Investigating Maps



|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 |History. The student understands the concepts of time and chronology. The student is expected to: |

|3.3A |Use vocabulary related to chronology, including past, present, and future times. |

|3.3B |Create and interpret timelines. |

|3.3C |Apply the terms of year, decade, and century to describe historical times. |

|3.4 |Geography. The student understands how humans adapt to variations in the physical environment. The student is expected to: |

|3.4B |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. |

|3.4C |Describe the effects of physical processes such as volcanoes, hurricanes, and earthquakes in shaping the landscape. |

|3.5 |Geography. The student understands the concepts of location, distance, and direction on maps and globes. The student is |

| |expected to: |

|3.5A |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. |

|3.5B |Use a scale to determine the distance between places on maps and globes. |

|3.5C |Identify and use the compass rose, grid system, and symbols to locate places on maps and globes. |

|3.5D |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 |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: |

|3.17E |Interpret and create visuals including graphs, charts, tables, timelines, illustrations, and maps. |

|3.18 |Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to: |

|3.18A |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)

[pic]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?

— ¿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: |

• Refer to the Notes for Teacher section for materials.

Attachments:

• 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 |

|ENGAGE – Investigate Maps |NOTE: 1 Day = 50 minutes |

| |Suggested Day 1 – 10 minutes |

|With students in pairs or small groups (fewer than 4), distribute a variety of maps for students to |Materials: |

|investigate. |maps, a variety of maps such as Texas, cities and towns, |

| |United States, the school, the neighborhood, amusement |

|Student groups explore the maps for several minutes and then share what they find on the map. |parks, malls, etc. |

| | |

|Ask probing questions to ensure students mention specific geographical features and map elements. If |Instructional Note: |

|students describe a feature of the map but do not use the appropriate academic language, model the use |As you travel, make an effort to gather many free maps of |

|of the correct terms. |all kinds to keep in the classroom. (e.g., maps of |

| |shopping malls, amusement parks, cities, states, parks) |

|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). | |

| | |

|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 |Suggested Day 1 (cont’d) – 30 minutes |

|Distribute small compasses to students (in pairs or small groups if not enough compasses for each |Materials: |

|student). |compasses (1 per student) |

| |blank paper (1 per student) |

|Students experiment with the compass to find true north in the classroom and then face the direction of|pencils |

|true north. |direction labels for the room (for each of the cardinal |

| |and intermediate directions) |

|Post a label in the classroom to indicate where true north is. |maps, a variety of maps such as Texas, cities and towns, |

| |United States, the school, the neighborhood, amusement |

|By asking questions, lead students to identify the other cardinal and intermediate directions in the |parks, malls, etc. (from the Engage, above) |

|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, |Instructional Note: |

|southwest and southeast on the walls. |Create direction labels for walls of the classroom: north,|

| |south, east, and west (cardinal directions), northeast, |

|After the room is correctly labeled, play Simon Says for a few minutes to practice using the academic |northwest, southeast and southwest (intermediate |

|language of directions. (Simon says face true north. Simon says face southeast, and so forth.) |directions). |

| |Leave the signage up in the room all year and refer to it |

|Grid Systems: Students create a visual grid for finding directions. |whenever possible, such as “The trash can is located in |

| |the northeast corner of the room.” Or, “The fire station |

|Students draw a Tic-Tac-Toe grid on a blank sheet of paper and label it as instructed below: |is south of the school.” |

|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. |The grid will look like this: |

| | |

|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.) |NW N NE |

| | |

|Students add a few more details to the grid, such as the teacher’s desk, the door, or the trash can. | |

| |W C E |

|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.) |SW S SE |

| | |

|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.” | |

| | |

|Distribute, again, the various maps that students investigated at the beginning of the lesson. This | |

|time students explore and discuss what they see, identifying locations using the grid system and | |

|cardinal and intermediate directions. | |

| | |

|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. | |

| | |

|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 |

|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 |Suggested Day 2– 20 minutes |

|To review learning from Day 1, help students draw a new grid like the one from Day 1. |Materials: |

| |paper for drawing a map of playground (1 per student) |

|Lead the students to the playground with their grid maps and clipboards or other hard surface to write |clipboards (optional, 1 per student or pair of students) |

|on. | |

| |Instructional Note: |

|Once on the playground, identify north for the students |Use TODAL to help answer questions. (T=Title, |

