TABLE OF CONTENTS

2s

Civics Curriculum

Lesson 2.4 Muslim Empire (Layered Curriculum Day 4)

Introduction:

Maps are an everyday tool that you can use. You can use them to go across the country or go down the street. Even with technology, it is still very important to learn to read a map and learn what "keys" on the map mean. Now it's time for you to make your own map and get us from your house to your classroom.

The Task:

Your task is to create a map as a group. With digital pictures of landmarks you see from your house to your school. Your final project will be on a poster board, but you will create your key on Tux paint. To get an idea what a

map looks like we're going explore the website mapquest.com.

The Process:

To accomplish this task, you will have to both work individually and then with a group.

1. Four classmates per group. However, the people in your group can not live in your same neighborhood.

2. Once you have a group, go on the computer and go to mapquest.com.

Here you will use the interactive map to look up your school and find

the route from your house to your school.

How to do that:

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b. Click on the Directions tab

c. Type in our home address in the search bar marked "Start"
d. Type in your school address under search bar marked "End"
e. Click "Get Directions"
f. Zoom in and write down the roads that connect you from home to school


3. Find a digital camera, either from a parent or a friend. If you don't know anyone with a digital camera, please see your teacher as soon as possible.
4. At home, ask a parent or guardian to guide you on the exact route you looked up on mapquest.
5. Observe special landmarks that you would see your on the route to school

Example: Major Buildings, unique forms of nature, friends houses that you pass, Anything that sticks out to you as something special that you pass going to school.
6. Take pictures of these landmarks, print them out, and bring them back to school
7. Get into your groups and talk to your group members about the landmarks you took pictures of
8. As a group, decide on common symbols to represent your similar landmarks
9. Using Tux Paint, create your Map Key for your groups map and print it out
(Map Key- • an explanatory list of symbols used in a map, table, etc.)
10. Place a picture of your school in the center of your poster board
11. Each person will start their route at one corner of the poster board, you can put a picture of your house in your corner
12. Draw your route from your house to your school
13. Draw the number of roads that you have traveled

(ex: recorded 4 street names, draw 4 connecting roads on your poster board, then label each road recorded)
14. Place pictures of landmarks on the roads in which you saw them on.
15. Print out multiple pictures of your "key symbols" and paste them on where they would be effective
(ex: tree symbols would be placed on






 

the roads where you saw a lot of trees, dog symbol would be on the road

where you saw your neighbors dog)

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16. Make your maps colorful and make your writing legible
17. You will present your poster board of all your different routes to school to the class on Day 2.
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18. In addition to the presentation, each group member will be responsible for a 2 paragraph response. First paragraph is about what you learned from creating your own map. The second paragraph is answering the question "How can maps help us in every day life?" This part of the project is to be done individually.
a. 5-10 sentences per paragraph
b. Use key map words

c. Check spelling and grammar

Evaluation:






 

The teacher can identify through the three evaluation categories, written response, poster board/map key, and students presentation. The written response should explain what they've learned about how maps work and prove that they understand maps can be used as a tool rather then scrap paper. If the paper does not answer the two questions asked then there could be a question if the student learned the material or not. From the poster board you should see physical evidence that they observed the route from home to school and applied their similar surroundings to create a key. The key should be made of simple symbols that resemble what the object really is. Applying the key to the map is one of the major objectives in this activity. If done well, then you will know the student succeeded in learning what a key and map resemble. For the presentation, the student should seem knowledgeable about his own route. He should be able to verbally explain which each key means and why he chose that certain key to use for that specific object(s). A successful lesson will prove full understanding on why maps are a helpful tool, what a key is, and an applied route with symbols and keys on it's path, and a powerful explanation on the groups symbols and their meanings.

To ensure that each group member has contributed to the group part of the project it is your roll to inform the group that if someone is not pulling their weight they as a group will be penalized if it is not brought to your attention first. There should be more 5+ key symbols, so if it comes down to the group not working together have them each make a symbol and then combine them on their board as a group. What was learned about maps and keys on a map should all be applied tightly to the written response, poster board itself and the students presentation.

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Conclusion:

Would you be able to find your way from your house to school using your map? Could you find your way from school back to your classmates house using their map? You should have accomplished one full map that you could navigate your way from point A to point B. You should know how maps can help us in every day life. Prepare your presentation by practicing your route to your group members. Make sure you can explain your key and why you chose each symbol.

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Standards:

A. Identify geographic tools and their uses.
• Characteristics and purposes of different geographic representations
? Maps and basic map elements
? Diagrams
? Photographs
• Geographic representations to display spatial information
? Sketch maps

• Mental maps to describe the human and physical features of the local area



B. Identify and locate places and regions.
• Physical features
? Local community
• Human features
• Regions as areas with unifying geographic characteristics
? Human regions (e.g., neighborhoods, cities, states, countries)


Refection of standards:

A.

-Students will be able to identify maps and basic map elements by using map quest to identify where they live and the route from their house to their school. Also, they will be able to identify basic map elements such as landmarks because they identified landmarks on their route to school.

-Students will meet the diagram standard because they will be making diagrams of their route to school.

-Students will use photographs of their "special landmarks" on their map

-Students will use geographic representation to display spatial information by using their photographs to represent a landmark on their route. They will also draw roads to represent the real roads on their route to school.

-Students will have to have a mental map in their head of where they saw their landmarks in their local area.

B.

-Students will be able to identify physical features in their local community by identifying things that they see on their way to school.

-Students will identify human regions such as neighborhoods and cities that they go through in the route from home to school.

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