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Todd Hargrove
Title: Making Personalized Map Grids
Grade: 3rd- 4th
Length: Two 45-minute periods
Performance Expectations:
Students will create a grid map using accurate symbols
of a given key.
Students will generate their own questions about
using the grid of a map.
Students will use a grid to correctly locate designated
places on a map.
Materials:
Paper and Pencils for Each Student
Rulers for Each Student
Markers or Crayons for Each Student
Example Maps
Handout of Standard or Typically Used Key
Overhead Map Grid Example
Fine-Tipped Black Marker for Each Student
Procedures:
Introduction:
Discuss briefly the importance of being able to read a map.
Review what a key is to a map and pass out (or have students take
out if they already have one from a previous activity) the handout
of the key that they will normally use to read and create maps.
Development:
- Explain what a grid is used for and the parts that make up
the grid (i.e. Longitude and
Latitude lines and the horizontal row of letters
and vertical row of numbers).
- Demonstrate for the class how to locate a place on a map by
using a grid. Do several examples and have students demonstrate.
- When the class appears to have firm grasp on
this ability, have them take out a pencil and pass out a blank
white sheet of regular-sized paper for each student.
- Tell the class that they have been hired as professional mapmakers
to create a map of a recently discovered, yet populated, island.
They are to construct and label their own island nation. Tell
them that each island should use as many of the symbols on the
key as possible. They may want to add to the key if they do not
see what they want to put. Each island should have a capital and
several other major cities. Suggest adding mountain ranges, a
major river or two, parks, grasslands, plains, deserts, major
highways, national landmarks, different types of vegetation, etc.
Whatever they feel they need to make a well-constructed island.
Instruct them to leave around an inch on both the top and left-hand
side of their map blank so they can write in the number and letters
for the grid, as well as their title. Suggest maybe drawing those
lines first before creating. Set out other map examples to look
at.
- When the class has completed their map drawing, have them
use their markers or crayons to label and indicate areas on the
map. Remind them to be careful that their coloring is not too
dark so that labels and symbols cannot clearly be seen on their
map.
- When the class has finished coloring and labeling their maps,
have them take out their rulers and black fine-tipped markers.
Students will then line up their ruler with the top horizontal
edge of the paper and draw a straight line with their pencil based
on the width of the ruler. They should make equal lines of the
same width down the page. They should do this for the vertical
side as well.
- When all the lines are complete and correct, have the students
trace over them with their fine-tipped black marker.
- Have students put their name in the top left-hand corner of
the grid so that they don't accidentally place a letter or number
in it.
- Have students label each box under their name with a letter,
going alphabetically and starting with A. Have each student number
off, starting with one, the boxes to the right of their name.
- When maps are complete, have students create 10 questions
that require the use of the grid for their map. Make sure they
have an answer key for it as well. Encourage them to ask not only
where on the grid is something located but to also give a grid
location and have the students tell what is found at that location.
Closure:
Have each student exchange maps and answer the questions of the
other student on a separate piece of paper. When each has finished,
they should check each other's answers and explain any that they
might have missed. If time allows, have them select a second student
to exchange maps with.
Assessment:
Each student will turn in their map, questions, answer key, and
other students' responses to their map questions. Check to make
sure that all parts of the assignment have been completed and
done accurately. The answers to the questions will not be graded
but check to see if they were completed and if more work needs
to be done on understanding how to read a grid.
Adaptations/Extensions:
Completed maps, with questions, can be posted in
the hall or room for others to look at and try to answer. Grids
could be made of the classroom, school, or local community as
well if more work is needed. Puffy Paint can be used for lines
and symbols for an adapted map for a blind child to give him/her
the chance to learn how to read a map grid.
Reference:
Hargrove, T. (1997).
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