Learning Unit – Map Studies

CONTENT KNOWLEDGE

Sequencing

Field Trips to Constableville from school.

Map making

ESSENTIAL QUESTIONS

What is a map and why are maps important?

How can we find directions on a map and why are directions important?

What if your Dad got a job in another part of New York State? How would you know where to go?

How is math important when using a map?

INITIATING ACTIVITY

KWL

The teacher will begin by asking the question," Do you remember when we read ‘Little House on the Prairie’, and we followed the adventures of the Ingalls family"?

One of the ways we followed the family’s movements was with our map of the United States. We will look back at that map and discuss where the Ingalls started their journeys and where they were at the end of that book.

The students will then fill in the KWL on the chart paper in front of the classroom. This will show what the students already know about maps and what they would like to know about maps.

LEARNING EXPERIENCE

See Model Schools Learning Experience attached.

CULMINATING PERFORMANCE

Five groups of students with four students in each group and one adult aide for each group will choose a specific place in Constableville, New York and will draw a simple map from school to that place. The maps will be exchanged among the five groups and each group will evaluate another groups map for accuracy and will make suggestions to improve the project.

CONNECTIONS TO STANDARDS

ELA#1- Language for information and understanding

ELA#3- Language for critical analysis and evaluation

MST#1- Analysis, inquiry, and design

MST#3- Mathematics

ELA#1- Students will read, write, listen and speak for information and understanding.

Benchmarks – the students will gather and interpret information from children’s reference books, magazines, textbooks, electronic bulletin boards, audio and media presentations, oral interviews, and from such forms as charts, graphs, maps, and diagrams.

ELA#3 – Students will read, write, listen and speak for critical analysis and evaluation.

Benchmarks – Students will use picture clues and picture captions to aid comprehension and to make predictions about content.

MST#1 - Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to pose questions, seek answers, and develop solutions.

Benchmarks – Students will use basic mathematical symbols to represent situations. Will write simple number sentences to describe mathematical situations. Students will use simple logic to develop conclusions.

MST#3 – Students will understand mathematics and become mathematically confident by communicating and reasoning mathematically, by applying mathematics in real-world settings, and by solving problems through the integrated study of number systems, geometry, algebra, data analysis, probability, and trigonometry.

Benchmarks – Students will explain to others how they went about solving a number problem. Will add and subtract whole numbers. Understand that measurement is approximate, never exact. Understand common terms used with estimation. (about, near, close to, between, a little less than.)

CURRICULUM OUTLINE FOR INTEGRATION ISSUES

Reading and Language Arts

• Listening to directions.
• Listening to and speaking during discussion.
• Reading directions and street names, business names.
• Writing and drawing of maps.

Mathematics:

• Estimating the distance between two points on a map.
• Adding and subtracting distance between two points on a map.

Technology

• CD –called Precision Street Maps USA
• Internet – Map Quest
• VCR – Map making films

Social Studies

• Geography and maps

LEARNING EXPERIENCES –DECLARATIVE KNOWLEDGE

1. On a class chart –display KWL outline. Discuss what a map is and who uses maps, why maps are used and when a map is useful. Fill in KW part from background knowledge offered during discussion.
2. After each days work we will go back and review the KWL and fill in the L part of the chart with appropriate information learned during class.
3. Different maps have different characteristics – BOCES film "Where Am I ?"#13780-001. Using a Venn or Y Diagram, compare the map of Constableville, New York with maps of New York State, and the United States, including world maps and a globe.
4. Display the map of Constableville. Teacher will model how to look for places that are well known. See the school location and the Fire hall. Take a field trip through Constableville with adult aides. This trip will be used to point out the different man-made objects shown on the map as well as the natural objects that are seen on the map. Street names are important and will be pointed out by asking questions to elicit the correct responses.
5. Cardinal directions on a map – We will play Hokey Pokey in preparation for knowing east, west, north and south directions. We will go outside and play using the directions left and right the first time we do the dance. Next we will use east and west cards in our hands – Left hand will hold the west card, and the right hand will hold the east card. We will also discuss how we can tell true north if we do not have a compass.
6. Places can be located on a map. Draw a simple map from school to the Fire Hall in Constableville. Think aloud for problem solving – Teacher modeling. Use three-minute pause for thinking time.
7. Computer -Use CD – Street Maps USA to show Constableville and its streets. Have each student print one copy for later use.
8. Locate Boonville and Utica on a map of New York State. How would we get there from Constableville? Measure the distance using the distance bar. Use the overhead projector with map of New York State. Think aloud and discuss with class.
9. Map Keys or legends are helpful when reading maps.. Look at the Maps and find the maps keys to different kinds of maps. Class discussion and applying keys to maps.

