SS Methods Geography

Subject Matter Research #1

Topic: How to Read a Map and Key Features

Part One (Adult Explanation)

Maps provide a top down representation of a certain area. Clear maps include a title,

key/legend, accurate scale, and a compass rose for orientation. The more detail a map has, the

easier it is the reader to locate what he or she is looking for. Compasses show us direction

because the needle is attracted magnetically to the North Pole. Knowing this, people can use

compasses to discover other directions and orient themselves correctly on a map.

Part Two (Prior Knowledge)

Prior Knowledge/Life Experience: It is likely that previously in their school careers or

outside of school the students have had some type of interactions with maps. They have

probably seen their parents use a GPS or map for direction. They have also learned about

graphs and charts in math and science class and many of the key features of those (key,

title, etc.) carry over to geographic maps.

Part Three (Future Knowledge)

Day Two: On the second day, students will be learning about different types of maps.

They will learn how different types of maps reveal different information about the area to

the reader. Knowing how to read the key features of a basic map will allow students to

interpret more unique maps.

Day Three: On the third day, the students will get practical experience with a map as

they use a map to complete a treasure hunt throughout the school. This will be a direct

application of what they learned on the first day.

 SS Methods Geography

Day Four: On the fourth day, the students will learn about and create a map for PA and

its surrounding states. The students will apply the key features they learned on the first

day to read a map of PA and then recreate their own.

Day Five: The focus on the fifth day will be continents. The students will be looking at

globes and realizing how a globe is a map in a three dimensional form. The students will

once again use the basics they learned on the first day to discover the different continents

on the globe.

Day Six: On the last day, the students will discover the idea of their own expanding

universe (the fact that they are on a street, in a city, in a county, in a state, and so on all at

the same time). Using tools like Google Earth, the students will learn that when they

zoom in or out on a map it becomes more specific or general. They will still apply the

basics they learned on the first day to be able to grasp this concept and interpret the

maps.

Future Learning: Reading maps will follow the students throughout their lives. Later on

in their school careers, they will learn about geography in foreign places more specifically

as they learn about world history. Students will learn more about compasses when they

study magnetism in science, scale in math, and even geocaching in PE. When they get

their drivers licenses, they will use maps or GPSs to find their way.

Part Four (Resources Used)

http://www.nationalgeographic.org/education/map-skills-elementary-students/

https://www.nps.gov/webrangers/activities/readingmap/
 SS Methods Geography

How to Read a Map and Key Features

Third Grade
Karli Feaster
Total Time: 45 minutes

I. TOPIC: How to Read a Map and Key Features

II. OBJECTIVES/STANDARDS
Objective: Following exploration of maps, discussion about the key features of a map,
and a physical activity with cardinal directions, TSWBAT demonstrate basic map skills
by correctly answering 7/8 questions on the My Neighborhood Worksheet.
Standards:
PA Geography 7.1.3.A Identify how basic geographic tools are used to organize
and interpret information about people, places and environment.
III. TEACHING PROCEDURES
Anticipatory Set (5 minutes):
Teacher walks in with her arms full of maps and atlases in frustration. She drops
them all on a students desk in the front of the room and starts to complain to the
students. She talks about how she really wants to go to Disney World and she is
trying to plan it all out but cant find the right maps or figure it out. She will start
flipping through the maps and talk about how this one will get her out of PA but
doesnt help her once she hits Georgia. Then she will hold maps upside down
saying that maybe that will help. She will have maps to things like buildings and
parks and realize that wont help. Eventually, she will ask the students if they
have ever used maps and if they can help or have any ideas for solving the
problem. After taking a few, she will state the objective (learning about the key
features of a map and how to read it) and then maybe they can help her figure it
out.
Development (10 minutes):
The students will explore the features of a map by looking at the maps the
teacher had in the anticipatory set. In pairs (students in 1st and 3rd rows will turn
in their seats to partner with the students in the 2nd and 4th rows), the students
will look at a few maps for 1-2 minutes (teacher will have them switch maps with
another group halfway through). Teacher will pass out and collect maps by giving a stack
to the first person in each row and having them send it back and then up at the end of the
development.
Teacher will ask What features do all good maps have? and take raised hand
from students with ideas they saw when looking at maps/looking at maps now.
Teacher will circulate and prompt for answers. She will make a list on a blank
page on SMART Notebook explaining each feature as it comes up and
showing/drawing the features on maps as needed. Teacher will be sure to cover
the following features:
o Title (that describes what the map shows)
o Key/Legend (relate this to a pictograph key in math)
 SS Methods Geography

