Map Skills
10-Day Unit
(3rd grade)
By: Danielle Brown, Mallory LeSeure and
Patricia Stone
Conceptual Problem: How to make and read a map and other map skills.
Day 1
Difference Between Maps and Globes
Grade Level: 3rd
Subject: Social Studies/ Map Skills
GLE’s: Elements of Geographical Study and Analysis 5A and 5B
Objective: At the end of this lesson, the students will know and understand
the differences and similarities between a map and a globe.
Materials Needed: Pictures of real maps and globes, Coloring picture of a
map and globe, file folders, scissors and glue, online video
Anticipatory set: The teacher will ask students about their prior knowledge of
maps and globes. Then the teacher will ask the students what a map and
globe are. Then the teacher will introduce some vocabulary words (Have
students write them down in their journal)
Then the teacher would ask the students, what do we use maps and globes
for and what do they look like? Then the teacher will show an educational
video about the differences between maps and globes.
http://www.authorstream.com/Presentation/Peachebooks-50908-PEN-2925-
Maps-Globes-Differences-a-Education-ppt-powerpoint/
Guided/Independent Practice: The teacher will show the students real
pictures of maps and globes and then fill out a Venn Diagram comparing
similarities and differences between them.
(Examples for Venn Diagram- Maps are smaller and can show specific places
like cities, streets, counties ect. Globes show the whole world and its shape is
round not flat like a map. They both have symbols, colors, tell where places
are, and how far places are apart.)
Then the students will color a picture of a map and a globe and glue them on
the front of their file folder. Then the students will glue labels identifying each
as well as facts about what makes them unique. The students will save these
folders (mini-offices) for the rest of the unit.
Closure: The teacher will review the similarities and differences of maps and
globes using the Venn diagram.
Vocabulary:
Map: A drawing that shows what places look like from above and where they
are located.
Globe: A round model of the Earth
Assessment: Teacher will observe students as they explain the differences
and similarities of maps and globes.
Day 2
The Seven Contents and 4 Oceans of the World
Grade Level: 3rd
Subject: Social Studies/ Map Skills
Missouri GLE: Elements of Geographical Study and Analysis 5B (Identify and
locate the world's 7 continents and 4 oceans)
TTW read the book The Seven Continents of the World to students. TSW divide
into 7 small groups and complete the 7 jigsaw puzzles that come with the book.
After the jigsaw puzzles are complete the groups will be knowledgeable enough
about the continent their group was assigned to identify and locate the continent
to the rest of the class on the globe. TTSW will then identify and locate the 4
oceans of the world. TSW label the continents on a map to put in their mini
offices.
Assessment: Teacher will assess the students based on completion of maps and
the ability to locate and identify the 7 continents and 4 oceans of the world on the
map.
http://www.amazon.com/Seven-Continents-World-Jigsaw-Book/dp/1741244730
Day 3
Location of City, State, and country
Grade Level: 3rd
Subject: Social Studies/ Map Skills
TSW draw an outline of the United States on their white boards. Then an outline
of where they think Missouri is and where they think St. Louis is. TTW show
students pictures of the United States on a document camera and outline it in
red. TSW do the same at their desk. TTW ask the students if they know where
the state of Missouri is on the map of the US. TTSW outline the state in purple.
TTW ask the students to find St. Louis and put a green dot on their map to
represent the city of St. Louis. TTW ask students how they found St. Louis. (the
symbol) TTW discuss Symbol and TSW add it to their vocabulary list. TSW
locate the Mississippi and Missouri rivers on their map and outline in blue. To
review TTW ask students the names of out country, city, and state. Which is the
biggest and smallest? Review vocabulary words and meanings.
Vocabulary:
City: a large and densely populated urban area
State: the territory occupied by one of the districts of a nation
Country: a nation
Location: a place of settlement, activity, or residence
Assessment: Through mini offices. Were the students able to locate and identify
St. Louis, MO, and the Missouri and Mississippi rivers?
Day 4
Catch up day
Grade Level: 3rd
Subject: Social Studies/ Map Skills
The students will use this time to catch up on any activities they are behind on.
Students can also create a character map of a classmate mapping out their
feelings, their thoughts, their behaviors, and what makes them special.
Vocabulary Quiz over the words: map, globe, city, state, country, and location.
Day 5
Interactive MIMAL PowerPoint
Grade Level: 3rd
Subject: Social Studies/ Map Skills
GLE’s: Elements of Geographical Study and Analysis 5A (reading and
constructing maps)
Objectives and Goals: At the end of this lesson the students will be able to
locate 70% of the U.S. states locations.