PROCEDURAL KNOWLEDGE

1. Calculate the distance between places on a map. Measure the distance by using the distance scale on a map. Add and subtract the distances to solve problems. Teacher modeling and student practice.
2. Plan a trip to Boonville or Utica using the distance we calculated and compare our findings with the odometer in the car.
3. Use Internet – Map Quest – Teacher will model how to search.

EXTENDING AND REFINING

Cardinal directions –North, South, East, and West.

Intermediate directions – Northeast, Southwest, Northwest, and Southeast.

The students will be using Comparing, Listing, inductive Reasoning and Error Analysis.

We will show a real compass. Discuss what it is and what it is used for. Discuss how we can use it with a map. Show compass rose on local map. Compare and contrast real compass with compass rose. Understand that intermediate directions are useful and important information to know.

PERFORMANCE TASK

Map making

First Grade

Approximate time for this task – two days.

Developed by Mary Dunckel

Resources and materials needed: Time for a walking field trip from school to Constableville Fire Hall. Drawing paper, Pencils, Teacher Aides , Overhead Projector and Overhead transparency for teacher modeling.

STUDENT PRODUCT

Map showing the route from Constableville Elementary School to a particular place in Constableville, New York.

CRITERIA FOR EVALUATING PRODUCT

The five maps produced will be swapped among the five groups. Each group with its adult aide will then follow the map they have to see if it is accurate and to offer suggestions which would make the map better.

SCORING TOOL

Score 4 points

1. Heading (Title, Student name, date)
2. Map is neat and orderly.
3. General Artistic Skills (Coloring, straight and
4. Curved lines, framing of map, creativity.)
5. Basic geographical details are accurate.

Score 3 points

1. Heading is acceptable
2. Map shows satisfactory organization.
3. Shows some detail and some color.
4. Shows some geographical details.

Score 2 points

1. Heading shows some understanding of what is expected.
2. Attempts at organization are apparent.
3. Attempts to be clear but show little color and little artistic skills for map drawing.
4. Few details are included on the map.

Score l point

1. Heading shows lack of understanding of what is expected.
2. Minimal or no organization is apparent.
3. Messy and shows minimal or no attempt at neatness and clarity.
4. Lacks geographical details.

LEARN TO LEARN SKILLS

1. Each student will master communication and computation skills a foundation:

1.1 Think logically and creatively.

1.2 Apply reasoning skills to issues and problems.

1.3 Comprehend written, spoken, and visual presentations in various media.

1.4 Perform basic mathematical calculations.

1.5 Use current and developing technologies for academic and occupational pursuits.

1.6 Determine what information is needed for particular purposes and be ale to acquire, organize, and use that information for those purposes.

2. Each student will learn methods of inquiry and knowledge gained

Through the following disciplines, and use the methods and

Knowledge is interdisciplinary applications.

2.3 Mathematics.

ASSESSMENT MODIFICATIONS

Students in need of extra help will receive that help through the assistance of the Resource Room Teacher, Reading Teacher, and classrooms aides. The Resource Room Teacher will help with map modifications for the Learning Disabled student. Those modifications will be whatever the child’s IEP indicates. For the other students who need extra help to reach the same learning outcomes of this unit, the Reading Teacher and the classroom aides will help in a one-on-one or small group help time during the school day.

UNIT SCHEDULE/ TIME PLAN:

The Unit will take approximately two weeks from initiating activity to the culminating activity.

WRITTEN OVERVIEW

UNIT – WHERE IN THE WORLD IS CONSTABLEVILLE ELEMENTARY SCHOOL?

This Unit will explore maps and map making on a First Grade level. The many activities planned include dancing to Hokey Pokey to reinforce left and right directions, but also East and West directions. We will draw maps from our classroom to other rooms in the school building, and compare and contrast our local map with maps of New York State, the United States and the World including globes.

The students will take those skills we have learned and used, and go outside to the Village we live in and take a walk through it noting important landmarks and businesses. Students will choose five different locations in Constableville that they might use when drawing a map. We will also find out how to find the direction "North", when we don’t have a compass. Then we will go back to the classroom to make our maps. The students will break into five groups of four students each with an adult for guidance. Each of the five groups of students will choose one of the five places and we will construct a map to that place using all the information we have learned about maps including directions, legends, distance meters. We will use the CD "Precision Street Maps USA by COSMI Customer Service. We will also use the Internet for Map Quest.

The Streets maps of Constableville, New York will be printed from the computer and each student will have a copy to work with within his or her group. Once each group has completed their map, the maps will be exchanged and the five groups will once again set out on a field trip to see if the maps are clear and accurate. Discussions will take place after and the KWL will be completed.