Grade 3
Social Studies
Unit: 01
Lesson: 01
Suggested Duration: 7 days
Mapas de investigación
Lesson Synopsis:
Students build geography and map skills and apply them while learning about Juan de Oñate.
TEKS:
3.1
History. The student understands how individuals, events, and ideas have influenced the history of various
communities. The student is expected to:
3.1C
Describe how individuals, including Daniel Boone, Christopher Columbus, the Founding Fathers, and Juan
de Oñate, have contributed to the expansion of existing communities or to the creation of new
communities.
3.3
3.3A
3.3B
3.3C
3.4
3.4B
3.4C
3.5
3.5A
3.5B
3.5C
3.5D
History. The student understands the concepts of time and chronology. The student is expected to:
Use vocabulary related to chronology, including past, present, and future times.
Create and interpret timelines.
Apply the terms of year, decade, and century to describe historical times.
Geography. The student understands how humans adapt to variations in the physical environment. The
student is expected to:
Identify and compare how people in different communities adapt to or modify the physical environment in
which they live such as deserts, mountains, wetlands, and plains.
Describe the effects of physical processes such as volcanoes, hurricanes, and earthquakes in shaping the
landscape.
Geography. The student understands the concepts of location, distance, and direction on maps and globes.
The student is expected to:
Use cardinal and intermediate directions to locate places on maps and globes such as the Rocky
Mountains, the Mississippi River, and Austin, Texas, in relation to the local community.
Use a scale to determine the distance between places on maps and globes.
Identify and use the compass rose, grid system, and symbols to locate places on maps and globes.
Create and interpret maps of places and regions that contain map elements, including a title, compass
rose, legend, scale, and grid system.
Social Studies Skills TEKS:
3.17
3.17E
3.18
3.18A
Social studies skills. The student applies critical-thinking skills to organize and use information acquired
from a variety of valid sources including electronic technology. The student is expected to:
Interpret and create visuals including graphs, charts, tables, timelines, illustrations, and maps.
Social studies skills. The student communicates in written, oral, and visual forms. The student is expected
to:
Express ideas orally based on knowledge and experiences.
GETTING READY FOR INSTRUCTION
Performance Indicator(s):

Sketch a map of Texas with a title, compass rose, legend, and grid system. Notate Austin as the state capital, the
location of the local community, and at least two other communities. Use cardinal and intermediate directions to
describe in writing the location of the communities from each other and the location of physical features from each
other and the communities. (3.5A, 3.5C, 3.5D; 3.17E)
1C; 2E
Key Understandings and Guiding Questions:

Las personas usan mapas y sus elementos incluyendo la escala, el sistema de cuadrículas, la rosa de los
vientos, la leyenda y las direcciones cardinales e intermedias para determinar una ubicación.
— ¿Cómo usan los mapas las personas?
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04/15/13
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Grade 3
Social Studies
Unit: 01 Lesson: 01
— ¿Por qué las personas usan mapas?
— ¿Cómo los elementos del mapa ayudan a las personas a leer mapas?
Vocabulary of Instruction:


lugar
instrumentos geográficos


distancia
indicación
Materials:
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Refer to the Notes for Teacher section for materials.
Attachments:
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Handout: Observing a Map (1 per student, there are 2 on the sheet)
Teacher Resource: Observing a Map KEY
Teacher Resource: Oñate – Modern Map
Teacher Resource: PowerPoint: Oñate
Teacher Resource: Expedition of Juan de Oñate
Handout: Thanksgiving Timeline (cut apart, 1 set per student)
Handout: Oñate Map (1 per student or pair)
Teacher Resource: Explorer’s Description of the North American Bison
Teacher Resource: El Morro National Monument Information
Resources and References:
None identified
Advance Preparation:
1. Become familiar with content and procedures for the lesson, including geographic tools and their use, as well
as Juan de Oñate.
2. Refer to the Instructional Focus Document for specific content to include in the lesson.
3. Select appropriate sections of the textbook and other classroom materials that support the learning for this
lesson.
4. Preview available resources and websites according to district guidelines.
5. Conduct an internet search for pictures of central Mexico and the Chihuahuan Desert (landscapes, not human
characteristics) or use pictures from the textbook and other classroom materials.
6. Prepare materials and handouts as needed.
Background Information:
Juan de Oñate was an explorer from New Spain and went on expeditions in what is today Texas and New Mexico.
