Kathryn Peterson
6th Grade, South Grandville Elementary
EDI 430
Observation #1: 9/17/14
Exploring Maps
(Adapted from Michigan Citizenship Collaborative Curriculum; SS0601, Lesson 4 - "Exploring Maps")
I. Standards: Oakland Scope Middle School Science Curriculum
6 – G1.1.1 Describe how geographers use mapping to represent places and natural and
human phenomena in the world.
6 – G1.2.2 Explain why maps of the same place may vary, including cultural
perspectives of the Earth and new knowledge based on science and modern technology.
6 – G1.2.5 Use information from modern technology such as Geographic Positioning
System (GPS), Geographic Information System (GIS), and satellite remote sensing to
locate information and process maps and data to analyze spatial patterns of the Western
Hemisphere to answer geographic questions.
II. Objective/Target:
1.
The learner will be able to identify and explain the basic components of a map,
including: title, compass rose, cardinal and intermediate directions, scale bar,
symbols, key/legend, map grid, lines of latitude and longitude.
 I can identify and define each of the basic parts of a map.
2. The learner will be able to identify the equator, Prime Meridian, and lines of
latitude and longitude and explain their use in geography.
 I can locate the equator, Prime Meridian, and lines of latitude
and longitude on a globe or world map.
 I can explain how geographers use the equator, Prime
Meridian, and lines of latitude and longitude to show where
things are located.
3. The learner will understand that different types of maps are used for different
purposes.
 I can give examples of different types of maps and how they
are used.
III. Lesson Management: Focus and Organization





Use of physical proximity
Moderating voice level
Silent cues and verbal redirects (as needed)
Countdown verbal/hand signal to draw focus
Use of other verbal signals to draw focus


Pointing out positive behaviors with positive feedback
Giving individual reward slips (for the weekly 6th grade reward drawing) for
good focus and concentration during the lesson
IV. Introduction (2-3 min.)
 State the learning objectives and basic lesson outline.
 Briefly introduce the key terms: title, compass rose, cardinal and intermediate
directions, scale bar, symbols, key/legend, map grid, lines of latitude and
longitude, equator, Prime Meridian.
 Share the pictures of me standing across the Prime Meridian at the Royal
Observatory, Greenwich near London and my cousin standing beneath the 45th
parallel sign in Northern MI (prime background knowledge). Discuss briefly.
V. Input
Task Analysis
1. Examine several different maps with the students.
2. Put several different types of maps at each table (printed from the internet and/or
borrowed from the GVSU CML).
3. Instruct the students to open up a Google Doc on their Chromebooks titled
"6B(last name)MapVocab" and share it with the person next to them (or their
table group of 3). Explain that the students will be working in partners or small
groups while exploring some different types of maps.
4. Allow students 5-10 minutes to look over their map samples. Circulate throughout
the room observing and discussing during this time.
5. Get students attention with a verbal or hand signal. Then, as a group, create a
master list of basic map components using the ELMO and students' notes. Give
extra information about each component verbally, as needed, and redirect
throughout.
 Components list must include: title, compass rose, cardinal and
intermediate directions, scale bar, symbols, key/legend, map grid,
lines of latitude and longitude.
 Have the students add terms to their own Google Doc vocabulary
list if any are missing.
6. Ask the students to turn and talk about what each type of map would best be used
for, then get their attention using a verbal or hand signal and discuss as a group.
7. Check for understanding - Map Components (See section VIII)
8. Introduce the key unit terms through direct instruction- equator, Prime Meridian,
latitude, and longitude, explaining that latitude runs East/West, longitude runs
North/South, the equator is 0 degrees latitude and the Prime Meridian is 0 degrees
longitude.
 Have the students add these terms to their Google Doc Vocabulary
list.
9. Point these out using a whole Earth view (minus all landmasses) in Google Earth.
10. Show lines of latitude and longitude.
11. Challenge the students to guess where a random pinpoint is on the globe using
only the Equator, Prime Meridian, and longitude and latitude lines for reference
(display using Google Earth via the projector).
12. Give the students 1-2 minutes to turn and discuss where the pinpoint could be.
Have them write their guess on a sheet of paper.
13. Zoom in closer, showing latitude and longitude in minutes and degrees, along
with cardinal directions.
14. Give the students 1-2 minutes to turn and talk about where the pinpoint is. Have
them amend their original guess given the new information.
15. Zoom in closer. List the exact coordinates. Allow students 1-2 minutes to turn,
talk, and amend their guesses.
16. Ask students to share their guesses about where in the world the pinpoint is, then
reveal the answer.
(Non-tech alternative: Paper and pencil "Pinpointing North American Cities"
Worksheet from The Complete Book of Maps and Geography: Grades 3-6, 2010.
Appendix A.)
Thinking Levels
 Remembering: What are the basic components of a map? What are some types
of maps?
 Understanding: What is the meaning of the terms latitude, longitude, equator,
and Prime Meridian? What are they used for?
 Applying: How do people use maps? How do people locate places using
latitude and longitude?
 Analyzing: What do the components on a map tell us about how that map is
used? What are some different uses for maps?
 Evaluate: Why is it important are latitude and longitude important concepts for
geographers to understand?
Accommodations
 Remediation/Intervention: Students who are struggling to remember the
meaning of new terms can use their Google Doc as a reference sheet. Additional
support will be given during those times when students are quietly discussing or
working in partner groupings.
 Extension/Enrichment: Have students create a map of their neighborhood,
including all the basic map components and labeling locations with the proper
coordinates. Ask students to write the latitude and longitude of a mystery place
of their own selection on an index card, then have them exchange index cards
and see if they can use a map to find the name of their mystery location.
 Learning Styles: Visual - Students will examine examples of different types of
maps to learn about their basic components. They will see a digital simulation
overlaying latitude and longitude on the globe using Google Earth to help them
understand those concepts. Auditory - Students will learn the definitions of new
terms through direct instruction. Verbal - Students will discuss major concepts
with partners and as a whole group.
Instructional Methods
 Cooperative learning
 Inquiry
 Discussion
 Lecture
 Simulation
Materials
 Copies of several different types of maps for each partner grouping (15 at least)
 Student Chromebooks
 Document camera
 Computer and projection screen
 Paper and pencils
 Copies of non-tech alternative worksheet (60)
 Copies of check for understanding partner quiz (30)
 Copies of Mrs. Boersma's Physical World map and accompanying labeling
sheet for homework and/or independent practice (30)
VI. Modeling "I Do"
 Demonstrate how to examine a map using a think aloud.
 Explain the basic components of a map (how to use them), and how to identify
lines of latitude and longitude, the Equator, and the Prime Meridian.
 Explain the importance of longitude and latitude for navigation.
VII. Check For Understanding
Map Components:
 Hand out copies of the map components mini-quiz to everyone (or share via
Drive).