Materials Needed: MIMAL Power Point, worksheet with picture of blank map,
pencil, (optional-, colored pencils), overhead and blank map of U.S. states.
Problem Based
Introduction: A lot of people do not know the exact locations of all the U.S.
states. Can you look at the blank map and find the man in the middle of the
map? His name is MIMAL- (Minnesota, Illinois, Missouri, Arkansas & Louisiana)
and he is a French chef. (Teacher will give students time to review the map) Do
you know the locations and names of all the states?
Organize students for study: I am going to tell you a story about Chef MIMAL
and he will help you remember the locations of all the U.S. states. The students
will be told to either work alone or in groups. (3 people per group maximum)
Each student will be given a blank map worksheet and told each state should be
filled in by the end of the story. Students can use colored pencils to create their
own maps.
Assist independent and group investigation: Teacher will ask students working
independently to share one of the ways they can remember the location of a
state and the students working in a group to each tell a story that they can use to
remember 3 states. (Can be the same memory strategy as MIMAL story)
Develop and present artifacts and exhibits: The students will turn in their
completed state maps and they will be added to their mini offices portfolio.
Analyze and evaluate the problem-solving process: The teacher will ask the
students to help fill in the states on the map while filling in the names on the
overhead. Afterwards students will choose a state other than Missouri that they
would like to learn more about and state why.
*Special Thanks to Kerry Schendel-Kew from Nipher Middle School in Kirkwood
for sharing the MIMAL activity.
Days 6 and 7
Map Key/Compass Rose Activity
Grade Level: 3rd
Subject: Social Studies/ Map Skills
Missouri GLEs: Elements of Geographical Study and Analysis 5A (read a map)
and 5B (use a compass rose to identify cardinal directions)
Objectives and Goals: Students will be able to:
a) Identify the map key on various maps
b) Identify symbols on the map key
c) Create map key for classroom
d) Identify compass rose on various maps
e) Label a compass rose
f) Use a compass rose to identify cardinal directions
Anticipatory Set:
Song: How to Read a Map by Teacher and the Rockbots. YouTube - Teacher &
Rockbots : How to read a map
Lyrics:
I'm lost.
What should I do?
You need a map.
I need a clue.
Flower shape - easy to see,
Letters N, W, S and E.
Why does this help and tell me now what does it mean?
It's a COMPASS ROSE.
The compass rose shows North, South, East and West.
North and South - well now I know,
East and West - which way they go.
What do you call these four main directions?
The CARDINAL DIRECTIONS.
Intermediate directions would be northeast, southeast and so on.
How far is it from here to there?
Can we measure distance to anywhere?
The map size is smaller than the real world.
Look for the SCALE.
The scale is like a little ruler that helps you measure distances between places.
A little lost.
I'm getting clues.
From a map.
That I got from you.
Dots, triangles, colors and many lines;
What do all these things define?
I see a tiny airplane and what is this star?
These are SYMBOLS.
An airplane shows the airport; a star is a Capital city.
How did you know what the symbols are
When you're driving around like in a car?
Can you find it on the map and where will it be?
Use the MAP KEY.
The map key tells you what the symbols mean.
This map doesn't show the entire place.
I know that it's part of a bigger space.
Could it be from England, Iraq or Mexico?
Look for the INSET.
The inset is a small map that's a more detailed view of part of the main map.
I was lost.
But I learned something new
How to read a map.
And I thank you
Direct Instruction:
Part 1 Questions for discussion: What should you do if you don’t know what the
symbols on the map mean? Did you know that there is something on the map
that tells you what the symbols mean? Guess what it is called? It is called a map
key. Let's see if we can find a map key on some of our maps. What kinds of
symbols are on these map keys?
Part 2 Questions for discussion: Let's see if we can remember why maps are
important ( show us where places are and how to get places) There is another
important part of the map that helps us read the map. The tool that helps us
know what part of the map to look for something is called the compass rose.
The compass rose tells us the directions. There are four major directions called
the cardinal directions. The cardinal directions are North, South, East and
West.
Guided Practice:
Part 1: Teacher will have an outline of map of the classroom for students.
Students will fill in map and create a map key with symbols for the map.
Part 2: TSW color and label a compass rose to put in their mini offices
Closure:
TSW glue compass rose on to paper plate to play the cardinal directions game.
The students will stand in rows on the floor. TTW call out a cardinal direction and
the students must take a stem in that direction.
