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TEACHER’S GUI DE
TEACHER’S GUI DE
• Have students create complete maps of their neighborhoods. Each map
should include an alphanumeric grid, title, legend and compass rose.
Students should incorporate point, line and area within their neighborhood
maps and be prepared to answer questions based upon the information
that is in their maps.
Suggested Internet Resources
Periodically, Internet Resources are updated on our web site at
www.LibraryVideo.com
• www.usgs.gov/
This is the official web site of the United States Geological Survey. It
contains a wealth of information about cartography and map-related issues.
• kangis.org/mapping/sdm/
On this web site you can create your own class map project or participate
in a number of current map projects already underway.
• interactive2.usgs.gov/learningweb/teachers/mapadv.htm
The United States Geological Survey provides seven excellent map skills
lesson plans covering topics of scale, symbols and legends, direction and
more. The plans come with instructions and printable materials.
Making & Reading Maps
Suggested Print Resources
• DiSpezio, Michael A. Map Mania: Discovering Where You Are & Getting to
Where You Aren’t. Sterling Publishing Company, New York, NY; 2002.
• Leedy, Loreen. Mapping Penny’s World. Henry Hold Books for Young
Readers, New York, NY; 2003.A story about a young girl who makes a map
for her dog, Penny.
• Robson, Pam. Maps and Plans. Millbrook Press, Brookfield, CT; 2001.
• Young, Karen Romano. Small Worlds: Maps and Map Making. Scholastic,
Inc., New York, NY; 2002.
Grades K–4
M
aps have been an integral part of the human story for
over 4,000 years. From ancient maps of Babylon, to
maps of Chinese trade ro u t e s , t h rough the Age of
Exploration and on into the 21st century, people have created and used maps as the essential tools to help them to
define, explain and navigate their way through the world.
Map Skills for Children introduces students to the fundamentals of maps and globes and the essential skills involved
in interpreting,reading and creating maps.Students will also
learn that mapmaking is a human endeavor that changes
and improves as human knowledge expands and new
technology is created.
TEACHER’S GUIDE
Julia McMeans, M.Ed
Curriculum Specialist, Schlessinger Media
TITLES
• A History of Maps
• Making &
Reading Maps
Teacher’s Guides Included
and Available Online at:
• Maps & Globes
800-843-3620
Teacher’s Guide and Program Copyright 2004 by Schlessinger Media,
a division of Library Video Company
P.O. Box 580, Wynnewood, PA 19096 • 800-843-3620
Executive Producer:Andrew Schlessinger
Program produced and directed by Summer Productions
4/06
All rights reserved.
K5587
V8832
Program Summary
In Making and Reading Maps, Ap ril and Jo dy re - c reate the map that they
used on a fun trip to the National Mall in Washington, D. C . Students will
o b s e rve as the two follow a step-by-step mapmaking process, b e ginning with
a mental map, then on to a ske t ch map, and then fi n a l ly making a map that
anybody could use. By creating an alphanu m e ric grid, l e gend and compass
rose,April and Jody place museums, monuments and parks onto their map. By
doing this, they are able to ex p l o re cardinal and intermediate directions, re l ative location, and the essential skills of point, line and area. Scale and absolute
location are also ex p l o red. Students will meet a cart o grapher curre n t ly
working in the field. Once Ap ril and Jo dy complete their map, they return to
the National Mall to test its accuracy and usability.
Vocabulary
map — A drawing of a place that contains information about the features of
the area. Maps are usually flat.
mental map — A map that only exists in your mind, helping you to remember the details of a particular place, or how to get to a particular place.
sketch map — A map drawn quickly from memory.
relative location — The location of something in relation to something else.
For example: The movie theater is next to the supermarket.
absolute location — The location of something on the surface of the Earth
that can be expressed by a grid reference.
cardinal directions — The main points on a compass: north, south, east and
west.
intermediate directions — The points on a compass that are between the
main points: northeast, northwest, southeast and southwest.
compass rose — The direction marker on a map that shows cardinal and
intermediate directions.
legend — An area on a map that explains what the symbols on the map
represent.Also known as a key.
scale — The relationship between a measurement on a map and a corresponding measurement on the Earth’s surface. For example: 1 inch equals
1 mile.
point — A location on a map that represents an absolute location on the
Earth’s surface. For example, a grid reference or a person’s address could be
labeled with points.
line — A line on a map which connects two places or shows movement
between one place and another.
area — The extent of a location on a map. Neighborhoods, regions, and
business districts are examples of areas.
grid — A pattern of lines on a map or globe. Grids can be alphanumeric or
can be shown in degrees of longitude or latitude.
personal directions — Directions that describe where something is located
in relation to you. For example: The book is to my right.
location — Where something or someone can be found. For example: The
United States is located in North America.
(Continued)
distance — The space between places. For example: The distance between
New York City and Philadelphia is about 90 miles.
direction — The movement between places. For example: New York City is
north of Philadelphia.
title — The name of a map, which tells what can be found on the map.
Focus Questions
1.What is a map?
2. Name three locations of which you have a mental map.
3.What does a compass rose show?
4. How is a sketch map different from a mental map?
5. Explain why a legend is important.
6.What is the difference between absolute location and relative location?
7. Give an example of an absolute location.
8.Why can two people’s mental maps of the same place be different?
9.Where are you located at this very minute?
10. Name three reasons why you would use a map.
Discussion Topics
• Have students discuss when knowing absolute location is important.
• Have students discuss the difference between drawing a picture of a place
and making a map of the same place.What do maps show that pictures do
not?
Activities
• Have students draw sketch maps of the world based on their mental maps
of it.Younger students can draw sketch maps of their houses or communities. Maps may include as much information that students can generate
without looking to outside resources.
• Using a children’s story like Little Red Riding Hood, have students draw
maps from Red Riding Hood’s house to her grandmother’s house.
• Take students on a community walk. Have them describe things in terms of
relative location. Upon returning to school, break students into small groups
and have each group create a map of the community in which they walked.
• Using a United States map, stretch a string between your local area and a
distant location. Using the compass rose, have students identify the direction they would have to travel to get from where they are to where the
string ends, and to name the places that they would travel through.
• Using an alphanumeric or latitude and longitude grid, have students find
the absolute locations of places chosen either by the teacher or other students.The following internet resource provides the latitude and longitude
for many towns and cities in the United States:
www.njdxa.org/landl-lookup-us.shtml
• Using personal directions, ask your students to write down how they get
from their houses to school.
(Continued)