Summary
*Lesson Title (create a title for your lesson):
Draw Something! Maps Old and New
*Lesson Summary (1-3 sentence summary):
The students will examine the geography of North America and the Caribbean. Specifically, students will
investigate the geography through consulting maps of the regions made from the 1600s all the way to
present day. The students will then mimic early cartographers and attempt to draw maps of their peers’
local communities.
*Subject (e.g. Language Arts, Math, Science, Social Studies/History, Art, Music, etc.):
Social Studies, Visual Arts
*Intended Audience/Grade Level:
*Time Frame (designate whether this lesson will
compose a series of lessons or a single lesson and
3rd Grade
approximate time frame):
1-2 days
Standards and Purpose
*Standards (link appropriate Common Core State Standards, Next Generation Sunshine State Standards,
or other standards below ):
Social Studies
SS.3.G.1.1
Use thematic maps, tables, charts, graphs, and photos to analyze geographic
information.
SS.3.G.1.2
Review basic map elements (coordinate grid, cardinal and intermediate directions, title,
compass rose, scale, key/legend with symbols) .
SS.3.G.1.4
Name and identify the purpose of maps (physical, political, elevation, population).
SS.3.G.1.5
Compare maps and globes to develop an understanding of the concept of distortion.
SS.3.G.1.6
Use maps to identify different types of scale to measure distances between two places.
SS.3.G.2.1
Label the countries and commonwealths in North America (Canada, United States,
Mexico) and in the Caribbean (Puerto Rico, Cuba, Bahamas, Dominican Republic,
Haiti, Jamaica).
SS.3.G.2.4
Describe the physical features of the United States, Canada, Mexico, and the
Caribbean.
SS.3.G.2.5
Identify natural and man-made landmarks in the United States, Canada, Mexico, and
the Caribbean.
SS.3.G.2.6
Investigate how people perceive places and regions differently by conducting
interviews, mental mapping, and studying news, poems, legends, and songs about a
region or area.
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Visual Arts
VA.3.C.2.1
Assess personal artworks for completeness and success in meeting intended
objectives.
VA.3.C.2.2
Compare techniques used by peers and established artists as a basis for improving
one’s own work.
VA.3.C.2.3
Use constructive criticism to improve artwork.
VA.3.H.2.1
Compare differences or similarities in artworks across time and culture.
*UFDC Resources (Identify and permalink for documents utilized from the UFDC here):
North America and Caribbean- 1669: http://ufdc.ufl.edu/UF90000037/00001
North America- 1740: http://ufdc.ufl.edu/UF90000084/00001
North America and Caribbean Map- 1756: http://ufdc.ufl.edu/UF90000087/00001
North America and Caribbean Map- 1767: http://ufdc.ufl.edu/UF00001638/00001
A “New & Accurate” Chart of the Western or Atlantic Ocean- 1790:
http://ufdc.ufl.edu/UF90000429/00001
North America Map- 1806: http://ufdc.ufl.edu/UF00073873/00001
Map of Mexico, Central America, and the West Indies- 1860:
http://ufdc.ufl.edu/AA00010178/00001
Guiding Question (s) (What are the guiding
questions for this lesson? Guiding questions are
broad questions that students and the teacher can
come back to throughout the learning experience.
A good guiding question is (a) thought-provoking,
counterintuitive, and/or controversial, (b) requires
students to draw upon content knowledge and
personal experience, and (c) can be revisited
throughout the lesson to engage students in an
evolving discussion.):
What are the countries in North America and the
Caribbean and how are they related in size and
distance to each other?
What physical features are found in North America
and how do they differ among the countries?
How did early cartographers depict North America
and way would they draw the maps the way that
they did?
*denotes a required field
*Objectives (What should students know and be
able to do as a result of this lesson? What are the
learning objectives for this lesson? What will
students know and be able to do as a result of this
lesson? Try to make the objectives measurable and
specific.):
Students will be able to identify the different
countries and territories in North America and the
Caribbean.
Students will be able to describe the physical
features of countries in North America and
similarities and differences between the countries.
Students will assume the role of early
cartographers and create maps based on their
peer’s explanations.
Assessment (how will data be collected on student performance?)
*Formative (Describe how and when the students *Summative (Describe how the teacher will
will get feedback about their performance or
determine if the students have reached the
understanding during the lesson. How and when
learning targets for this lesson. How will the
will they have an opportunity to use this feedback teacher measure the impact of this lesson on
to improve their performance?):
student learning?):
There will be two formative assessments:
1.) Students will answer basic questions
pertaining to the size, geography, and
climate of North America (EX:// Which
country is larger? Canada or Cuba?; Which
country is more North? Bahamas or
Jamaica?)
Students will be assessed both on the detail that
they provide to their partner to create the map
and how well they heed the detail provided by
their partner to create their map. The peer critique
will also play a factor into the assessment of
knowledge.
2.) The students will be read primary source
accounts from explorers coming to
America in an attempt to understand how
cartographers used primary accounts to
draw maps. They would have a short
answer response question: “How these
explorers’ accounts may have helped
cartographers draw their maps? What do
you think is still needed to create an
accurate map?
