Maps, Maps, and More Maps

Designed by: Helen McGough

Grade Level: First Grade         Subject: Social Studies

Core Curriculum Objectives:  Define and use cardinal directions 1SSG-3 Interpret map symbols using a legend (1SSG-2)

State Standards:  The learner will demonstrate an understanding of the world in spatial terms. The student should be able to construct a simple map of a familiar area incorporating cardinal direction and map symbols (III. 1.5.4)

Overview: 
The students will read the story the Gunnywolf (1st. grade reading level 4) . Students will create a map with pattern blocks and cube-a-links. Students will use puppets to follow oral directions in and out of the woods. Students will then listen to the story Make Way for Ducklings. Students will use a simple map to identify and label places named in the story. They will use cardinal directions to move the duck they created around the map. Students will then go on the internet and investigate different maps, their symbols and the cardinal directions. Students will create a map of a playground using symbols and cardinal directions.

Focus / Essential Questions: 
What is a map? 
Why do we need maps? 
Can you create a map? 
Can you identify the north, south, east, and west? 
What do the symbols on the map tell you?

Time Frame: 3 - approx. forty-five minute lessons

Resources: Materials: 
Pattern blocks 
Cube-a-links 
Copy of little girl and the Gunnywolf for each student (can copy from the book)
Crayons 
Glue 
Popsicle sticks 
Camera and film 
Copy of simple map / Make Way for Ducklings park 
Overhead of map 
Pencils 
Egg carton cut up / one cup for each student 
Wiggly eyes 
Orange construction paper for beaks and legs 
Different colored feathers 
Computer 
Aver key 
Television 
Drawing paper 
Markers 
Rulers 
Poster board or chart paper for displays 
Copies of the rubric for each student

Internet Sites: 
http://teachervision.com/resources/list/ Make Way for Ducklings www.nationalgeographic.com/resources/ngo/maps 
www.aquarius.geomar.de/omc/ http://teacher.scholastic.com/lessonrepro/results/index.asp field trips - Maps, Globes, and Map Skills lesson plans - Follow the Directions Little Blue and Little Yellows Reproducibles - Mapping Your Community
www.eduplace.com/ss/act/makemap.html Make a Map and Assessment Rubric

Books 
The Gunnywolf - Macmillan/McGraw-Hill reading Level 4 unit 1 
Make Way for Ducklings by Robert McCloskey 

Many books lend themselves to map making 
The Gingerbread Boy by Paul Galdone 
The Little Red Hen by Paul Galdone 
Rosie's Walk by Pat Hutchins 
The Three Billy Goats Gruff by Marcia Brown 
My Father's Dragon by Ruth Stiles Gannett 

Map Books
Can You Read a Map by Rozanne Lanczak Williams
Learn to Read Book Maps by Rozanne Lanczak Williams 

Learn to Read Book 
I Can Read About Maps by Troll Directional Word Books - 
All About Where by Tana Hoban
What the Moon Saw by Brian Wildsmith 
Where is My Friend? by Betsy Maestro 

Resources - 
How to Use a Map Vol.1 
Mega-Fun Map Skills Map Skills Grade 1 
GeoSafari Maps by Mailbox

Assessment: 
Students will construct a simple map. Students will identify cardinal directions on a map. Students will identify symbols on a map.

Rubric: 
Students will construct a map 
Completed map 
Incomplete map/unrelated drawing + *

Students will identify cardinal directions (north, south, etc.) 
4 directions 
3 directions 
less than 3 directions + / *

Students will identify symbols 
5 or more 
3 or 4 symbols 
less than 3 symbols symbols + / *

Instructional Activities:

Activity One - Teacher will introduce the lesson by asking students if they have ever gone on a trip with their parents. What did their parents use to find out how to get there? Have they ever used a map? Why? Teacher and/or students will read the story The Gunnywolf. Students will discuss where this story takes place. Teacher will ask students if the little girl wanted to return and pick some more flowers, what would help her get there? Brainstorm. If it doesn't come up in the discussion ask - Would a map help her? How would it help? Students will work in table groups of four to create the setting of the story The Gunnywolf. They will create the setting in the form of a map using pattern blocks and cube-a-links. Before starting ask students to help you create a list of things they will need to include (house, trees, flowers, etc.) Write on the board or chart. The groups will choose how to recreate the items needed and where to place them on their map. Monitor to make sure students understand the directions and are staying on task. Teacher will give each table a copy of the little girl and the Gunnywolf stick puppets. You may want to give everyone both puppets to color, cut out and take home. But only use two puppets for each group in the presentation. Groups will explain the symbols they created. As students explain take pictures with a regular camera or a digital camera to post on a chart in the hall labeled The Woods and on class web page. Two students will then use the puppets to show the path used by the little girl to go in and out of the woods. The other two will give the oral directions and then they will trade jobs. After groups have finished, redirect them again to think about how maps help us. Then ask if a map would have been helpful to the little girl. Would the map have helped the Gunnywolf? How?

Activity Two - Before starting this lesson, visit http://teachervision.com/resources/ find the resource Make Way for Ducklings - Draw a Map. (Lots of good resources to use with this book at this site) Copy and enlarge the simple map. Make enough copies for everyone. Make an overhead copy to help with modeling. Lead them through a review of what they learned about maps during the last activity. After the discussion, read the story Make Way for Ducklings. Discuss the places that the ducks visited. Where did they go first, next, then? Give everyone a one-cup piece of an egg carton. Model how to put the duck together. Let students choose how to decorate their duck with wiggly eyes, beak, feet and one feather. Give out the simple maps. Introduce students to a compass rose to help them identify cardinal directions. Model writing north, south, east, and west in the proper positions on the overhead map. Reread the story and help them locate all the different places that the ducks visited on their maps. Label. They can then use their duck to follow the directions as the story is reread. Discuss. Ask them to work in their table group giving each other directions using north, south, east, and west. Circulate while they are working to make sure they are using the cardinal directions correctly. Allow them to take their ducks and maps home to share with their families.

Activity Three - Review what they have learned in the past two activities. Maps can help us find places easily. Maps have a north, south, east and west direction. A compass rose will help us tell the direction. We can make maps. Gather students around the computer or use an aver key and TV. Visit www.eduplace.com/ss/ssmaps/ , www.aquarius.geomar.de/omc/ or www.nationalgeographic.com/resources/ngo/maps and look at different kinds of maps. (You need to visit these sites before using them with the students and bookmark the maps you want to use.) Help the students look at the symbols used to identify different items on the maps. Locate the compass rose on each map to identify direction. Discuss. Ask students to think about a playground. It could be the school playground, a park playground, a McDonald's playground or a make-believe playground. Discuss with their table group things they like to play on or wish they could play on at the playground. Ask groups to suggest things they would like to find in their playground, the teacher will record them on the board or a chart. Review the list with the class. Give everyone a piece of drawing paper to make a map of their special playground. They need to decide what things they want to include in the playground and what symbols they are going to use to identify them. Remind them they have to identify the cardinal directions on their map, either by words or a compass rose. Give them the rubric that will be used to assess their map. As they work circulate and offer help or direction where needed. When maps are finished ask them to share with the class. They are to explain symbols and direction. Then place them in the hallway or library for others to enjoy. Pictures may be taken so they may be shared on the class web page. Remind them that the next time they are going on a trip to first find or make a map to help them. Study the directions and the symbols so their trip will be more enjoyable.