o Scale (just the general idea that the map represents a bigger area and the
scale shows us how to measure that)
o Compass (explain how the compass orients us; North is not always at the
top; find directions in their room by looking at a compass or phone; Never
Eat Soggy Waffles; term cardinal directions; repeat N, S, E, W)
o As each feature is added, the teacher will add it to a call and response
chant: What do all good maps have? Titles, Keys, Scales, and a Compass
Rose.
o Teacher will have students point out the features on the maps as they
discuss. Teacher will point out that maps can be slightly different but still
be good maps.
Guided Practice (10 minutes)
In the open area in the back of the room, the teacher before class will have taped a
large grid on the floor with masking/painters tape (outlining floor tiles). In some
squares, the teacher will have placed pictures of things you can find in a town
(salon, grocery store, doctors office, etc.). Outside of one of the corners, the
teacher will have placed a large compass rose.
While students are still at their desks, the teacher will explain that they are going
to practice using cardinal directions. Teacher will have volunteers pass out
personal white boards, markers, and erasers to each student and dismiss students
(one row at a time) to go find a spot around the outside edge of the grid and put
their white boards/marker/eraser on the floor right behind them.
The teacher will first model the activity with one of the other teachers as the
mover in the grid. The teacher will pick a square for the teacher to start in and
then pick a location for the mover to travel to (start with just going one direction,
no turns). Using cardinal directions, the teacher will write on her white board
(_#_ squares _direction_) and then have the mover take the steps to see if she is
correct. Next, the students will join in (still with the helper teacher as the mover
and one direction moves with teacher picking location) and pick up their white
boards to write the steps (teacher will have students flip boards all at once). As
students grow more confident, teacher will add 2 step directions (ex: go north
then east) and allow students to be movers and location pickers, move locations
around, and/or rotate the compass rose. If students seem ready, teacher can
explain how we can get to the same place in different ways.
Teacher will send students back to their seats and pick students to collect
markers, erasers, and white boards.
Independent Practice (15 minutes)
Teacher will pass out My Neighborhood Worksheet and project it on the screen
with the document camera. With pencils down, teacher will have students point
to the key features and items listed in the key. They will then do the first question
and fifth question together before finishing the worksheet independently.
As students finish, teacher will invite them to turn the paper over and start
drawing a map of their own (it can be their town, an amusement park, a zoo, a
 SS Methods Geography

made up land). Teacher will challenge them to include all the key features
discussed in class. Teacher will have this when you are finished activity written on the board.
When all students are finished (or at least most), teacher will review the
worksheet with the SMART board. Teacher will pick students randomly to write
answers on the board and explain how they found that answer.
Teacher will have students put worksheets and pencils away.
Closure (5 minutes)
Teacher will explain that it is about time she get back to planning her trip. She
will ask for any tips from what the students learned today that may make
planning the trip easier (a map that shows roads the whole way from PA to
Florida, notice the directions, look for clear keys, etc.). She will explain that she
needs a map that shows roads but sometimes we need different types of maps
that show other things like weather patterns, mountains, population, etc. and
they will be learning about that tomorrow.
IV. MATERIALS
-a variety of random maps and atlases (at least 10)
-SMART board
-blank page on SMART Notebook
-compass or phone
-masking/painters tape (large grid on open space on floor)
-pictures of things you can find in a town (attached)
-large compass rose (attached)
-personal white boards (1 per student)
-dry erase markers (1 per student)
-erasers (1 per student)
-My Neighborhood Worksheet (1 per student, attached): DRAW IN SCALE BEFORE
COPIES
-pencils (students own)
-document camera
V. ADAPTATIONS/PLAN MODIFICATIONS
-Specific Adaptations: Certain students marked on seating chart will need reminders to
stay on task and others will most likely need more guidance and attention during GP and
IP activities.
-Too Much Time: Teacher can create more challenges at the guided practice activity or
give students have more time to create their own maps as described in the Independent
Practice section if they finish early. They can also share and explain their maps to others.
-Too Little Time: Guided practice activity can be shortened. Instead of having students
write up answers and explain in review have teacher write and briefly explain.
VI. EVALUATION
Formative: Questioning throughout, guided practice activity
Summative: Independent practice worksheet
VII. REFLECTION
A. Write an assessment of the students performance and mastery in terms of each
stated objective.
 SS Methods Geography

Following exploration of maps, discussion about the key features of a map, and a
physical activity with cardinal directions, TSWBAT demonstrate basic map skills
by correctly answering 7/8 questions on the My Neighborhood Worksheet.