Teaching Phase (step by step narrative guide to instruction)
*Activate/Build Prior knowledge (Describe how the teacher will gather information about student
understanding and prior knowledge before the lesson or at the beginning of the lesson. How and when
can the teacher use this information during the lesson?):
The teacher will begin class by giving a brief overview of the different type of maps and geography
[Sample Excerpts]:
a. A map is a representation of an area of land or sea showing physical features, cities,
roads, etc.
b. A cartographer is an individual who creates and design maps.
c. A globe is a 3D representation of the world and it is used by turning it and looking for
specific places.
d. The students’ hometown is -------------; it is located southeast of ---------------.
e. Florida is located on the southeastern most point of the United States. It is surrounded by
water on all three sides.
f. North America is just north of South America, just west of Europe/Africa, and just east of
Asia/Australia. It consists of Canada, United States, Mexico, and the Caribbean Islands.
g. Tallahassee is the capital of Florida. It is located in the panhandle of the state; north of
Gainesville/Hawthorne, west of Jacksonville, and east of Pensacola.
*denotes a required field
*Direct Instruction (How will the teacher present the concept or skill to students?):
The teacher will then provide basic geographical information concerning the countries in North America.
This information can be extracted from any encyclopedia and should be based on the short formative
assessment that the teacher gives the student immediately following this instruction.
*Guided Practice (What activity or exercise will the students complete with teacher guidance?):
The teacher will then place a modern North America map near the front of the room, and then show the
students the various maps of North America from 2-300 years ago. As a class, hypothesize reasons why
the maps may be distorted or incorrect in spots.
The teacher will then give the students a brief handout of primary journal accounts (LINK:
http://www.americanjourneys.org/texts.asp) with the students asked to read the selections and answer
the following questions:
The students will be read primary source accounts from explorers coming to America in an attempt to
understand how cartographers used primary accounts to draw maps. They would have a short answer
response question: “How these explorers’ accounts may have helped cartographers draw their maps?
What do you think is still needed to create an accurate map
After about 15-20minutes, the teacher will then put the maps on the overhead or SmartBoard and will
go around the class asking students to provide some of their responses.
*Independent Practice (What activities or exercises will the students complete to reinforce the concepts
and skills developed in the lesson?):
The students will be asked to describe, in writing, the geography of their neighborhood. They will be
instructed to include everything from roads, trees, houses, buildings, etc. They will be asked to describe
their neighborhood from a “bird’s eye view” and provide as much detail and directional information as
possible.
Then, they will be instructed to give their description to their peer who will be tasked to take the role of
early cartographers and draw the map based on the primary account of their peer. The students will be
allowed sufficient amount of time to complete this task.
When they are finished, the students will access Google Earth on the schools’ computer and print out
the actual map of the neighborhood that they were trying to draw. This picture, along with their map
and the written description from their peers will then be affixed to a poster board and hung up around
the room
*Closure (How will the learning from the lesson be reinforced over time?):
When all of the posters are hung up, the students will go around the room and answer the following
(positive-reinforcing) questions:
1.) Which drawn map and picture looks the closest match?
2.) Which description was the most content-rich?
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3.) Which map had the most effort added to it?
4.) Based on the actual picture, which map was the most difficult to draw?
Students will then return to their seats and reflect on the entire process. Specifically, what was most
difficult for them? What was the most rewarding? What did they learn about the role of an early
cartographer? These responses will be collected by the teacher and help serve as a final assessment.
Reading strategies (describe
strategies in detail):
Writing strategies (describe
strategies in detail):
Speaking and listening strategies
(describe strategies in detail:
Students will have to utilize map
reading skills that they have
been taught in previous grades.
Students will need to work on
their writing skills by answering a
number of questions about the
map with a written response.
Students will need to listen to
the teacher’s instruction and the
to become informed about the
geography of North America.
They will also need to translate a
visual image in their head into a
significantly detailed description
They may be asked to respond to
questions during the guided
practice portion.
They will also have to translate
written text into a visual
depiction
*Accommodations
(Describe how to accommodate students with special needs and how to differentiate instruction.)
-
-
- Students are placed in partner groups
- Students are given visual depictions of the tasks that they are assigned to do
Students who may have difficulty providing written descriptions of their neighborhood will be
allowed to record audio of their description for their peer to use.
*Extensions
(Describe possible extensions of this lesson.)
Re-Teaching:
Enrichment:
Maps are often utilized in the 3rd grade
classroom and the teacher will have many
opportunities to refer to cartographers
and map making
-
The science content throughout the year
highlights various weather patterns and
landforms. The teacher can use this time
to refer back to the geography learned
from the North America maps.
*Materials
Special materials/preparation needed (Describe
Suggested technology (What are the suggested
what special materials or preparations are needed
technology requirements to use this lesson?):
for this lesson.):
- Computers with Internet access
- Copies of various old North America maps
specifically with a Google Earth Application
(links provided at beginning of lesson plan)
- SmartBoard or Digital Projector
- Large blank pieces of paper
- Coloring materials such as crayons,
markers, etc.
- Posterboard
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-
Any handouts that the teachers feels are
appropriate based on the questions
suggested in this lesson plan.
Notes and Additional Recommendations (Provide recommendations concerning the preparation or
implementation of your lesson):
Your choice whether to create a rubric for the final assessment activity and/or a question sheet for the
guided practice portion.
The teacher will need to decide which and how many primary source accounts will need to be taken
from the website provided and used for the guided portion section of this lesson.
Reflection
(Questions to stimulate reflection on the process of teaching with primary sources for the implementing
teacher – not for completion by the lesson developer)
Teacher learning:
 How did my students respond?
 What would I do differently next time?
 What would I keep the same?
 How will I use primary sources in the future?
Attachments
(Attach or imbed worksheets and additional documents below)
All links provided within this lesson plan document
Basic Design of Final Project Poster:
Student’s Map Drawing
Actual Map from Google Earth
Written description from their peer which the map was based on
*denotes a required field