GETTING READY FOR INSTRUCTION SUPPLEMENTAL PLANNING DOCUMENT
Instructors are encouraged to supplement and substitute resources, materials, and activities to differentiate instruction to address the needs of
learners. The Exemplar Lessons are one approach to teaching and reaching the Performance Indicators and Specificity in the
Instructional Focus Document for this unit. Instructors are encouraged to create original lessons using the Content Creator in the Tools Tab
located at the top of the page. All originally authored lessons can be saved in the “My CSCOPE” Tab within the “My Content” area.
INSTRUCTIONAL PROCEDURES
Instructional Procedures
Notes for Teacher
2. Student groups explore the maps for several minutes and then share
what they find on the map.
NOTE: 1 Day = 50 minutes
Suggested Day 1 – 10 minutes
Materials:
 maps, a variety of maps such as
Texas, cities and towns, United
States, the school, the neighborhood,
amusement parks, malls, etc.
3. Ask probing questions to ensure students mention specific geographical
features and map elements. If students describe a feature of the map
Instructional Note:
As you travel, make an effort to gather
ENGAGE – Investigate Maps
1. With students in pairs or small groups (fewer than 4), distribute a variety
of maps for students to investigate.
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Grade 3
Social Studies
Unit: 01 Lesson: 01
Instructional Procedures
Notes for Teacher
but do not use the appropriate academic language, model the use of
the correct terms.
many free maps of all kinds to keep in the
classroom. (e.g., maps of shopping malls,
amusement parks, cities, states, parks)
4. Create an anchor chart of geography terms listing “things” that can be
found on a map (use academic language). Keep the chart up and add
to it throughout the lesson (and year).
5. Students switch maps with another group, look for examples of the
terms/features listed on the anchor chart, and practice using the
academic language to describe features of the map.
EXPLORE – Review map elements and map skills
1. Distribute small compasses to students (in pairs or small groups if not
enough compasses for each student).
2. Students experiment with the compass to find true north in the
classroom and then face the direction of true north.
3. Post a label in the classroom to indicate where true north is.
4. By asking questions, lead students to identify the other cardinal and
intermediate directions in the classroom. Encourage students to say
where to post the other directional signs and to explain their reasons.
Use prepared notecards or signs to label north, south, east, west and
northwest, northeast, southwest and southeast on the walls.
5. After the room is correctly labeled, play Simon Says for a few minutes
to practice using the academic language of directions. (Simon says
face true north. Simon says face southeast, and so forth.)
6. Grid Systems: Students create a visual grid for finding directions.
7. Students draw a Tic-Tac-Toe grid on a blank sheet of paper and label it
as instructed below:
 Across the top three boxes, use the letter N for north.
 Across the bottom three boxes, use the letter S for south
 Label the boxes on the left side W for west.
 Label the boxes on the right side E for east.
 Finally, label the box in the middle with a C for central.
8. Students place their grid paper flat on the desk or table and align the
grid with the classroom. (The top of the map faces north.)
9. Students add a few more details to the grid, such as the teacher’s desk,
the door, or the trash can.
10. Encourage students to describe the location of various objects in the
room using the academic language of cardinal and intermediate
directions, pointing to the location on their 2-dimensional maps and in
the 3-dimensional classroom. (e.g., The door is in the southeast corner
of the room.)
Suggested Day 1 (cont’d) – 30 minutes
Materials:
 compasses (1 per student)
 blank paper (1 per student)
 pencils
 direction labels for the room (for each
of the cardinal and intermediate
directions)
 maps, a variety of maps such as
Texas, cities and towns, United
States, the school, the neighborhood,
amusement parks, malls, etc. (from
the Engage, above)
Instructional Note:
 Create direction labels for walls of the
classroom: north, south, east, and
west (cardinal directions), northeast,
northwest, southeast and southwest
(intermediate directions).
 Leave the signage up in the room all
year and refer to it whenever
possible, such as “The trash can is
located in the northeast corner of the
room.” Or, “The fire station is south of
the school.”
The grid will look like this:
NW
N
NE
W
C
E
SW
S
SE
11. The grid can also be lifted up and placed over a wall for applying
directions to that plane, such as, “The homework assignment is written
on the southeast corner of the board.”
12. Distribute, again, the various maps that students investigated at the
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Grade 3
Social Studies
Unit: 01 Lesson: 01
Instructional Procedures
Notes for Teacher
beginning of the lesson. This time students explore and discuss what
they see, identifying locations using the grid system and cardinal and
intermediate directions.
