Where would you like to go and what will it be like when you get there? What will you encounter along the way?"
Steps to Deliver Lesson: Create a well constructed story using detail and sequence and incorporate into a map design. Examples will be shown.
Guided Practice: Onto a map of your own design, plot illustrations and an actual written narrative. Story will have a beginning and an end and feature actual places on the way to your destination. Students can also use drawings of boats, people, animals and buildings etc.
Lesson Closure: These story maps will be formed into a class book and bound.
Evaluation/Assessment of Each Lesson:
Enrichment/Extensions to Lesson:
Evaluation of the Exploration:
Title: Finding Your Place
Subject Areas: Social Studies, Geography
Grade Level(s): 3rd or 5th
Description of Lesson: Students will learn how to look at maps and determine the longitude and latitude of a location. They will also learn about distortion and consider how the location of a place on earth has major influence on its economy, culture, politics, weather, etc.
Time: 50 minutes or class period
Materials: World Map(s) or Map(s) of the Americas (N. America,Central America and Caribbean). Oranges, pre-cut world maps, glue, brushes, string, scissors,plastic bags, tissue paper. Handouts.
Room Setup Description: Students can work in groups of four and organize their desks accordingly.
Objectives: Learning to locate a city or country by latitude and longitude. Students are understanding and applying knowledge.
Florida Next Generation Sunshine State Standards:
5th - SS.5.1.2; SS.5.G.1.4; SS.5.G.4.1; LAFS.5.W.1.3
3rd - SS.3.G.1.2; SS.3.G.1.5; SS.3.G.2.5; LAFS.3.W.1.3
Florida Common Core Standards
5th - SS.5.1.2; SS.5.G.1.4; SS.5.G.4.1; LAFS.5.W.1.3
3rd - SS.3.G.1.2; SS.3.G.1.5; SS.3.G.2.5; LAFS.3.W.1.3
Key Vocabulary: Longitude, Latitude, Compass Rose, Cardinal, Coordinate Grid
Lesson Lead-in or Hook: Ask students if they know how to find their way around an unfamiliar place like a neighborhood, shopping mall, school building, etc. Then ask them where they are located using longitude/latitude numbers; which hemisphere they live in; and if they know how the US is oriented "politically". Where is the US located on most world maps we see? Look at a pull-down map of the world.
Steps to Deliver Lesson: 3rd Grade - Glue the cut out map of the world onto an orange and then carefully peel the orange. 5th Grade-Show examples of collage map with string lines for longitude and latitude. Give each student a piece of a world or continent map and have them identify its longitude and latitude. (Aids provided). Use this piece after attaching to construction paper as a surface on which to construct a collage with tissue paper, plastic, string and glue.
Guided Practice: Discuss how and why people have made maps in the past and how longitude and latitude are determined. Look at the difference between a flat map and globe and note distortion. What were people looking for when they first made maps? Do you think these early maps were accurate? People also thought the world was flat hundreds of years ago. Are political events and culture determined by geographical features? (Latitude and longitude location). What if a country that was located in a very cold climate had suddenly found itself located in a warm climate?
Or a mountainous to a flat terrain?
Lesson Closure: 3rd Grade-View peeled orange maps. Discuss distortion of a flat map. 5th Grade-Final collages will be put together into a giant quilt like collage map. Consider how different the world would be if countries and geographical features were oriented differently.
Evaluation/Assessment of Each Lesson:
Enrichment/Extensions to Lesson:
Evaluation of the Exploration:
Lesson Plan number 2 of 4
Title: Maps of the Past
Subject Areas: Social Studies, Geography
Grade Level(s): 3rd or 5th
Description of Lesson: Students will view maps of other time periods, places, and cultures. They will focus on the features of these maps including the Compass Rose and Cartouches as well as legends and scale. Based on a pre-selected trade or migration route 5th grade will create Cartouches that could be displayed on a map of their researched route. 3rd grade will construct their own Compass Rose designs, a feature on a map that helps the viewer or map user orient himself. 3rd grade will also learn how to use hand held compasses.
Time: 50 minutes or class period
Materials: Maps from other time periods and cultures, and introduction to types of maps that have been created and used throughout history. Real hand held compasses.
Drawing materials, scissors, glue, colored pencils, protractor or drawing compass, paper, stencils and other tools will be provided.
Room Setup Description: Individual seating with desk or table space.
Objectives: Tracking exploration, migration and trade routes and learning how they influenced history. Students are recalling information, and applying it to analyze the above.
Florida Next Generation Sunshine State Standards:
5th - SS.5.1.2; SS.5.G.1.4; SS.5.G.4.1; LAFS.5.W.1.3
3rd - SS.3.G.1.2; SS.3.G.1.5; SS.3.G.2.5; LAFS.3.W.1.3
Florida Common Core Standards
5th - SS.5.1.2; SS.5.G.1.4; SS.5.G.4.1; LAFS.5.W.1.3
3rd - SS.3.G.1.2; SS.3.G.1.5; SS.3.G.2.5; LAFS.3.W.1.3
Key Vocabulary: Legend, Cartouche, Scale
Lesson Lead-in or Hook: Show different types of maps projected from Internet. Focus in on legends and Cartouche, Compass Roses, scale, and other features of maps through history.
Steps to Deliver Lesson: Each student will be given a compass. 3rd grade will create a Compass Rose design and 5th grade will create a Cartouche, illustrating a pre-selected migration, exploration or trade route.
