Special Features

Printable Version for your convenience!

Sara Robertson

TITLE: Maps as pictures of the Earth

GRADE LEVEL: 1-2

LENGTH: 30 minutes

PERFORMANCE EXPECTATION: The student will identify a map as a picture of the Earth and locate land and water on globe and map.

MATERIALS: Globe, map, child's picture, children's atlas

PROCEDURE:

1. Introduction: Show the class the globe and review with them that the globe is a model of the earth. Have the students use the globe to explain that the Earth is a sphere and that it has land and water on it.

2. Development: Show the class a map and explain that the map is a picture of our world. Explain that the map is flat, but our world is not flat; just as a picture of a child is flat, but the child is not flat. Show the students the picture of the child and compare it to how a map is flat. Next, explain to the class the need for maps by trying to put a globe in a book. Ask pupils what happens when you try to fit a globe into a book (the book will not close). Explain that people wanted to put the globe in a book, but since it would not fit, they had to cut the globe and pull it apart to make a flat map or picture of our Earth. Then show the students a map and let them identify water on the map and what color it is. Also have them identify land on the map and what color it is. Next, explain to the class that the land is not actually the color/colors that appear on the map. If possible, walk outside and look at the colors of the landscape so the students will see that land is not always the same color. Have the students write down or remember the different colors they see for discussion later.

3. Closure: Have the class discuss what they saw outside and why they think the land is different colors on the map. Also provide them with a copy of a blank map and let them color in their map according to how they think the colors are.

ASSESSMENT: Have the students take turns tossing a bean bag or dropping an object such as a cub onto the map. Next, have the student identify the place where the object landed as land or water. As a teacher you will take notes and observe to see if the children can correctly identify places of land or water on the map.

ADAPTATION/EXTENSIONS: Continue learning about maps by having the students draw and color their own maps of the world. For those students who are having trouble grasping the concept that maps are a flat interpretation of the world, explain to them one-on-one, and help them understand that the water is blue and the land is a different color.

REFERENCES: Robertson, S. (1997).

Stockard, Jr, J.W. (1995). Understanding maps as pictures of the Earth. Activities for Elementary School Social Studies. Prospect Heights, IL: Waveland Press, Inc.