By the end of the lesson, the students overall did an excellent job with
demonstrating basic map skills on the My Neighborhood worksheet. They could
clearly identify the features and the purpose of each feature on the map. Some of
the wording of the questions on the worksheet was tricky for different students,
but when the questions were reworded, they were able to figure it out easily.
Although I didnt grade each students paper, I did notice that most got at least 6
if not 7 questions correct on their first try independently.

B. Write a self evaluation including explanation for the success or lack of it. Discuss:
What changes might have produced better results and could be used in subsequent
lessons?

For the anticipatory set and development, I planned to have a large pile of maps
for the students to look at. I collected these from a truck stop, and while they did
the job, they just werent the best maps (some were missing features or too
cluttered for the students to understand well). If I were to teach this again, I
would use better maps as examples, and I plan to collect good maps now as I
come across them.

The students had a lot of fun with the cardinal direction grid activity and
completing the activity solidified the understanding and use of cardinal
directions. I wish we would have had more time to spend in this activity and next
time would plan for that. If it was my own classroom, I would probably leave it
set up for a week for the students to continue to interact with during free time in
the day.

One student was a bit antsy throughout the lesson, and I should have set higher
expectations for him. He was on task the whole time, but looking back now, I can
see that he may have been distracting for others. Next time I teach, I will try to
utilize more proximity and remind him (and the whole class) how I expect them
to act while I am (or anyone else is) talking.

C. Explain what specific changes were implemented from professor and teacher
suggestions and the results (If changes were not made, explain your rationale).

Following Mrs. Dreves suggestion, I created a call and response chant to help the
kids memorize the features of all good maps. I had the students come up with
motions to remember each feature, too. The students really enjoyed this and
remembered it well throughout the lesson. Mrs. Shontz was appreciative that I
included this.
 SS Methods Geography

Mrs. Shontz also suggested that I stress over and over again that cardinal
directions do not change even if we turn and move. I made sure to go over and
over this during the guided practice activity, and by informal formative
assessment, I think the students understood that fact.
 SS Methods Geography

Subject Matter Research #3

Topic: Using a Map

Part One (Adult Explanation)

Using a map requires careful attention to detail. The map user must know where he or

she is in relation to the orientation of the map and other objects on the map. The map user also

must consider the fact that the area may be different from how the map depicts it, which would

require him or her to take a detour or have a change of plans while using the map. Maps are used

in all types of navigation and can be used to track down individuals and items.

Part Two (Prior Knowledge)

Prior Knowledge/Life Experience: Students have most likely seen adults in their lives

use maps when driving or figuring out where to go in a building. The students

themselves may have used maps alongside their parents or in games.

Day One: The students learned about the key features of a map and how to read a map

on the first day. They will apply what they learned today in following a map to get to

where they need to go.

Day Two: On the second day, the students learned about different types of maps and the

purposes of each. Today they will use what they learned to realize that the purpose of

their maps are to find areas in the school (not weather, population, landforms, etc.).

Part Three (Future Knowledge)

Day Four: On the fourth day, the students will be looking at the map of PA and

surrounding states. The hands on activity with maps today will help the map of PA

become more concrete and less abstract to the students.

 SS Methods Geography

Day Five: On the fifth day, the students will learn about the continents and the globe.

Once again, actually using maps today will make this concept less abstract.

Day Six: On the last day, the students will be learning that they are part of a city, a state,

a country, a continent, and more all at the same time. Today, they will be able to see that

they can be in a classroom and in the school at the same time, which will introduce this

idea.

Future Learning: As students grow up and become more independent, they will have to

use maps to get around when they drive or go to new places. Their understanding of how

to use maps and the complexities of maps as well as how GPSs work will deepen on this

basic understanding.