Guided Practice: Show students examples of different types of Compass Roses and/or Cartouches. The Compass Rose is a beautiful and functional indicator of direction found on maps. It orients the reader of the map. Cartouches can frame map titles and other elements on a map and can include stenciling, decorative tape, rubber stamping and drawing techniques.
Compass Rose Directions: Draw a circle with a drawing compass/protractor and divide into eight equal parts. Continue to make lines and tick marks viewing the handout example given to each student. Use colored pencil to add objects to center, and also collage elements with glue, or stencils.
Cartouche Directions: Draw a rectangle onto a piece of paper. Choose tape, rubber stamps, or sketching to create a border around information you will insert about your previously chosen route. Examples will be shown.
Lesson Closure: Share finished drawings and discuss how these elements have been and are important features on maps for giving information. Consider how people follow maps and/or create maps of their journeys and the difference between these two activities.
Evaluation/Assessment of Each Lesson:
Enrichment/Extensions to Lesson:
Evaluation of the Exploration:
Lesson Plan number 3 of 4
Title: Borders
Subject Areas: Social Studies, Geography
Grade Level(s): 3rd or 5th
Description of Lesson: Students will choose a current event that is/was influenced by either a geographical feature or landmark and create this feature using a pop-up and other drawings/symbols onto the events map location. Students research will accompany this project.
Time: 50 minutes or class period
Materials: 5th Grade-Previously researched current event influenced by geographical feature. 3rd Grade-Previously researched/identified landmark and its location. Maps, cardboard, natural materials, glue, paper, scissors.
Room Setup Description: Individual seating with desk or table space.
Objectives: Learn how events and politics are influenced by geography and man-made structures. Students are understanding and analyzing information so that they can make judgements and create new ideas.
Florida Next Generation Sunshine State Standards:
5th - SS.5.1.2; SS.5.G.1.4; SS.5.G.4.1; LAFS.5.W.1.3
3rd - SS.3.G.1.2; SS.3.G.1.5; SS.3.G.2.5; LAFS.3.W.1.3
Florida Common Core Standards
5th - SS.5.1.2; SS.5.G.1.4; SS.5.G.4.1; LAFS.5.W.1.3
3rd - SS.3.G.1.2; SS.3.G.1.5; SS.3.G.2.5; LAFS.3.W.1.3
Key Vocabulary:
Lesson Lead-in or Hook: Ask students how culture could differ from one area to another. People are aware of borders, but how can natural or man-made borders possibly influence culture and politics? How do animals like birds respond to borders?
Steps to Deliver Lesson: Students will create a map that features a dimension/element/landmark map location that has influenced a previously researched current event.
Guided Practice: 3rd Grade-Students will construct a pop-up landmark representation onto its location on a map. They can also add in natural materials. 5th grade students will use their previously researched event and illustrate the geographical feature and its latitude and longitude location onto a map at its designated location. A choice of materials will be provided and instruction of pop-up technique will be given.
Lesson Closure: Students will prepare their map and report for a lesson extension to share with their classmates. Consider how a landmark or natural geographical feature can change human behavior, culture, interactions, and even history and how animals would or not be influenced by these "barriers".
Evaluation/Assessment of Each Lesson:
Enrichment/Extensions to Lesson:
Evaluation of the Exploration:
Lesson Plan number 4 of 4
Title: "Oh, the Places You'll Go"
Subject Areas: Geography, Social Studies, Language Arts
Grade Level(s): 3rd or 5th
Description of Lesson: Students will create maps that will contain a written narrative of a real or imagined route and destination. They can use illustration, cartouches and other map features in their design.
Time: 50 minutes or class period
Materials: Drawing materials, high quality drawing paper, glue, collage materials. Writing paper and pencils.
Room Setup Description: Individual seating with desk or table space.
Objectives: Imagine the possibilities of traveling somewhere else or to a place that you can only dream about. Based on what students have learned they will describe their destination/trip (real or imagined) using longitude and latitude, culture, geography, politics, and weather etc through a writing exercise that will be incorporated into the design of a map/route. Students are applying what they have learned in order to create new scenarios.
Florida Next Generation Sunshine State Standards:
5th - SS.5.1.2; SS.5.G.1.4; SS.5.G.4.1; LAFS.5.W.1.3
3rd - SS.3.G.1.2; SS.3.G.1.5; SS.3.G.2.5; LAFS.3.W.1.3
Florida Common Core Standards
5th - SS.5.1.2; SS.5.G.1.4; SS.5.G.4.1; LAFS.5.W.1.3
3rd - SS.3.G.1.2; SS.3.G.1.5; SS.3.G.2.5; LAFS.3.W.1.3
Key Vocabulary:
Lesson Lead-in or Hook: Overview of what has been learned and then ask the question "Where would you like to go and what will it be like when you get there? What will you encounter along the way?"
Steps to Deliver Lesson: Create a well constructed story using detail and sequence and incorporate into a map design. Examples will be shown.
Guided Practice: Onto a map of your own design, plot illustrations and an actual written narrative. Story will have a beginning and an end and feature actual places on the way to your destination. Students can also use drawings of boats, people, animals and buildings etc.
Lesson Closure: These story maps will be formed into a class book and bound.
Evaluation/Assessment of Each Lesson:
Enrichment/Extensions to Lesson:
Evaluation of the Exploration: