Aerial View Map-
· Construct a simple aerial view map of the classroom using a map key/legend and at least five symbols.
· Apply map skills to read a simple map.
Standard:
2G1.1 Students are able to construct a simple aerial view map of the classroom using a map key/legend and at least five symbols.
2G1.2 Students are able to use simple map reading skills to identify the map title, label four directions on a compass rose, and interpret the symbols of a map
21st Century Skills Utilized: Creating and Innovating, Analytical Thinking,
Problem Solving, Finding and Evaluating Information
Objective: Students will
· apply map skills to reading a map
· construct an aerial view map of their classroom with a map key and at least five symbols.
Materials:
· Birds Eye View
· Map Essentials Activity 1-5
· Reading a Map
· National Geographic Big Book of Maps
· Mapping North America
· Primary Atlas
· Me On The Map
· Aerial View map rubric
· Smart Notebook File
Ideas to keep in mind during unit:
· Aerial maps utilize the same elements as other maps and globes:
· Title, key/legend and symbols, compass rose
· Understanding what the various map features represent is key to understanding how to read a map:
· Title
· Map key/ legend and symbols
· Compass rose
· Symbols help locate places on maps and globes and are decoded in a map key/legend.
· Directions can help locate places on maps and globes and are illustrated with a compass rose.
· Understand the purpose and use of maps and symbols
· Compare maps and globes
· Identify the compass rose as a symbol that shows direction (north, east, south, west) on a map
· Use the compass rose to identify the four main directions on a map.
Procedure (about 8 days)
Essential question –
What is my role in a community?
How does a map help me in my community?
Day 1
· Read Me on the Map and begin discussing what is included in a map.
· Pull together different kinds of maps from books, internet examples, any maps you can collect. Have groups examine the maps and come up with a list of the things that are included in all maps.
· Post that list in the room to add to as the unit progresses.
Day 2
· Read poem. SN pg. 3
· Then talk about how maps are made from a view from above.
· Read the book Bird’s Eye View and discuss.
· Use Lesson 1 from Map Essentials.
· Use the following website http://classroom.4teachers.org/ to create a map of the classroom together. (Click on map on SNB pg. 4)
· Discuss how they can make paper patterns of the objects in their rooms. (Example: notecard for table, paper circle for round table, other paper items for other objects in the room.)
· Have students get in pairs and begin making paper items for the objects in the classroom enough for everyone to have some.
· Add aerial view to list of ideas on chart.
Day 3
· Have students use paper items to construct a map of the classroom. Save their maps to continue to add pieces to it as maps are discussed in following days.
Day 4
· Read poem SN pg. 5
· Do Lesson 2 from Map Essentials Photographs and Maps.
· Discuss how this map relates to some of the maps they looked at on day one.
· Click on car in poem and get to a website that shows aerial views http://www.usgs.gov/pubprod/
· Add the word photographs to the chart.
Day 5
· Do Lesson 3 from Map Essentials.
· Read poem SN pg. 6
· Emphasize the idea of a map key and how it is used. Discuss how to add a map key to the map they made of the classroom. Add to their maps.
· Add map key and legend to the chart
Day 6
· Do Lesson 4 from Map Essentials.
· Read poem SN pg.7
· Emphasize the difference between a flat map and a globe. Use the Venn diagram to compare and contrast the two. SN pg. 8
· Add globe to the chart.
Day 7
· Do Lesson 5 from Map Essentials.
· Read poem SN pg. 9
· Emphasize the four directions and the compass rose. Have students label the four directions in your classroom.
· Give groups of students places in the school that they need to give directions to get to. Have students write directions using the four direction words. As a class try to follow their directions and see if you get to the spot they were assigned. (Example direction to the girls bathroom. 10 steps to the north, 20 steps to the west, etc.)
· Add directions and compass rose to the chart
Day 8
· Have students construct a compass rose to place on their maps.
· Discuss any other pieces that might be missing from their map and should be added. (Title?)
· Show rubric SN pg. 10 and have students self assess themselves and give time to make corrections. Students who don’t need more time can do the following:
· Pull down your wall map or use one of the maps in your Big Book of Maps and have a globe ready to look at. Have students come up with questions about the map that other students can answer that cover the words and ideas discussed about maps and globes. Use chart made throughout unit for ideas.
Use the rubric to assess maps.
Assessment: Aerial view map of the classroom using the rubric given.