Part Four (Resources Used)

http://www.nationalgeographic.org/education/map-skills-elementary-students/

https://www.nps.gov/webrangers/activities/readingmap/
 SS Methods Geography

Using a Map
Third Grade
Karli Feaster
Total Time: 45 minutes

I. TOPIC: Using a Map

II. OBJECTIVES/STANDARDS
Objective: Following a review of features of a map/how to use it and watching teacher
model how to use a map, TSWBAT demonstrate the ability to use a map successfully by
actively and correctly participating in the treasure hunt activity as shown by the
pathway drawn to 100% accuracy on their personal map of the school..
Standards:
PA Geography 7.1.3.A Identify how basic geographic tools are used to organize
and interpret information about people, places and environment.
PA Geography 7.1.3.B Identify and locate places and regions as designed by
physical and human features.
III. TEACHING PROCEDURES
Anticipatory Set (5 minutes)
Teacher will come into the room dressed like a pirate looking for treasure. She
will have a map of the classroom with an X marked on it. She will explain to the
students that she is a bit lost and confused. She has been searching all morning
for this treasure because she is not that great at reading maps. The pirate knows
that the treasure will reveal the answer to a riddle that has been bothering her for
years (listed below and on the back of map). She will say that she heard they had
been learning all about how to read a map and different types of maps. Teacher
will state the purpose of the lesson (today we will have hands on practice using
maps). She will ask the students for some help and display the map on the board
with the document camera.

I have a deck but no backyard

I have a bow but no arrows
I have a wheel but Im not a car
I have a beam but Im not a light
I have a stern but Im not serious
I have a crows nest but there are no birds

Development (5 minutes)
Still dressed as a pirate, the teacher will review the key features of a map with the
students. The teacher/pirate will say that once she understands how to read a
map then she can use it. She will have some students come to the board to point
of different features.
The teacher/pirate will then model how to use a map (like in the GP activity) by
finally using the map correctly to find her treasure. She (with the help of the
students) will figure out where she is standing in the room so she can draw a
 SS Methods Geography

path to the treasure and then finally get it. The treasure (large envelope with X
on it) will be in the back of the room tucked behind a poster (will determine
exact location that day and mark it on the map before beginning the lesson).
When the pirate opens the envelope, there will not be an answer to the riddle.
Guided Practice (25 minutes)
Instead, inside the envelope will be 3 new maps. These maps will be the first step
of a treasure hunt that will take the students (divided into 3 groups) around the
school to collect pieces of a puzzle that will ultimately be put together to answer
the pirates riddle. The pirate will invite the students to help her so that she can
get it done quicker.
Each of the students will take a blank map of the school and a pencil on the
journey (and something hard to write on if they wish). Each of the teachers will
accompany one group to help, explain, and supervise as needed but students
should try to complete the activity by themselves. The teachers will also make
sure that all students are participating and having the chance to lead the group.
Before the students leave the room, the pirate will state her expectations for
behavior in the hallways, wish them luck, and say she will see them when they
get back.
The other teachers will split the students into their groups while the pirate
teacher quickly goes into the hallway or closet area to take off the pirate clothes.
Before the groups leave the classroom, they will each meet to mark where they are
now by circling their classroom, the first location on their maps with an X, and
draw the path from their current location to the first spot (group teachers will
model this with their groups). The group teacher will review with the students
during this time about how they can use the key to help figure out where they
are. The teacher will also draw attention to the two levels of the school (upstairs
and downstairs) and explain how the two relate. As each group finishes marking
this, they may leave so the groups are a bit staggered.
The students all will be taking the same path throughout the school although
starting at different places. Each envelope will have a map that shows where the
next envelope will be and contain pieces of the puzzle (only take 1 at each spot).
Students will each mark the new spot on their own maps with an X and draw the
path they will take to this spot.
Each group will be finished when they have visited 6 locations and collected 6
puzzle pieces and then will return to the classroom. They will know this because
in 3 of the envelopes, there will be a smaller Open this if you have collected 6
pieces envelope which will contain a map that will take them back to their
classroom.
There will be one final envelope in the outside the door of the classroom with a
key to the puzzle. The students will put their pieces together and then use the
key to decode the message on the back of their maps. They will be expected keep
the message secret until all groups have figured it out.
Independent Practice (5 minutes)
 SS Methods Geography