| |O=Orientation (where is north?), D=Date, A=Author, |

|Students place their grid-map flat so it aligns with north. |L=Legend) |

| | |

|Facilitate a discussion about the relative location of playground items. Use appropriate academic | |

|language including cardinal and intermediate directions. |The grid will look like this: |

| | |

|Students add playground equipment, trees, fences, large rocks, etc., to their maps as appropriate, and | |

|label them. | |

| | |

|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? |NW N NE |

|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? | |

| |W C E |

|Once back in the classroom, help student complete their maps by introducing the TODAL strategy. | |

| |SW S SE |

|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) | |

|Legend and labels (add a legend and other labels as appropriate) | |

| | |

|Facilitate a brief general discussion on maps, the use of maps, etc. | |

|EXPLAIN |Suggested Day 2 (cont’d) – 5 minutes |

|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. | |

|EXPLORE |Suggested Day 2 (cont’d) – 10 minutes |

|Students speculate on answers to questions such as: |Materials: |

|Are there maps of all the places in Texas? |map, classroom map of Texas |

|Have there always been maps of Texas? | |

|Was there a time when there was no map of Texas? |Instructional Note: |

|How did people find their way? |Use TODAL to help answer questions. (T=Title, |

|Could you describe the location of a location in Texas if you didn’t have a map? |O=Orientation (where is north?), D=Date, A=Author, |

| |L=Legend) |

|To help students create an understanding of the locations of major characteristics of Texas, help them |The Tourist Bureau of the State of Texas can provide |

|create a kinesthetic map of Texas using their right hand. |several maps of Texas, but they must be collected well in |

|Using your right hand, palm down, place your first two fingers (index and pointer) pointing up, your |advance. |

|next two fingers (ring and pinkie) curled under and your thumb pointing out to the left. | |

| | |

|Display a classroom map of Texas. | |

| | |

|Students observe similarities between the shape their hand formed and the shape of Texas. | |

| | |

|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. | |

| | |

|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. | |

| | |

|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 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 |Suggested Day 2 (cont’d) – 10 minutes |

|With students in groups of four or fewer, distribute to each group a copy of the Handout: Observing a |Materials: |

|Map. |Border map that shows the neighboring states |

| | |

|Students discuss what they discovered while observing the map. They work together to answer the |Attachments: |

|questions on the Handout: Observing a Map in preparation for a general class discussion. |Handout: Observing a Map (1 per student) |

| |Teacher Resource: Observing a Map KEY |

|Check student understanding by projecting a map of Texas on an Interactive White Board or displaying a | |

|classroom map. |Instructional Note: |

| |Significant vocabulary includes legend, grid, scale, |

|Student volunteers (or teacher with student direction) circle the elements of the map as students name |compass rose |

|them (legend, grid, scale, compass rose). |Add new terms to the class anchor chart. |

| | |

|Encourage students to be able to answer questions such as: | |

|What is the purpose of a map? | |

|Why would we ever use one? | |

| | |

|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 |Suggested Day 3 – 10 minutes |

|Once again in groups of four, students explore Texas maps, this time focusing on borders of Texas |Materials: |

|(political boundaries) asking questions such as: |maps of Texas |

|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 as a border. For example, the Rio Grande River is the southern border of Texas. | |

| | |

|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 |

|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 |Suggested Day 3 (cont’d) – 20 minutes |

|Say: |Materials: |

|Imagine the time when the explorers found North America. Not this century or last century, but about 5 |maps of Oñate’s expedition |

|centuries (500 years) ago. |pictures of central Mexico |

|In North America, there were very few communities of American Indian people. There were no maps and no |pictures of the Chihuahuan Desert |

|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|Attachments: |

|to part of his story. |Teacher Resource: Oñate – Modern Map |

| |Teacher Resource: PowerPoint: Oñate |

|Show a map of Oñate’s journey from central Mexico to New Mexico (If desired, use Slide 2 and 3 of the |Teacher Resource: Expedition of Juan Oñate |

|Teacher Resource: PowerPoint: Oñate or the Teacher Resource: Oñate – Modern Map) | |

| | |

|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. | |

| | |

|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. | |

| | |

|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. | |

|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 |

|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 |Suggested Day 4 – 15 minutes |

|Say: |Attachments: |

|Some say Juan de Oñate celebrated the first Thanksgiving in America here in Texas. What do you think? |Handout: Thanksgiving Timeline (cut apart, 1 per student) |