13. Student groups continue to discuss the maps, building skills to identify
map elements (legend, symbols, compass rose and directions, and
scale) and speculate/experiment on the use of a map, continuing to use
academic language.
14. Teacher circulates, probing with questions such as:
 What do you observe on the map?
 When would the map be helpful?
 Who might use this map?
EXPLAIN
Suggested Day 1 (cont’d) – 10 minutes
1. In pairs, students take turns reading the maps, locating features on the
maps and describing their relative location using cardinal and
intermediate directions. (Examples: Houston is southeast of Austin;
Dallas is south of the Red River, or south of the Oklahoma border; El
Paso is west of the Chisos Mountains.)
EXPLORE – Draw a map
1. To review learning from Day 1, help students draw a new grid like the
one from Day 1.
2. Lead the students to the playground with their grid maps and clipboards
or other hard surface to write on.
3. Once on the playground, identify north for the students
4. Students place their grid-map flat so it aligns with north.
5. Facilitate a discussion about the relative location of playground items.
Use appropriate academic language including cardinal and intermediate
directions.
Suggested Day 2– 20 minutes
Materials:
 paper for drawing a map of
playground (1 per student)
 clipboards (optional, 1 per student or
pair of students)
Instructional Note:
 Use TODAL to help answer
questions. (T=Title, O=Orientation
(where is north?), D=Date, A=Author,
L=Legend)
The grid will look like this:
6. Students add playground equipment, trees, fences, large rocks, etc., to
their maps as appropriate, and label them.
7. On the way back to class, ask questions to lead students to think about:
 Is there a map of our playground and school?
 Has the school always been located on this land?
 Was there ever anything here on the land before the school?
 Was there ever a time when the land had nothing man-made on
it? Do you think it had a map then? Who do you think drew the
first map of this land?
8. Once back in the classroom, help student complete their maps by
introducing the TODAL strategy.
NW
N
NE
W
C
E
SW
S
SE
9. Students add to their maps:
 Title (such as XYZ Playground)
 Orientation (The orientation is already there in the form of the
labeled grid, but they can add a compass rose with north identified.)
 Date the map was made
 Author (their name)
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Grade 3
Social Studies
Unit: 01 Lesson: 01
Instructional Procedures

Notes for Teacher
Legend and labels (add a legend and other labels as appropriate)
10. Facilitate a brief general discussion on maps, the use of maps, etc.
EXPLAIN
1. Students share their maps with a partner. They describe the location of
at least three items on the map, explain at least two of the geographic
tools on the map, and point to north on their map.
Suggested Day 2 (cont’d) – 5 minutes
EXPLORE
1. Students speculate on answers to questions such as:
 Are there maps of all the places in Texas?
 Have there always been maps of Texas?
 Was there a time when there was no map of Texas?
 How did people find their way?
 Could you describe the location of a location in Texas if you
didn’t have a map?
Suggested Day 2 (cont’d) – 10 minutes
Materials:
 map, classroom map of Texas
2. To help students create an understanding of the locations of major
characteristics of Texas, help them create a kinesthetic map of Texas
using their right hand.
 Using your right hand, palm down, place your first two fingers
(index and pointer) pointing up, your next two fingers (ring and
pinkie) curled under and your thumb pointing out to the left.
Instructional Note:
 Use TODAL to help answer
questions. (T=Title, O=Orientation
(where is north?), D=Date, A=Author,
L=Legend)
 The Tourist Bureau of the State of
Texas can provide several maps of
Texas, but they must be collected well
in advance.
3. Display a classroom map of Texas.
4. Students observe similarities between the shape their hand formed and
the shape of Texas.
5. Help students recognize the similarity between the shape they are
making with their hand and the shape of Texas by leading their
exploration with information such as:
 What part of Texas do your two tall fingers represent? (The
Panhandle of Texas where Amarillo is located.)
 What city would be located about where the tip of your thumb
is? (El Paso)
 Locate on your hand Austin, the Capital of Texas. (in about the
center)
 Locate your own community on your hand map of Texas.
 Locate north on your hand map.
6. Using maps of Texas to compare, students continue to locate places on
the paper maps and on their “hand map,” discussing locations using
academic language.
7. Continue the discussion of geographic features of Texas and maps of
Texas by asking questions such as:
 What are the geographic tools that mapmakers use? Where do
you find them?
 How might a map-maker, or cartographer, show directions on
a map?
 What other devices are on a map to help us read and
understand it?
 How do we know size and distance on a map?
