Humans+Adapt+and+Change+Their+Physical+World

Weeks 7-9 Maps (5) Geography. The student understands the concepts of location, distance, and direction on maps and globes. The student is expected to: (A) use cardinal and intermediate directions to locate places such as the Amazon River, Himalayan Mountains, and Washington D.C. on maps and globes; (B) use a scale to determine the distance between places on maps and globes; (C) identify and use the compass rose, grid, and symbols to locate places on maps and globes; and (D) draw maps of places and regions that contain map elements including a title, compass rose, legend, scale, and grid system.


 * Idea** Look up and print park maps of Sea World, Fiesta Texas, etc. Have students look at and analyze the maps. For example, we pulled up the Sea World Orlando and the Sea World San Antonio maps and compared them. It was fun! Just an additional idea...!

A map is a drawing of a place from above. A map can show all of Earth or just a part of it. Some maps are physical and some are political. __**Hemisphere**__**-** A globe can be divided into half to describe locations on it. One way to divide globe is along the Equator. Another was is to divide the globe from the North Pole to the South Pole through the middle of the Pacific and Atlantic oceans.
 * __Week 7 - Map Basics__**
 * __Compass rose __**- A drawing on a map that shows the cardinal directions to help people use a map
 * __Grid __**- A set of lines the same distance apart that cross one another to form boxes.
 * __Symbols __**- Pictures to represent real life areas

__Activity 1:__ Students will use the maps at the beginning of their Social Studies book and compare/contrast physical and political maps.Students will complete the "Map Basics" worksheet (Scholastic Maps workbook pp. 2-3). __Activity 2:__ Students will complete an individual map of the classroom, school, their home, or playground. Include a title, symbols/legend, compass rose (Can also include scales and grids for your advanced kiddos). Enrichment: Have students create a set of questions for their map. (What can be found in section C3 of the map? If I'm on the swingset, which direction would I need to travel to reach the monkey bars? etc) __Activity 3:__ Use a globe to show equator, hemispheres, North and South Poles, and continents. The ARRC wants you to find these specifically: Amazon River (SW Hemisphere), Himalayan Mountains (NE Hemisphere), and Washington, D.C. (NW Hemisphere). Find those same items on a map (Social Studies book). Create a chart comparing maps and globes. Students complete the "The World on a Globe" worksheet (Scholastic Maps workbook pp 6-7). __Activity 4__: Use cardinal and intermediate directions to locate places on maps and globes. "Understanding Directions" worksheet (Scholastic Maps pp. 4-5) __Activity 5: "__Mapping the World" SS activity book pg 9 (This just has the kids working on learning the shapes of the continents) [] [|Continent Song] [|Another Continent Song] [|And another continent song!] __*NOTE: Weeks 8 & 9 Activities can be combined so that as you learn a map feature (such as scale), you have your children create the scale of their map, and so on.

Week 8 - Directions on a Map and the Job of Geographer__ __Activity 2:__ Map Scale - worksheet __Activity 3:__ Map Symbols - Identify cities/capitols/states/countries on a map. Point out how to find a capital city vs. a city. Have kids play "I Spy" with a map or globe. (Examples: I spy a country that is starts with a C and is in South America. I spy a capital city in the South Western United States.) __Activity 4:__ SS Textbook Chapter 6, Lesson 1 __Activity 5.__ Time for Kids Geographers Tools**
 * __Activity 1:__ Map Grids - worksheet

__Week 9:__
 * Continent Project - [[image:http://www.wikispaces.com/i/mime/32/application/msword.png height="32" caption="external image msword.png" link="http://tves3rdgradesocialstudies.wikispaces.com/file/view/%7E%24rformance_Assessment_3.3%5B1%5D.doc"]] [|~$rformance_Assessment_3.3[1.doc]]

· Have each student choose a continent of the world and make a map with a grid that includes title, orientation or compass rose, date of map, author of map (student) and legend or key (See TAD POLES ARRC: Strategies and Tools). · The map should include boundaries and titles of regions or countries, major cities (5), major landforms, and major bodies of water. · After the student completes the map, ask them to give written or oral directions that could be used by someone wanting to travel from one continent to another and then have them share with the class or write in a journal why people might want to live on this continent and not.

There is a rubric for grading! ** [|Map Project.doc]