(Appendix B - adapted from the Ludington State Park mapping activity from the original
Oakland lesson plan)
Allow students 3-4 minutes to complete it (or do as a group).
Review the answers as a group (if necessary).
Longitude, Latitude, and Navigation:
 As an exit ticket, have student define the terms latitude and longitude and
explain how and why they are used on an index card.
VIII. Guided Practice
Map Components: Students will examine maps to determine some of the basic
components and generate a complete list of these as a class.
Longitude, Latitude, and Navigation: Students will work in partner pairs to determine
the name of a mystery location (either using the Google Earth activity or the non-tech
alternative).
IX. Independent Practice
Students will be given a mapping assignment wherein they must use their new
knowledge to help them label a map of the world. They may have time to work on
this in class, as well.
X. Closure
 Review the day's key terms - the basic components of a map, equator and
Prime Meridian.
 Ask the students to discuss why they think lines of latitude and longitude are
important for locating places.
 Have the students complete the exit ticket described above in section VII.
XI. Assessment
Formative:
 Partner quiz
 Exit cards
 Thumbs up/Thumbs down during discussion
 Map labeling assignment
XII. Reflection
 How do you know that the targets were met? What is your evidence?
 Using your assessment data, how will you change the lesson or instruction for
the next time?
 How well did the students perform/respond? Were all of my students
engaged?
 How was my timing?
 How many students struggled? What will I do to help them?
 What will I do to extend the learning for those students who met the target?
 What did everyone know? What did no one know? Were there any surprises?
XIII. Resources
Boersma, Beth. (2014) Physical Map Labeling Activity
Carson-Dellosa Publishing. (2010). The Complete Books of Maps and Geography:
Grades 3-6. Carson-Dellosa Publishing, Inc.
Michigan Citizenship Collaborative Curriculum. (2009). 6th grade Social Studies,
Unit 1, Lesson 4. Retrieved from http://oaklandk12public.rubiconatlas.org/Atlas/Browse/UnitMap/View/Default?BackLink=226929
&SourceSiteID=&UnitID=13495&YearID=2015&CurriculumMapID=113.