Todd Hargrove

Title:

Making Personalized Map Grids

Grade:

3

^rd

– 4

^th

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:

1. 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).

1. Demonstrate for the class how to locate a place on a map by

   using a grid. Do several examples and have students demonstrate.

2. 
   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.
   

3. 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.

4. 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.

5. 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.

6. When all the lines are complete and correct, have the students

   trace over them with their fine-tipped black marker.

7. 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.

8. 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.

9. 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 chance to learn how to read a map grid.

Reference:

Hargrove, T. (1997).