 What cities and towns, rivers, or roads do you see? What
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Notes for Teacher
symbols are used to represent them?
Locate Austin, Texas. Why is its symbol different from other
cities on the map? (It is the capital of Texas.)
Now locate your own city or town. What direction is it from
Austin? What size does the map say your city is? How can you
tell?
Look for El Paso, Texas. What direction is it from Austin?
Locate the three largest cities in Texas. Which direction are
they from Austin?
How many ways can a person travel from a big city in Texas to
Austin, Texas?
How would you travel from your town to Austin, Texas?
EXPLAIN – Recalling what we observed on the maps
1. With students in groups of four or fewer, distribute to each group a copy
of the Handout: Observing a Map.
2. Students discuss what they discovered while observing the map. They
work together to answer the questions on the Handout: Observing a
Map in preparation for a general class discussion.
3. Check student understanding by projecting a map of Texas on an
Interactive White Board or displaying a classroom map.
4. Student volunteers (or teacher with student direction) circle the
elements of the map as students name them (legend, grid, scale,
compass rose).
5. Encourage students to be able to answer questions such as:
 What is the purpose of a map?
 Why would we ever use one?
Suggested Day 2 (cont’d) – 10 minutes
Materials:
 Border map that shows the
neighboring states
Attachments:
 Handout: Observing a Map (1 per
student)
 Teacher Resource: Observing a Map
KEY
Instructional Note:
 Significant vocabulary includes
legend, grid, scale, compass rose
 Add new terms to the class anchor
chart.
6. Students reflect on questions such as:
 Using cardinal and intermediate directions, think about why it
is important to know what direction cities and town are from
each other.
EXPLORE – Borders create shapes
1. Once again in groups of four, students explore Texas maps, this time
focusing on borders of Texas (political boundaries) asking questions
such as:
 Where are the borders of Texas?
 What is the look of a border in Texas? Why are some straight
and some curvy? Look closely to see if the border has a name.
Make a note of any borders with a name. (those borders with a
name will be rivers: Rio Grande, Red, Sabine)
 What is on the other side of the border? (other states, Mexico,
and the Gulf of Mexico)
 Why do we have borders?
 Who decides on a border? (Sometimes war or treaties,
sometimes legislation)
 Has Texas always had these same borders? (No, Texas has
been other shapes.)
 Straight borders are drawn by people, curvy lines are usually
rivers or some form of water that people have decided to use
©2012, TESCCC
04/15/13
Suggested Day 3 – 10 minutes
Materials:
 maps of Texas
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Grade 3
Social Studies
Unit: 01 Lesson: 01
Instructional Procedures
Notes for Teacher
as a border. For example, the Rio Grande River is the southern
border of Texas.
2. Focus on the scale of a map. Lead students to find the scale on the
map and use it to determine approximate distance between points on
the map.
EXPLAIN – Following directions
Suggested Day 3 (cont’d) – 10 minutes
1. Students follow directions given by the teacher to locate various places
in Texas, estimate the distance between places, identify political
boundaries of Texas, etc.
EXPLORE – Exploring the new land
1. Say:
 Imagine the time when the explorers found North America. Not
this century or last century, but about 5 centuries (500 years)
ago.
 In North America, there were very few communities of
American Indian people. There were no maps and no roads in
the continent of North America for the explorers to use as a
guide.
 One brave explorer named Juan de Oñate made a journey that
still makes a difference to us today. Listen to part of his story.
2. Show a map of Oñate’s journey from central Mexico to New Mexico (If
desired, use Slide 2 and 3 of the Teacher Resource: PowerPoint:
Oñate or the Teacher Resource: Oñate – Modern Map)
Suggested Day 3 (cont’d) – 20 minutes
Materials:
 maps of Oñate’s expedition
 pictures of central Mexico
 pictures of the Chihuahuan Desert
Attachments:
 Teacher Resource: Oñate – Modern
Map
 Teacher Resource: PowerPoint:
Oñate
 Teacher Resource: Expedition of
Juan Oñate
3. Trace the route while telling the story. The Teacher Resource:
Expedition of Juan de Oñate can be used. Write the dates on the
map as the story is told.
 We have maps today, like this one, but Oñate did not have a
map. He had been sent by King Philip II of Spain to colonize
the northern area of New Spain (now Mexico) and to start
missions.
4. Show pictures of central Mexico. (Several are included on Slide 4 of the
Teacher Resource: PowerPoint: Oñate)
 Oñate and his expedition began traveling north from central
Mexico. The country he traveled through looked like this.
 Onate and his travelers came to and began to travel through
the hot Chihuahuan Desert in northern Mexico.
5. Show the pictures on slide 5 of the Teacher Resource: PowerPoint:
Oñate and lead students in a visual analysis of the picture, identifying
characteristics of the place.
 On March 3, 1598, Oñate's expedition was ready to cross the
treacherous Chihuahuan Desert. They traveled through the
desert for weeks (50 days).
 From March 21 until April 1, they traveled through the desert
without water or grass.
 On April 7, the expedition encountered a large freshwater
marsh.
 On April 20, as they were approaching the Rio Grande, they
ran out of food.
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Notes for Teacher
On April 30, 1589, Oñate and his expedition held a ceremony of
thanksgiving after they crossed the great river.
One of the members of the expedition wrote, “We built a great
bonfire and roasted meat and fish, and then sat down to a
repast the like of which we had never enjoyed before."
Oñate claimed all the land drained by the Rio Grande (he called
it El Rio Bravo) in the name of King Philip II of Spain, saying,
“In the name of the most Christian king, Don Philip.... I take
and seize tenancy and possession, real and actual, civil and
natural, one two, three times... and all the times that by right I
can and should....without limitations.”
Oñate named El Paso (the pass through the mountains) and
claimed all of New Mexico north of the river. Oñate continued
this journey farther north, through what is now northern New
Mexico, where he founded the province of Santa Fe de Nuevo
Mexico and became its first governor.
EXPLAIN – Exploring the new land
Suggested Day 3 (cont’d) – 10 minutes
1. Students, with a partner, discuss what Juan de Oñate did for
communities when he blazed a new trail north and then, individually,
write two sentences about how Juan de Oñate helped communities
grow. (Blazed the trail for others to follow, called the Camino del Norte,
and set the trade route that is still used today.)
EXPLORE/EXPLAIN – Thanksgiving Timeline
1. Say:
 Some say Juan de Oñate celebrated the first Thanksgiving in
America here in Texas. What do you think?
Suggested Day 4 – 15 minutes
Attachments:
 Handout: Thanksgiving Timeline
(cut apart, 1 per student)
2. Distribute the four cards from the Handout: Thanksgiving Timeline.
3. Students read the information, illustrate the event, and place the cards
in a row (from earliest on the left to latest on the right) to form a
timeline.
4. Encourage students to discuss Thanksgiving (giving thanks), celebrated
on the 4th Thursday in November in recognition of the Pilgrims’
celebration of the successful harvest in Plymouth, Massachusetts, in
1621. Oñate crossed the Rio Grande on April 30, 1598. He and his
party celebrated, with thanksgiving, their survival of crossing of the
Chihuahuan Desert.)
 Oñate and his expedition did give thanks. They prayed and ate
a great meal with the native people in celebration and
thanksgiving for their successful journey through the desert.
They celebrated on April 30, 1598, 23 years before the Pilgrims
celebrated in Massachusetts.
5. Look again at the map with the dates from Oñate’s journey. Make sure
students recognize as timelines both the Thanksgiving Timeline cards in
a row and the dates on the map showing Oñate’s journey.
ENGAGE – Primary Documents
1. Distribute the Handout: Oñate Map.
2. Allow students time to explore the map. Do they find the map hard to
©2012, TESCCC
04/15/13
Suggested Day 5 – 15 minutes
Materials:
 Teacher Resource: PowerPoint:
Oñate (slide 6 of the PowerPoint
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Notes for Teacher
read? Why? What would make the map easier to read? Do they find
evidence of TODAL on the map? (Title, Orientation, Date, Author,
Legend and Labels) Note that this map is configured differently than
most maps we see today. This map has the cardinal directions
identified and the compass rose in the center rather than at a side like
most modern maps. The scale is given in leagues (bottom right corner,
up the right side). The list in the box by the Gulf of Mexico is the list of
settlements where they stopped. (Note dotted line and tiny drawings of
missions). Rio Bravo is today the Rio Grande.
3. Then lead them to find various locations on the map and the map
elements.
used above)
Attachments:
 Handout: Oñate Map (1 per student
or group)
Instructional Note:
 The map was made by Enrique
Martinez with information gained form
Juan de Oñate. The map is a primary
source for one of Oñate’s
explorations.
4. What other features are noticeable and what can we learn about Oñate
from the map. (The map is written in Spanish. Translations of the two
paragraphs at the top of the page are included.) The pueblos are near
water.