Required Materials and Equipment:
__Song How to Read a Map by Teacher and the Rockbots (video on YouTube)
__Pictures of maps including map key w/ various symbols and a compass rose
__ Compass rose worksheet to color and label to put in mini offices.
__ Compass rose game spinner
__ Vocabulary sheet
Assessment and Follow-Up:
Assessment through observations of identifying map keys, symbols, and compass
roses on maps. Were the students able to complete the compass rose worksheet
with 80% accuracy? Observation of students during game.
Vocabulary:
Compass rose: used on maps to indicate the points of the compass
Cardinal direction: one of the four principal compass points north, south, east, and
west
Map key: table of symbols used on a map or chart
Symbol: something used for or regarded as representing something else
Day 8
Make an Edible Map
Grade Level: 3rd
Subject: Social Studies/ Map Skills
GLE’s : Elements of Geographical Study and Analysis 5 A & B
Objective: At the end of this lesson, the students will have a better understanding
of a map key, a compass and constructing a map.
Materials Needed: Tortillas, peanut butter, chocolate chips, mini pretzels, green
fruit slices, whipped cream, blue food coloring, paper, pencils
Anticipatory set: The teacher will review with the students and ask them the
following questions: What is a map legend? What is it used for? What is another
name for a map legend? What is a compass? What is it used for? What is
another name for a compass? Teacher will review the vocabulary, and then start
the activity.
Guided/Independent Practice: The students will create their own edible maps
with a map key and compass. The teacher will model drawing a map on paper
using the symbols land, water, streets, trees, and mountains. Then the students
will draw a map using the same symbols. The teacher will model recreating the
map with edible items. The teacher will be adding new symbols to the map and
map key one at a time and assist students as needed. Then the student will add
a compass to their maps.
Land- tortilla and peanut butter (to help the other symbols stay on).
Mountains- Chocolate chips
Streets- mini pretzels
Trees- green fruit slices
Water- whipped cream mixed with blue food coloring. (pre mix)
Closure: The students will write about what types of symbols they have on their
edible maps, what they look like such as: shape/size and the location of the
symbols on their maps using cardinal directions.
Day 9
Vocabulary Quiz/ Review Game
Grade Level: 3rd
Subject: Social Studies/ Map Skills
Vocabulary quiz over words: compass rose, cardinal direction, and map key
Baseball Review Game
1. Write questions on index cards. Use questions that are of four different
levels.
a) Singles--not difficult
b) Doubles--somewhat difficult
c) Triples--difficult
d) Home Runs--very difficult
2. Cut a baseball shape out of construction paper.
3. Draw a baseball diamond on the chalk board. Be sure to label each base.
4. Divide the class into two teams of equal ability.
5. Flip a coin to see which team bats first.
6. Go down the rows, asking each person in turn a question. The person up
to bat gets to choose the level of the question. Unlike the real game, each
player has only one chance at bat each turn, not three. The exception is if
a player from the same team answers out of turn. This is considered a
STRIKE, and the player gets a new question.
7. If a player from another team answers, it is considered a WALK, and the
batter earns one base.
8. If the person up to bat answers correctly, move the baseball to the
appropriate base, which depends on the difficulty of the question. Be sure
to keep track of the runs.
9. If the person up to bat answers incorrectly, it is an OUT. Keep track of the
outs.
10. Once a team has three outs, the INNING is over and it is the next team's
turn to bat.
11. The team with the most runs at the end of nine innings, or however many
you have time to play, is the winner.
12. You could award a pennant to the winning team to be displayed on a
bulletin board.
Day 10
Unit Test over the 50 states and the vocabulary. Students will also be required to
label the Missouri River, Mississippi River, and find the capitol of Missouri. A fill
in the blank worksheet for the compass rose and a the students will create a
legend with symbols on their own using the skills they have learned.
Students can go to one of the websites and explore the content and reinforce
map skills.
Map Resources:
http://www.enchantedlearning.com/geography/mapreading/ - Printable map
activities and assessments (catch-up day)
http://www.proteacher.com/090030.shtml - About 25 different map lesson plans
and activities to use in the classroom
http://www.teachervision.fen.com/maps/printable/50460.html -Map Library
including printable mapping activities, crossword puzzles, word searches,
quizzes, flash cards, and more
http://www.sheppardsoftware.com/web_games.htm - Online map games and
tutorials (free time games)
http://www.maps.com/FunFacts.aspx - Online map games (free time)
http://www.funbrain.com/where/index.html- Country, State, and capital games
(free time)