| | |

|Distribute the four cards from the Handout: Thanksgiving Timeline. | |

| | |

|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. | |

| | |

|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. | |

| | |

|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 |Suggested Day 5 – 15 minutes |

|Distribute the Handout: Oñate Map. |Materials: |

| |Teacher Resource: PowerPoint: Oñate (slide 6 of the |

|Allow students time to explore the map. Do they find the map hard to read? Why? What would make the map|PowerPoint used above) |

|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 |Attachments: |

|cardinal directions identified and the compass rose in the center rather than at a side like most |Handout: Oñate Map (1 per student or group) |

|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 |Instructional Note: |

|drawings of missions). Rio Bravo is today the Rio Grande. |The map was made by Enrique Martinez with information |

| |gained form Juan de Oñate. The map is a primary source for|

|Then lead them to find various locations on the map and the map elements. |one of Oñate’s explorations. |

| | |

|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 |

|Students talk and turn with a partner to discuss something they found interesting about investigating | |

|the map. | |

|ELABORATE – Exploring Primary Documents |Suggested Day 5 (cont’d) – 10 minutes |

|Introduce the next part of the story using words such as: |Materials: |

|After Oñate crossed the Rio Grande, he continued his explorations northward into what is now New |drawing paper |

|Mexico, all the way to present-day Santa Fe. |Teacher Resource: PowerPoint: Oate (slide 7 of the |

|In 1599, after the king of Spain named Oñate governor of Spain’s New Mexico territory, he received a |PowerPoint used above) |

|report about North American buffalo. | |

| |Attachments: |

|Read aloud the Teacher Resource: Explorer’s Description of the North American Bison. (If desired, print|Teacher Resource: Explorer’s Description of the North |

|copies or project so students can follow along.) |American Bison |

| |Teacher Resource: El Morro National Monument Information |

|While the teacher is reading, students sketch a bison based on the description read aloud. | |

| | |

|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 |Suggested Day 5 (cont’d) – 5 minutes |

|Compare student sketches to a photograph of a bison. |Materials: |

| |Picture of a bison |

|EXPLORE – Using and applying geography skills |Suggested Day 6 (cont’d) – 10 minutes |

|Distribute maps of the local community. |Materials: |

| |Maps of the local community (1 per student or pair) |

|Working in pairs, students investigate the maps to find: | |

|Directions |Instructional Note: |

|Compass rose |The county or chamber of commerce can be a place to gather|

|Title |local maps. The internet is also a likely source. |

|Author | |

|Date | |

|Legend | |

|Grid | |

|Relative location of places from each other | |

|EXPLAIN |Suggested Day 6 (cont’d) – 10 minutes |

|Students work in pairs to practice using the grid to locate familiar places on the map. Practice using |Materials: |

|academic language of directions to tell your partner what direction important places are from another |Maps of the local community |

|location. For example: the library is southeast of the school; the school is northwest of the river | |

|bridge. | |

|EXPLORE |Suggested Day 6 (cont’d) – 10 minutes |

|Distribute maps of Texas and the United States. |Materials: |

| |Maps of the United States (1 per student or pair) |

|Students study the maps to locate Texas and locate their own community on the map. |Maps of Texas (1 per student or pair) |

| | |

|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 | |

| | |

|Ask: | |

|What direction is the Mississippi River from our community? | |

|What direction are the Rocky Mountains from our community? | |

|EXPLAIN |Suggested Day 6 (cont’d) – 10 minutes |

|Students write a sentence explaining what all maps have in common to make them usable. | |

| | |

|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 |

|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 directions to determine location. | |

|How do people use maps? | |

|Why do people use maps? | |

|How do map elements help people read maps? | |

|EVALUATE |Suggested Day 7 – 50 minutes |

|Sketch a map of Texas with a title, compass rose, legend, and grid system. Notate Austin as the state |Instructional Note |

|capital, the location of the local community, and at least two other communities. Use cardinal and |This should be a student-drawn map. A map of Texas can be |

|intermediate directions to describe in writing the location of the communities from each other and the |visible for students to refer to, but not copy or tract. |

|location of physical features from each other and the communities. (3.5A, 3.5C, 3.5D; 3.17E) |Students should make sure to include the components of |

|[pic]1C; 2E |TODAL on their map. |

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