Kristen Naylor

TAG Curriculum
& Strategies
Graduated
Difficulty Lesson
Plan 3

Properties
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Graduated Difficulty
Lesson Plan
Social Studies
7
Asia Map Skills and Latitude and Longitude
55+ Minutes
Kristen Naylor

Instructional Unit Content

Standard(s)/Element(s)
Content Area Standard
Standard: SS7G9 The student will locate selected features in Southern and Eastern
Asia.
a. Locate on a world and regional political-physical map: Ganges River, Huang He (Yellow
River), Indus River, Mekong River, Yangtze (Chang Jiang) River, Bay of Bengal, Indian
Ocean, Sea of Japan, South China Sea, Yellow Sea, Gobi Desert , Taklimakan Desert,
Himalayan Mountains and Korean Peninsula.
b. Locate on a world and regional political-physical map the countries of China, India,
Indonesia,
Japan, North Korea, South Korea, and Vietnam.
Map and Globe Skills:
The student will use maps to retrieve social studies information.
Use cardinal directions
Use intermediate directions
Compare and contrast the categories of natural, cultural, and political features found on maps
Use map key/legend to acquire information from, historical, physical, political, resource,
product and economic maps
Draw conclusions and make generalizations based on information from maps
Use latitude and longitude to determine location
TAG Standard
- CTPS 1. The student questions accepted practices, rules, and existing principles to
discover new knowledge.
Summary/Overview
The focus of this lesson is to give students the opportunity to assess their own understanding
of how to read maps and how the physical and cultural geography of Asia shapes the
environment, nations and people of Asia and how to make decisions about what they need to

do to improve their understanding/skill.

Enduring Understanding(s)
At the end of this unit the student will understand that
Every place has unique geographic features that influence how cultures develop.
Physical features and natural resources in a region can be an incentive for
exploration and colonization.
Essential Question(s)

Why is it important that geographers have a common set of map reading skills when
examining geographic regions?
How do you read different maps?
Why are people attracted to certain regions in which to live?
How does the physical geography of Asia contribute to its culture?

Concept(s) to Maintain
Place
Physical and human characteristics
Impact of location, climate, physical characteristics, natural resources, population
Culture
Ethnic Groups
Social and Political Interactions
Environmental Issues
Evidence of Learning
What students should know:
- The location and description of the following: River, Huang He (Yellow River), Indus
River, Mekong River, Yangtze (Chang Jiang) River, Bay of Bengal, Indian Ocean, Sea of
Japan, South China Sea, Yellow Sea, Gobi Desert , Taklimakan Desert, Himalayan
Mountains, and Korean Peninsula. China, India, Indonesia, Japan, North Korea, South
Korea, and Vietnam.
What students should be able to do:
Map and Globe Interpretation

Direction- GPS 1,2

Location- GPS 3,9
Scale/Distance- GPS 6,10
Interpretation- GPS 4,7,12,13
Information Processing
o Identify Issues/Problems- GPS 14
o Gather Information- GPS 10
o Organize Information0 GPS 1,4,5,6
Charts/Graphs- GPS 9,12
Time and Chronology- GPS 2,7,13
o Evaluate Information- GPS 8,15,16,17
Draw Conclusions- GPS 11
o
o
o
o

Suggested Vocabulary
Globe
Grid
Latitude
Longitude
Equator
Parallel
Degree
Prime Meridian
Meridians
Hemispheres
Compass rose
Cardinal directions
Intermediate directions
Physical map
Political map
Procedure(s)
Phase 1: Hook
1.

What would you do if you were lost in an unfamiliar part of town? How would you find your
way home? (Have students make a list of options: asking for directions, consulting a map, using
a GPS, etc.) Have students describe the advantages or disadvantages of these options. Are there
rules for making maps? What are the rules? Are following the rules for map making important?
Why? What would happen if I made a map of an area but did not follow the map making rules?

Phase 2: Acquiring Content

2.

Pose the Essential Question. Why is it important that geographers have a common set of

map reading skills when examining geographic regions? Gather student responses.
3. Explain that today we are going to learn the map reading skills geographers use.

4.

Use the Map Skills power point to teach students the rules for reading maps.

Phase 3: DECIDE and Practice and DECIDE

5.

Explain You will now be given an opportunity to practice what you have learned. Because
everyone learns at a different pace, I will leave it up to you to decide which map problem set is
most appropriate for you. To help you make the best choice lets consider a few questions.

Distribute the DECIDE handout and three problem sets. Provide time for students to
examine the three sets and decide which the most appropriate challenge to complete is
7. Students will complete the map problem set of their choice and check their work.
Students who quickly and accurately complete their selected set should try the next level.
Students who quickly and accurately complete Level C should create a more difficult
Level D with a corresponding answer sheet. They can trade map problem sets with other
Level D students.
8. When all students have had an opportunity to complete and check at least one map
problem set, lead the students in a discussion to identify the criteria they used to make
their choice, determine if the first choice was the best choice, and determine the
knowledge/skills needed to move to the next level.
9. Each student will establish a learning goal to improve their own achievement related to
understanding and using their map reading skills relating to Asia.
6.

Summarizing Activity

Why There?: (This is the assessment for this lesson) Create the most complex map
question that you can. Use as many of the map skills (e.g., cardinal/intermediate
directions, latitude/longitude, comparing/contrasting two or more different types of
maps together, etc) as you can. Work the problem. What answer might someone
get if s/he did not know any map skills?

Resource(s)
People Places and Change by Holt, Reinhart, and Winston pp. A16, A17, 297-299, 347-349.
Geography Alive Mapping Lab Africa Map Resources
Jennifer Beard
Anchor Text(s):
People Places and Change by Holt, Reinhart, and Winston
Technology:
Power point: Map Skills
Handouts:

Class set: Asia Maps Pages

Handout 1: DECIDE
Handout 2: Level A Problem Set
Handout 3: Level B Problem Set
Handout 4: Level C Problem Set
Handout 5: Level D Problem Set
Handout 6: Why There? (Assessment)
Handout 7: Level A-C Answer Keys
Differentiation: This lesson lends itself to differentiation, but if there needed to be more I
would provide small group assistance if there was a group lagging a bit behind.
Extension: This lesson itself lends itself for extension time. If they complete one, move on
to the next!
Remediation: Scaffolding and teacher support will be provided for individual needs. For
students who dont seem to quite grasp the Why There assessment activity a morning help
session can be offered for additional assistance.