Understanding Map and directions not complete or have inaccuracies indicating that geographic and community concepts are not understood. Need teacher assistance. ||  Uses basic understanding of geographic and community concepts and uses them in the task. Needs some teacher assistance. || <span style="font-family: Arial,sans-serif; font-size: 8pt;"> Uses the appropriate geographic terms and identifies essential community features accurately and provides relevant details in the legend and on the maps. || <span style="font-family: Arial,sans-serif; font-size: 8pt;"> Uses accurate and detailed depictions of the selected landforms and community features that relate to the legend. || Strategies, Reasoning, Procedures Strategy/procedure leads to partial response to task. Some evidence of appropriate content reasoning. Needs extensive assistance to complete task correctly. || <span style="font-family: Arial,sans-serif; font-size: 8pt;"> Uses critical thinking to design product and select procedures that meet basic requirements. Some information is randomly selected or inconsequential. || <span style="font-family: Arial,sans-serif; font-size: 8pt;"> Demonstrates effective, appropriate content reasoning using geographic and community concepts. Uses critical thinking to select essential information for directions. || <span style="font-family: Arial,sans-serif; font-size: 8pt;"> Demonstrates refined, complex reasoning in organizing and interpreting geographic and community concepts. Uses critical thinking to select appropriate information for analysis. || Communication ** //<span style="font-family: Arial,sans-serif; font-size: 8pt;">Does the student communicate ideas and social studies concepts clearly to an appropriate audience? // || <span style="font-family: Arial,sans-serif; font-size: 8pt;"> Limited idea development, organization, and language usage. . || <span style="font-family: Arial,sans-serif; font-size: 8pt;"> Communicates basic understanding of most geographic and community concepts. || <span style="font-family: Arial,sans-serif; font-size: 8pt;"> Communicates a good understanding of geographic and community concepts and skills using them with accuracy and with some reasoning. || <span style="font-family: Arial,sans-serif; font-size: 8pt;"> Communicates a deep understanding of geographic and community concepts as evidenced by the relationship between the map and written directions. ||
 * || <span style="display: block; font-family: Arial,sans-serif; font-size: 10pt; text-align: center;">Novice || <span style="display: block; font-family: Arial,sans-serif; font-size: 10pt; text-align: center;">Apprentice || <span style="display: block; font-family: Arial,sans-serif; font-size: 10pt; text-align: center;">Practitioner || <span style="display: block; font-family: Arial,sans-serif; font-size: 10pt; text-align: center;">Expert ||
 * <span style="font-family: Arial,sans-serif; font-size: 8pt;">
 * //<span style="font-family: Arial,sans-serif; font-size: 8pt;">Does the student understand and use correctly basic geographic concepts and skills? //** || <span style="font-family: Arial,sans-serif; font-size: 8pt;">
 * <span style="font-family: Arial,sans-serif; font-size: 8pt;">
 * //<span style="font-family: Arial,sans-serif; font-size: 8pt;">Does the student plan and execute the task appropriately using social studies skills? //** || <span style="font-family: Arial,sans-serif; font-size: 8pt;">
 * <span style="font-family: Arial,sans-serif; font-size: 8pt;">

Tagging pages is now done in a new place. Once you have saved your changes, click on the "Page" tab and select "Details and Tags". · Gail Hartman books including //As The Crow Flies// and //As The Roadrunner Runs// · //Harcourt Horizons// textbook and ancillaries; student book p. A1-A4 Textbook Atlas, Unit 1 p.36-45, Unit 3 p.146-158, 172-179, 190-200 · //Harcourt Horizons:// Activity Book; p.58 Use a Population Map; p. 74 Following Routes on a Map; p. 78 Comparing History Maps __Technology__: · <span style="-webkit-background-clip: initial; -webkit-background-origin: initial; background-attachment: initial; background-color: initial; url(http: //www.wikispaces.com/i/a.gif); background-position: 100% 50%; background-repeat: no-repeat; padding-right: 10px;">[|www.maps101.com] · TAD POLES – ARRC: Strategies and Tools Components and skills needs to analyze and create maps and visuals ||
 * __Books__:
 * <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0.5em; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0px;">//Map Scales// by Mary D. Wade,
 * <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0.5em; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0px;">//Maps & Globes// by Jack Knowlton
 * <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0.5em; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0px;">//Maps & Globes// by Jack Knowlton

United Streaming: Different Types of Maps: <span style="-webkit-background-clip: initial; -webkit-background-origin: initial; background-attachment: initial; background-color: initial; url(http: //www.wikispaces.com/i/a.gif); background-position: 100% 50%; background-repeat: no-repeat; padding-right: 10px;">[] Reviews five main types of maps--general reference, navigational, thematic, service, and relief--and explains how different maps show different features of an area. The program illustrates many examples of maps, including road maps, population maps, topographical maps, and global positioning systems (GPS).

Understanding Maps: Key to Everywhere <span style="-webkit-background-clip: initial; -webkit-background-origin: initial; background-attachment: initial; background-color: initial; url(http: //www.wikispaces.com/i/a.gif); background-position: 100% 50%; background-repeat: no-repeat; padding-right: 10px;">[] This program gives an overview of maps. It explains direction, distance, scale, elevation, and grid maps. It also demonstrates points on a compass, how different types of maps show different things, what symbols are, and what a globe is.

Compass Rose: <span style="-webkit-background-clip: initial; -webkit-background-origin: initial; background-attachment: initial; background-color: initial; url(http: //www.wikispaces.com/i/a.gif); background-position: 100% 50%; background-repeat: no-repeat; padding-right: 10px;">[] Quick intro, about 20 seconds

Song, 4 per page [|Map Bookmark.pdf] Key Vocab [|Map Bookmark.pdf]

[|Maps.ppt] Additional Website: <span style="-webkit-background-clip: initial; -webkit-background-origin: initial; background-attachment: initial; background-color: initial; url(http: //www.wikispaces.com/i/a.gif); background-position: 100% 50%; background-repeat: no-repeat; padding-right: 10px;">[] www.worldatlas.com