Timeline and Map Criteria
Timeline and Map Criteria
|Topic |Timelines |Maps (geography) |
|brainstorming |Chronology (order) time, absolute or relative |Spatial concepts, distance, elevations, boundaries |
| |time, even increments (e.g. 10 years ), may |(natural and man-made), landforms (physical features), |
| |have a specific point of view or topic, |universal symbols (colors, city etc, railroad, airport), |
| |therefore there may be gaps, events, people, |maps have points of view e.g. regional, land use, |
| |inventions, holidays (re-occurring events), |population, historical , climate, resources, bird’s eye |
| |words, symbols, pictures, illustrations, deal |view, parts of a map (legend, scale, compass, title—tells|
| |with bunched items, simultaneous timelines |purpose or point of view of the map, date of |
| |(matrix, multiple categories) |publication), concepts: place, location, |
| | |human-environment interaction, movement and regions |
| | | |
| | |Need to read and interpret different kinds of maps and |
| | |they need to be able to construct maps |
|K |several ways of measuring time several ways of |Birds eye view, their environment (the room, school) it |
| |measuring time (all relative, not absolute |represents a real place, (not abstract), real |
| |time) Mainly pictures, and illustrations. |representations (stickers—food for cafeteria, ball for |
| | |playground etc) Have a title for map, color key (water, |
| | |fields. mountains. Introduce size (rivers, lakes, |
| | |oceans), make 3 dimensional “maps” -neighborhood with |
| | |boxes. |
|1-2 |several ways of measuring time several ways of |Introduce size (rivers, lakes, oceans), make 3 |
| |measuring time, changing neighborhood (all |dimensional “maps” -neighborhood with boxes., move out |
| |relative, not absolute time), begin relational |scope (e.g. community, region), begin to teach |
| |timelines (grandparents compared to parents |directions, one at a time and in relation to the sun and |
| |compared to me), very simple simple contrasts |time of day (NSEW), simple legend, universal symbols, |
| |(our classroom with some additions of world or |compare globe and maps, relief and flat maps, collect all|
| |city events.) Much more focused on people. |kinds of maps (DisneyLand, Marine World etc.) |
| |(Long ago: long, long ago etc. or grandmother |Identify land masses (continents) by shape and |
| |time ago) Mainly pictures, and illustrations |characteristics, know major landforms |
|3-4 |Maybe famous people (still people but not |Different types of maps (physical and political |
| |people we know), include events (pictures or |boundaries), introducing man made things, create a legend|
| |real items), use literature (e.g. House on |with universal and special symbols, make flat and three |
| |Maple Street), other groups of people (Native |dimensional maps, begin to look at historical maps, |
| |Americans, other community groups, begin to |compare different types of maps, introduce scale (fewer |
| |introduce absolute time (400 years ago, or no |details vs more details), different uses of maps |
| |televsion ago, horse and buggy time; starting |(different professions use maps—use newspapers, ), |
| |to identify eras (e.g. gold rush, missions |personal maps, direction down, orient map to North, |
| |etc.) Will have pictures and illustrations, |identify and construct a compass, use literature for |
| |introduce symbols and depend somewhat on words |maps, using more complex symbols (city size, capitals, |
| | |river size etc.) Worked with State maps as well as local.|
| | |Contrast with U.S. and world maps |
| | |Use a grid for location |
|5-6 |Absolute time, historical time periods, |Construct U.S. and World maps. Different points of view.|
| |contrasted with one another, attention to |Identify and use different types of maps: historical, |
| |events, people, depicting continuous historical|population, resource, landforms, use as data to analyze |
| |events, multiple categories (matrix), pictures,|changes over time (contrast a map of ancient Rome with |
| |illustrations, more dependent on symbols and |present day Rome) include explorer routes (water as well |
| |more dependent on words, more individualization|as land). Read and use an atlas |
| |and student input on their own constructed |Introduce latitude and longitude as a basis for location |
| |timelines. |of the globe. |
| | |Introduce the idea that flat maps are distortions of the |
| | |globe. |
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