Maps, Directions, and Relative Location
Introduction
Grade Level: 4th
Subject Matter: Social Studies, Technology, Geography, Geology
Classroom type: Any, but geared toward impoverished (i.e. one laptop, one projector in main classroom)
Unit Title: The World in Spatial Terms
Lesson Title: Maps, Directions, and Relative Location
Duration of Unit: 2 weeks
Subject Matter: Social Studies, Technology, Geography, Geology
Classroom type: Any, but geared toward impoverished (i.e. one laptop, one projector in main classroom)
Unit Title: The World in Spatial Terms
Lesson Title: Maps, Directions, and Relative Location
Duration of Unit: 2 weeks
Lesson Abstract
Students will be learning about intermediate and cardinal directions in this lesson, and also how to read maps. Students will work with globes and maps to learn about relative location and directions (both cardinal and intermediate), and learn that you can measure distance using different tools (such as the scale of the map, a rule, etc). To put into practice what they learn during the lesson, students will be given an activity where they will read directions, follow a map, find the relative location of buildings on the map, and find the distance using the scale and a ruler.
Lesson Objectives
- Explain what a good map looks like (features of a good map).
- Read and interpret directions and follow those directions on a map.
- Explain what cardinal and intermediate directions are and how to properly use/interpret them when giving/receiving directions.
Appropriate GLCEs
4-G1.0.2 Use cardinal and intermediate directions to describe the relative location of significant places in the
United States
4-G1.0.3 Identify and describe the characteristics and purposes (e.g., measure distance, determine relative
location, classify a region) of a variety of geographic tools and technologies (e.g., globe, map, satellite
image)
United States
4-G1.0.3 Identify and describe the characteristics and purposes (e.g., measure distance, determine relative
location, classify a region) of a variety of geographic tools and technologies (e.g., globe, map, satellite
image)
Materials Needed
For the teacher:
- Map of MSU
- Worksheet
- PowerPoint
- Lesson Plan
- Map of MSU
- Worksheet
- Pencils
- Ruler
- Colored pencils/crayons
Lesson PowerPoint
Lesson Procedures:
Introduction, 10 minutes
Activity 1, 10 minutes
Transition, 4 minutes
Activity 2, 7 minutes
Transition, 2 minutes
Activity 3, 15 minutes
Conclusion, 5 minutes
“Today we are going to learn about maps and directions. What do you think cardinal directions are?” Wait for student responses. “Yes, correct! Cardinal directions are directions that we use to describe the location of something. These include north, south, east, and west. Can anyone give me an example of a country to the north of us?” Wait for student responses. Continue with these types of examples using cities and states. “Well, if cardinal directions are this, than what do you think intermediate directions are?” Wait for student responses. “Intermediate directions describe the location of something in-between the cardinal directions. This includes NE, NW, SE, SW.” Ask for and give examples.
“Alright, well now I want you to take a look at the globes that are at your table. We are going to use these to help us answer a few questions.” Bring up the world map on the computer and ask students to pretend like this is a globe, also. Ask students to use their new knowledge of intermediate and cardinal directions to answer questions about oceans, continents, countries, etc. that are found on the world map/globe. “What we just did was find the relative location of these places by using intermediate and cardinal directions. What do you think relative location is?” Wait for student responses and then give the correct response. “Relative location is the location of something in relation to another place.” Give an example.
“Are globes the only type of geographic tools that we can use to show direction and relative location?” Students should answer “No”. “How else? What other types of tools can we use to show this?” Students should give examples such as maps. “What types of maps do your parents use?” Wait for examples (i.e. road maps, GPS, googlemaps, etc.).
All of those examples are really good, but today we are going to focus on maps. What makes a good map? What features should a good map include?” Good maps should include a title, key, compass, and scale. Describe the importance of each feature. “Titles should inform you of what you are looking at, as well as a possible time period. The key (or legend) helps us understand the features on the map. The compass shows us directions, and the scale shows us distance.” Pull up an example of a good map and a bad map on the computer. Ask the students to point out what makes each map good and bad.
“So now we are going to use what we have learned about maps, cardinal and intermediate directions, and relative location on a worksheet activity.” Pass out worksheets and maps.
“I have printed out a map of MSU’s campus. In front of you, you should find the campus map, along with a worksheet to be filled out.” Read the prompt on the worksheet and ask the students if they have any questions. The worksheet requires students to use their knowledge of cardinal directions, the features of a map, and relative location to find points of interest on the map.
Summarize what students have learned for that day. “What are the four cardinal directions? What are the four intermediate directions? Someone give me an example of relative location in the classroom. What are the four key features of a good map?” Have students turn in their worksheets and pack up for lunch.