As groups finish, the students will work independently on the Foxs Race
worksheet (similar to the activity they did on day one). Because this may be
happening at different times, each teacher will explain and model to their own
group. They will also review the worksheet with their group if finishing at
different rates than the others.
Closure (5 minutes)
While the students were putting the puzzle together, the teacher will have
turned back into the pirate. The pirate will thank the students for their help in
finding the treasure and solving the riddle. She will still be frustrated that she
couldnt do it on her own, and ask students how they were able to do it and for
tips with map reading and take answers from raised hands (in other words, what
is important to remember when reading a map). The pirate will say she is headed
back out to sea, her home. She will ask what this land is called that the students
live in (PA) and say maybe they will get to learn more about their homeland soon!
IV. MATERIALS
-pirate clothes (eye patch, stuffed parrot, pirate like clothes, boots, hook, etc.)
-map of classroom with an X (attached, mark X when location of treasure is decided day
of)
-document camera
-map of school master sheet (attached)
-masking tape
-8 large treasure envelopes
-one in classroom that contains the 3 maps for starting point of groups (one
marked with an X at location A, one marked with an X at location C, and one
marked with an X at location E)
-one at location A that has a map with location B marked and 3 of the same
puzzle pieces
-one at location B that has a map with location C marked and 3 of the same
puzzle pieces; this envelope will also contain a smaller Open this if you have
collected 6 puzzle pieces envelope that will contain a map with the area right
outside the classroom marked to lead students back
-one at location C that has a map with location D marked and 3 of the same
puzzle pieces
-one at location D that has a map with location E marked and 3 of the same
puzzle pieces; this envelope will also contain a smaller Open this if you have
collected 6 puzzle pieces envelope that will contain a map with the area right
outside classroom marked to lead students back
-one at location E that has a map with location F marked and 3 of the same
puzzle pieces
-one at location F that has a map with location A marked and 3 of the same
puzzle pieces; this envelope will also contain a smaller Open this if you have
collected 6 puzzle pieces envelope that will contain a map with the area right
outside the classroom marked to lead students back
 SS Methods Geography

-one outside the door of the classroom that contains 3 copies of the Pirate Riddle
Key
-puzzle pieces (attached document, print 3 copies and cut into 6 (of the same each)
pieces)
-school maps (attached, one per student (with Pirate Riddle Answer Sheet on back,
attached) plus 9 marked according to directions above and placed in envelops)
-pencils
-Pirate Riddle Key (3)
-Foxs Race Worksheet (one per student, attached)
V. ADAPTATIONS/PLAN MODIFICATIONS
-Specific Adaptations: Certain students identified on seating chart may need reminders
to stay focused, but the interactive premise of this lesson should help overcome this.
-Too Much Time: If there is too much time, students can spend more time on the Foxs
Race Worksheet and then teacher can review with document camera.
-Too Little Time: Independent Practice Foxs Race worksheet will be dropped. Teachers
will take more active role with small groups to keep them moving along.
VI. EVALUATION
Formative: Questioning through development
Summative: Participation, understanding, and completion of treasure hunt activity as
shown by the correct path drawn on each students map; Foxs Race Worksheet
VII. REFLECTION
D. Write an assessment of the students performance and mastery in terms of each
stated objective.

Following a review of features of a map/how to use it and watching teacher

model how to use a map, TSWBAT demonstrate the ability to use a map
successfully by actively and correctly participating in the treasure hunt activity
as shown by the pathway drawn to 100% accuracy on their personal map of the
school.

By the end of the lesson, all the students had demonstrated their ability to use
maps by successfully completing the treasure hunt activity and accurately
plotting their paths throughout the school.

E. Write a self evaluation including explanation for the success or lack of it. Discuss:
What changes might have produced better results and could be used in subsequent
lessons?

This lesson was fun to teach, and for the most part, it ran pretty smoothly. It was
good to see the students move from a basic abstract understanding of maps to
being able to use them practically. I was concerned before teaching the lesson
about timing, but it worked out nearly perfectly.

The most difficult thing for the students to understand was how the stairs
connected the two parts of the map, and I didnt anticipate this being as
 SS Methods Geography

confusing as it was to the students. I didnt go over this with the large group, and
looking back I would be sure to do that. After talking with Emily and Kelsey, by
the end of the lesson all the students had figured out the stairs, but it took some
explanation and practice within the small groups. I also think labeling the
staircases on the map would have made it more clear to the students and avoided
some of the misconceptions.

F. Explain what specific changes were implemented from professor and teacher
suggestions and the results (If changes were not made, explain your rationale).

While I liked the suggestion of the gold coins for behavior management in the
hallways, I chose not to use it because I didnt think this group of students
needed it. All that was needed to fix behavior in the halls was a quick reminder to
the students. I rewarded appropriate behavior when assigning the next leader of
the group.