EXPLAIN – Primary Documents
Suggested Day 5 (cont’d) – 5 minutes
1. Students talk and turn with a partner to discuss something they found
interesting about investigating the map.
ELABORATE – Exploring Primary Documents
1. Introduce the next part of the story using words such as:
 After Oñate crossed the Rio Grande, he continued his
explorations northward into what is now New Mexico, all the
way to present-day Santa Fe.
 In 1599, after the king of Spain named Oñate governor of
Spain’s New Mexico territory, he received a report about North
American buffalo.
2. Read aloud the Teacher Resource: Explorer’s Description of the
North American Bison. (If desired, print copies or project so students
can follow along.)
Suggested Day 5 (cont’d) – 10 minutes
Materials:
 drawing paper
 Teacher Resource: PowerPoint: Oate
(slide 7 of the PowerPoint used
above)
Attachments:
 Teacher Resource: Explorer’s
Description of the North American
Bison
 Teacher Resource: El Morro
National Monument Information
3. While the teacher is reading, students sketch a bison based on the
description read aloud.
4. Show slide 7 of the Teacher Resource: PowerPoint: Oñate. Introduce
another primary source by using words such as:
 Another place Oñate visited is today the El Morro National
Monument, where we find primary source evidence of Onate,
his travels, and his experiences.

Use the Teacher Resource: El Morro National Monument
Information to provide information about Oñate’s signature on the rock.
EXPLAIN
1. Compare student sketches to a photograph of a bison.
EXPLORE – Using and applying geography skills
1. Distribute maps of the local community.
2. Working in pairs, students investigate the maps to find:
©2012, TESCCC
04/15/13
Suggested Day 5 (cont’d) – 5 minutes
Materials:
 Picture of a bison
Suggested Day 6 (cont’d) – 10 minutes
Materials:
 Maps of the local community (1 per
student or pair)
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Notes for Teacher
Directions
Compass rose
Title
Author
Date
Legend
Grid
Relative location of places from each other
Instructional Note:
The county or chamber of commerce can
be a place to gather local maps. The
internet is also a likely source.
EXPLAIN
1. Students work in pairs to practice using the grid to locate familiar places
on the map. Practice using academic language of directions to tell your
partner what direction important places are from another location. For
example: the library is southeast of the school; the school is northwest
of the river bridge.
EXPLORE
1. Distribute maps of Texas and the United States.
2. Students study the maps to locate Texas and locate their own
community on the map.
Suggested Day 6 (cont’d) – 10 minutes
Materials:
 Maps of the local community
Suggested Day 6 (cont’d) – 10 minutes
Materials:
 Maps of the United States (1 per
student or pair)
 Maps of Texas (1 per student or pair)
3. Once again have students locate and identify:
 Directions
 Compass rose
 Title
 Author
 Date
 Legend
 Grid
 Borders
 Mississippi River
 Rocky Mountains
 Texas
 The local community in Texas
 Austin, the capital of Texas
4. Ask:
 What direction is the Mississippi River from our community?
 What direction are the Rocky Mountains from our community?
Suggested Day 6 (cont’d) – 10 minutes
EXPLAIN
1. Students write a sentence explaining what all maps have in common to
make them usable.
2. Students write a second sentence to explain the importance of knowing
what direction one community, or important place, is from another.
ELABORATE – Bringing it all together
Suggested Day 6 (cont’d) – 10 minutes
1. Facilitate a discussion where students use academic language to
answer the guiding questions and support the Key Understanding using
information learned during this lesson.
 People use maps and their elements including scale, grid
system, compass rose, legend, and cardinal and intermediate
©2012, TESCCC
04/15/13
page 10 of 11
Grade 3
Social Studies
Unit: 01 Lesson: 01
Instructional Procedures
Notes for Teacher
directions to determine location.
— How do people use maps?
— Why do people use maps?
— How do map elements help people read maps?
EVALUATE

Sketch a map of Texas with a title, compass rose, legend, and grid
system. Notate Austin as the state capital, the location of the local
community, and at least two other communities. Use cardinal and
intermediate directions to describe in writing the location of the
communities from each other and the location of physical features
from each other and the communities. (3.5A, 3.5C, 3.5D; 3.17E)
1C; 2E
©2012, TESCCC
04/15/13
Suggested Day 7 – 50 minutes
Instructional Note
 This should be a student-drawn map.
A map of Texas can be visible for
students to refer to, but not copy or
tract.
 Students should make sure to include
the components of TODAL on their
map.
page 11 of 11